MOTIVATING AND INHIBITING FACTORS ON BECOMING SCHOOL ADMINISTRATOR AS INFLUENCED BY TEACHERS AND LEADERSHIP STANDARDS

Educational Management

The desire to work as a school administrator is frequently fueled by a complicated web of motivating and restraining forces. Taking into account the leadership standards established by both teachers and administrators, this study intended to investigate the motivating and impeding variables that affect teachers who want to become school administrators. A quantitative research design was used in data gathering and analysis. This study was conducted to teachers of the Public Elementary Schools in DepEd Region XII. In particular, it was conducted in the divisions of South Cotabato, North Cotabato, Sultan Kudarat, Tacurong City and Kidapawan City. The study used an adapted questionnaire developed by Hancock et al (2019) in gathering data on motivating and inhibiting factors for teachers to become school administrators. The questionnaire for the leadership standard was an adapted The Teacher Leader Model Standards research instrument from National Education Association (2021). The study found that teachers have very high level of leadership standards and motivation. Teachers inhibit themselves to become school administrators oftentimes due to the increased risks, personal benefits, and personal needs. The teachers’ leadership standards are significantly related to their motivating factors on becoming school administrators. It was recommended mainly that schools should support ongoing cooperation and professional development and to provide organized career routes and leadership development programs to support educators transitioning into administration jobs.

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