Leadership Competence of State Universities and Colleges

Abstract

This study was designed to determine the leadership competence of State Universities and Colleges of Negros Occidental. It is intended to identify the level of level of leadership competence being practiced in the State Universities and Colleges according to the following components as perceived by the administrators, school heads and instructors such as Developing and Communicating VMGO, Data-Based Strategic Planning, Problem Solving, Building High Performance Teams, Coordinating with Others, Leading and Managing Change and Resource Mobilization. It also determines the significant differences in the levels of leadership competence being practiced among State Universities and Colleges when respondents are grouped according to three groups and profile variables. Descriptive research design is used. There were 191 respondents from three SUCs represented, 46 were administrators, 24 school heads and 121 instructors.

Descriptive analytical schemes were used and the tools were frequency count, percentage, mean, T-test, Kruskal Wallis and Mann Whitney U Test.

To identify the level of leadership competence being practiced by school administrators and school heads when grouped according to variables results reveal that age, sex and length of service are “not significant”, the null hypothesis is therefore accepted. However, in the remaining variables such as educational attainment and school address results reveal that is it “significant” and the null hypothesis is therefore rejected.

The findings implied that leadership qualities of the school administrators and school heads as perceived by themselves and the instructors of the SUCs significantly influence each other. School administrators and school heads may be competent on school experiences and supported in the present study but they still need to identify and develop to be transforming, practicing and emerging leaders in the school community for better performance.