School Administrators’ Management Style and Its Effect on Teacher’s Professional Practices

This descriptive-correlational study investigates the relationship between school administrators’ management styles and teachers’ professional practices in selected schools. The study evaluates the demographic profiles of school administrators and teachers, the extent of management styles employed by administrators (Telling, Selling, Participating, and Delegating), and the professional practices of teachers across various domains. Administrators predominantly exhibit advanced educational qualifications and extensive experience, while teachers are younger and less experienced. Results reveal that administrators’ management styles are rated “Very High” across all dimensions, emphasizing directive, collaborative, and empowering approaches. Teachers’ professional practices also score “Very High” in content knowledge, pedagogy, classroom environment, diversity of learners, curriculum planning, assessment, community engagement, and professional development, reflecting a robust commitment to educational excellence. Statistical analysis reveals a weak negative correlation (-0.204) between administrators’ management styles and teachers’ professional practices. However, the relationship is not statistically significant (p = 0.572), leading to the retention of the null hypothesis. The findings suggest that while administrators demonstrate effective management strategies, these do not strongly influence teachers’ professional practices. The study underscores the need for tailored professional development programs that align management styles with teaching practices to foster collaboration and enhance educational outcomes. Further research is recommended to explore other variables that may impact the dynamics between management styles and professional practices.