The Relationship between Managerial Skills and Teaching Effectiveness of Elementary School Teachers

This study aimed to find out any significant relationship between the managerial skills and teaching effectiveness of the selected elementary teachers. Using a descriptive method of research, a total of 62 public elementary teachers from eleven (11) elementary schools in Candelaria West District in the Philippines during the academic year 2018-2019 were chosen as study participants. An expert-validate questionnaire in checklist form was the main tool for data collection. The perceived managerial skills of the teachers were manifested through their technical, conceptual and human skills. Meanwhile, the level of the teaching effectiveness is always effective in terms of management of students’ behavior and assessment of students’ learning and effective in organization of instruction and adjustment of learning. Results further revealed that there was significant relationship in managerial skills and teaching effectiveness in terms of management of students’ behavior, organization of instruction, assessment of students’ learning and adjustment of learning. The managerial technical skill was significantly related to teaching effectiveness. There is perceived necessity to develop further the managerial skills of the teachers. Administrator may provide programs and activities for improvement and application of teachers’ managerial skills.


Introduction
The learning outcome depends largely on the teacher as the key factor in any teaching-learning situation. Improved learning outcome calls for the effective performance of a teacher, which is anchored on their teaching effectiveness. It is said that the effectiveness of teacher's performance contributed much to the student achievement. Their role requires more than the constructs of the classroom instructions. They need to assess the students where they are at, help them to construct knowledge, and further their understanding of the world around them, and maximize their potential learning.
It is true that teachers are important leaders of educational system. However, there is a growing concern in the public school system on the not-so-good performance of some teachers. Numerous studies and surveys have been conducted to initiate result and solve this problem. In response to this issue, schools in the Philippines conduct nationwide in-service program, and other seminars to enhance teachers' abilities. Administrators from district, division or regional offices conduct Field Technical Assistance (FTA) to observe the set standards for school performance, create assessments aligned with standards to measure performance, identify the lowest performing schools and make data on school performance for them to use for further improvements. Masalukot III Elementary Schools responded to the artifacts of SBM principles such as leadership and governance, curriculum and learning, accountability and improvement, and management of resources. These artifacts serve as evidence for further improvement of teachers in addressing and creating a favorable learning institution to study effectively towards the achievement of the Department of Education (DepEd) mission. Juan and Lasaten (2016) note effectiveness in teaching as the groundwork for progress and development in an increasingly diverse, complex, and globalized society. For this, teachers need to possess necessary skills to be effective in teaching. Fisher (2017) looks at teachers as managers that need the proper tools to manage. For example, globalization presses teachers to possess the necessary 21 st century skills so they can continually challenge the classrooms to be responsive. With this, as the classrooms become globalized, critical │ 3 elements of 21st century education have to be integrated to the teaching-learning process in order to adequately prepare learners for their expected roles in society. As effective management evolves, teachers need to upgrade their management practices as well.
Managerial skills are set of qualities and attributes in the personality of the managers that enable them to effectively manage the entire organization. These skills can contribute to the development of the team, each individual and other personnel in the institution. As applied to teaching, it is how teachers deal with students on the activities, perform administrative functions and act as a team with the other employees. These skills develop an organize programs and policies (Abila, 2014).
Believing teachers as managers, it is assumed that their ability to manage their work can lead to effective teaching. Thus, this study assessed the managerial skills and teaching effectiveness of the elementary public teachers to determine any significant relationship.
HO1: There is no significant relationship between the managerial skills and the teaching effectiveness of the public elementary school teachers.

