SCHOOL LEADERS’ ADMINISTRATIVE PRACTICES AND TEACHING WORKFORCE ENGAGEMENT: BASIS FOR A TRAINING MANUAL FOR SCHOOL ADMINISTRATORS

In the interest of as sessing the administrative practices of nine school leaders and teaching workforce engagement of 375 teachers from nine schools in the 2nd Congressional District Division of Quezon , the study employed mixed methods design and various methodologies. With the use of d escriptive s urvey , the study determine d the demographic profile of the respondents in terms of age, sex , highest educational attainment, length of service, and school size . The administrative practices of the diff erent schools were determined using the Revised School Based Management Assessment Tool . It also investigate d the teaching workforce engagement of the public secondary school teachers which was measured with the use of the David Zinger Model of Employee Eng ag ement. Moreover, it was concluded that school leaders have a great extent of practices in terms of leadership and governance, curriculum and instructions, accountability and continuous improvement; and management of resources ; the teaching workforce w as highly engaged in terms of leadership, communication, culture, rewards and recognition, professional and personal growth, accountability and performance, vision and values, and outreach program . Also, there is a significant difference i n the extent of practices of school leaders an d level of teaching workforce engagement when grouped according to demographic profile . In addition, the key informants employed various strategies in dealing with challenges on leadership practices and teaching workforce engagement. Lastly, it was recomme nded that school leaders and the teaching workforce should advocate for and encourage a potential outcome and positive shift when it comes to school administrative agenda, thrust, and priorities so as to provide more focus on the welfare and development of the teaching workforce.