School Administrators’ Communicative Competence and Challenges: Basis for Professional Development

Abstract

This descriptive-correlational study examined the level of communicative competence among school administrators in Ilocos Norte and explored the relationship between their socio-demographic characteristics and communicative competence. It utilized a survey questionnaire and underwent face-to-face interviews to gather data. The study found a balanced age distribution among administrators, with the majority in their late 40s to early 50s. Progress towards gender equity was observed, and most administrators were married. The hierarchical structure predominantly comprised Head Teacher positions, and administrators had diverse educational backgrounds. They demonstrated a dedication to professional development, and their length of service varied. School administrators perceive their communicative competence in conversational management as highly competent, although teacher evaluations suggest a more moderate level. There are identified communicative challenges that are rooted within the personal, professional, and cultural aspects of diversity such as limited vocabulary, mismatched preparation, low confidence, misguided information, cultural clashes, power struggle, lack of knowledge on educational jargon, overlapping speech, misunderstandings, power and pride, and out-of-focus conversation. Socio-demographic characteristics, such as age and position, demonstrate significant positive correlations with communicative competence, highlighting the influence of experience and professional development. Recommendations include implementing professional development programs, addressing communication challenges, and considering individualized approaches to enhance communicative competence among school administrators. Further research is needed to explore additional factors and gain a comprehensive understanding of effective communication in educational leadership.