Managerial Skills
According to Magbojos (2012), good leadership can make academic work a more enjoyable and more productive experience for everyone. The managerial abilities are a complete understanding of the needs and objectives of the institutions. There are essential elements to effective management. For instance, Ranade (2009) mentioned that the essential elements required by teams to work efficiently include a common identity or goal, structure, and interdependence. These fundamental elements form the common basis and goals that will help members bond and develop trust, which establish team interdependency. This sense of unity can be achieved by emphasizing team-training activities for increasing interpersonal skills within culturally diverse teams. Team building develops the communication of one another to establish technique to contribute ones attitude to achieve the goal.
In terms of individual skills, teachers are expected to possess various sets of skills to help them carry on with their duties as teachers and managers. Javier (2016) suggests that technical skill, understanding of, and proficiency in, a specific kind of activity, particularly involving methods, process, procedures or techniques, is necessary for the teachers to possess. It involves special knowledge, analytical ability within that specialty and facility in the use of tools and techniques of the specific discipline. Locke (2010) considered technical skill as the ability to use knowledge, methods, and techniques of a specific discipline.
Teachers in school are examples of people with technical skills as they are recognized as experts in their discipline and are presumed to have the ability to supervise other. School head has usually developed some expertise in a discipline or field of study. To successfully run an academic department, the chairperson must know how to teach the subject, how to organize the group, how to acquire resources, and how to evaluate performance. This also encompasses human skill, which involves the ability to understand, create motivation, and work with employees.
According to Robbins and Coulter (2009), for teachers monitoring and evaluation of students' performance, tasks and structural arrangements must be in place to ensure that goals are being met and that work is being done as it should be. This requires strategy, which according to Gumz (2017) provides a light at the end of the tunnel. For example, the teachers' project management develops teachers' ability to develop strategies. It is the direction of the team in aiming the success. In doing the project, each member search for the strategy to be used in the challenges to prove that the project can lead for the organization improvement.
In order to formulate strategies, teachers also must know how to conceptualize. For Vishwanath (2012), conceptual skill is the ability to visualize the organization as a whole. It includes analytical, creative and initiative skills, understanding the complexities of the overall organization, his ability to think in abstract, analyze work situation and his creature and innovative ability to access the environment. It is necessary to understand how the different components are related to each other and the institution as a whole. Patrinos (2010) believes that teachers need to further develop their conceptual skills in order to think strategically and take a broad long-term view. This will enable teachers to see what goes on their work environment and help them to react appropriately and reflectively to situations as they arise. They must consider environmental forces, resource flows, staff and administrative talent, board of education policies, reform mandates, parent complaints, and organizational People with conceptual skills must be very creative (Doyle, 2016).
As teachers enter the 21 st century, they need to possess Information Communication Technology (ICT) proficiency. There is a growing demand on the educational institutions to integrate ICT in teaching the skills and knowledge students need for the 21st century. This restructuring process requires effective integration of technologies into the existing environment in order to enhance professional output in the school (Buabeng & Mbati, 2014).
The main role of the teacher is to manage the classroom. According to Barberos (2019), they should mind the chief component of interest in the classroom. As such, teachers need to vary teaching styles and techniques so as not to cause boredom to the students in the classroom. It is valuable to develop human skills to connect with students from all walks of life. This skill depends on the teacher's ability to think in the abstract (Javier, 2016). For this, the teachers have the sense that they contribute to their communication and be more productive and effective in the students learn more in their instruction (Visiliko, 2012). If they have human skills, they will be able to manage every change within the organization.
Managing the change has an impact on the characteristics of teachers (Maughan, 2012).

