Faculty perception of administrative policies and practices for academic personnel of the St. Paul Schools of Ilocos Sur

• Main Author: Ramirez, Lutgard
• Format: text
• Language: English
• Published: Animo Repository 1980
• Subjects: School personnel management; Educational Administration and Supervision; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/695
• Institution: De La Salle University

This study made a survey on how the lay teachers perceived and evaluated the administrative policies and practices for academic personnel in the Paulinian Schools of Ilocos Sur. The study limited itself to the three St. Paul Schools in Ilocos Sur: St. Joseph Institute, St. William Institute and St. Paul College of Vigan. A total number of ninety lay teachers served as respondents. From the results, the study concluded that the St. Paul Schools of Ilocos Sur excelled in the following policies: 1. Supervisory assistance in the form of checking lesson plans, periodic test questions, class records and the utilization of bulletin boards as means of communicating information to the teachers. 2. Visitation and supervision of classroom instructions by the Administrators. 3. Teachers assistance in the selection of instructional materials done by the administrators. 4. Clear definition of duties and responsibilities of teachers. 5. Orientation of new teachers in their field and in their professional organization given by the administration. 6. Syllabi checking. 7. Cooperation extended by the administration with programs on training teachers. 8. Encouragement given by administration to the teachers in attendance to seminars, conferences, etc. for professional growth held outside the school. The Schools were considered weak, thus needed improvement, in these specific areas: 1. Compensation of faculty members based on efficiency. 2. Separation pay grant to teachers who were dismissed for a cause. 3. Help extended by administration to teachers in making course syllabi. 4. Teacher-applicants undergoing qualifying tests. 5. Availability of a faculty handbook. 6. Involvement of teachers in curriculum-making. 7. Compensation of faculty members based on qualifications. 8. The right of a teacher to full access to the evidence against him in a case. 9. Assistance to teachers by administrators to plan lessons. 10. Teachers were made to teach only the major or minor field of specialization.