MOTIVATIONAL AND SUPERVISORY COMPETENCIES OF SECONDARY SCHOOL ADMINISTRATORS IN THE NEW NORMAL EDUCATION

The purpose of the study was to assess the motivational and supervisory competencies of secondary school administrators in the new normal education within the New Bataan District. It explored a quantitative descriptive survey method that discovered the level of motivational competencies of secondary school administrators as perceived by themselves and teachers in terms of appreciation, feedbacking, human relations, and human drive in new normal education. Determined the level of supervisory competencies of secondary school administrators as perceived by themselves and teachers in leadership, team building, professional growth, and planning. The study found out that the administrators and teachers differ significantly in their perception of the motivational and supervisory competence of the school administrators. The administrators and teachers did not vary in their perceptions of motivational and supervisory competence when analyzed according to educational qualification attainment, gender, and length of service. Furthermore, school administrators and teachers were committed to their work. The motivational qualities and managerial effectiveness lie in the leader’s commitment and high sense of responsibility, especially this time of the pandemic. Towards the end of the study, school administrators need to apply measures to demonstrate a positive attitude of protection and care towards their teachers, to adapt to new work schedules, and build effective team relationships despite the challenges. As a result, school administrators evaluated their leadership competencies more positively even this time of the pandemic. Several suggestions were proposed for improving school administrators’ leadership competencies. KEYWORDS- Motivational competencies, supervisory competencies, new normal education, and descriptive-survey method

The Experience of Conflict Management of Public Secondary School Administrators: A Phenomenological Inquiry

The school administrators' skill in managing conflict and resolution is vital towards creating a peaceful and productive working environment. The purpose of this phenomenological study is to explore the lived experiences of public secondary school administrators on conflict management. Using a purposive sampling technique, three school administrators participated in an in-depth interview. The data were analyzed using the recursive textual analysis aided by the framework of Lichtman. The study's findings show that school administrators primarily consider the source of conflict to understand the appropriate approach to apply. By classification, the conflict between teachers usually rooted in jealousy, faction, personal grudges, and pride. In contrast, conflicts between teachers and administrators would usually involve the performance of duties. Moreover, they believe that there is no single approach to be followed in the implementation of conflict resolution strategies since it depends on the situation and the parties involved. The findings suggest that each person is dynamic, and the beauty of dynamism of people enables them to understand and resolve conflicts in the end.

Secondary School Administrators' Perceptions and Knowledge of the Athletic Training Profession, Part II: Specific Considerations for Principals

Context: Secondary school administrators fulfill many leadership roles, including creating and implementing policies to help ensure the safety of athletic programs. However, limited research has examined principals' perceptions and awareness of the athletic trainer (AT) role. Objective: To explore secondary school principals' perceptions of athletic training and knowledge related to the roles and responsibilities of ATs. Design: Concurrent mixed methods. Setting: Cross-sectional online questionnaire. Patients or Other Participants: Principals (n=686) representing public secondary schools across the United States (age = 48.1±7.8 years, years in position = 7.1±5.8). Intervention(s): Web-based questionnaire composed of demographics, various quantitative items assessing knowledge and perceived value of ATs, and open-ended questions. Main Outcome Measure(s): Descriptive statistics summarize demographic data. Select quantitative measures are reported as count response and overall percentages. Responses to open-ended questions were analyzed inductively. Results: We obtained a 5% response rate (686/13,517). Approximately 93% (n=637) of responding principals considered an AT to be a trusted source of medical information. The most frequently selected skills they believed ATs were qualified to perform included ‘injury prevention' (99.1%), ‘first aid/wound care' (96.5%), and ‘therapeutic intervention' (91.4%). Sixty-three percent (n=430) of respondents considered an AT ‘extremely valuable' to student-athlete health and safety. Our results indicate secondary school principals have a vague understanding of AT “training” and appreciate the immediacy of care ATs can provide. They also appear to utilize decentralized hiring practices. Conclusions: Secondary school principals recognize the role ATs play in the immediate care of athletic-related injuries and identify ATs as a trusted source of medical information. However, principals have limited understanding of the qualifications and educational requirements of ATs. Future professional advocacy efforts, targeting this stakeholder group, should highlight all medical services an AT provides and emphasize the AT's value in schools that sponsor athletics programs.

THE EFFECTS OF DISTRIBUTED LEADERSHIP ON TEACHERS’ COLLECTIVE EFFICACY AND PROFESSIONAL LEARNING COMMUNITY

Distributed leadership offers a new-thinking in transforming the school's leadership. Teachers' collective efficacy and professional learning community have been identified to have a strong influence on improving the teaching quality of teachers. This article examines the effects of distributed leadership of secondary school administrators on teacher collective efficacy and professional learning community. The literature suggests that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence showing the effects of distributed leadership on teachers’ collective efficacy and professional learning community that can improve the quality of teacher’s teaching is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Distributed leadership of secondary school administrators were determined with Distributed Leadership Inventory developed by Hulpia (2009) while teachers’ collective efficacy was determined using the Collective Efficacy Scales developed by Goddard and Hoy (2003) and professional learning community was determined with the School Professional Staff as Learning Community Questionnaire developed by Hord (1996). Data analysis was done based on Structural Equation Modeling using AMOS software. Regression weight, variance and squared multiple correlations tests were used in data analysis. In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators on teachers’ collective efficacy and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of teachers’ collective efficacy and professional learning community.