Administrative Qualities and Teachers’ Involvement

Teachers’ potential to function as proactive agents of school development may depend from the school administrators’ qualities. This study examined the relationship between school heads’ administrative qualities and teachers’ involvement and identified of the administrative qualities that predict singly or in combination teachers’ involvement in secondary schools in the Division of Cagayan de Oro City. Correlational and causal research designs were employed, involving 103 randomly selected secondary teachers. Data were gathered using an adapted, validity and reliability tested survey questionnaire, which were analyzed through Mean and Standard Deviation, Pearson Product Moment Correlation, and Multiple Linear Regression. Findings revealed that school heads administrative qualities across all five dimensions, and teachers’ involvement in school governance and activities are very high. There is a weak to strong positive correlation between school heads’ administrative qualities and teachers’ involvement in school governance and activities. Transformational administrative quality is the strongest correlation and predictor of the teachers’ involvement in school governance and activities. The study concludes that stronger administrative qualities lead to higher levels of teachers’ involvement in school governance and activities. Thus, it is recommended that school heads may sustain and further strengthen their administrative qualities, design and implement professional development programs that emphasize transformational leadership practices for a better school organization because of the active involvement of teachers.