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UCU GS Research Journal
ADMINISTRATIVE MANAGEMENT PERFORMANCE OF PUBLIC
ELEMENTARY SCHOOL PRINCIPALS (PESP)
OLIVIA DELA CRUZ TOLENTINO
This study sought to determine the level of administrative management performance
of the public elementary school principal in the different districts of Tarlac Division SY 2015-
2016. Specifically, Problem Number 1 focused on the profile of the respondents which included
variables namely: age, sex, civil status, highest educational attainment, number of years as
school principal, relevant trainings attended, membership in organization and number of teachers
supervised. Problem Number 2 dealt with the level of administrative management performance
of the public elementary school principals namely: accepting educational innovations, passion
for work, developing teamwork, coaching teachers, delegation of work, research capabilities
and sourcing of funds. Problem Number 3 focused on the significant differences in the level of
administrative management performance of public school principals across the profile variables.
Problem Number 4 dealt on the significant relationship between the level of administrative
management performance of the public school principals and the selected variables namely:
trainings attended, number of teachers supervised, and membership in organization.
The following are findings of the study: Majority of the respondents belong to the age
bracket of 41 and above, female, married and with Master of Arts Units. Most of them have 5
years and below as public school principal, supervised teachers which is 20 and below 30 and
membership in professional organization. The profile variables of the respondents is somewhat
adequate enough to qualify them in their positions as school principals. The respondents are still
wanting to enhance their level of administrative performance, being one lower to the highest
level of performance. The school principals are comparable in their level of administrative
performance. There are still ways and means to improve or sustain their administrative
management performance.
Based on the findings and conclusions drawn the following recommendations are
hereby forwarded: All concerned school principals must be encouraged to finish their Masteral
and Doctoral degree. Public school principals should improve their performances along accepting
educational innovations, research capabilities and sourcing of funds to further enhance school
development and performance. A more carefully selected variables should further be identified
specifically those strong indicators of administrative management performance. Recommend the
formulation of a program building activities to address those areas with lower levels to enhance
the administrative management performance of the school principals. Further research should be
considered to look into other concerns of administrative management performance not covered
by the study.
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