A Study of Development Guidelines for Teacher Empowerment for School Administrators under Kalasin Primary Educational Service Area Office 2

Abstract

This research consists purposes were 1. to study the current and desirable states of teacher empowerment for school administrators 2. to investigate the priority needs for teacher empowerment for school administrators and 3. to explore guidelines for developing teacher empowerment for school administrators under the Kalasin Primary Educational Service Area Office 2. This study employed a mixed-methods research design, integrating both qualitative and quantitative approaches. The research instruments consisted of a questionnaire and a semi-structured interview guide. The sample group comprised 306 teachers and school administrators under the Kalasin Primary Educational Service Area Office 2. The sample size was determined using the Krejcie and Morgan (1970) formula at a 0.05 level of significance, and participants were selected through stratified random sampling. The target group consisted of five educational administrators and school administrators who were purposively selected. Data collected through the questionnaire were analyzed using descriptive statistics, including percentage, mean, standard deviation and the Priority Needs Index (PNI). Data obtained from the interviews and related documents were analyzed using content analysis. The research findings revealed that 1) The overall current state of teacher empowerment for school administrators was at a high level (x̅=4.30, S.D.=0.24). Considering individual aspects, participatory management had the highest level, followed by the promotion of teamwork and internal communication, respectively. The overall desirable state of teacher empowerment was at the highest level (x̅=4.88, S.D.=0.14). The aspect with the highest level was personnel development, followed by internal communication and delegation of authority, respectively. 2) Regarding the priority needs for teacher empowerment, the top three aspects were personnel development (0.16), followed by motivation (0.15) and internal communication (0.15) and 3) There were 17 proposed guidelines for developing teacher empowerment for school administrators under the Kalasin Primary Educational Service Area Office 2.