The Interplay of Human Relations Skills and Desirable Qualities in Private Colleges: A Cross-Sectional Analysis

Abstract

Introduction: This study investigates the human relations skills practiced and desirable qualities among instructional leaders and teachers in select private colleges of Pagadian City. Human relations skills and desirable qualities are critical for fostering a positive educational environment. This study examines the extent to which these attributes are practiced by instructional leaders and teachers, highlighting their importance in private higher education.

Objectives: The primary objectives are to assess the levels of human relations skills and desirable qualities among instructional leaders and teachers, compare these levels between the two groups, and explore the correlation between these attributes.

Methods: A descriptive-cross sectional research design was employed, incorporating comparative and correlational analyses. Data were collected using structured questionnaires administered to a sample of 95 instructional leaders and 431 teachers from select private colleges. The questionnaires, which were validated and tested for reliability, assessed human relations skills and desirable qualities, focusing on attributes such as respect for others, sensitivity, trust, ability to communicate, ability to resolve conflict, intellectual integrity, and devotion to educational concepts. Comparative analyses, including t-tests, were conducted to compare the levels of these attributes between instructional leaders and teachers. Additionally, Pearson correlation was used to explore the relationship between human relations skills and desirable qualities.

Results: The findings indicate that both instructional leaders and teachers exhibit high levels of human relations skills and desirable qualities, with instructional leaders generally scoring higher. The difference in human relations skills between the two groups was not statistically significant, while the difference in desirable qualities was significant. A positive correlation was found between human relations skills and desirable qualities, suggesting that the development of one enhances the other.

Conclusions: The study underscores the importance of human relations skills and desirable qualities in educational settings. It recommends that private higher education institutions implement professional development programs to enhance these attributes among staff. By fostering these skills and qualities, institutions can improve the professional commitment and job performance of their instructional leaders and teachers, leading to better educational outcomes.