The Impact of Administrator's Supervision on the Attitudes of the Students and Teachers of MSU-Sulu Laboratory High School Towards the K-12 Shift

Abstract

This study used descriptive research design to determine the impact of administrator’s supervision on the attitudes of the students and teachers of MSU-Sulu Laboratory High School towards the K-12 Shift. All teachers and grade-9 students were utilized as respondents of the study. Weighted arithmetic mean was used to determine the impact of administrator’s supervision on the attitudes of both teachers and students towards the K-12 shift and the impact of administrator’s supervision on the overall attitudes of teachers and students. Pearson product moment correlation coefficient was used to determine the impact of administrator’s supervision on the parents’ and the students’ attitudes towards K-12 shift. The teachers and students showed high positive impact of administrator’s supervision on the high willingness attitudes towards K-12 shift. There is positive significantly high impact of administrator’s supervision on the teachers’ and students’ attitudes towards K-12 shift.