Assessing the School Heads Leadership in the Towns of Nueva Ecija, Philippines: Inter-Relationship of Supervisory Skills, Interpersonal Skills and Leadership Skills

Abstract

All school is led by a school head who is trained, monitored, and held accountable for organizing and leading an institutionalized school improvement process at the school level, as mandated by Republic Act No. 9155 otherwise identified as the Governance of Basic Education Act of 2001. The study argues that the low performance of schools including their teachers and non-teaching staff emanates from the scarcity of supervisory, interpersonal and leadership skills of school heads. The study adheres to David McClelland’s Achievement Power Affiliation Theory which states that an individual’s specific needs are acquired over time and are shaped by one’s life experiences. By using a total enumeration sampling technique method of research, this study assessed the extent of interpersonal, leadership, and supervisory skills of school heads in the towns of Nueva Ecija, Philippines. A survey questionnaire was used to collect data, which was then analyzed using frequency count, percentage, weighted mean, eta correlation, and t-test. The result of the study revealed that school leaders’ interpersonal, leadership, and supervisory skills were regarded as evident by both the school and their teachers. The inter-relationship of Supervisory Skills, Interpersonal Skills and Leadership Skills showed significant associations between the school head’s decision making and their managerial skills in planning and organizing thereby concluding that School Heads’ leadership was evident.