School Heads’ Interpersonal, Leadership, and Supervisory Skills in Narra School Districts, Palawan, Philippines
Every school or cluster of schools is led by a school head who is prepared, monitored, and made accountable for organizing and leading an institutionalized school improvement process at the school level as mandated in the Republic Act No. 9155, Governance of Basic Education Act of 2001. By maximizing the skills and abilities of school heads to improve educational efficiency, in particular the standard of teaching and learning through the practice of instructional supervision, these skills can be improved to build efficient human resources that can make a difference in the educational system. This paved the way to conduct this study which aims to determine the extent of interpersonal, leadership, and supervisory skills of 48 school heads in the Narra school districts, Narra, Palawan, Philippines using a total enumeration sampling technique. Data were collected through a survey questionnaire and were analyzed using frequency count, percentage, weighted mean, eta correlation, and t-test. Results revealed that school heads’ interpersonal, leadership, and supervisory skills were both perceived by the school themselves and their teachers as evident. Findings also showed that there were significant associations between the school head’s profile in terms of their present position and their manifested leadership skill in initiating action, school heads’ profile in terms of the present position and their manifested supervisory skill in decision making, and school heads’ profile in terms of the number of teachers supervised and their manifested supervisory skill in planning and organizing, which all suggests a weak association between these variables. It is recommended that since the school heads’ interpersonal, leadership, and supervisory skills were evident, these skills must be intensified for it to achieve a level of very much evident.
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