The Relationship Between Managerial Skills and Teaching Effectiveness of Elementary School Teachers

ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
The Relationship between Managerial Skills and

Teaching Effectiveness of Elementary School
Teachers
Mercedita H. Silva
Abstract
This study aimed to find out any significant relationship between the managerial skills and
teaching effectiveness of the selected elementary teachers. Using a descriptive method of
research, a total of 62 public elementary teachers from eleven (11) elementary schools in
Candelaria West District in the Philippines during the academic year 2018-2019 were chosen
as study participants. An expert-validate questionnaire in checklist form was the main tool
for data collection. The perceived managerial skills of the teachers were manifested through
their technical, conceptual and human skills. Meanwhile, the level of the teaching
effectiveness is always effective in terms of management of students’ behavior and
assessment of students’ learning and effective in organization of instruction and adjustment
of learning. Results further revealed that there was significant relationship in managerial
skills and teaching effectiveness in terms of management of students’ behavior, organization
of instruction, assessment of students’ learning and adjustment of learning. The managerial
technical skill was significantly related to teaching effectiveness. There is perceived
necessity to develop further the managerial skills of the teachers. Administrator may provide
programs and activities for improvement and application of teachers’ managerial skills.
Keywords:
managerial skills, teaching effectiveness, classroom teacher, teaching framework
Suggested Citation: Silva, M.H. (2021). The Relationship between the Managerial Skills and
Teaching Effectiveness of Elementary School Teachers. International Journal of Educational
Management and Development Studies, Volume 2, Issue 2, pp. 1 - 19.
About the author:

Elementary School Teacher. Masin Norte Elementary School, Philippines.
│1
International Journal of Educational Management and Development Studies, Volume 2 Issue 2
1. Introduction
The learning outcome depends largely on the teacher as the key factor in any
teaching-learning situation. Improved learning outcome calls for the effective performance of
a teacher, which is anchored on their teaching effectiveness. It is said that the effectiveness of
teacher’s performance contributed much to the student achievement. Their role requires
more than the constructs of the classroom instructions. They need to assess the students
where they are at, help them to construct knowledge, and further their understanding of the
world around them, and maximize their potential learning.
It is true that teachers are important leaders of educational system. However, there is
a growing concern in the public school system on the not-so-good performance of some
teachers. Numerous studies and surveys have been conducted to initiate result and solve this
problem. In response to this issue, schools in the Philippines conduct nationwide in-service
program, and other seminars to enhance teachers’ abilities. Administrators from district,
division or regional offices conduct Field Technical Assistance (FTA) to observe the set
standards for school performance, create assessments aligned with standards to measure
performance, identify the lowest performing schools and make data on school performance
for them to use for further improvements.
Pursuant to Division Memorandum No. 184 series of 2017 entitled ‘School Based
Management (SBM) Level of Practice’, the schools of Candelaria West District including
Masalukot III Elementary Schools responded to the artifacts of SBM principles such as
leadership and governance, curriculum and learning, accountability and improvement, and
management of resources. These artifacts serve as evidence for further improvement of
teachers in addressing and creating a favorable learning institution to study effectively
towards the achievement of the Department of Education (DepEd) mission.
Juan and Lasaten (2016) note effectiveness in teaching as the groundwork for
progress and development in an increasingly diverse, complex, and globalized society. For
this, teachers need to possess necessary skills to be effective in teaching. Fisher (2017) looks
at teachers as managers that need the proper tools to manage. For example, globalization
presses teachers to possess the necessary 21st century skills so they can continually challenge
the classrooms to be responsive. With this, as the classrooms become globalized, critical
2 │ https://iiari.org/journals/ijemds
elements of 21st century education have to be integrated to the teaching-learning process in

order to adequately prepare learners for their expected roles in society. As effective
management evolves, teachers need to upgrade their management practices as well.
Managerial skills are set of qualities and attributes in the personality of the managers
that enable them to effectively manage the entire organization. These skills can contribute to
the development of the team, each individual and other personnel in the institution. As
applied to teaching, it is how teachers deal with students on the activities, perform
administrative functions and act as a team with the other employees. These skills develop an
organize programs and policies (Abila, 2014).
Believing teachers as managers, it is assumed that their ability to manage their work
can lead to effective teaching. Thus, this study assessed the managerial skills and teaching
effectiveness of the elementary public teachers to determine any significant relationship.
HO1: There is no significant relationship between the managerial skills

