Teachers-In-Charge as De Facto School LeadersExploring Their Management Competence, Career Aspirations, and Administrative Effectiveness in Region XII

Abstract

Abstract. Educational leadership plays a vital role in ensuring that schools operate effectively and achieve their educational goals. In the Philippines, the shortage of school principals has led to the designation of Teachers-in-Charge (TICs) to manage schools without full-fledged administrators. Despite their significant responsibilities, there have been few studies examining their managerial competence, career aspirations, and administrative effectiveness. Hence, this study assessed the management competence, career aspirations, and administrative effectiveness of TICs as de facto school leaders in elementary schools in Region XII. This study employed descriptive and correlational research designs. The respondents consisted of purposively selected TICs and randomly selected permanent teachers from the Schools Divisions of Cotabato, Sarangani, South Cotabato, and Sultan Kudarat. Data were collected using validated researcher-developed questionnaires aligned with the Philippine Professional Standards for School Heads (PPSSH). Statistical analyses included mean, standard deviation, Spearman’s rho correlation, and the Mann–Whitney U test. Findings revealed that TICs demonstrated a very high level of management competence and very extensive career aspirations. Both TICs and teachers also rated administrative effectiveness as very high. Correlation analysis indicated a strong positive relationship between management competence and administrative effectiveness, and a moderate positive relationship between career aspirations and administrative effectiveness. Moreover, no significant differences were found between TICs’ self-assessments and teachers’ perceptions. Evidently, the study revealed that TICs possess strong managerial competence, high professional aspirations, and the capability to manage schools effectively as de facto school leaders.