Examining the Impact of Administrators’ Support Systems on Teachers’ Instructional Competence in the New Normal Era
DOI:
https://doi.org/10.69569/jip.2025.057Keywords:
Administrators’ support system, Instructional competence, New normal education, Teachers’ performance, Staffing planAbstract
A coordinated administrative approach in managing human resources, ensuring that teaching staff is well-supported and adequately trained, is paramount. This study investigates the relationship between administrators’ support systems and the instructional competence of teachers in the context of the new normal education. Specifically, it explores: (1) the level of administrative support provided by school leaders, (2) the instructional competence of teachers, and (3) the influence of administrative support on teachers’ performance. A quantitative, descriptive-correlational approach was employed, involving 10 school heads and 50 teachers from public elementary schools in the Arakan North District, utilizing complete enumeration sampling, weighted mean, Pearson’s r, and multiple regression analysis. Findings indicate that school administrators demonstrate high competency in managing staffing needs, particularly socio-emotional and teaching skills. Furthermore, staffing plans and identifying staffing needs significantly influence teachers' instructional competence, particularly in teaching approaches. Teachers were found to exhibit competent teaching skills, with teaching approaches and cognitive skills being strongly influenced by administrators’ efforts in staffing. School heads' proactive involvement in personnel planning and resource allocation is crucial for continuously improving instructional practices. It suggests that administrators focus on identifying staffing needs, aligning personnel planning with organizational goals, and utilizing available resources to enhance the professional development of teachers. These insights can guide school administrators in strategically improving instructional quality.
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