and the teaching effectiveness of the public elementary school teachers.
2. Literature review
2.1 Managerial Skills
According to Magbojos (2012), good leadership can make academic work a more
enjoyable and more productive experience for everyone. The managerial abilities are a
complete understanding of the needs and objectives of the institutions. There are essential
elements to effective management. For instance, Ranade (2009) mentioned that the essential
elements required by teams to work efficiently include a common identity or goal, structure,
and interdependence. These fundamental elements form the common basis and goals that will
help members bond and develop trust, which establish team interdependency. This sense of
unity can be achieved by emphasizing team-training activities for increasing interpersonal
skills within culturally diverse teams. Team building develops the communication of one
another to establish technique to contribute ones attitude to achieve the goal.
In terms of individual skills, teachers are expected to possess various sets of skills to
help them carry on with their duties as teachers and managers. Javier (2016) suggests that
technical skill, understanding of, and proficiency in, a specific kind of activity, particularly
│3
involving methods, process, procedures or techniques, is necessary for the teachers to

possess. It involves special knowledge, analytical ability within that specialty and facility in
the use of tools and techniques of the specific discipline. Locke (2010) considered technical
skill as the ability to use knowledge, methods, and techniques of a specific discipline.
Teachers in school are examples of people with technical skills as they are recognized as
experts in their discipline and are presumed to have the ability to supervise other. School
head has usually developed some expertise in a discipline or field of study. To successfully
run an academic department, the chairperson must know how to teach the subject, how to
organize the group, how to acquire resources, and how to evaluate performance. This also
encompasses human skill, which involves the ability to understand, create motivation, and
work with employees.
According to Robbins and Coulter (2009), for teachers monitoring and evaluation of
students’ performance, tasks and structural arrangements must be in place to ensure that
goals are being met and that work is being done as it should be. This requires strategy, which
according to Gumz (2017) provides a light at the end of the tunnel. For example, the
teachers’ project management develops teachers’ ability to develop strategies. It is the
direction of the team in aiming the success. In doing the project, each member search for the
strategy to be used in the challenges to prove that the project can lead for the organization
improvement.
In order to formulate strategies, teachers also must know how to conceptualize. For
Vishwanath (2012), conceptual skill is the ability to visualize the organization as a whole. It
includes analytical, creative and initiative skills, understanding the complexities of the
overall organization, his ability to think in abstract, analyze work situation and his creature
and innovative ability to access the environment. It is necessary to understand how the
different components are related to each other and the institution as a whole. Patrinos (2010)
believes that teachers need to further develop their conceptual skills in order to think
strategically and take a broad long-term view. This will enable teachers to see what goes on
their work environment and help them to react appropriately and reflectively to situations as
they arise. They must consider environmental forces, resource flows, staff and administrative
talent, board of education policies, reform mandates, parent complaints, and organizational
change as significant inputs into the internal environment of the learning environment.
People with conceptual skills must be very creative (Doyle, 2016).
As teachers enter the 21st century, they need to possess Information Communication
Technology (ICT) proficiency. There is a growing demand on the educational institutions to
integrate ICT in teaching the skills and knowledge students need for the 21st century. This
restructuring process requires effective integration of technologies into the existing
environment in order to enhance professional output in the school (Buabeng & Mbati, 2014).
The main role of the teacher is to manage the classroom. According to Barberos
(2019), they should mind the chief component of interest in the classroom. As such, teachers
need to vary teaching styles and techniques so as not to cause boredom to the students in the
classroom. It is valuable to develop human skills to connect with students from all walks of
life. This skill depends on the teacher’s ability to think in the abstract (Javier, 2016). For this,
the teachers have the sense that they contribute to their communication and be more
productive and effective in the students learn more in their instruction (Visiliko, 2012). If
they have human skills, they will be able to manage every change within the organization.
Managing the change has an impact on the characteristics of teachers (Maughan, 2012).
2.2 Teaching Effectiveness
According to Bell (2011), teacher’s effectiveness in schools greatly depends on

