Human relations practices and performance of elementary school principals in region iii, Philipines

The study aimed to determine the human relations practices of elementary school principals in selected schools in Region III. It focused on the level of performance of school principals and the human relations practices with regards to administrator’s role. The study made use of the descriptive method involving twenty- two (22) school principals and one hundred ninety -seven (197) school teachers. In the statistical data analysis, the Percentage, average weighted mean, T-Test and Analysis of Variance were used. Findings revealed that majority of the principals are female, 52 years old, married, with master’s degree and doctorate units, specialized in Math/Science, have been in the service for almost 21-25 years and attended seminars for more than 21 times. While majority of the teacher-respondents are female, 42 years old, married, finished Bachelor’s degree course with master’s units, major in Makabayan and attended seminars for 1 to 5 times. Results showed that one hundred percent (100%) of the principals achieved outstanding/excellent performances. Among the five aspects of human relation practices, the principal-respondents perceived Very Good (4.23) on “supervisory of teaching and learning”. It was followed by “problem-solving techniques” with mean rating of 4.20 (VG); “administrators’ role in management with mean rating of 4.16 (VG); understanding and motivating teachers recorded at 4.07 (VG); and the lowest was obtained in “developing positive attitude for teachers” with mean of 4.06 (VG). The over-all rating of principal was 4.06 described as “Very Good”. On the other hand, the teacher perceived aspect of “problem solving techniques with the highest rating of 4.08 described as “Very Good” and lowest was “understanding and motivating teachers” with a mean of 3.80 (VG). Both respondents have similar perceptions of the five aspects of human relation practices There is a significant difference in the responses of the two groups of respondents with regards to the human practices of school principals. However, there is no significant difference on the human relation practices of school principals when grouped according to the profile variables. It is also noted that there is a negative correlation between the level of performance of school principals and the human relation practices. It is recommended that school principals may focus on the supervisory function to improve the total learning situation and to stimulate growth as a means of helping teachers and to help themselves. School principals or school heads may encourage or motivate teachers to perform their tasks at their best and understand their needs and problems