Principals’ Competencies and Teachers’ Professional Well-being in Maa District

AUTHOR(S)

MERYLYN A. SANGUENZA

ABSTRACT

—— This study determined the relationship between principals’ competencies and teachers’ professional well-being in Maa district, Davao City division. A descriptive correlation design was used to explore the relationships between principals’ competencies and teachers’ professional well-being. The researcher employed random sampling to select 180 teacher-respondents from Maa district, Davao City division. The findings revealed that the level of principals’ competencies in terms of instructional supervision, professional development practice, management behavior, and managing change were interpreted as very high, which means that the level of principals’ competencies was always manifested in school. In terms of teachers’ professional well-being, it garnered a very high rating, indicating that the professional well-being of teachers was always observed. Indicators such as self-care, practice competence, and professional development also registered very high ratings. On the significant relationship between principals’ competencies and teachers’ professional well-being, a positive high relationship between the two variables was evident. In addition, the indicators of principals’ competencies, namely, instructional supervision, professional development practice, management behavior, and managing change, were significantly correlated with teachers’ professional well-being. Further, the results presented that all domains or indicators of principals’ competencies significantly influence teachers’ professional well-being. Keywords — Principals’ competencies, well-being, principals, teachers, descriptive, correlation, Philippines