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Weak management at any school level could be amongst other reasons, indicative of a lack of administrative competency and leadership in schools. Indeed, administrators are responsible in equipping themselves with competencies and leadership. (Alvy, 2004)
However, being in the 21st century setting, school administrators are experiencing the growing pressure on how to maintain their effectiveness amidst struggles in keeping school resources and utilizing them strategically. According to Half (2018) professional people who uphold administrative functions are the ones who play the most vital role in keeping an organization together, without them, many organizations would eventually fall. Additionally, operative school heads lead dominant and reciprocal conversations which identify institutional paradigms in the facets of teaching and learning. The entire organization can benefit in gaining a common understanding on the focal point of the institution, the students with the help of researches, higher order thinking questions, and relevant journals. (Ash & Hodge, 2016)
This is also supported by a study made by learning-centered leadership program by the Wallace Foundation which emphasized the importance of principal leadership in achieving optimum utilization of institutional resources. Likewise, there must be a good communication mechanism among administrators, teachers and students both in and out of school because it goals achievement at all levels. Each institution needs competent leadership because it is the primary way to enhance learning, this is supported by framing all the conditions and the climate in which education occurs.
At an external level, the school leader should also adapt to the fast-paced changes that inevitably happen. Indeed, in the aspect of managing a school strategically, school leadership is necessary in bridging the gap between in-house processes and external reforms.
There is a need to determine the connection and relationship of administrative competency and leadership in relation to how an institution operates in a mobile environment. (Ponte, Nusche & Moorman, 2008)
Competency as opined by Sieck (2018) means that a person has the capability of doing something effectively. A competent person is able and equipped with skills needed to make a task. It is the ability and required skills to accomplish given task. Balyer (2016) observed that school principals must have professional capability especially in organizational development and instructional leadership. According to (Victor, 2017) managerial competency is existent when one possesses the skills to manage resources productively. Both human resource management and financial management are critical for utilitarian sustainability. Such competency can be displayed through skills in communication, teamwork, problem solving, and leadership. Strategic management includes both scientific techniques and processes and organizational capabilities and to be an effective user of such, it is important for the school administrators to understand how effective leadership and core competency could have an impact on the efficiency of school management. Correspondingly, school heads are the dynamic force to ensure effective utilization of strategic management in school administration. However, school heads need to have the necessary competencies to perform this task. Hence, this study was carried out to examine the relationship between administrative competency and leadership and use of strategic management in Sto. Tomas private schools.
This study investigates administrative competency and leadership as the exogenous (independent) variable relative to the use of strategic management as the endogenous (dependent) variable.
This framework is articulated based on the core competency theory of strategy that commends actions to be taken by firms to achieve competitive advantage. The term core competency was devised in a Harvard Business Review article by the leading management experts, CK Prahalad and Gary Hamel. The idea of core competency expresses that organizations must play to their qualities or zones of capacities in which they have capabilities. It can be characterized as fit combinations of various assets and aptitudes. This premise additionally characterizes what outlines a core competency. This is further supported by a research conducted by Organisation for Economic Cooperation and Development( OECD) which emphasized the importance of school leadership. This was further supported by Trakselys, Melnikova & Martisauskiene (2016) who stated that competence is instituted by a number of professional proficiencies as well as real-world experience. Consequently it is imperative to identify the structure of the school administrators’ professional competence. Therefore, as functioned in this study, this theory embraces that if school administrators possess administrative competency as their strength to accomplish any task by using strategic management, school administrators will be driven to assent and use strategic management in carrying out their mundane tasks. The conceptual framework of the study is shown.
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