SCHOOL ADMINISTRATORS’ SUPERVISORY SKILLS AND TEACHERS’ MOTIVATION IN DATU MONTAWAL DISTRICT

Educational Management

School administrators have been entrusted to oversee and lead the school in order to accomplish the desired outcomes. However, the school administrators focus their attention predominantly on the teachers since they are responsible for carrying out the curriculum through instruction. It is expected that school administrators must stimulate and motivate teachers appropriately to enhance their teaching performance. The general objective of the study is to determine the school administrators’ supervisory skills and teachers’ motivation in Datu Montawal district. The study employed a descriptive correlation research approach to examine the relationship between teachers' motivation and school administrators' supervisory skills. The questionnaires were administered to 127 teachers in the District of Datu Montawal, Maguindanao. The data were collected and analyzed using descriptive statistics. The study revealed that the school administrators are skilled in terms of instructional supervision; organizational and personal management; planning, assessing and reporting; school plant, resources, and facilities; personal, social growth and professional development; and school, community linkages and public relation. When it comes to the teachers’ level of motivation, the result showed that the teachers are extrinsically and intrinsically motivated. For the relationship between the supervisory skills and teachers’ motivation, the result showed that among the variables, the instructional supervision has significant relationship with the teachers’ intrinsic motivation while the personal, social growth and professional development has significant relationship with the extrinsic motivation of the teachers. The organization and personal management; planning, assessing and reporting teaching learning outcomes; school plant, resources and facilities management; and school, community linkages and public relation have no significant relationship to the teachers’ motivation. As for the influence of the administrators’ supervisory skills on the extrinsic motivation of the teachers, among the variables the personal, social growth and professional development has a significant influence on the extrinsic motivation of the teachers. Regarding to the influence of the administrators’ supervisory skills on the intrinsic, the instructional supervision has a substantial impact on the teacher’s extrinsic motivation.

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