ABSTRACT
This study determined the significant relationship between School Heads’ Interpersonal, Informational, and Decisional Skills and Teachers’ Teaching Performance. A proposed instructional enhancement plan was formulated based on the results of the study. This study used a descriptive–correlational research design to determine the significant relationship between school heads’ interpersonal, informational, and decisional skills and teachers’ teaching performance. The descriptive method described the level of school heads’ managerial skills in terms of interpersonal, informational, and decisional aspects, as well as the level of teachers’ teaching performance. The correlational method examined the relationship between school heads’ skills and teachers’ teaching performance. The results of the study formed the basis for proposing an instructional supervisory plan.
The test of relationship between school heads’ skills and teachers’ teaching performance determined the relationship between school heads’ interpersonal skills, informational skills, and decisional skills and teachers’ teaching performance using Pearson’s r correlation coefficient and t-test. The findings revealed that all computed values showed significant relationships, indicating that the managerial skills of school heads were strongly associated with teachers’ teaching performance. The results further showed that all computed values were greater than the table value at a given level of significance, leading to the rejection of the null hypothesis in all variables tested.
The relationship between school heads’ interpersonal skills and teachers’ teaching performance yielded a Pearson r-value interpreted as a “Very Strong Positive” relationship. The computed value was greater than the table value, resulting in the rejection of the null hypothesis. This indicates that school heads’ interpersonal skills significantly influenced teachers’ teaching performance. The findings suggest that school heads who effectively communicated with teachers, built positive relationships, resolved conflicts fairly, and provided motivation and support contributed positively to the improvement of teachers’ classroom performance and instructional effectiveness. Meanwhile, the relationship between school heads’ informational skills and teachers’ teaching performance obtained a Pearson r-value interpreted as a “Very Strong Positive” relationship. The computed value exceeded the table value, leading to the rejection of the null hypothesis. This result indicates that school heads’ informational skills had a significant relationship with teachers’ teaching performance. Likewise, the relationship between school heads’ decisional skills and teachers’ teaching performance yielded a Pearson r-value also interpreted as a “Very Strong Positive” relationship. The computed value was likewise greater than the table value, resulting in the rejection of the null hypothesis. These findings indicate that school heads who effectively gathered and disseminated information, monitored instructional performance, utilized data for decision-making, solved school issues strategically, involved teachers in decision-making processes, and managed resources efficiently contributed greatly to the enhancement of teachers’ teaching performance.
The results imply that school heads’ managerial skills significantly influenced teachers’ teaching performance in various aspects of instruction and classroom management. Specifically, the interpersonal skills of school heads, informational skills, and decisional skills all yielded “Very Strong Positive” relationships, with computed values exceeding the table value. Since all computed values were higher than the table value, the null hypothesis was rejected in all variables tested. The findings imply that school heads who possessed effective interpersonal, informational, and decisional skills were more capable of supporting teachers, strengthening instructional supervision, promoting collaboration, and improving overall teaching performance. Furthermore, the consistently strong positive relationships suggest that the managerial competencies of school heads play a vital role in fostering teacher effectiveness, instructional quality, and school improvement.
Keywords: School Head’s Interpersonal, Informational, Decisional Skills, Teachers’ Performance
INTRODUCTION
School leadership plays a vital role in ensuring the effectiveness of teachers and the overall success of the educational system. In every school organization, the school head serves as the instructional leader who guides teachers, supervises teaching practices, and creates a learning environment that promotes academic excellence. The leadership effectiveness of school heads can be reflected through their interpersonal, informational, and decisional skills, which are essential components in managing the school and supporting teachers in performing their professional responsibilities. These skills help school leaders establish productive relationships with teachers, communicate important information, and make decisions that directly influence the teaching and learning process.
Interpersonal skills refer to the ability of school heads to build strong and positive relationships with teachers, students, parents, and other stakeholders. These skills include effective communication, empathy, teamwork, and the ability to motivate teachers toward achieving educational goals. When school heads demonstrate strong interpersonal skills, they can foster a supportive and collaborative working environment. Teachers who feel respected, valued, and encouraged by their leaders are more likely to perform their duties with greater commitment and enthusiasm. In addition, effective interpersonal relationships between school heads and teachers promote open communication, allowing teachers to share their concerns, ideas, and suggestions for improving classroom instruction.
Informational skills, on the other hand, involve the ability of school heads to gather, analyze, and disseminate relevant information necessary for effective school management and instructional improvement. School heads are responsible for providing teachers with updated information regarding curriculum implementation, educational policies, teaching strategies, and assessment practices. By effectively sharing important information, school heads ensure that teachers are well-informed and equipped with the necessary knowledge to perform their instructional tasks effectively. Informational skills also allow school heads to monitor school operations, evaluate teaching practices, and provide teachers with appropriate guidance to improve their performance.
Meanwhile, decisional skills refer to the ability of school heads to make sound and timely decisions that benefit the school and its stakeholders. These decisions may involve instructional supervision, allocation of resources, implementation of school programs, and addressing challenges faced by teachers and students. Effective decision-making requires school heads to carefully analyze situations, consider different alternatives, and choose the most appropriate actions that will support teachers and enhance student learning outcomes. When school heads demonstrate strong decisional skills, they can provide clear direction and guidance to teachers, which ultimately contributes to improved teaching performance.
Teachers’ teaching performance is another significant factor in achieving quality education. Teaching performance refers to the ability of teachers to effectively plan lessons, deliver instruction, manage the classroom environment, and assess students’ learning progress. Teachers who demonstrate high levels of teaching performance can engage students in meaningful learning experiences and help them achieve academic success. However, teachers’ effectiveness in the classroom can be influenced by various factors, including the leadership and support provided by school heads. When school heads actively support teachers through effective leadership practices, teachers become more motivated to improve their instructional methods and professional competencies.
According to Bush (2018), effective school leadership significantly contributes to teacher development and improved instructional practices. The author emphasized that school heads who demonstrate strong interpersonal communication, effective information management, and sound decision-making skills are better able to guide teachers toward achieving better teaching outcomes. Bush further explained that leadership practices that encourage collaboration, information sharing, and teacher participation in decision-making processes can positively influence teachers’ motivation and commitment to their profession. This highlights the importance of school heads’ leadership competencies in promoting a productive school environment and improving teachers’ teaching performance.
From the researcher’s perspective, improving teachers’ teaching performance requires the active involvement of school heads through various leadership strategies. School heads may implement continuous instructional supervision, provide professional development opportunities, encourage collaborative learning among teachers, and offer constructive feedback after classroom observations. Additionally, fostering a culture of open communication within the school can help teachers feel supported and motivated to improve their teaching practices. School heads can also organize mentoring programs, conduct regular meetings to discuss instructional concerns, and promote teamwork among teachers to address challenges encountered in the classroom. Through these strategies, school heads can strengthen teachers’ professional growth and enhance the quality of instruction provided to students.
Considering the significant role of school heads in influencing teachers’ performance, it becomes necessary to examine how their interpersonal, informational, and decisional skills affect the effectiveness of teachers in the classroom. Understanding this relationship will provide valuable insights into how leadership practices contribute to improved teaching performance and better educational outcomes. Therefore, this study is conducted to determine the relationship between school heads’ interpersonal, informational, and decisional skills and teachers’ teaching performance. The findings of this study may provide useful information for school administrators, teachers, and educational leaders in developing leadership strategies that will enhance teachers’ performance and ultimately improve the quality of education in schools.
This study determined the significant relationship between School Heads’ Interpersonal, Informational, and Decisional Skills and Teachers’ Teaching Performance. A proposed instructional enhancement plan was formulated based on the results of the study.
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