Administrative and Supervisory Practices as Correlates to Organizational Support in Public Schools in the Division of Manila: Basis for Strengthening Transformational and Responsive Leadership

Abstract

Introduction School leadership plays a crucial role in promoting organizational effectiveness, personnel development, and the achievement of educational goals. The administrative and supervisory practices of school heads influence how teaching and non-teaching personnel perceive organizational support, which in turn affects their motivation, commitment, and performance. Despite the recognized importance of leadership in educational organizations, limited local studies have examined the relationship between school heads’ administrative and supervisory practices and perceived organizational support among personnel in public junior high schools. Consequently, this study was conducted to examine these relationships and provide a basis for a responsive intervention program. Objectives This study assessed the administrative and supervisory practices of school heads and the level of perceived organizational support among teaching and non-teaching personnel in public junior high schools in District I, Division of Manila. It further determined the significant differences in the respondents’ assessments, examined the relationship between leadership practices and perceived organizational support, identified the challenges encountered by personnel, and developed a School Leadership and Organizational Support Enhancement Program based on the findings. Methods This study employed a quantitative descriptive-comparative research design to assess the administrative and supervisory practices of school heads and the level of perceived organizational support among teaching and non-teaching personnel in public junior high schools in District I, Division of Manila. The respondents consisted of 540 supervisors, school administrators, teachers, and non-teaching personnel. Data were gathered using a researcher-made questionnaire that underwent validation and reliability testing. The collected data were analyzed using weighted mean to determine the level of administrative practices, supervisory practices, organizational support, and challenges encountered; Analysis of Variance (ANOVA) to determine significant differences in the respondents’ assessments; and Pearson Product-Moment Correlation Coefficient to examine the relationship between administrative and supervisory practices and perceived organizational support. Results The findings revealed that the administrative practices of school heads were generally evident, obtaining an overall weighted mean of 4.03, while supervisory practices were likewise assessed as evident, with an overall weighted mean of 4.11. Perceived organizational support was also rated as evident, with an overall weighted mean of 4.04. Significant differences were found in the respondents’ assessments of the administrative and supervisory practices of school heads. The study further revealed a weak and non-significant relationship between administrative practices and perceived organizational support (r = 0.212), whereas supervisory practices demonstrated a strong and significant positive relationship with perceived organizational support (r = 0.860). In terms of challenges encountered, respondents identified limited opportunities for professional development, inadequate administrative and resource support, limited employee welfare and retention initiatives, lack of recognition and appreciation, and the absence of a positive and collaborative work environment as the most pressing concerns. Conclusion The study concluded that while the administrative and supervisory practices of school heads and the level of perceived organizational support were generally evident, several challenges continue to affect personnel experiences within public junior high schools. The findings further established that supervisory practices have a stronger influence on perceived organizational support than administrative practices, highlighting the importance of effective instructional supervision, mentoring, feedback, and professional support in fostering a supportive work environment. Based on the findings, a School Leadership and Organizational Support Enhancement Program was developed to strengthen leadership effectiveness, enhance organizational support systems, and address the identified challenges encountered by teaching and non-teaching personnel.