Managerial Skills of School Heads and It's Relationship to Teachers' Job Gratification: The Case of Secondary Schools
DOI:
https://doi.org/10.5281/zenodo.20356772Keywords:
managerial skills, job gratification, educational administration interventionAbstract
This study examined the relationship between school heads’ managerial skills and teachers’ job gratification within public secondary schools in Eastern Kayapa District. Using a descriptive-correlational research design, empirical data were gathered from seventy-eight (78) teachers through standardized, validated research instruments. Two instruments were utilized: an adapted, 26-item Managerial Skills Questionnaire assessing five domains (technical, human, conceptual, communication, and supervisory skills) and an expert-validated, 40-item researcher-made Job Gratification Questionnaire measuring four key components (job security, work environment, job responsibilities, and community linkage) with an excellent Cronbach's alpha reliability coefficient of 0.966. Statistical analyses, including mean, and Pearson correlation coefficient (Pearson-r), were employed to determine the relationships among variables. Hypothesis was tested at a 0.05 significance level to ensure the validity of the findings. Results indicated that teachers rated their school head’s managerial skills as very high as evidenced by an overall grand mean of 3.70. The school heads notably excelled in human, conceptual, technical, and supervisory dimensions though area like communication required improvement. Teachers also demonstrated very high job gratification posting an overall grand mean of 3.61. Specifically, they expressed immense satisfaction particularly in job security, community linkages, and job responsibilities with room for growth in work environment. A significant and positive correlation was established between school head’s managerial skills and teachers’ job gratification, implying the essential function of effective management in improving teachers' job gratification and maintaining school effectiveness. Based on these findings, the study recommends the development of a structured educational administration intervention program to enhance long-term teacher performance through strengthening managerial skills and sustaining high levels of job gratification.
References
Abdurahman, N. A., & Omar, J. K. (2021). School heads' educational leadership practice and teachers' performance: The case of Omar District, Division of Sulu, Philippines. Open Access Indonesia Journal of Social Sciences, 4(4), 432–444. https://doi.org/10.37275/oaijss.v4i2.61
Aluan, J. C. Q. (2025). School heads’ managerial skills for effective administration: Relationship to teachers’ job performance in public elementary schools. International Journal of Science and Research Archive, 15(1), 565–583. https://doi.org/10.30574/ijsra.2025.15.1.0991
As-il, R. (2024). Commitment to community: Exploring teachers’ responsibility and challenges. International Journal of Research and Innovation in Social Sciences. https://dx.doi.org/10.47772/IJRISS.2024.8090307
Bardissyt, A. (2021). Educational management and leadership in school. Global Journal of Management and Social Science Research, 6(4), 1–10. https://www.globalscienceresearchjournals.org/articles/educational-management-and-leadership-in-school.pdf
Cagubcub, M. A. T., & Tan, M. R. S. (2025). Predicting effect of job security, instructional strategies, and organizational commitment on teacher performance: A path analysis. United International Journal for Research & Technology, 6(8). https://uijrt.com/articles/v6/i8/UIJRTV6I80016.pdf
Capone, V., Schettino, G., Marino, L., Camerlingo, C., Smith, A., & Depolo, M. (2024). The new normal of remote work: Exploring individual and organizational factors affecting work-related outcomes and well-being in academia. Frontiers in Psychology, 15, 1340094. https://doi.org/10.3389/fpsyg.2024.1340094
Castillo, R. (2025). Managerial skills of school heads and teachers’ work performance in Capul District, Northern Samar Division. International Journal of Advanced Multidisciplinary Studies, 5(7). https://www.ijams-bbp.net/wp-content/uploads/2025/07/7-IJAMS-JULY-2025-99-119.pdf
Creswell, J. W. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Diagne, D. (2023). Factors associated with teacher job satisfaction: An investigation using TALIS 2018 data. South African Journal of Education Research, 45(3), 265–277.https://doi.org/ 10.25656/01:28797; 10.24452/sjer.45.3.4
Dulog, S. (2024). The challenges and opportunities in educational administration: A perspective from the Philippines. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 1(3), 79–84.
Espra, R. Z., & Valle, A. M. (2025). Job satisfaction and professional commitment of teachers. International Journal of Multidisciplinary Research and Analysis, 8(5), 1–10. https://doi.org/10.47191/ijmra/v8-i05-41
Francisco, C. D. C., & Nuqui, A. V. (2020). Development and validation of new normal leadership competency scale. International Journal of Academic Multidisciplinary Research, 4(11), 596–605.
Gamala, J. J., & Marpa, E. P. (2022). School environment and school heads’ managerial skills. International Journal on Social and Education Sciences, 4(2), 218–235. https://doi.org/10.46328/ijonses.285
Ibrahim, M. (2025). The role of job security in promoting organizational brilliance in modern companies: A conceptual study. International Journal of Social Science and Human Research. https://doi.org/10.47191/ijsshr/v8-i12-17
Ker, H.-W., Lee, Y.-H., & Ho, S.-M. (2022). The impact of work environment and teacher attributes on teacher job satisfaction. Educational Process: International Journal, 11(1), 28–39. https://doi.org/10.22521/edupij.2022.111.3
Khan, F., et al. (2023). Relationship between principals’ human skills and job satisfaction of secondary school teachers with mediating role of school climate. Journal of Social Sciences and Management Studies, 2(1), 1–12. https://doi.org/10.56556/jssms.v2i1.326
Mandolado, T., & Ancho, I. V. (2023). School–community partnership in the Philippines: The case of best implementors. Journal of Education and Innovation, 25(4), 1–16. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/257439
Montuori, A., et al. (2021). Job satisfaction: Knowledge, attitudes, and practices analysis in a well-educated population. International Journal of Environmental Research and Public Health. https://doi.org/103390/ijerph192114214
Tuico, E. V., & Callo, E. C. (2024). School heads’ direct supervision, attitudes and practices and teachers’ performance during the post-pandemic era. International Journal of Multidisciplinary: Applied Business and Education Research, 5(12), 5228–5253. https://doi.org/10.11594/ijmaber.05.12.23
