School Administrators’ Involvement in the Academic Journey of Secondary Teachers in Siargao Division

This study determined the extent of administrator involvement to the academic journey of secondary teachers in Siargao Division, Surigao del Norte. It determined the profile of the respondents and the extent of involvement of the administrators with content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development as factors. The perceived extents of administrator involvement to the journey of the teachers were compared based on their profile. Similarly, the perceptions of the administrators and the teachers on the extent of involvement of the administrators to the journey of the teachers were also compared. Data were gathered from 23 administrators and 30 secondary teachers from Siargao Division using researcher-made questionnaires. Data were analyzed using frequency count and percent, mean and standard deviation, Kruskal Wallis, and t-test for independent samples. The study revealed that most of the administrator-respondents are married head teachers who have been serving for at least 11 years. They have attended less than 11 trainings and have at earned units in Master’s degree. Most of the teacher-respondents are Teacher I, single, female English teachers who have been in the service for less than 11 years and earned units in Master’s Degree. Both administrators and teachers strongly agree that the former are involved in the academic journey of the latter in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. There is no significant difference on the extents of involvement of the administrators on the academic journey of the English language teachers when grouped according to their profile. There is a significant difference on the extents of involvement of the administrators on the academic journey of the secondary teachers based on the type of respondents.