Administrative Practices of School Administrators and Instructional Supervision: Analysis of the Impact Towards School Organizational Culture
Keywords:
administrative practices, instructional supervision, organizational cultureAbstract
The primary objective of this study is to evaluate the influence of school administrators' administrative practices and instructional supervision on school organizational outcomes. This study employed a descriptive-correlational research design with the aid of a standardized questionnaire checklist as the primary tool for data collection. The respondents were Jimenez District teachers for the 2021-2022 academic year. The study found that: (1) school administrators' administrative practices are typically proficient like their roles and responsibilities as educational leaders; (2) school administrators' instructional supervision is typically at a competent level; (3) the school's organizational culture was high; (4) the school administrators' administrative practices do not typically have a significant impact on the school's organizational culture, and (5) school administrators instructional supervision typically have a significant impact on the school's organizational culture but to a significant extent. To strengthen the performance indicators of administrative practices and instructional supervision among school principals, and thereby improve the quality of our current schools, it may be necessary to add to the current policy guidelines.
Downloads
References
Antonio, A. S. & Gamage, R.L. (2007). School-based management: A structural reform intervention. Philippine Normal University.
Department of Education. DepEd Order No. 32, s. 2010 (National adoption and implementation of the national competency-based standards for school heads).
Habtamu, G. N. (2013). The instructional leadership roles of principals and their relationship with school improvement in public secondary schools of SNNPR, Ethiopia. Retrieved from http://hdl.handle.net/10603/28826
Hoesktra, V. G. (2014). Influence of school heads' instructional competencies on teachers’ management. Leyte Division, Philippines. Naval State University-Main Campus Naval, Biliran, Philippines. International Journal of Engineering Sciences and Research Technology: ISSN: 2277-9655
Howard-Schwind, M. (2010). Instructional leadership responsibilities of assistant principals in large Texas high schools. Page 34-38. from www.eric.ed.gov ISBN: ISBN-978-1-1240-0765-6. ERIC Number: ED516995
Lawal, O. I. & Oguntuashe, K. (2012). Impacts of organizational leadership and culture on organizational trust: Role of Job Cadre. Volume 20 Number1, March 2012 Copyright ©2012 Ife Center for Psychological Studies/Services, Ile-Ife Nigeria. Department of Psychology University of Lagos, Akoka-Yaba, Lagos.
McDonough, E. (2010). An integrative essay: Understanding the principalship, State University of New York at Oswego. Page 3. from www.eric.ed.gov
Republic Act 10173. Data Privacy Act of 2012.
Republic Act 9155. Governance of Basic Education Act of 2001.
Sahskin, M. & Rosenbach, W. E. (2013). Organizational culture assessment questionnaire (QCAQ). Retrieved from http://leadingandfollowing.com/ documents/ OCAQ Participant Manual.pdf
Sandoval, P. P. (2001). Concerns of parents related to their special children’s termination of schooling. University of the Philippines.
Sashkin, R. & Rosenbach, S.E. (2013). Organizational culture assessment questionnaire (QCAQ). Retrieved from http://demo.leadingandfollowing.com/documents/OCAQParticipantManual.pdf
Sawyer, F. (2010). Principal on the rise: A case study of leadership practices.
Tsai, Y. (2018). Relationship between organizational culture, leadership behavior and job satisfaction. BMC Health Services Research, 11, pp. 98 DOI: https://doi.org/10.1186/1472-6963-11-98
Published on: 2023-03-17
Also Available On
How to Cite
Issue
Section
License
Copyright (c) 2023 Denmark S. Macalisang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to this journal retain the copyright of their articles but agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that they indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.
