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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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