Abstract
The management styles, roles, and functions of the school administrators, as they partner with their teachers in the educational process, are of such importance that it would be unwise to ignore the mechanism that forms the basis of the different assessment and/or judgment types. Articulating the levels of evaluation and assessment of the stakeholders provides the framework of this academic undertaking on the different contextual effects of the focus of the study. In particular, this study is descriptive, where two (2) major groups of respondents were used as the study's major participants. The respondents were seven (7) school administrators and 45 teachers of the North District of the selected national high schools in Cebu City, Cebu. These groups of respondents were purposively and conveniently chosen. Based on the findings, the following were derived: The school administrators concurred with their teachers' evaluation that implementing the management styles, roles, and functions was effective. There is a high level of difference in evaluating the management styles, roles, and functions of the school administrators since the obtained t-value is found in the rejection region, negating the research hypothesis raised in the study. The school administrators and teachers performed satisfactorily in all the managerial role areas and functions expected of them as they achieved the desired school performance. There was dominancy and consistency of significant relationships in the majority of areas of management styles, and as expected, issues and concerns emerged. Moreover, the proposed Recipe for Effective Management (R.E.M.) Model will further articulate and realize the goals of quality and excellence in education at the secondary level that redounds to effective and efficient school performance.
