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_aLeadership-management skills and their relation to empowerment among public secondary school administrators in Manila /
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_cMarilou T. Parel.
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_a83 pages
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_aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2003.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship.
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_aABSTRACT: This study was on the leadership-management skills and their relation to empowerment among public secondary school administrators in Manila. This study was limited to a total of 180 respondents: 23 public secondary school principals and 157 public secondary school head teachers from all public secondary schools in Manila. The descriptive method was used with the questionnaire as the main instrument for gathering data. From the demographic profile variables the findings were: majority of the administrators belonged to the 51-60 years bracket, majority were females, most were with Master of Arts units, most have served as school administrator for less than five years. As to leadership-management skills, these were the findings: administrators always give support by helping students, teachers, and staff get what they want; express satisfaction where teachers and staff do a good job; always require teamwork among teachers with expertise in content areas. The visioning skill administrators always manifest is identify and prioritize what is most needed by the school and encourage cooperation to meet the students' needs and address the schools' improvement priorities. Administrators need to improve on the following skills: experiment and take time to learn from accompanying mistakes, initiate self-evaluation, make decisions based on reviewed data on resource allocation, students' and stakeholders' satisfaction. As to administrators' empowerment, they always manifested the following: update themselves on the latest information especially those that interest the learners, allow teachers to join teacher-welfare organizations, health programs and other similar socio-cultural groups, involve teachers and staff in setting goals and mission of the school. Administrators need to improve on decision-making, autonomy and self-efficacy. There was no significant relationship between leadership-management skills and demographic profile variables: age, gender, educational attainment and number of years served as administrator. There was no significant relationship between empowerment and demographic profile variables: age, gender, educational attainment and number of years served as administrator. There was significant relationship between leadership-management skills and empowerment. A high correlation existed between visioning, intellectual stimulation, giving support with decision-making, autonomy and professional growth. There was moderate correlation between visioning, intellectual stimulation, exhibiting high expectation, giving support and self-efficacy.
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