MANAGERIAL ROLES, SKILLS

AND PERFORMANCE OF
ELEMENTARY ADMINISTRATORS
IN REGION 6, PHILIPPINES

Saturnina F. Mayo
July 2017
Background of the Study
Most of the recent literature on the principalship has
focused on the role of the principal as instructional leader
(Glickman, 2010). But management is important in
addition to instructional leadership (Jones, 2010; Kruse &
Louis, 2009). Very often good leaders, although they know
the management skills, dont take the time personally to
practice the management skills. And part of leadership is
knowing what you do best and using all of your available
resources. Thus, principals work with students, teachers,
parents, and other school stakeholders to set up
organizational structures and help to develop other people
in the school by delegating and very carefully monitoring
the management functions in the school.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS
Statement of the Findings / Results Conclusion Recommendation
Problem
1.What is the A 45 54 y/o 202, 59.80% Majority of the School administrators in
1.1
profile of T 45 54 y/o 202, 39.70% school the different program,
school A Female 227, 66.20% administrators were though had an excellent
1.2
administrators T Female 375, 73.70% aging 45-54years old, performance on their roles
and teachers A 10 19 yrs 166, 48.40% and females and and skills but needs to
1.3
in terms of: T 10 19 yrs 208, 40.90% assigned the
highlight and try to lead
1.1 Age A Principal 93, 18.50% Province of Iloilo.
1.4 through collaborative
1.2 Sex T Teacher III 179, 35.20% Most of the
development and
1.3 Length of A Iloilo 191, 55.70% respondents had
1.5 sustainment of a shared
Service T Iloilo 370, 72.70% served between 10-
1.4 Position 19 years, Principal 1, vision for educational
Lambuano, 20, 3.90%
A improvement and works
1.5 Province 1.6 Iloilo and assigned in
1.6 District Oton, Iloilo 88, 17.30% Lambunao District. with staff, students,
T
parents, school councils
and other stakeholders to
develop a mission and
programs consistent with
the school and district
improvement plan.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS
Statement of the Findings / Results Conclusion Recommendation
Problem
2. To what extent do Managerial Roles Mean Description SD Teacher- Collaboratively
administrators respondents were plans, implements,
Well -
perform the Figurehead 4.47 .11 mostly aging supports, monitors,
performed
following 2.1 between 45-54 and evaluates
managerial roles? Well -
Leader 4.39 .14 years old, females, instructional
2.1 Interpersonal performed
had been in the programs that
2.2 Informational Well -
Spokesperson 4.22 .31 service between 10- enhance teaching
2.3 Decisional performed
2.2 19 years. Mostly and student
Well - were T-III, from the academic progress,
Monitor 4.44 .21
performed Province of Iloilo and lead to
Well - and assigned in continuous school
Entrepreneur 4.50 .22
performed Oton District. improvement to
2.3 make sure that SIP
Well - programs were
Negotiator 4.38 .21
performed
implemented.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS
Statement of the Findings / Results Conclusion Recommendatio
Problem n
3. Is there a Managerial Roles Mean t p Decision The administrators were Administrators
significant 4.47 1187.991 .001 Reject well performed in may analyze
Figurehead Ho
difference in terms of their current academic
3.1
the extent on managerial roles in achievement
4.38 1000.991 .001 Reject
how Leader terms of interpersonal data and
Ho
administrators 4.22 393.743 .001 Reject particularly as a instructional
perform the Spokesperson Ho figurehead, and as a strategies to
following 3.2 leader. Correspondingly, make
managerial 4.44 614.886 .001 Reject in terms of appropriate
Mentor
roles? Ho informational, educational
3.1 Interpersonal 4.50 588.090 .001 Reject particularly as decisions to
Entrepreneur Ho
3.2 Informational spokesperson and as improve
3.3 Decisional 3.3 mentor. Similarly, the classroom
4.38 605.613 .001 Reject
Negotiator administrators found to instruction,
Ho
be well performed in increase student
terms of decisional achievement,
particularly as an and improve
entrepreneur, as overall school
negotiator. effectiveness.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS
Statement of the Findings / Results Conclusion Recommendation
Problem
4. Is there a Admin. Teachers t p Decision As a figurehead Administrators should
significant and a leader endeavor to demonstrates
Accept caused knowledge of research-
difference on Interpersonal 4.43 4.42 .844 .399
Ho
how significant based instructional best
administrators variations on practices by working
Accept
Informational 4.32 4.34 -.1.748 .081 the extent of collaboratively with staff
perform their Ho
how to identify student needs
managerial
Accept administrators and to design, revise, and
roles as practice Decisional 4.43 4.45 -1.661 .097
Ho perform their monitor instruction to
by themselves managerial ensure effective delivery
and the roles. of the required curriculum,
teachers? support teachers to access
resources (e.g., time,
fiscal, human) for the
successful implementation
of effective instructional
strategies.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS
Statement of the Findings / Results Conclusion Recommendation
Problem
5. What is the level Managerial Interpersonal, Administrators should regularly
Mean Description SD monitor and apply their skills to
of managerial Skills informational
skills of Conceptual High and decisional evaluate the use of assessment
administrators in 4.42 .17 of and for learning (e.g.,
Skills Skilled dimensions
terms of in terms diagnostic, formative,
Technical High caused no
of different 4.60 .23 summative assessments) to
Skills Skilled significant inform instructional practices
dimensions? variations on
High and to provide timely and
Human Skills 4.46 .37
Skilled how accurate feedback to students
administrators and parents. Work with school
perform their stakeholders to design and
managerial implement effective and
roles as efficient schedules that protect
and maximize instructional
practiced by
time. They may try to provide
themselves
the instructional focus and
and evaluated creates the culture for
by teachers. continuous learning of all
members of the school
community.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS
Statement of the Findings / Results Conclusion Recommendatio
Problem n

