Administrative Practices of School Administrators in Clarin South District: Insights from Teachers as Basis for Enhancement

This study examines the administrative practices of school leaders in Clarin South District, based on the feedback and experiences of teachers, to assess their impact on school leadership effectiveness and the educational environment. Using a descriptive survey method, the performance of administrators was evaluated in areas of administrative competence, educational leadership, personal qualities, and professional growth. Findings revealed a very young, female teaching workforce, with higher educational attainments noted among females who even reached the Doctor of Education level. Teachers assessed administrators as "very satisfactory" in administrative and supervisory functions, especially in attendance management, timely feedback, and record maintenance. However, areas such as teacher follow-up and minimizing classroom disruption received only "satisfactory" ratings. In educational leadership, the administrators scored a mean of 3.626 that shows their ability to foster a supportive environment, engage in consultation, and implement democratic practices. Personal and social qualities scored "outstanding," and it reflected that the administrators are respectable, ethical, and motivating figures in the school culture. On professional development, with an average rating of 3.947, their performance was "very satisfactory." Administrators were noted to have been successful at motivating teachers to seek extra training, but areas like the organization of development programs needed much improvement. Teachers generally think of administrators as competent and supportive leaders who improve the school culture and morale; however, further growth opportunities and innovative practices could match teachers' professional aspirations. This research concludes that even though teachers perceive support from administrators, improvements in development programs would better motivate school improvement and match what the teachers believe their professional development should be.