Abstract
This study examined the relationship between the managerial skills of administrators and the satisfaction levels of stakeholders in selected government offices in Lipa City. The administrators' profiles revealed that the majority (42.86%) were aged 36-40, predominantly male (71.43%), and mostly married (85.71%). Many had been in their positions for 6-10 years (42.86%) and held a master’s degree (64.29%). The assessment of managerial skills indicated that both administrators and subordinates perceived high competence in areas such as approachability and interest in group accomplishments. However, there were noted areas for improvement, such as defining staff duties and using standard criteria for performance assessment. Regarding physical facilities, both groups agreed that administrators ensured conducive environments for education but identified slower response times to requests for improvements. In client relational expertise, administrators and subordinates highlighted inclusive practices but noted lower effectiveness in handling client records and attending meetings. Correlation analysis showed no significant relationships between the administrators' profile variables and their managerial skills, with Pearson r values of 0.62 for human resources management, 0.62 for physical facilities, and 0.67 for client relations. Subordinates expressed high satisfaction with administrators’ concern for client safety and growth (mean=3.85), but lower satisfaction with technological and facility improvements (mean=3.31). Clients were generally satisfied with the administrators' provision of quality education (mean=3.79). The study found a highly significant relationship between subordinates satisfaction and administrators’ managerial skills, with R² values of 0.507 for manpower resources, 0.492 for physical facilities, and 0.551 for client relations, leading to the rejection of the null hypothesis. Conversely, no significant relationship was found between client satisfaction and managerial skills (R²=0.007-0.019), failing to reject the null hypothesis.