Teaching Effectiveness
According to Bell (2011), teacher's effectiveness in schools greatly depends on effective practice for pupil learning in its own specific context. For this, schools are obligatory to practice a multi-disciplinary team approach involving of the learner's parents and school stakeholders such as teacher, school principal, guidance and other workers in the institution (Laylo, 2018). The teachers must integrate all these aspects for effecting teaching.
Highly successful teachers are frequently called instructional leaders (Glorioso, 2016). As leaders, they must have a deep understanding of teaching and learning, including new techniques and strategies in teaching that emphasize problem solving and pupils construction of knowledge. Good instructional leaders have a strong commitment to success for all pupils, and are especially committed to improve instruction for groups of pupils who are learning strategies that fit the needs of the students. For this, teachers must design an effective framework for teaching (Libit, 2016). Although they are not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession.
An effective teacher brings about intended learning outcomes (Ryan, 2013). The goal of these activities is to ensure that all students learn what is expected of them. To do this, a teacher must master a variety of perspectives and strategies in teaching and flexible in their application (Carpo, 2014). According to Refugido (2015), teaching strategies are the techniques or approach that a teacher use for a certain topic or lesson determined by the teacher to be the best method in teaching based on different factors such as method, size class, kinds of students and availability of materials. However, teacher should also personalize the learning for their students (O' Neill, 2009). They used techniques that have each student working on tasks that engage and challenge them to achieve their best. For example, the learning activities are planned to suit the individual needs, interests and abilities of an individual student (Salandanan, 2012). They could use technology in developing the strategy (Agbatogun, 2012) or integrate technology in the teaching process (Arnseth & Hatlevik, 2012) for students to enjoy learning.
Another key role of the teacher is preparation of assessments. Assessment allows the teachers to keep a record of their observations of student's works will support conclusions they draw which they will report to the parents (Lucas, 2017). Through a variety of measures, students are assessed to determine whether or not they are achieving the learning outcomes (Esllera, 2016;Stecher, 2010;Khandaghi & Farasat, 2011;Morales, 2016). Teachers can compile them into a portfolio (William & Thompson, 2008) which reflects student's development as well as the area where they have the weaknesses, which need to evaluate and give certain enrichment activities.
Managing the classroom is another mark of an affective teaching. Vu (2009) considers managing students' behavior and classroom social environment an important role in students' development. Student experiences within the classroom help to develop their behavioral, social, and academic skills. For this, Durrant (2010) suggests that an effective discipline must be constructive and positive. The same applies to correcting student mistakes.
The process of receiving school correction may unintentionally influence how the students attach to the school and school agents, aspire to achieve academically, and perceive school rules and safety (Scaggs, 2009

Methodology
The descriptive method of research was employed in the study. This type of research determines the present conditions focusing on individual motivational factors, management skills and teaching effectiveness of public elementary classroom teachers. In order to produce data about the variables under the study, self-made questionnaire was used. has the equal chance to be the sample. There were a total of 162 teacher-respondents of the study.

This investigation was undertaken in eleven elementary schools in Candelaria West
To facilitate the gathering of information the researcher used the descriptive survey questionnaire. The questionnaire was divided into two parts as follows: Managerial Skills (technical, conceptual and human) and Teaching effectiveness (student management, organization of instruction, assessment of student learning and adjustment of leaning). These indicators in the form of 4-scale Likert style were validated by the experts including ten (10) external validators, one (1) English teacher, two (2) Principal, five (5) Master Teacher, one (1) Teacher III, and one (1) Master in educational management graduate. To test the reliability, the instrument was subjected to test-retest method. Ten (10) teachers answered the questionnaire and were requested to note down any difficulties in answering. After two (2) weeks, the same instrument was given to the same ten respondents to check the reliability.
The author personally conducted the data gathering through personal visits to the schools where the respondents are working. The assistance of the school administrators was solicited to ensure success in the retrieval of the questionnaires.
Several statistics were utilized such as weighted mean, standard deviation, Pearson Product-Moment Correlation Coefficient at .05 level of confidence.    works that exemplify the criteria, engaging students to perform situations that are meaningful and age appropriate and rating the students work with their collaborative effort. These are consistent with the study of Esllera (2016) (2016) on the importance of action research. The table 3 displays the correlation between the managerial technical skills and the teaching effectiveness of the public elementary classroom teachers. The result shows that majority of the managerial technical skills indicators have substantial marked relations or low correlation to the teaching effectiveness. The positive correlation implies that the managerial technical skills positively influences the teaching effectives. As such, as the technical skills improve, the teaching effectiveness also improves.