effective practice for pupil learning in its own specific context. For this, schools are
obligatory to practice a multi-disciplinary team approach involving of the learner’s parents
and school stakeholders such as teacher, school principal, guidance and other workers in the
institution (Laylo, 2018). The teachers must integrate all these aspects for effecting teaching.
Highly successful teachers are frequently called instructional leaders (Glorioso,
2016). As leaders, they must have a deep understanding of teaching and learning, including
new techniques and strategies in teaching that emphasize problem solving and pupils
construction of knowledge. Good instructional leaders have a strong commitment to success
for all pupils, and are especially committed to improve instruction for groups of pupils who
are learning strategies that fit the needs of the students. For this, teachers must design an
effective framework for teaching (Libit, 2016). Although they are not the only possible
│5
description of practice, these responsibilities seek to define what teachers should know and
be able to do in the exercise of their profession.
An effective teacher brings about intended learning outcomes (Ryan, 2013). The goal
of these activities is to ensure that all students learn what is expected of them. To do this, a
teacher must master a variety of perspectives and strategies in teaching and flexible in their
application (Carpo, 2014). According to Refugido (2015), teaching strategies are the
techniques or approach that a teacher use for a certain topic or lesson determined by the
teacher to be the best method in teaching based on different factors such as method, size
class, kinds of students and availability of materials. However, teacher should also
personalize the learning for their students (O’ Neill, 2009). They used techniques that have
each student working on tasks that engage and challenge them to achieve their best. For
example, the learning activities are planned to suit the individual needs, interests and abilities
of an individual student (Salandanan, 2012). They could use technology in developing the
strategy (Agbatogun, 2012) or integrate technology in the teaching process (Arnseth &
Hatlevik, 2012) for students to enjoy learning.
Another key role of the teacher is preparation of assessments. Assessment allows the
teachers to keep a record of their observations of student’s works will support conclusions
they draw which they will report to the parents (Lucas, 2017). Through a variety of measures,
students are assessed to determine whether or not they are achieving the learning outcomes
(Esllera, 2016; Stecher, 2010; Khandaghi & Farasat, 2011; Morales, 2016). Teachers can
compile them into a portfolio (William & Thompson, 2008) which reflects student’s
development as well as the area where they have the weaknesses, which need to evaluate and
give certain enrichment activities.
Managing the classroom is another mark of an affective teaching. Vu (2009)

considers managing students’ behavior and classroom social environment an important role
in students’ development. Student experiences within the classroom help to develop their
behavioral, social, and academic skills. For this, Durrant (2010) suggests that an effective
discipline must be constructive and positive. The same applies to correcting student mistakes.
The process of receiving school correction may unintentionally influence how the students
attach to the school and school agents, aspire to achieve academically, and perceive school
rules and safety (Scaggs, 2009).
3. Methodology
The descriptive method of research was employed in the study. This type of research
determines the present conditions focusing on individual motivational factors, management
skills and teaching effectiveness of public elementary classroom teachers. In order to produce
data about the variables under the study, self-made questionnaire was used.
This investigation was undertaken in eleven elementary schools in Candelaria West
District for School Year 2018-2019, namely: Buenavista East, Buenavista West, Bukal
Norte, Bukal Sur, Candelaria Elementary School 1&2, Candelaria Elementary School-Main,
Masalukot I, Masalukot II, Masalukot III, Masin and Mayapyap. Complete enumeration
technique was used in selecting the teacher-respondents so that all teachers in each school
has the equal chance to be the sample. There were a total of 162 teacher-respondents of the
study.
To facilitate the gathering of information the researcher used the descriptive survey
questionnaire. The questionnaire was divided into two parts as follows: Managerial Skills
(technical, conceptual and human) and Teaching effectiveness (student management,
organization of instruction, assessment of student learning and adjustment of leaning). These
indicators in the form of 4-scale Likert style were validated by the experts including ten (10)
external validators, one (1) English teacher, two (2) Principal, five (5) Master Teacher, one
(1) Teacher III, and one (1) Master in educational management graduate. To test the
reliability, the instrument was subjected to test-retest method. Ten (10) teachers answered the
questionnaire and were requested to note down any difficulties in answering. After two (2)
weeks, the same instrument was given to the same ten respondents to check the reliability.
The author personally conducted the data gathering through personal visits to the
schools where the respondents are working. The assistance of the school administrators was
solicited to ensure success in the retrieval of the questionnaires.
Several statistics were utilized such as weighted mean, standard deviation, Pearson
Product- Moment Correlation Coefficient at .05 level of confidence.
│7
4. Findings and Discussion
Indicators Mean SD Interpretation

Technical 3.40 0.56 P
Conceptual 3.45 0.54 P
Human 3.43 0.55 P
Over All 3.42 0.56 P
Table 1
Perceived Managerial Skills of Elementary School Teachers
Legend: 3.51 – 4.00 Always Practiced (AP);2.51 – 3.50 Practiced (P); 1.51 – 2.50 Less Practiced (LP); 1.00 – 1.50 Not Practiced (NP)
Reflected in table 1 are the perceived managerial skills of the elementary teachers
with the overall mean of 3.42 and standard deviation of 0.56. It implies that the elementary
teachers practice all the indicators of managerial skills. Specifically, the conceptual skills are
the most practiced which implies that elementary teachers develop their concepts in dealing
the overall challenge of the institution as whole.
In terms of technical skills, the teachers assessed their task management (WAM=3.41;
SD=0.45), project implementation (WAM=3.42; SD=0.55) and ICT skills (WAM=3.4; SD=
0.58). The results imply that the teachers practiced all these indicators. The manifestations of
the task management include giving task for student to develop responsibility and taking
tasks that gives the opportunity to play the role of designate learners to be a cleaner of the
day. Meanwhile, as to project implementation, they keep the program on track and complete
them on time. The indicators of ICT skills for the teachers include the use of technology in
many aspect, update technological skills and innovate and support technology resources. The
results of the study affirm the discussions and studies of Gumz (2017), Grady (2011),
Buabeng and Mbati (2014) and Robbins and Coulter (2009).
In terms of conceptual skills, the indicators assessed were strategic planning
(WAM=3.53; SD=0.53), problem solving (WAM=3.43; SD=0.54) and change management
(WAM=3.41; SD=0.56). Teachers practice strategic planning through support to the school
mission, vision and values and understanding how learning best occurs as a role of teachers
as facilitator. Moreover, the practices of problem solving involve seeing what goes on in the
working environment and reflecting on appropriate solutions as they arise. The

