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UCU GS Research Journal
SUPERVISORY AND ADMINISTRATIVE PRACTICES OF THE PUBLIC
ELEMENTARY SCHOOL PRINCIPALS IN THE 21 CENTURY
ST
SALVACION G. TABELIN

This study determined the extent of supervisory and administrative practices of the
public elementary school principals in the six (6) divisions of the Province of Pangasinan, SY
2015-2016. Specifically, it looked into the profile of the respondents in terms of age, sex,
civil status, highest educational attainment, relevant trainings attended, length of service and
the number of teachers supervised; extent of the supervisory and administrative practices of
the public elementary school principals in the 21st century; the significant differences between
the extent of supervisory and administrative practices across the profile variables; and the
significant relationship between the extent of supervisory and administrative practices of the
public elementary school principals and their profile variables.
The salient findings of the study are: majority of the respondents belong to bracket 51
years old and above, female, married, have earned their MA academic requirements, have 10
years and above length of service as a school principal, supervised 1-10 number of teachers and
attended 7 or more trainings in the division level. The extent of supervisory practices of PESPs
in the 21st century obtained a grand overall weighted mean of 4.51 described as “Outstanding”.
Their administrative practices obtained a grand overall weighted mean of 4.62 denoting a
transmuted rating of “Outstanding”.
The conclusions are: The PESPs exemplary perform their supervisory and administrative
functions thereby making them role models of their teachers. The profile variables civil status
and relevant trainings attended in the national and international levels are one and the same
as collaborators in the supervisory and the administrative practices of PESPs while highest
educational attainment, number of teachers supervised and relevant trainings in the national
and international levels are considered positive indicator of non-comparability of the supervisory
and administrative practices of PEPs. Likewise, age, highest educational attainment, number
of relevant trainings in the school and division, length of service and the number of teachers
supervised appeared to be very good indicators of the relationships between the school principals
profile and their extent of supervisory and administrative practices of PESPs.
Based on the findings and conclusions derived from this study, the following
recommendations are hereby presented: the PESPs should enhance their professional growth
by upgrading their educational qualifications, and enriching their administrative and supervisory
functions through in-service trainings. The PESPs should maintain their exemplary performance
in supervisory and administrative functions. There should be a research advocacy to expose other
significant variables, concepts or constructs as good sources of variance as excellent indicators
of relationships as features of scholarly research endeavor.
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