6. Is there a The Administrators

significant SS MS f p Decision administrators should try to
difference on were Highly evaluate the
Conceptual Skills
the level of Accept Skilled in impact
Between Groups .174 .058 1.899 .128
managerial Ho terms of their professional
Within Groups 25.837 .030
skills of Technical Skills managerial learning has on
Accept
administrators Between Groups .381 .127 2.515 .057 skills the staff/school
Ho
in the different Within Groups 42.837 .051 considering improvement
provinces and Human Skills conceptual and student
Accept
Between Groups .115 .038 .276 .843
districts in Ho skills, technical academic
Within Groups 117.528 .139
Region 6? skills, and progress.
human skills.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS

Statement of Findings / Results Conclusion Recommen

the Problem dation
7. Is there a Interpersonal Informational Decisional Conceptual skills, Replicate
Manageria
significant l Skills
technical skills the present
r p Decision r p Decision r p Decision
relationship and human skills study in
on the roles Conceptual -454 .001 Reject .383 .001 Reject .233 .001 Reject Ho caused no other
Skills Ho Ho significant
and skills of regions in
Technical Reject Reject Accept variations on the
managers -.543 .001 .130 .001 -.048 .157 the
Skills Ho Ho Ho level of
when they Philippines.
Human Reject Accept managerial skills
are grouped .335 .001 .045 .192 .379 .001 Reject Ho
Skills Ho Ho of administrators
by considering the
dimensions? different
provinces in
Region 6.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS

Statement of the Findings / Results Conclusion Recommendati

Problem on
8. What is the Level of Conceptual skills
Mean Description SD
level of Performance and human skills
performance of Very were significantly
OPCR 4.11 .35
administrators is Satisfactory related to the
as reflected in managerial roles
their OPCRs? and skills of school
administrators in
Region 6.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS

Statement of the Findings / Results Conclusion Recommendatio

Problem n

9. Is there a Level of School

SS MS f P Decision
significant Performance administrators
difference in By District in Region had a
the level of Reject very
Between Groups 19.436 .572 5.028 .001
Ho
performance Within Groups 92.877 .114 satisfactory
of By Province performance as
Reject
administrators Between Groups 4.757 1.86 12.503 .001 reflected in the
Ho
Within Groups 107.556 .127
by district and Performance
province? Review and
Commitment
Form.
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS

Statement of the Findings / Results Conclusion Recommendation

Problem
10. Is there a Managerial Districts Province Province and
significant Skills r p Decision r p Decision district caused
relationship on significant
the level of Conceptual Accept variation in the
-.009 .797 .005 .893 Accept Ho
managerial Skills Ho level of
skills and the performance of
level of administrators.
Technical Accept
performance -.017 .625 -.001 .967 Accept Ho
Skills Ho
of
administrators
by district and Human Accept
-.003 .933 -.007 .848 Accept Ho
province? Skills Ho
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS

Statement of the Conclusion Recommendation

Problem

11. What are the Level of managerial skills and the level
issues and of performance of school
concerns administrators were not significantly
administrators in related as to province and district.
the conduct of
their managerial
roles?
 RESULTS, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS
Statement of the Recommendation
Conclusion
Problem
12. What Issues and Concerns;
intervention Increasing the level of learners achievement, basic functional literacy skills, and
academic performance of learners and students social intermediate result skills.
program is
Improvement in the teaching and learning process to achieve the desired learning
proposed to
competencies.
improve the Improvement in the access of learners to learning facilities and learning materials, in
performance of term of numbers of hands on, classroom to learners ratio, textbook to learners ratio,
administrators? and availment of library, guidance and health services were achieved.
Improvement in policy planning, participating mechanism in school governance,
human resource development, quality assurance and accountability system, programs
to improve teaching-learning and a unified information system.
Develop teachers performance in managing the teaching and learning in terms of
improvement on the mastery of subject matter through continuous education and
improvement in teaching techniques and skills.
Improvement in the percentage of physical accomplishments versus SIP.
Enhancement of remediation programs and projects on improvement of facilities and
learning equipment.
Implementation of school projects on learners health and nutrition.
Development of training programs for teachers and non-teaching personnel.
Implementation of programs and events involving stakeholders.
Construction, repair and replacement of school infrastructures
Inadequate school MOOE and other financial resources.