manifestations of change management emanate from adaptation to changes in their current
environment. These are consistent with the results of the studies of Patrinos (2010), Doyle
(2016) and Atienza (2016).
In terms of human skills, the indicators assessed were communication (WAM=3.45;
SD=0.56) and team building (WAM=3.42; SD=0.56). The manifestations of communications
include matching words to actions, developing various lines of communications and
advocating for clear and consistent communication while practices of team building include
advocating all teachers play a role, sharing expertise and sharing roles among team members.
These manifestations are consistent with the discussions of Herrera (2010) and Ranade
(2009).
Indicators Mean SD Interpretation

Management of Students’ Behavior 3.60 0.53 AE
Organization of Instruction 3.52 0.53 E
Assessment of Students’ Learning 3.56 0.52 AE
Adjustment of Learning 3.43 0.56 E
Over All 3.53 0.53 AE
Table 2
Perceived Teaching Effectiveness of the Elementary School Teachers
Legend: 3.51 – 4.00 Always Effective (AE); 1.51 – 2.50 Less Effective (LE); 2.51 – 3.50 Effective (E); 1– 1.50 Not Effective
(NE)
Table 2 shows the overall assessment of the teaching effectiveness with an over all
mean of 3.53 and standard deviation of 0.53. The data show that they are effective teachers in
terms of management of students’ behavior (WAM=3.60; SD=0.53), organization of
instruction (WAM=3.52; SD=0.53), assessment of student learning (WAM=3.56; SD=0.52)
and adjustment of learning (WAM=3.43; SD=0.56).
As to management of students’ behavior, the indicators were discipline (WAM=3.60;
SD=0.53) and rules (WAM=3.59; SD=0.53). These are manifested by solving the problems
of students, addressing discipline to develop pupils’ attitude, following school rules, posting
rules before the first day of school and communicating to students and parents verbally and
│9
in written form the rules and regulations. These are congruent to the findings of Pineda
(2014) on classroom discipline.
In terms of organization of instruction, it was assessed through strategy (WAM=3.54;
SD=0.51) and methods (WAM=3.50; SD=0.54). These are practiced in terms of developing
range of students’ abilities and aptitudes, using techniques that engage and challenge the
pupils, providing opportunities for the different needs of the students, adapting instruction to
meet students’ needs and integrating the learning objectives in the curriculum. These are
consistent with Glorioso (2016) on teaching strategies, Salandanan (2012) on teaching
activities and Libit (2016) on differentiated instruction.
In terms of the assessment of students’ learning, it was assessed through portfolio
(WAM=3.56; SD=0.52) and performance task (WAM=3.56; SD=0.52). The manifestation of
these indicators include collecting various pieces of students’ work, looking for students’
works that exemplify the criteria, engaging students to perform situations that are meaningful
and age appropriate and rating the students work with their collaborative effort. These are
consistent with the study of Esllera (2016) and Stecher (2010) on assessment of student’s
academic achievement other areas.
As to adjustment of learning, the indicators were technology (WAM=3.45; SD=0.58)
and research (WAM=3.44; SD=0.55). These were manifested in the utilization of learning
technologies in teaching, introduction of different aspects of innovation in the teaching and
learning process, promotion of better classroom pedagogy and parental involvement and
introduction of different aspects of teaching and learning process. These are related to the
suggestions of Arnseth & Hatlevik (2012) on the use of ICT in teaching and Morales (2016)
on the importance of action research.
Table 3
Correlation between the Managerial Technical Skills and Teaching Effectiveness
Management of
Organization of Assessment of
Students’ Adjustment of Learning
Technical Instruction Students’ Learning
Behavior
Performance
Discipline Rules Strategy Method Portfolio Technology Research
Task
Task
Management .46** .63** .36** .35** .57** .50** .42** .38**
Project
Implementation .46** .57** .31** .39** .47** 39** .27** .27**
ICT Skills .29** .51** .26** .32** .46** .38** .48** .36**
10 │https://iiari.org/journals/ijemds
Legend: ± .01 - 2.0 Negligible Correlation; ± .21 - .40 Low Correlation; ± .41 - .70 Substantial Marked Relations; ± .71 - .90
High Correlation; ± .91 - .99 Very High Correlation; r = .1 Perfect Correlation; N=162, r value is significant at **p<0.01
The table 3 displays the correlation between the managerial technical skills and the
teaching effectiveness of the public elementary classroom teachers. The result shows that
majority of the managerial technical skills indicators have substantial marked relations or low
correlation to the teaching effectiveness. The positive correlation implies that the managerial
technical skills positively influences the teaching effectives. As such, as the technical skills
improve, the teaching effectiveness also improves.
The highest correlation is denoted by the relationship between project implementation
and rules (0.57) and task management and portfolio (0.57). The lowest correlation is between
the ICT skills and strategy (0.26). It denotes classroom teachers’ technical skills influence
how they shape the behavior of learners as they implement rules to maintain the orderliness
of the learning environment. Moreover, they give task, implement project and used ICT skills
to organize the strategies and methods in providing varied activities for students
development.
