Page 20 - GS_Journal_2015

GS Research Journal

Likewise, it looked into the level of public relation management functions of public
elementary school managers along planning, organizing, directing, and controlling; the significant
difference in the level of public elementary school administrator as evaluated by themselves
and teachers, and the significant relationship between the level of public relation management
functions of public elementary school administrators and their profile variables.
The following are the salient findings of the study: 1) the youngest of the school
managers is 31 years old, dominantly females, with bachelor’s degree being the least educational
attainment, while doctoral degree is the highest obtaining 17 (48.6%). The public elementary
school administrators had 16 years and above experience as a school manager being the longest
term. As to relevant trainings attended some of them have not at all attended trainings in all
levels; 2) the level of public relation management of public elementary school administrators
along planning, organizing, directing and controlling is “high” as indicated by each functions
overall weighted mean ranging from 3.95 -4.22 with a grand weighted average mean of 4.12;
3) the level of public relation management function of public elementary school administrator
significantly differ when compared according to school as raters and as assessed by teachers; 4)
significant relationships were found between the level of public relation management of public
elementary school managers and the profile variable sex and civil status but not in variables age,
highest educational attainment, length of service and relevant trainings attended.
Based on the aforecited findings, the following conclusions were formulated: 1) the
public elementary school managers vary in their profile variables and at certain instances
their variations are in extreme cases and are distinctively female dominated group of school
administrators; 2) the high level of public relation management functions of school administrators
should be sustained; 3) the public school administrators’ level of public relation management
functions are comparable as perceived by themselves and assessed by teachers; 4) the profile
variables sex and civil status are associated with the level of public relation management of public
elementary school administrators but not associated with age, highest educational attainment,
length of service and relevant trainings attended.
On the basis of the salient findings and conclusions, the following recommendations are
hereby recommended: 1) the public elementary school administrators who did not finish their
post graduate studies should take their own initiative to pursue the highest educational degree
and should undergo professional upgrading through trainings and workshops; 2) the public
elementary school administrators should maintain high level of public relation management
functions at all times; 3) the public elementary school administrators should aspire for excellent
performance by being adaptive, innovative, and transformative; 4) further research should be
conducted using more appropriate and relevant variables to be explored to better determine the
level of public relation management function of public elementary school administrators.

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