Challenges of School Managers’ E-Leadership Practices in Relation to Teachers’ Performance: Basis for Developing an Intervention Program
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 25, Issue 3
Abstract
This study aimed to determine the challenges encountered by school managers in their e-leadership practices in relation to teacher’s performance for school year 2022-2023 in all public secondary schools in District II of School Division Office of Quezon City, which served as the basis for an intervention program. Descriptive-correlational type was utilized in this study with survey questionnaire as the data gathering instrument. The respondents of the study were the 29 administrators and 29 teachers from all public secondary schools in District II of School Division Office of Quezon City. The extent of challenges encountered by school managers in their e-leadership practices in terms of school calendar activities, learning strategies, learning modalities and teacher’s development obtained an over-all weighted mean of 1.96 with verbal interpretation of moderate extent while the extent of challenges encountered by school managers in their e-leadership practices as perceived by the teachers obtained an over-all weighted mean of 2.61 with verbal interpretation of high extent. Likewise, there was a significant difference in the perceptions of school managers and teacher respondents on the extent of challenges encountered by school managers in their e-leadership practice. Meanwhile, the level of the teacher’s performance based on the result of the IPCRF for school year 2022-2023 obtained an over-all weighted mean score of 4.70 with verbal interpretation of outstanding. Furthermore, was a weak relationship between the teachers’ performance and the extent of challenges encountered by school managers as perceived by school managers themselves.
Authors and Affiliations
Loureza Molina
Keywords
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- EP ID EP762385
- DOI 10.5281/zenodo.13772071
- Views 16
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