ABSTRACT
This study determined the significant relationship between Management skills of School Heads towards Elementary teachers attitude and academic performance of Learners in Panhugan and Sherwood Elementary Schools. A proposed Instructional Supervisory plan was formulated based on the result of the study. The study utilized a descriptive–evaluative and correlational research design to determine the relationship between the management skills of the School Head, teachers’ attitudes, and the performance of Key Stage 2 learners. The descriptive component of the research design provided a comprehensive overview of the existing level of the School Head’s management skills, teachers’ attitudes toward their work, and learners’ academic performance. Data were gathered through surveys, interviews, and observations to capture detailed information about how the School Head motivated teachers and how these management practices influenced instructional delivery and learner engagement. The evaluative component focused on assessing the effectiveness of the School Head’s management strategies. It examined how these strategies influenced teachers’ job satisfaction, commitment, professional behavior, and overall performance. Various assessment tools such as performance ratings, teacher self-assessment surveys, and analysis of learners’ academic records were employed to determine the effectiveness of specific management approaches. The evaluative aspect provided evidence-based insights that guided improvements in leadership practices and instructional supervision. The correlational component examined the degree of relationship among the School Head’s management skills, teachers’ attitudes, and the academic performance of Key Stage 2 learners. Statistical analysis techniques were utilized to measure the strength and direction of these relationships. This helped determine whether significant associations existed between leadership management practices and both teacher and learner outcomes. The findings of the study served as the basis for the development of a proposed Instructional Supervisory Plan aimed at enhancing leadership practices, strengthening teacher management, and improving learner performance.
The study examined the relationship among the Management Skills of School Heads, Teachers’ Personal and Career Attitudes, and Learners’ Academic Performance. The findings indicate that there is a significant and positive relationship between the management skills of school heads and teachers’ personal and career attitudes. This suggests that when school heads demonstrate strong leadership, effective instructional management, and organizational competence, teachers tend to exhibit higher levels of professionalism, ethical behavior, and commitment to their career growth. Similarly, a significant positive relationship was observed between teachers’ personal and career attitudes and learners’ academic performance. This implies that teachers who maintain strong personal conduct, professional responsibility, and a commitment to continuous improvement contribute directly to the academic success of their students. The results highlight the critical role of teacher management, work ethics, and professional development in enhancing learning outcomes. Overall, the study suggests that the management skills of school heads and the personal and career attitudes of teachers work together to positively influence learner achievement. The findings confirm that effective school leadership enhances teacher attitudes, which in turn fosters higher academic performance among learners. These results underscore the interconnectedness of leadership, teacher professionalism, and student outcomes, emphasizing the importance of strategic instructional and organizational management in promoting academic excellence across the school system. Strong leadership and motivated teachers collectively create an environment conducive to learning, collaboration, and continuous improvement.
Keywords: Management Skills, School Heads, Teachers’ Attitude, Academic Performance
INTRODUCTION
Management skills of school principals play a crucial role in shaping teachers’ attitudes and ultimately influencing learners’ performance. A principal who demonstrates strong management abilities can inspire teachers to perform at their best by fostering a supportive, appreciative, and growth-oriented school environment. Through recognition, encouragement, and professional support, principals enhance teachers’ morale, self-efficacy, and commitment to their work. When teachers feel valued and empowered, they tend to adopt positive attitudes toward teaching, which translates to better classroom practices and higher student engagement. Moreover, management leadership establishes a sense of shared purpose, where both teachers and learners are encouraged to strive for academic excellence. By promoting collaboration, open communication, and continuous improvement, the principal’s management skills become a driving force that uplifts the overall school culture and enhances student learning outcomes.
According to Suleman, Hussain, and Syed (2018) in their study titled “Effect of Principals’ Motivational Practices on Teachers’ Job Performance and Students’ Academic Achievement in Secondary Schools of Pakistan”, motivational leadership among principals significantly affects teachers’ job satisfaction, teaching effectiveness, and students’ academic achievement. The study revealed that principals who consistently motivate teachers through verbal appreciation, professional development opportunities, and participatory decision-making contribute to creating a positive school climate where teachers are more dedicated and learners perform better. This finding supports the idea that school heads who demonstrate motivational competence not only influence teachers’ attitudes but also foster an environment conducive to effective teaching and improved learner outcomes.
The Philippine Education System of today has been focused on bridging the gap in literacy and numeracy among the learners more than ever. Amid all the crises that arose, the teachers have been feeling the burn-out caused by continuous pressure, high expectations, and numerous demands directed to them. These has led to poor performances, complacency in mediocrity, and lack of initiative among others. I chose this title to investigate the relationship between these problems and the effectiveness of school leadership. A school principal who can actively utilize management skills to inspire and improve teachers’ attitude, which in turn will improve learner performances especially in Numeracy and Literacy, is highly in demand. This study aims to provide a way for school leaders to better understand the relationship between good leadership, teacher excellence, and learner academic achievement.
This study can be an important breakthrough in school leadership. From personal experience, the effectiveness of school principals heavily affects the performance of the school. The teachers are also more inclined to perform better with the positive motivation from the principal. A good leader is someone who inspires others to be better. This study aims to prove that a leader with good motivational skills will directly impact and improve the attitude of teachers, together with the numeracy and literacy performances of the learners.
As a Grade 5 & 6 teacher in a far-flung area, I have encountered numerous challenges that directly affect teacher attitude and learner performances. One of which is the learners’ and parents’ attitude towards education. They don’t feel as strongly about how important education is for the future of the learners. Their priority goes as far as what they need to survive each day. Some parents even encourage their children to miss school often to take care of younger siblings so that the parents can work in the mountains to earn enough to buy food for the family. Although there has been a lot of interventions done by the Department of Education, such as feeding programs, it is not enough to solve the problem of poverty among communities in far-flung areas. Because of this, the learning needs of the learners are considered not as important, which leads to poor performances, especially in numeracy and literacy. In response to these challenges, teachers often feel that their efforts are wasted, and their attitude towards teaching changes drastically.
These are the reasons why the researcher focuses on the management skills of the school principal towards teachers’ attitude and learners’ performance.
This study determined the significant relationship between Management skills of School Heads towards Elementary teachers attitude and academic performance of Learners in Panhugan and Sherwood Elementary Schools. A proposed Instructional Supervisory plan was formulated based on the result of the study.
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