Table 4
Correlation between the Managerial Conceptual Skills and Teaching Effectiveness
Management of Students’ Organization of Assessment of Students’
Adjustment of Learning
Behavior Instruction Learning
Conceptual
Performance
Task
Strategic
.46** .61** .37** .47** .54** .43** .37** .31**
Planning
Problem
.50** .67** .41** .50** .56** .44** .451** .39**
Solving
Change
Management .53** .66** .48** .66** .55** .47** .525** .46**
Shown in table 4 is the correlation between managerial conceptual skills and teaching
effectiveness. There is a positive substantial marked relation between the managerial
conceptual skills indicators and the teaching effectiveness indicators as evidenced by r scores
between 0.31 and 0.67. The positive relationship dictates that as the managerial conceptual
skills improve the teaching effectiveness also improves. The substantial marked relation is
│ 11
between the problem solving and rules (0.67) whereas the lowest correlation is between
strategic planning and research (0.31).
The results imply a degree of influence on the teaching effectiveness. Some indicators
may have low influence on the teaching effectiveness. However, it should not be taken for
granted in order to improve the classroom teaching. There are various activities and
initiatives that require the implementation of these indicators. For instance, research is highly
necessary for planning and problem solving but maybe not for discipline and rules. These
indicators are applied on a case by case basis.
Table 5
Correlation between the Managerial Human Skills and Teaching Effectiveness
Management of Students’ Organization of Assessment of Students’ Adjustment of
Behavior Instruction Learning Learning
Human Performance
Task
Communication
.57** .58** .53** .53** .62** .49** .43** .32**
Team
Building .53** .70** .53** .54** .63** .56** .50** .47**
The table 5 indicates the correlation between managerial human skills and the
teaching effectiveness. The degree of correlation ranges from low (0.32) to substantial
marked relations (0.70) which are manifested by communication and research (low) and team
building and rules (substantial). The positive relationship implies that any improvements in
the managerial human skills indicators influence the teaching effectiveness indicators to
improve.
It is indeed necessary that teachers develop the managerial human skills as they face
children and motivate them to learn. For instance, the language of teachers in the
implementation of rules signals a different tempo on how learners act. The same holds true in
dealing with their peers in the workplace. In this case, effectiveness suggests a balance of the
human skills to enhance relationship with the different key players in the teaching and
learning process.
5. Conclusion
This study determined the relationship between the managerial skills and teaching
effectiveness of the public elementary classroom teachers in Candelaria West District during
the School Year 2018-2019. It utilized complete sampling technique of the 162 classroom
teachers. The main data gathering tool was a survey questionnaire in checklist form validated
by the experts in the field of education. Weighted mean, standard deviation and Pearson
Product Moment Correlation were used to analyze the data.
Results showed that the technical, conceptual and human managerial skills of
elementary teachers are practiced while the level of teaching effectiveness is always effective
in the management of students’ behavior and assessment of students’ learning and effective
in organization of instruction and adjustment of learning. It was further revealed that there
was significant relationship in the managerial skills and teaching effectiveness. Therefore,
the hypothesis was rejected. This study concludes that there is positive relationship between
the managerial skills and the teaching effectiveness of the elementary school teachers.
There is perceived necessity to develop the managerial skills of the teachers.
Administrator may provide programs and activities for improvement and application of
teachers’ managerial skills. The results of the study may also be used as framework for
effective teaching training programs. It will also be a great support for teachers to develop
learners in reaching the improvement in their accomplishments. It is recommended that next
researcher may conduct further study using the framework for effectiveness of classroom
teachers to attain success in learning.
Appendices
Appendix A
Managerial Technical Skills
Technical Skills Indicators M SD V.I.
Task Management
1. use various tools and methods to accomplish specific task. 3.46 0.52 P
2. give task for student to develop responsibility. 3.56 0.51 AP
3. successfully completes the goal of school club. 3.28 0.56 P
4. organize and control the school event. 3.26 0.53 P
5. orient the students to a particular purpose of the project. 3.49 0.57 P
Project Implementation
1. keep the program on track. 3.45 0.55 P
2. plan to complete a project on time. 3.44 0.54 P
3. establish the clear project scope. 3.41 0.55 P
4. take responsibility to the delegation of the task. 3.39 0.52 P
5. initiate to work to wider group to be representative of the interest. 3.4 0.56 P
│ 13
ICT
1. demonstrate the use of technology in many aspect. 3.44 0.59 P
2. update my necessary skills with use of technology. 3.43 0.59 P
3. integrate the use of technology in grade level projects. 3.41 0.56 P
4. defuse the anxiety and the resistance to technology use. 3.21 0.63 P
5. innovate and support technology resources. 3.43 0.54 P
Conceptual Skills M SD V.I

