School Heads’ Management Practices and Teachers’ School Engagement

Effective school heads’ management practices, such as decision-making process, directing and planning, can positively influence teachers’ school engagement. The study aimed to investigate the level of the school heads’ management practices and teachers’ school engagement. This study determined the relationship, and identified which of the dimensions in the independent variable influence singly in combination the teachers’ school engagement in selected public school under the Division of Gingoog City. It used both correlational and causal research designs. An adapted questionnaire which passed the validity and reliability test was conducted to 166 respondents selected through stratified sampling procedure using Slovin’s Formula. The data collected were analyzed, interpreted, and computed with the use of Mean, Standard Deviation, Pearson Product Moment Correlation and Multiple Linear Regression. Results revealed that school heads’ management practices in terms of decision-making process, directing and planning are highly practiced. Teachers’ engagement is very high. There is a low positive correlation between school heads’ management practices and teachers’ school engagement. Decision-making process greatly influences teachers’ school engagement. Thus, school heads who involve teachers in decision-making process create a positive effect to teachers’ school engagement. This study suggests that school heads ensure that teachers participate in decision-making so that they may foster quality and excellent performance and productivity aligned with the educational goals.