The Extent and Effectiveness of Managerial Practices of School Administrators: Implication to Work Productivity

Abstract

This descriptive research paper aims to determine and analyzed the extent and effective managerial practices of the school administrators. The descriptive-survey method was used in this study. The respondents were 191 school administrators who were randomly chosen from 191 schools in the province of Isabela. This study examined the managerial practices of school administrators in relation to their educational attainment, salary grade levels, and other demographic factors. Findings revealed that most respondents met only the minimum educational qualifications for school management, possessing a bachelor’s degree with master’s units. Additionally, their exposure to national and international training was limited, and their salary grades did not align with their roles and responsibilities. The study found disparities between the administrators’ managerial practices and their educational qualifications and salary levels. Despite these differences, all managerial practices were perceived as highly effective. The most notable practices included seeking and receiving information to understand the organizational environment, initiating and supervising organizational improvement projects, and conducting strategy and review sessions regarding change efforts. School administrators also emphasized corrective actions during crises, reinforcing their role in problem-solving and institutional stability. Statistical analysis showed significant differences between the extent of managerial styles and salary grade levels, as well as the highest educational attainment of administrators. Managerial effectiveness was also found to be influenced by age and length of service, indicating that experience plays a role in administrative performance. Based on these findings, the study recommends further research incorporating teacher and administrator performance assessments to validate managerial effectiveness. Future studies should explore teachers' perceptions of their school heads' management approaches and examine the implications of administrators' qualifications, training exposure, and salary concerns on their overall performance. These findings underscore the need for continuous professional development and policy adjustments to better support school administrators in fulfilling their responsibilities effectively.