Professional Attributes of School Administrators Towards a Strategic Development

Abstract

This study dealt with the professional attributes of school administrators at Chengdu Sports University, Sichuan, China, towards strategic development. The researcher used the 235 tertiary teachers from the said university who were randomly chosen using the Qualtrics Calculator for a sample with a 5% margin of error from about the 600 teachers during the time of the study. Descriptive- comparative research was used, employing a researcher-made instrument that was validated by experts. The study revealed that the professional attributes of the school administrator in terms of physical and professional characteristics are manifested. It manifested through communication skills, professional relationship skills, commitment to the profession, and the professional attributes of the school administrators. The teacher respondents have different assessments considering their age, whereas the teacher respondents who are between 41and 50 years old have a relatively higher assessment than the other teacher respondents. The teacher respondents have different assessments and the teacher respondents have different assessments considering their length of service, wherein the teacher respondents who have 12 or fewer years of service have a relatively higher assessment than the other teacher respondents. Hence, it is recommended that in developing a strategic development plan: enhance professional attributes through training; foster leadership mentoring and coaching; elevate communication skills with workshops; cultivate cultural sensitivity and diversity by implementing tailored training initiatives focused on enhancing cultural sensitivity and diversity awareness among administrators. Enable them to relate empathetically to diverse take holders by providing workshops that promote understanding, respect, and inclusivity; and facilitate strategic leadership retreats by coordinating strategic leadership retreats for administrators to engage in self-assessment, reflection, and collaborative planning. Guide discussions on long-term objectives, effective leadership strategies, and aligning personal attributes with the institution's strategic development.