Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 42 no. 2 (2025)

Leadership Style and Supervisory Behavior of Public Elementary School Administrators

Rica Vanessa Latergo

Discipline: Education

 

Abstract:

Every school is led by school administrators who are well-prepared, competent, and made accountable for supervising and leading an institutionalized school improvement process at the school level as mandated in the Republic Act No. 9155, Governance of Basic Education Act of 2001. By maximizing the skills and competencies of school administrators to improve educational efficiency, in particular, the standard of teaching and learning through instructional supervision, these skills can be enhanced to build efficient human resources that can make a difference in the educational system. This research investigation used the descriptive-comparative and correlational research design. The study's respondents were the 93 school administrators randomly selected using the stratified sample size. The standardized survey questionnaires were adapted namely the Leadership Style and Supervisory Behavior instrument. The mean, standard deviation, Shapiro-Wilk Test, T-test, Mann-Whitney, Kruskal Wallis, and SpearmanRho facilitated the statistical derivation. This study investigates public elementary school administrators' Leadership Style (LS) and Supervisory Behavior (SB). Furthermore, it aimed to determine the degree of LS and SB among administrators, explore differences in these constructs across demographic variables, and examine the relationship between LS and SB. Findings reveal that three leadership styles were highly exhibited, suggesting a versatile approach to leadership within the schools. When these styles were examined according to age, sex, civil status, academic qualifications, and administrative categories, no substantial variations were observed, indicating that these demographic and professional factors do not significantly influence the preferred leadership style among administrators. Moreover, supervisory behaviors, encompassing decision-making, planning and organizing, promoting optimal performance, and professional knowledge/expertise, were generally rated as high among administrators. This high level of supervisory behavior was consistent across different demographic and professional groupings, irrespective of their age, sex, civil status, or academic qualifications. Furthermore, the investigation into the relationship between leadership styles and supervisory behaviors showed no significant correlation. This indicates that the type of leadership style an administrator adopts does not predict or affect the extent of their supervisory behavior, suggesting that these two aspects of school administration may operate independently of each other. Recommendations include the implementation of a structured Enhancement Plan comprising workshops, training sessions, and reflective practices aimed at fostering competent leadership and supervision among school administrators. This study contributes to the literature by providing insights into the management attributes of school administrators in promoting smooth and harmonious relationships in the educational field.



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