Correlation between the Managerial Technical Skills and Teaching Effectiveness
The highest correlation is denoted by the relationship between project implementation and rules (0.57) and task management and portfolio (0.57). The lowest correlation is between the ICT skills and strategy (0.26). It denotes classroom teachers' technical skills influence how they shape the behavior of learners as they implement rules to maintain the orderliness of the learning environment. Moreover, they give task, implement project and used ICT skills to organize the strategies and methods in providing varied activities for students development. Shown in table 4 is the correlation between managerial conceptual skills and teaching effectiveness. There is a positive substantial marked relation between the managerial conceptual skills indicators and the teaching effectiveness indicators as evidenced by r scores between 0.31 and 0.67. The positive relationship dictates that as the managerial conceptual skills improve the teaching effectiveness also improves. The substantial marked relation is

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between the problem solving and rules (0.67) whereas the lowest correlation is between strategic planning and research (0.31).
The results imply a degree of influence on the teaching effectiveness. Some indicators may have low influence on the teaching effectiveness. However, it should not be taken for granted in order to improve the classroom teaching. There are various activities and initiatives that require the implementation of these indicators. For instance, research is highly necessary for planning and problem solving but maybe not for discipline and rules. These indicators are applied on a case by case basis. The table 5 indicates the correlation between managerial human skills and the teaching effectiveness. The degree of correlation ranges from low (0.32) to substantial marked relations (0.70) which are manifested by communication and research (low) and team building and rules (substantial). The positive relationship implies that any improvements in the managerial human skills indicators influence the teaching effectiveness indicators to improve.

Correlation between the Managerial Human Skills and Teaching Effectiveness
It is indeed necessary that teachers develop the managerial human skills as they face children and motivate them to learn. For instance, the language of teachers in the implementation of rules signals a different tempo on how learners act. The same holds true in dealing with their peers in the workplace. In this case, effectiveness suggests a balance of the human skills to enhance relationship with the different key players in the teaching and learning process. Results showed that the technical, conceptual and human managerial skills of elementary teachers are practiced while the level of teaching effectiveness is always effective in the management of students' behavior and assessment of students' learning and effective in organization of instruction and adjustment of learning. It was further revealed that there was significant relationship in the managerial skills and teaching effectiveness. Therefore, the hypothesis was rejected. This study concludes that there is positive relationship between the managerial skills and the teaching effectiveness of the elementary school teachers.

Conclusion
There is perceived necessity to develop the managerial skills of the teachers.
Administrator may provide programs and activities for improvement and application of teachers' managerial skills. The results of the study may also be used as framework for effective teaching training programs. It will also be a great support for teachers to develop learners in reaching the improvement in their accomplishments. It is recommended that next researcher may conduct further study using the framework for effectiveness of classroom teachers to attain success in learning.

Teaching Effectiveness in Organization of Instruction
Organization of Instruction M SD V.I. Strategy 1. develop the range of student' abilities and aptitudes.
3.59 0.51 AE 2. provide opportunities for the different needs of the students.
3.54 0.51 AE 3. use techniques that engage and challenge the pupils to achieve their best.
3.55 0.5 AE 4. present new materials that enables the pupils to connect them to what they knew.
3.51 0.51 AE 5. provide engaging and motivating activities 3.49 0.53 E Over All 3.6 0.53 AE Methods 1. incorporate different sources in using a variety of methods.
3.49 0.57 E 2. integrate the learning objectives in the curriculum.
3.49 0.55 E 5. look for new methods to promote student's level of understanding.
3.49 0.55 E Over All 3.5 0.54 E

Teaching Effectiveness in Assessment of Students' Learning
Assessment of Students' Learning M SD V.I. Portfolio 1. collect various pieces of students work.
3.59 0.53 AE 2. look for students' works that exemplify the criteria.
3.59 0.51 AE 3. state the procedures for evaluating student work.
3.56 0.51 AE 4. allow the think the students about each item in their portfolio.
3.51 0.54 AE 5. make the students have the opportunity to evaluate their own work.
3.56 0.52 AE Over All 3.56 0.52 AE Performance Task 1. engage students to perform situations that are meaningful, and ageappropriate.
3.57 0.51 AE 2. give students opportunity to express and assess their ideas.
3.62 0.5 AE 3. state the standards in assessing student's performance.
3.52 0.56 AE 4. rate the students work with their collaborative effort.
3.57 0.51 AE 5. generate feedback to make the student's aware of their strengths and weaknesses.