Strategic Planning
1. support the school’s mission, vision and values. 3.74 0.45 AP
2. propose school event and program 3.48 0.55 P
3. set the specific objectives and outcomes of the school activities. 3.49 0.56 P
4. detail contemporary education trends and expectations in the meeting. 3.38 0.56 P
5. understand how learning best occurs as a role of teachers as facilitator. 3.56 0.51 AP
Problem Solving
1. empower to see what goes on in working environment. 3.49 0.54 P
2. reflect to appropriate and react to solutions as they arise. 3.48 0.51 P
3. devise creative solutions to abstract problems. 3.35 0.56 P
4. consider how the members of the club work together. 3.36 0.52 P
5. organize teamwork to solve a problem. 3.45 0.56 P
Change Management
1. help to design approach to transitioning individuals of the teacher organization. 3.4 0.56 P
2. assist strategy to meet the goal of the organization 3.4 0.56 P
3. evaluate the current status to reach the desired aim. 3.4 0.56 P
Appendix B
Managerial Conceptual Skills
4. improve the existing aim of the school officers. 3.4 0.55 P

5. adapt to changes in their current environment. 3.44 0.55 P
Appendix C
Managerial Human Skills
Human Skills M SD V.I.
Communication
1. advocate of good role model for clear and consistent communication. 3.52 0.51 AP
2. match words to actions. 3.54 0.5 AP
3. develop integrity as a leader, being committed to open the line of
communication. 3.53 0.51 AP
4. communicate bad news as effectively as good news. 3.29 0.64 P
5. search for new strategies of communicating with their external and
internal publics. 3.4 0.61 P
Team building
1. step up leadership roles to achieve goals. 3.39 0.58 P
2. share expertise with the rest of the school team. 3.44 0.53 P
3. lead without being formal leaders. 3.33 0.62 P
4. share the roles among team members. 3.43 0.54 P
5. advocate that all teachers play a role. 3.53 0.52 AP
Appendix D
Teaching Effectiveness in Management of Students’ Behavior
Management of Students' Behavior M SD V.I.

Discipline
1. bring the students in the harmony with the ideas. 3.59 0.53 AE
2. set principles in the learning environment. 3.59 0.54 AE
3. seek to eliminate issues in the classroom. 3.6 0.53 AE
4. solve the problems of students. 3.64 0.54 AE
5. spend time in addressing discipline to the development of pupils’
attitude. 3.61 0.51 AE
Rules
1. initiate to follow school rules. 3.65 0.5 AE
2. clear the expectations of appropriate student behavior. 3.59 0.52 AE
3. post rules before the first day of school. 3.63 0.53 AE
4. communicate to the students and parents verbally and in written
form. 3.63 0.5 AE
5. write in form about expected and appropriate behavior. 3.48 0.58 E
│ 15
Appendix E
Teaching Effectiveness in Organization of Instruction
Organization of Instruction M SD V.I.

Strategy
1. develop the range of student’ abilities and aptitudes. 3.59 0.51 AE
2. provide opportunities for the different needs of the students. 3.54 0.51 AE
3. use techniques that engage and challenge the pupils to achieve their
best. 3.55 0.5 AE
4. present new materials that enables the pupils to connect them to
what they knew. 3.51 0.51 AE
5. provide engaging and motivating activities 3.49 0.53 E
Methods
1. incorporate different sources in using a variety of methods. 3.49 0.57 E
2. integrate the learning objectives in the curriculum. 3.51 0.53 AE
3. adapt instruction to meet students’ needs. 3.54 0.51 AE
4. innovate materials for students’ active interactions. 3.49 0.55 E
5. look for new methods to promote student’s level of understanding. 3.49 0.55 E
Over All 3.5 0.54 E
Appendix F
Teaching Effectiveness in Assessment of Students’ Learning
Assessment of Students' Learning M SD V.I.

