Home⇛LAMDAG⇛vol. 12 no. 1 (2021)

Correlates of School Heads’ Supervisory Competence and their Relevant 21st Century Literacies

Aisha Lea Daud

 

Abstract:

The multifarious tasks and supervisory roles of the school heads behove inherent and necessary supervisory skills to achieve effective educational management. This study ascertained the correlates of school heads’ supervisory competence and their relevant 21st-century literacies. A descriptive-correlational design was utilized involving 41 school heads using purposive sampling and 440 randomly selected school teachers among three districts of the Division of Lanao del Norte. An adapted survey questionnaire developed by Bisnar (2020) entitled: Supervisory Competence of Instructional Leaders in Supervising the New Normal of Learning Delivery was utilized. Descriptive statistics, Pearson r moment correlation coefficient, Analysis of Variance, and T-test were used in the analysis of data. The following results were drawn: In the respondents’ profile, school heads belonged to 40-49 years of age, female, mostly master’s degree holder, majority rendered 1-3 years of service as school heads and have 1-3 years of ICT experience in school supervision. As to their level of competence in relevant 21st-century literacies are somewhat competent in cyber literacy, digital literacy, media, and information literacy. Furthermore, their level of supervisory competence when assessed by themselves and their teachers are very competent in instructional supervision, and competent in the provision of technical assistance. There was a significant difference in the school heads’ level of instructional supervision competence but no significant difference in terms of provision of technical assistance competencies. Moreover, there was a significant difference in the competency level according only to their highest educational attainment. Finally, there was no significant relationship between the instructional supervision competency and level of competencies in relevant 21st-century literacies of the school heads. The study concludes that to upgrade their level of competence in relevant 21st-century literacies school heads can positively undergo deep changes within the organization through developing strategic plans that would help them in surviving, adapting, and thriving in the demands of a competitive market or environment in the 21st century. Furthermore, Adaptive leadership is proven that school heads have to be adept in distinguishing the existing and potential problems, defining them carefully, and seeking appropriate resolutions as it primarily affects the school stakeholders either positively or negatively



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