Teachers and School Administrators’ Assessment of their Classroom Management and Leadership Practices

This study described school administrators’ leadership practices and teachers’ classroom management among purposively selected central schools in Cagayan de Oro City. Qualitative and quantitative research was employed utilizing a self-assessment survey questionnaire and focus group discussion method in gathering and collecting data. A simple random sampling technique was used to identify the number of classroom teachers, while purposive sampling was applied to determine the number of school principals as respondents. The data collected from the completed questionnaires were statistically analyzed and interpreted. At the same time, the results of the FGD were transcribed, and patterns of similarities and differences in leadership practices were identified and described.

The results of the self-assessment of the school principals on how they evaluate their administrative and supervisory practices revealed that most of them have excellent practices and management. The results of the principals’ assessment jived with the teacher’s classroom management assessment. The result of the focus group discussion revealed that on some items, the FGD respondents supported the assessment results of the principals; however, there were also notable and interesting responses made by the teachers that tended to invalidate the claims or responses of the school heads. Such incongruity is a clear manifestation of a problem, such as insufficient involvement of teachers in planning instructional programs, decision-making process, delegation of tasks and others, and inadequate staff and pupil development programs.

In light of the findings and limitations of the study, it is recommended that (1) a similar study that is wider and more comprehensive should be conducted to validate these findings, (2) create policies that will seriously involve teachers, especially in areas that concern them like but not limited to planning instructional programs, identifying and setting goals, involving teacher fully in all decisions related to their work, curriculum development, student development and staff development, and (3) school administrators should also use the Leadership Enhancement and Development (LEaD) Action Plan as reference to enhance leadership practices and classroom management.