Portfolio
1. collect various pieces of students work. 3.59 0.53 AE
2. look for students’ works that exemplify the criteria. 3.59 0.51 AE
3. state the procedures for evaluating student work. 3.56 0.51 AE
4. allow the think the students about each item in their portfolio. 3.51 0.54 AE
5. make the students have the opportunity to evaluate their own work. 3.56 0.52 AE
Performance Task
1. engage students to perform situations that are meaningful, and age-
appropriate. 3.57 0.51 AE
2. give students opportunity to express and assess their ideas. 3.62 0.5 AE
3. state the standards in assessing student’s performance. 3.52 0.56 AE
4. rate the students work with their collaborative effort. 3.57 0.51 AE
5. generate feedback to make the student’s aware of their strengths and
weaknesses. 3.51 0.54 AE
Appendix G
Teaching Effectiveness in Adjustment of Learning
Adjustment of Learning M SD V.I.

Technology
1. utilize learning technologies in teaching. 3.56 0.55 AE
2. introduce different aspects of innovation in the teaching and learning
process. 3.52 0.54 AE
3. have a vision of how education systems run if ICT is integrated into
teaching and learning process. 3.46 0.57 AE
4. give chance to students to use ICT resources. 3.35 0.67 AE
5. reduce the digital gap. 3.36 0.58 AE
Research
1. introduce different aspects of upgrading in the teaching and learning
process. 3.5 0.53 AE
2. address advancement for students achievement. 3.42 0.51 E
3. engage in research and modernization. 3.3 0.61 E
4. view a path towards better student achievement. 3.46 0.55 E
5. initiate to promote better classroom practices in the aspects of
pedagogy and parental involvement. 3.51 0.54 AE
Over All 3.44 0.55 E
References
Abila, J. G. (2014) Management Practices and Teachers: Performance Satisfaction Among
Teachers in Fule Almeda District: Input to Quality Management. (Unpublished
Thesis). Laguna State Polytechnic University. San Pablo City.
Agbatogun, A. O. (2012). Investigating Nigerian primary school teachers’ preparedness to
adopt personal response system in ESL classroom. International Journal of
Elementary Education. International Electronic Journal of Elementary Education,
4(2), 377-394.
Arnseth, H.C., & Hatlevik, O.E. (2010). Challenges in aligning pedagogical practices and
pupils’ competencies with the Information Society’s demands: The case of Norway.
Issues and challenges. (Thesis). Hershey. IGI global.
Barberos, T., Gonzalo, A., Payadogdog, A. The Effect of Teachers' Teaching Style on
Students' Motivation. Retrieved from January 2019 from
https://steinhardt.nyu.edu/teachlearn/research/action/motivation
Bell, L., Bush, T., Middlewood, D. (2011). Principles of educational leadership
management. (2nd Ed.). Sage Publication
│ 17
Buabeng and Mbati, M. G. (2014). Factors Influencing School Principals’ Integration of ICT
in Administration of Public Secondary Schools in Githunguri Sub Country. Kiambu.
(Thesis). Kenya :University of Nairobi.
Carpo, R. E. (2014). Building Mathematics Confidence: Determining the Strategies utized by
intermediate Teachers of Selected Public School in Lucena City. (Unpublished
Thesis) Manuel S. Enverga University Foundation Candelaria Inc. Candelaria,
Quezon.
Doyle A. (2016). Conceptual Skills List and Examples Conceptual Skills and Keywords for
Resumes, Cover Letters, and Interviews. Retrieved March 2018 from
https://www.thebalance.com/conceptual-skills-list-and-examples-4142004
Durrant, J. (2010). Positive Discipline in Everyday Teaching. Save the Children. Bangkok.
Glorioso, L. (2016). Functions and Management Strategies of School Principals: Impact on
the Job Satisfaction and Self-Efficacy of Public Elementary School Teachers.
(Unpublished Thesis). Laguna State Polytechnic University. San Pablo City
Gumz, M. (2017). 5 best practices for Project Implementation. Retrieved February 2018
from https://teamweek.com/blog/2017/04/5-best-practices-successful-project-
implementation/
Javier, N.T. (2016). School Head’s Management Skills and Work Values towards Efficiency
and Effectiveness of the Public Secondary Schools. (Unpublished Thesis). Laguna
State Polytechnic University.
Juan, M. A. T., & Laseten, R. C. S. (2016). Relationship between Teacher Education
Students’ Oral Communication Apprehensions in English and Their Academic
Performance. International Journal of Languages, Literature and Linguistics, 2 (2).
Khandaghi, M.A., & Farasat, M. (2011). The Effect of Teacher's Teaching Style on Students'
Adjustment. (Thesis). Iran. Ferdowsi University of Mashhad.
Laylo, M. C. (2018). School Culture and Climate:Inputs to Schools’ Best Practices and
Improved School Performance.(Dissertation). Laguna State Polytechnic University.
