QUALITIES OF PUBLIC-SCHOOL ADMINISTRATORS IN LEADING 21ST CENTURY TEACHERS: A MIXED METHOD EXPLORATORY APPROACH

Joesher A. Mondejar, Exequiel R. Gono Jr.

Abstract


Public school administrators have problems leading 21st-century teachers regarding work ethic perception and attitude, leniency of work, personal character problems, and work adjustment. This study aimed to develop and validate a measurement model of qualities of public-school administrators in leading 21st-century teachers, focusing on Teaching Practices and Sound Leadership, Personal Growth and Professional Upliftment, and Better Relationships. Using a mixed-methods research design, the study involved school heads from both the elementary and secondary levels of the Davao Region. Data were gathered through surveys and interviews and analyzed through thematic analysis, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). Furthermore, data were collected from 13 School Heads and Master Teachers in public schools for an in-depth interview to gauge their perspective on the qualities of a public-school administrator. Drawing from this data, a comprehensive set of statement items was formulated to capture the identified perspective accurately. These items underwent meticulous validation by a panel of expert to ensure their reliability and relevance to the study's objectives. Subsequently, the validated items were administered to a larger sample comprising 300 School Heads. Employing Exploratory Factor Analysis and Confirmatory Factor Analysis, the study uncovered two primary qualities in leading 21st Century Teachers: Collaboration and Support Among Staff/Teacher and Mentoring and Instructional Coaching. This systematic approach sheds light on the diverse perspectives of public-school administrators regarding the qualities of leading 21st-century teachers. It provides valuable insights for school heads to tailor their qualities in leading our modern teachers to work efficiently and effectively to meet the needs of their administration and work environment.

 

SDG #4: Quality Education

 

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school head, public-school administrators, teacher, qualities, mixed method, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i12.6448

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