Correlation of Administrators’ Leadership Practices and the Teachers’ Performance among Public Elementary and Secondary Schools

Abstract

Educational leadership may be a significant role in determining a school's performance. The study determined to correlate administrators’ leadership practices and the teachers’ performance in the Division of Bukidnon. It also assessed the significant correlation between teachers’ performance and leadership practices of the school administrators under the School-Based Management (SBM). The research design used in this study was descriptive-correlational. Quantitative and qualitative means were employed to achieve the objectives of this research. Stratified random sampling using Cochran’s formula determined the sample size of the study with a total of 266 respondents. Descriptive statistics, Pearson r moment correlation coefficient, Analysis of Variance, and T- test were used in the analysis of data. The findings of the study revealed that in terms of sex, age, number of years as school administrator, and highest educational attainment have significant difference in the performance of the school administrators under the SBM. There was a significant relationship between the leadership practices of school administrators and the school performance. Problems were identified by the school administrators during the focused group discussion. They were the following: lack of stakeholder support, lack of data or resources, lack of financial resources and confusion as to what specific roles to take under the SBM. These problems were addressed in making an action development plan. The study proved the workings of General System Theory applied to the three variables such as the school administrators’ practices, teachers’ performance, and the school performance. There is interplay of these three variables in the sense that the practices of the school administrators affected the performance of the teachers and both the school administrators’ practices and teachers’ performance influenced the overall performance of the school. The study also proved Hallinger’s findings there is a strong correlation between leadership practices and teachers’ performance in the school.