Management Competence of School Heads and Level of Satisfaction of the Elementary Teachers in Kananga II District

AUTHOR(S)

JUNRILL W. LUCERO

ABSTRACT

—— This study determined the significant relationship between the management competence of school heads and level of satisfaction of teachers in Kananga II District in the Schools Division of Leyte. A proposed enhancement plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to investigate the relationship between Leadership Style and level of satisfaction of Elementary Teachers. This design makes it possible to evaluate both variables in a methodical manner, which makes it easier to investigate any possible correlations between them. This study attempts to shed light on the degree to which leadership styles relates to the level of satisfaction of teachers. The relationship Between the Management Competence of Head Teachers, level of satisfaction of Teachers and Office Performance & Commitment Review Form (OPCRF) of Head teachers. When assessing the dynamics within educational institutions, it is essential to comprehend the linkages between factors, especially with regard to managerial competency and its effect on important outcomes such as head teachers’ performance and teacher satisfaction. The results of statistical tests evaluating the correlations between these variables are shown in Table 6, which sheds light on the importance and strength of these interactions. Based from the results, it shows that Management Competence vs. Satisfaction, the substantial positive association between managerial competency and teacher satisfaction is indicated by the correlation coefficient. At a significance level of 0.05, the computed value is more than the table value rejecting the null hypothesis (Ho) and establishing a statistically significant connection. This shows that greater levels of teacher satisfaction in the classroom are correlated with higher levels of management competency while on the Management Competence vs. Office Performance and Commitment Review Form (OPCRF), Similarly, managerial competency and head teachers’ performance as determined by the OPCRF form have a substantial positive association. Null Hypothesis is rejected because the computed value is greater than the table value, showing a significant association. According to this research, head teachers who possess greater managerial competency also typically exhibit higher performance and commitment levels in their administrative capacities. The findings shown in Table 4 highlight the crucial role that management competency plays in affecting head teachers’ performance and teacher satisfaction in educational settings. These strong relationships imply that managerial and leadership abilities improve organizational results and create a favorable atmosphere for administrators and teachers alike. Based from the results in table 4 implies that presents strong evidence of the significant correlation between management competency and important outcomes in learning environments. Through exhibiting robust relationships with head teachers’ performance and teacher satisfaction, management competency becomes evident as a critical component in fostering favorable organizational dynamics and accomplishing learning goals. These results highlight how crucial it is to support educational leaders’ managerial and leadership growth in order to create a positive and effective learning environment. This thorough examination provides insightful information about how organizational success and leadership efficacy interact in the field of education. Keywords — Management Competence School Heads Teachers’ Satisfaction