Practices of Elementary School Administrators in the Districts of Aborlan and their Teachers’ Performance in the K to 12 Curriculum

The study aimed to find out the administrative practices of selected school administrators in the three districts of Aborlan and how these affect the teaching performance of the teachers with the implementation of the K to 12 curriculum.The research design was used in the study. It utilized various statistical tools like frequency, percentage, mean, Pearson Moment Correlation Coefficient r, and t- test. Twenty-three public school administrators and 75 teachers from the three districts of Aborlan were taken as participants. The school administrators performed seven administrative practices as school administrators. They were assessed by the teachers and themselves in the performance of these practices to much extent. Meanwhile, the teachers also assessed their own performance in the use of K to 12 curriculum in their teaching and came up with the assessment as some extent only. The school administrators’ administrative practices have affected the teacher’s performance in the K to 12 curriculum, however on some aspects, the school administrators’ administrative practices did not exert influence on the teachers’ performance in the K to 12 curriculum. The profile of the teachers have affected their performance in the K to 12 curriculum, however, there are some aspects of the profile that did not affect the performance of the teachers in the K to 12 curriculum. The school administrators and the teachers had different perspectives in their assessments on the performance of the teachers in the K to 12 curriculum.

Keywords: k-12 Curriculum, School Administrators, Teachers Performance