Administrators’ Leadership Behavior, Teachers’ Interpersonal Skills, and Parents Satisfaction
Anavilla Palarion
Abstract:
This study explored the extent of school administrators’
leadership behavior and the extent of teachers’ interpersonal
skills in relation to parents’ satisfaction with central and noncentral schools of Tabina Districts 1 and 2. This study utilized a
descriptive-correlation method. The gathered data were
correlated on Special Package Social Science (SPSS) Software.
Results revealed that school administrator in the central school
and non-central school often practiced leadership behavior. To
improve parents’ satisfaction, school administrators need to
strengthen their leadership behavior, especially those in central
school. They are the center of the teaching-learning process in the
municipality. Just the same in the schools located in barrios. They
also need to build a harmonious relationship with the parents so
that a good working environment will take place. In addition,
teachers in each school maintains a good interpersonal skill with
the parents of their learners. The study concluded that there is a
need to strengthen the leadership behavior of school
administrators especially those in central school. Teachers should
also provide daily and weekly updates of school activities to
encourage more parent involvement. School administrators and
teacher should establish positive school climate welcomes
parents into the school. It is important for administrators and
teachers to provide a positive school climate and involvement
opportunities for stakeholders. The school staff are encouraged
to continue welcoming and inviting parents into school as well as
providing a variety of opportunities for parents.
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