Educational Management Practices Among Secondary School Administrators

This study concerns the school administrator’s management practices for the School Year 2020–2021 in the Province of Pangasinan. Specifically, this study focused on school administrators’ extent of educational management practices along with core behavioral competencies and leadership competencies. It looked into the profile of the respondents in terms of age, sex, highest educational attainment, number of years as a school administrator, number of teachers supervising, teaching, relevant training and seminars attended and their OPCRF rating, the school administrators’ extent of educational management practices along the core behavioral competencies and leadership competencies, a significant difference in the school administrators’ period of educational management across the profile variable and the effective relationships between the school administrators’ time of educational administration and the profile variables. To address the preceding problems raised in this study, data analysis and interpretation of data were used as statistical measures. These are the frequency counts (f), and percentage (%), the average weighted means (AWM), the Analysis of Variance (ANOVA), and Pearson Product Moment of Coefficient Correlation. Based on the analysis and interpretation of data, the following salient findings were brought forth: A more significant number of the respondents belong to the age bracket 31-40 years old, 81 or 37 percent.  The extent of school administrators’ educational management practices concerning the different management practice is Very Extensive, as indicated by each management practices with an overall weighted mean ranging from 4.47 to 4.58 with a grand overall weighted mean of 4.51, which were described as Very Extensive. Based on the study’s findings, the following conclusions were drawn: (1) The respondent school administrators widely vary in their profile and at particular and are distinctively female-led groups of school administrators. The school administrators’ extent of management practices is dependent upon or affected or caused by the highest educational attainment and number of relevant pieces of training at the division and regional levels. Based on the findings in this study and the conclusions drawn, the following are now recommended: (1) School administrators should take the initiative to pursue the highest educational degree, which is the doctoral degree, and should undergo professional upgrading through a higher level of training, and seminar workshops. (2) The school administrators should elevate and raise capabilities approaches to excellent performance in their management practices by being innovative and transformative school leaders. (3) Further research should be conducted to determine the school administrator’s performance in their management practices from another perspective.