Leadership Roles and Management Practices of Educational Managers and Their Relationships to Teachers’ and Students’ Performance

Abstract

A descriptive-correlational research was conducted to determine the extent educational managers in the four state universities in Panay Island portrayed their leadership roles and management practices and its relationship to teachers’ and students’ performance.

Ninety-three respondents were classified according to highest educational – attainment, position occupied, and length of experience. Questionnaire was used to gather data and Performance Evaluation System (PES) of teachers and passing percentage in Board Examination for students’ performance.

Results were interpreted at 5% level of significance using One-Way Analysis of Variance and Pearson Product-Moment Correlation Coefficient. Descriptive data were analyzed using frequency, percentage, weighted mean, and standard deviation.

Results showed that majority were doctorate degree holders, first-line managers, and serve their positions less than ten years. Leadership roles and management practices were rated “to a very large extent.” Only management practices in physical facilities development were performed “to a large extent” although when taken as a whole in the five years of concern they were performed “to a very large extent.”

Teachers’ performance was mostly rated Outstanding and a lesser number rated Very Satisfactory. The passing percentage was above the national passing set by the Philippine Regulation Commission (PRC).

Leadership roles significantly affect teachers’ performance and only leadership and human resource development were related to teachers’ performance. Leadership roles and management practices were not related to students’ performance except in physical facilities development. Only educational attainment was found significantly correlated to teacher’s performance but not to student’s performance.