QUALITIES OF PUBLIC-SCHOOL ADMINISTRATORS IN LEADING 21ST CENTURY TEACHERS: A MIXED METHOD EXPLORATORY APPROACH

Authors

  • Joesher A. Mondejar School Head, MAEd, Division of Davao del Sur, Northern Paligue Padada, Davao del Sur Province, 8007, Philippines
  • Exequiel R. Gono Jr. Faculty Member, Dr., Professional School, University of Mindanao, Bolton Street, Davao City, 8000, Philippines

DOI:

https://doi.org/10.46827/ejes.v12i12.6448

Keywords:

school head, public-school administrators, teacher, qualities, mixed method, Philippines

Abstract

Public school administrators have problems leading 21st-century teachers regarding work ethic perception and attitude, leniency of work, personal character problems, and work adjustment. This study aimed to develop and validate a measurement model of qualities of public-school administrators in leading 21st-century teachers, focusing on Teaching Practices and Sound Leadership, Personal Growth and Professional Upliftment, and Better Relationships. Using a mixed-methods research design, the study involved school heads from both the elementary and secondary levels of the Davao Region. Data were gathered through surveys and interviews and analyzed through thematic analysis, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). Furthermore, data were collected from 13 School Heads and Master Teachers in public schools for an in-depth interview to gauge their perspective on the qualities of a public-school administrator. Drawing from this data, a comprehensive set of statement items was formulated to capture the identified perspective accurately. These items underwent meticulous validation by a panel of expert to ensure their reliability and relevance to the study's objectives. Subsequently, the validated items were administered to a larger sample comprising 300 School Heads. Employing Exploratory Factor Analysis and Confirmatory Factor Analysis, the study uncovered two primary qualities in leading 21st Century Teachers: Collaboration and Support Among Staff/Teacher and Mentoring and Instructional Coaching. This systematic approach sheds light on the diverse perspectives of public-school administrators regarding the qualities of leading 21st-century teachers. It provides valuable insights for school heads to tailor their qualities in leading our modern teachers to work efficiently and effectively to meet the needs of their administration and work environment.

 

SDG #4: Quality Education

 

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Author Biographies

  • Joesher A. Mondejar, School Head, MAEd, Division of Davao del Sur, Northern Paligue Padada, Davao del Sur Province, 8007, Philippines

    Joesher A. Mondejar is the school head of Tagolilong Elementary School and a professional school student at the University of Mindanao, Matina, Davao City, 8000, Philippines.

  • Exequiel R. Gono Jr., Faculty Member, Dr., Professional School, University of Mindanao, Bolton Street, Davao City, 8000, Philippines

    Exequiel R. Gono Jr. is a faculty member at the College of Teacher Education of the University of Mindanao, Matina Campus. He is a member of the Philippine Statistical Association, the Philippine Association of Researchers and Statistical Software Users, the Philippine Association for Teacher Education, the Mathematics Teacher Education, and the Philippine eLearning Society (Member). His research interests are Mathematics Education, Assessment of Learning, Mathematical Modeling, and Applied Statistics.

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Published

2025-12-28

Issue

Vol. 12 No. 12 (2025)

Section

Articles

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