Abstract
This study investigated the help-seeking and management behavior of Deans and Academic chairpersons in a state university In Northern Samar. It determined the effect of help-seeking behavior on management behavior of the administrators. A total of thirty-two college deans and department heads participated in the study. Colleges administrators admitted that they seek help from others when faced with challenging situations. Findings showed they are participating in decision making efficiently. Similar efficiency level was found on management behavior in terms of problem-solving, conflict management, and crises' intervention. Overall, management behavior of college school administrators was considered efficient. Help-seeking behavior positively Influenced the problem solving and conflict management abilities of the colleges' administrators. On the other hand, the test of the relationship between help-seeking behavior and performance of the school administrators showed that only occupational competence had a significant relationship with help-seeking behavior. Schools administrators' help seeking behavior is much helpful in dealing with their duties particularly on management areas of their occupation. Occupational competence was significantly related to decision making, problem-solving and conflict management. On the other hand, professional and personal characteristics were also significantly, related to crisis intervention. Punctuality and attendance had no significant relationship to any of the management behavior. Lastly, the test of difference in help-seeking behavior of colleges administrators when compared by age and gender showed that help seeking varies among different age groups. Younger colleges administrators seek more help compared to seasoned administrators. No significant difference was found on the help-seeking ability between male and female administrators. Implications of help-seeking on school administrators were discussed.
Highlights
A form of mentoring that is common in school administrator development is coaching
There is a positive connection between school leadership and student outcomes that operates indirectly through school conditions, classroom conditions, and teachers' performance
School administrators admitted that they need help from others
Summary
A form of mentoring that is common in school administrator development is coaching It is distinct from traditional mentoring in that it typically takes place within a shorter time frame and focuses on the development of specific skills. According to Turner (2007) administrators who seek school improvement display specific behaviors like establishing strong lines of communication, establishing clear goals, and having quality contact and interaction with teachers and students at a high level. The administrators of these schools having strong, consistent ideals in education with clearly articulated goals and support all stakeholders through materials and knowledge articulation; they are communication facilitators for and with all stakeholders
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