San Pablo City.
Libit, I. D. (2016). Management Styles and Academic Strategies of Performing Teachers in
Public Secondary Schools in Cluster V Division of Quezon: Basis in Designing
Framework for Effective Teaching. (Unpublished Thesis). Laguna State Polytechnic
University. San Pablo City.
Locke, E. (2010). Principles of Organizational Behavior: Indispensable Knowledge for
Evidence-Based Management. (Thesis). New York: Wilev.
Lucas, R. I. G. (2017). A study on Portfolio Assessment as Effective Student Self- Evaluation
Scheme. Retrieved February 2019 from https://www.brookings.edu/wp-
content/uploads/2017/03/global-20170307-philippines-case-study.pdf.
Magbojos, C. R. (2012). Managerial Skills Development of Selected Private Institutions of
Higher Learning in Batangas. (Thesis). Batangas, Philippines.
Maughan S., Teeman D., Wilson, R. What Leads to Positive Change in Teaching Practice.
(Research). National Foundation for Educational Research, The Mere, Upton Park,
Slough, Berkshire SL1.
Morales, M.P.E. (2016). Examining teachers’ conception of and needs on action research.
(Thesis). Manila. Philippine Normal University.
O’Neill, S. (2009). An Initiative of the Director General’s Classroom First Strategy.
Retrieved February 2018
fromhttps://www.education.wa.edu.au/documents/43634987/44524721/Classroom+Fi
rst+Strategy.pdf/61e279ac-d613-5983-440c-f3f41b40ec04
Patrinos, H. A. (2010). Decentralized Decision Making in Schools: The Theory and Evidence
on School-Based Management. (Thesis) Washington, DC: World Bank Publications.
Ranade, R. (2009). Effectiveness of Team-Building and Teamwork in Real and Virtual
World. (Thesis). Clemson. University.
Refugido, K. M L. (2015). Comparative Study of Teaching Streategies between Private and
Public Schhols Teachers of Grade 9 Student of Selected High Schools in Tiaong
Quezon. (Unpublished Thesis). Manuel S. Enverga University Foundation Candelaria
Inc. Candelaria, Quezon.
Robbins, S. and Coulter, M. (2009). Management. Pearson prentice hall. New York.
Lawrence Erlbaum Associates.
Ryan K., Cooper J. M., Tauer, S. (2013). Teaching for Student Learning: Becoming A Master
Teacher. USA. Wadsworth, Cengage Learning.
Salandanan, G. G. (2012). Elements of Teaching. Metro Manila. Lorimar Publishing Inc.
Scaggs S. J. A. (2009). The Effects of School Discipline on Students’ Social Bonds. (Thesis)
Kansas, City. Missouri University.
Stecher, B. (2010). Performance assessment in an era of standards-based educational
accountability. (Thesis). Stanford, CA. Stanford University, Stanford Center for
Opportunity Policy in Education.
Vishwanath, B. (2012). Role of a teacher in 21st century. The criterion. An International
journal in English, 3.
Visiliko, K. (2015). The Interpersonal Relations between Teachers and Principal: Factors in
the All Around Development of Student’s Personality. (Thesis). Humanities and
Social Sciences Review, Greece.
Vu, P. A. (2009). The Influence of Classroom Characteristics and Student Relations on
Student Academic Achievement. Retrieved April 2018
fromhttps://pdfs.semanticscholar.org/f06a/b3a2e61853d31a6b81fae67b386d21f8ec03
.pdf.
William, D., & Thompson, M. (2008). Integrating assessment with learning: What will it
take to make it work? The future of assessment: Shaping teaching and learning. New
York. Lawrence Erlbaum Associates.
│ 19

The Relationship Between Managerial Skills and Teaching Effectiveness of Elementary School Teachers

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Relationship Between Managerial Skills and Teaching Effectiveness of Elementary School Teachers

Uploaded by

Copyright:

Available Formats

ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)

The Relationship between Managerial Skills and

About the author:

elements of 21st century education have to be integrated to the teaching-learning process in

HO1: There is no significant relationship between the managerial skills

involving methods, process, procedures or techniques, is necessary for the teachers to

2.2 Teaching Effectiveness

According to Bell (2011), teacher’s effectiveness in schools greatly depends on

Managing the classroom is another mark of an affective teaching. Vu (2009)

4. Findings and Discussion

Indicators Mean SD Interpretation

working environment and reflecting on appropriate solutions as they arise. The

Indicators Mean SD Interpretation

Conceptual Skills M SD V.I

Over All 3.39 0.58 P

4. improve the existing aim of the school officers. 3.4 0.55 P

Management of Students' Behavior M SD V.I.

Organization of Instruction M SD V.I.

Assessment of Students' Learning M SD V.I.

Adjustment of Learning M SD V.I.

You might also like