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Research Article

Supervisory Skills of School Administrators and its Relation to the Level of Engagement of Selected Public Teachers in Professional Development Programs in District II-D, Antipolo City: Basis for Professional Capability Program

246 reads
Gicel Lemu , Melchor Espiritu
Psych Educ Multidisc J, 2024, 28 (5), 477-491, doi: 10.5281/zenodo.14281993, ISSN 2822-4353

Abstract

This study aimed to determine the supervisory skills of school administrators and their relation to the level of engagement of selected public teachers in professional development programs in District II-D, Antipolo City, which served as the basis for the professional capability program during the school year 2024-2025. Perceptions of the respondents regarding the supervisory skills of school administrators Regarding decision–making, the school administrator-respondents obtained a composite mean of 3.492, while the teacher-respondents obtained 3.49, both verbally interpreted as Very Satisfactory. Regarding planning and organizing, the school administrator-respondents obtained a composite mean of 3.444, while the teacher-respondents obtained 3.605, both verbally interpreted as Very Satisfactory. Regarding promoting optimal performance, the school administrator-respondents obtained a composite mean of 3.509, while the teacher-respondents obtained 3.492, verbally interpreted as Very Satisfactory. In terms of achieving technical and professional knowledge, the school administrator-respondents obtained a composite mean of 3.515, while the teacher-respondents obtained 3.534, verbally interpreted as Very Satisfactory. The two groups of respondents' perceptions are similar regarding the supervisory skills of school administrators with respect to the above-cited aspects except for the variable- achieving technical and professional knowledge. The level of engagement of teachers in professional development programs. In terms of the level of engagement of teachers in professional development programs, their level of engagement was described as Very Actively Engaged. There is no significant correlation between the school administrators' supervisory skills and teachers' level of engagement in professional development programs.

Keywords decision-making supervisory quality assurance and standards officers (QASOs)
Authors 2
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The team behind this paper

2 authors, 1 institution.

This paper Lipa City Colleges — Philippines Lipa City Colleges 2 authors Gicel Lemu — corresponding author GL Gicel Lemu ✉ Melchor Espiritu ME Melchor Espiritu

Readership

246 reads over 22 months.

December 2024 September 2026

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Bibliographic Information

Gicel Lemu, Melchor Espiritu, (2024). Supervisory Skills of School Administrators and its Relation to the Level of Engagement of Selected Public Teachers in Professional Development Programs in District II-D, Antipolo City: Basis for Professional Capability Program, Psychology and Education: A Multidisciplinary Journal, 28(5): 477-491
Bibtex Citation
@article{gicel_lemu2024pemj,
author = {Gicel Lemu and Melchor Espiritu},
title = {Supervisory Skills of School Administrators and its Relation to the Level of Engagement of Selected Public Teachers in Professional Development Programs in District II-D, Antipolo City: Basis for Professional Capability Program},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2024},
volume = {28},
number = {5},
pages = {477-491},
doi = {10.5281/zenodo.14281993},
url = {https://scimatic.org/show_manuscript/3997}
}
APA Citation
Lemu, G., Espiritu, M., (2024). Supervisory Skills of School Administrators and its Relation to the Level of Engagement of Selected Public Teachers in Professional Development Programs in District II-D, Antipolo City: Basis for Professional Capability Program. Psychology and Education: A Multidisciplinary Journal, 28(5), 477-491. https://doi.org/10.5281/zenodo.14281993

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