ADMINISTRATIVE AND INSTRUCTIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS IN COMMUNITY COLLEGES OF NORTHERN MINDANAO, PHILIPPINES
This study attempted to determine the administrative and instructional leadership practices of the school administrators in community colleges of Northern Mindanao.
A total of 23 school administrators and 110 teachers who rated the administrative and instructional leadership performance of school administrators participated in the study. A qualitative-quantitative research methods were used in the study. Research questionnaires and interview were used to determine the administrative and instructional leadership performance of school administrators. The statistical treatment used were mean values and percentages, analysis of variance and correlation analysis to determine the significant difference and relationship between administrative performance and instructional leadership practices of school administrators.
The findings revealed that school administrators in community colleges of Northern Mindanao always performed their administrative functions such as planning, organizing, directing, and controlling. They were always consistent in their instructional leadership functions in the areas of administration of instructional programs, students’ services but frequently performed their functions in teachers’ development. Further, findings indicated that there exists a significant difference in the school administrators’ instructional leadership when teacher-respondents are grouped according to age and educational qualifications but academic rank, gender, and number of years in teaching does not show a direct difference to school administrators’ instructional leadership performance. Results also showed that a significant relationship exists between the administrators’ administrative performance and instructional leadership practices.
It was recommended that school administrators should support to the professional development needs of teachers and intensify the ranking and promotion program to attract more qualified teachers.