Management Practices and Skills of Administrators in Selected Public Central Elementary Schools in Region III / Manalo, Nida Tejedor.

The respondents of this study were thirty (30) public school administrators and six hundred (600) public elementary teachers coming from thirty (30) elementary school in Region III. The teacher respondents were chosen through universal sampling. The researcher made used of the survey - questionnaire as the main instrument for the gathering of the data. The data gathered were presented in tables in such a way that they were arranged in accordance with the sequence of items in the questionnaire. The respondents were categorized according to their age, sex, civil status, educational qualifications and number of years experience through frequency counts and percentage. Assessment of the two groups of respondents of the management skills and practices manifested by school administrators are obtained in the basis of the seven dimensions/areas identified through the average weighted mean using the Likert - Type Scale and the corresponding verbal interpretations. In the interpretations of the school administrators' management styles, Likert's classification likewise utilized. The majority of the school administrator are 50 to 59 years of age and 30% are 40 to 49 years old. Only two (2) of the 30 administrators are senior citizens ages 60 to 62 years old. In terms of sex, most of them are 93% are females while only seven percent (7%) are male. It is noted that school administrators are married, recorded as 30 or 100% married. All the administrators are educationally qualified having Doctoral units and 16 years and above in the service. Overall it is evident that administrators maintained that the indicators maintained that the indicators of planning are always observed while the faculty claimed that these are often done. The highest is "involving parents, teachers and the community while the lowest is conducting meeting, interviews and dialogues with person concerned. In terms of goal setting, the school administrators perceived their management practices to be very satisfactory, while the teachers considered this as only satisfactory. Overall, the respondent are satisfied with the management practices of administrators in terms of goal setting. The respondents are satisfied with the organizing management of administrators. As a whole, the respondents are most satisfied with the administrators practice of assigning tasks and other duties equally and equitably. The administrator are most satisfied with the indicator "Administrator knows all his teachers by first name" and a "feeling of warmth and belongingness is felt within the organization." For the teachers, all the indicators are considered to be often practiced by the administrators. Overall, the respondents provided the highest indicator "administrator knew all his teachers by name, while the lowest indicator is "administrator use Specialized talents / abilities of subordinates. The administrator are very satisfied with their management practices, while the teachers in general, are satisfied with the management practices of administrators with respect to decision - making. The respondents provided the highest indicator in encouraging teachers to remove fear offailure while the highest indicator is encouraging teachers to adopt innovations.