ABSTRACT
The purpose of the study was to assess the effect of the school administrators’ and teachers’ interpersonal relationships on learners’ academic performance in the District of Guiguinto Division of Bulacan using a descriptive-correlational design. In this research, the school administrators’ and teachers’ interpersonal relationship were quantified using weighted mean procedures and interpreted using a descriptor. This study utilized the Functional Idiographic Assessment Template-Questionnaire (FIAT-Q) to collect relevant data from the respondents. The target population of the study was comprised of all the administrators, teachers, and academic learners of a vocational high school in Guiguinto Bulacan. Universal sampling was used wherein the researcher included all secondary administrators and teachers while random sampling was used in senior high school academic learners in the District of Guiguinto Division of Bulacan during the School Year 2022-2023. It is composed of eight (8) school administrators’ and two hundred nineteen (219) secondary teachers and two hundred thirty-five (235) learners from a national vocational high school in Guiguinto, Bulacan during the School Year 2022-2023. The results were processed using the Statistical Packages for Social Sciences (SPSS) and the data were presented using appropriate tables and texts. The results were analyzed and interpreted using statistical tests such regression analysis in assessing the effect of interpersonal relationships on the learners’ academic performance. The result of the study revealed that school administrators and teachers’ interpersonal relationships mildly agreed. It indicates that school administrators and teachers may not completely agree on all aspects of the parameters but still support it to some degree. It showed that school administrators and teachers play crucial roles in shaping the learning environment for learners and still contribute to the overall goal of supporting students' education. The school administrators and teachers’ interpersonal relationships exerted a significant effect on the learners’ academic performance of the senior high school. In effect, when learners start their educational tasks, the relationship they develop with their teachers becomes gradually significant for their achievement in educational context.The study recommends that school administrators and teachers should be regularly trained and equipped with training program and that they should furthermore be equipped through development program to develop strong interpersonal skills for a thriving school environment to foster a positive learning environment to all members of the school community and to develop various motivational strategies for better learners’ academic performance, among others.
Keywords: school administrators’ and teachers’ interpersonal relationships, training program, learners’ academic performance, educational context
INTRODUCTION
Interpersonal relationships have the power to encourage administrators and teachers in the current educational system to commit to change. It improves learner and teacher performance in the administration of the school. The management and control of teachers' engagement in the teaching and learning process is a crucial aspect of school administration, since it plays a critical role in determining whether changes are made for the better or worse. As school administrators and teachers deal with a variety of people, including learners, parents, staff, and community members, interpersonal relationships are essential. Due to the increasing diversity of the workforce, intercultural communication skills and cultural competency are becoming recognized as critical elements of successful interpersonal relationships.
Understanding educational events and the part interpersonal relationships play in learners' academic success can be done by using the lens of interpersonal relationships. Good interpersonal interactions can provide a positive sense of self-worth and self- esteem as well as healthy social, emotional, and cognitive functioning. The teacher- administrator and teacher-learner relationships in education, however, continue to be problematic. Tensions and competition between them produce a bad relationship that fuels conflict and has an impact on learners' performance as well. The learning process may be positively or negatively impacted by the interpersonal ties that develop between educators and learners. It is necessary to reconsider how we approach education and learning as well as how we get instructors and learners ready for a world that is getting more complicated by the day. Zhang (2022) indicated that interpersonal relationships have a substantial influence on the cognitive processes in humans including perception, attention, learning, memory, reasoning, and problem solving.
Furthermore, it is crucial to address the underappreciated problem of how learner- teacher and learner relationships differ from class to class and school to school before discussing the influence of interpersonal relationships in the classroom and the role of teacher-learner relationships in learners learning outcomes. The degree to which educational interventions targeted at improving teacher-learner interactions can be adopted depends critically on the response to this issue. Interpersonal relationships that are socially supportive can have a significant and long-lasting effect on learners' sense of security in the classroom. Additionally, comfortable, and highly motivated learners academically, socially, and emotionally are fostered by this sense of well-being. The interpersonal relationships between school administrators and instructors are crucial in establishing a positive learning environment and influencing learners' academic achievement. There are several advantages for learners' academic achievement when school administrators and instructors have a good and healthy connection. Teachers are more likely to be motivated and dedicated to their work when they perceive that their school administrators value and encourage them. This ultimately results in better instructional strategies and instruction of a higher caliber. Teachers are better able to fulfill the varied needs of their learners when school heads actively cooperate with them on curriculum development, offer chances for professional development, and encourage their professional growth.
However, the nature of the interpersonal bonds that exist between instructors and school officials may be detrimental to the academic success of the learners. The main problem, if you will, was that communication was lacking. Any successful relationship must have effective communication because without it, miscommunication and conflict may occur. Ineffective communication between instructors and school officials can erode cooperation and trust, which will have a detrimental effect on the learning environment. The absence of encouragement and appreciation for educators' work is another problem. Confusion and fatigue can result from school officials' failure to recognize and value the hard work that teachers do. Underappreciated teachers may become disengaged, which lowers or eliminates their effectiveness as teachers and consequently affects learners' academic performance.
Furthermore, teachers' autonomy and creativity in the classroom may be hampered by micromanagement and power struggles in interpersonal relationships. Teachers may find it more difficult to meet each learner's unique learning needs when they feel overly controlled and uninformed. In the end, this may impede learners' academic progress and restrict their potential. To create a positive learning environment for all learners, educational institutions must prioritize and strengthen positive interpersonal relationships between teachers and school administrators.
Hence, the researcher aims to assess the effect of the school administrators’ and teachers’ interpersonal relationship on the learners’ academic performance in the District of Guiguinto Division of Bulacan during the School Year 2022-2023. It is hoped that the study can draw a proposed training program of school administrators and teachers’ that can enhance the learners’ academic performance.
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