Career Plateau, Objective Career Plateau, Subjective Career Plateau, Managerial Skills and Public School Heads
Wong, Jonathan P.
Wong, Amaranth M.
Tome, Christine M.
The emerging development in education brought about by new thrusts, legislation, policies, and program causes increasing pressures on the part of school administrators to manage well their respective schools. Such pressures call upon every administrator the enhancement of managerial skills towards the attainment of his/her school’s goals and objectives. While there exists a plethora of literature on the factors that influence managerial skills, varied constructs are emerging that need attention in research relative to management such as career plateaus or career stagnation which might either intensify or impair the management skills of school heads. This study, therefore, was carried out to explore the relationship of career plateaus to the managerial skills of public-school administrators in the Division of Romblon – MIMAROPA region Philippines. A validated questionnaire which measured the school heads’ level of managerial skills and their level of career plateau was employed and administered through a survey method to 220 school heads within the division. Data analysis yielded the following major findings: Most of the public-school administrators are objectively not yet plateaued and consider themselves to be in a lower level of subjective career plateau. Based on their mean score, school heads who are objectively non-plateaued tend to have better managerial skills than those who are plateaued. Position and subjective career plateaus are found to be a determinative factor in the managerial skills of school heads whose careers have not yet been objectively plateaued. Further research nevertheless is encouraged to understand more the concept of career plateau and its role in other managerial skill dimensions of those school heads whose careers are already plateaued objectively