School Administrators’ Management Approaches and Performance of Teachers

AUTHOR(S)

MARY ARCELLE N. ANDUYO

ABSTRACT

— This study was conducted to determine School Administrators’ Management Approaches and Teachers’ Performance in selected schools of Ormoc City District 1 in the Schools Division of Ormoc City. The findings of the study were the basis for the proposed Instructional Supervisory Plan. descriptive-correlational design was used in this study to investigate the relationship between School Administrators’ Management Approaches and Teachers’ Performance based on the Classroom Observation Tool (COT) results. Standardized questionnaires related to the management styles of School Heads were given to teachers, and data mining was also employed in the gathering of COT data. The results of the study served as the basis for a proposed instructional supervisory plan. The Test of Relationship, which shows the statistical correlation between various school administrators’ management approaches—such as planning, implementation, assessment, communication, supervision, community relations, staff development, conflict management—and the IPCRF (Individual Performance Commitment and Review Form) ratings of teachers. The table includes the correlation coefficient (r), computed tvalues, the table value at a 0.05 significance level, the decision on the null hypothesis (Ho), and the interpretation of the relationship. The aim of this analysis is to determine whether these administrative functions significantly impact teacher performance. All variables analyzed in this table showed a strong and significant relationship with teacher performance, as measured by the IPCRF. The highest correlation was observed between Communication and IPCRF, indicating that effective communication by administrators strongly enhances teacher performance. This was followed closely by Supervision vs IPCRF and Implementation vs IPCRF, both suggesting that regular guidance and efficient execution of school programs contribute significantly to professional excellence. Other variables also demonstrated strong correlations: Planning, Community Relations, Staff Development, and Conflict Management. These results confirm that supportive leadership, community collaboration, and proactive conflict resolution contribute to a positive work environment and higher teacher effectiveness. Notably, Assessment vs IPCRF had a slightly lower but still strong correlation, emphasizing the value of ongoing evaluation and data-informed decisions in refining teacher practices. Based on the computed values it implies that all variables exceeded the table value and led to the rejection of the null hypothesis, thereby confirming that there is a statistically significant relationship between school administrators’ management approaches and teacher performance. The strength of these correlations suggests that administrators play a critical role in enabling and sustaining high-quality teaching. Consequently, investing in leadership training, communication practices, and strategic planning should be a priority to further elevate performance across educational institutions. Keywords — School Administrator’s Management Approaches, Performance, Teachers