Manuel S. Enverga University Foundation
Lucena City, Philippines
Granted Autonomous Status
CHED CEB Res. 076-2009
EDUC 314 HUMAN RELATIONS FOR ADMINISTRATORS AND TEACHERS
PRACTICAL EXERCISE No. 1
Case Analysis
I.
II.
From Teacher to Administrator
Resentment over Appointment
Submitted to:
Dr. Guillermo Jr. M. Rago
Dean – College of Engineering
Submitted by:
GAZELLE JOY H. HARI
Ed.D. – Educational Management
February 4, 2023
COLLEGE OF ENGINEERING
Telefax No. (042) 710-3151; e-mail:engg.dept_mseuf@yahoo.com.ph
Manuel S. Enverga University Foundation
Lucena City, Philippines
Granted Autonomous Status
CHED CEB Res. 076-2009
Case 2: From Teacher to Administrator
Unit I.
Background of the case
A teacher for several years was able to obtain his master’s degree in educational
administration. He had a desire of handling an administrative position but due to his lack of
expertise, he thought he had little chance of doing so. However, two weeks before the classes
began, a superintendent of a local school district called and offered him a position as a
principal. He had mixed feelings about the offer because it was already so late in a year to
ask for a release. But realizing that everyone had to start somewhere, he accepted the fact
that this position would at the very least provide him experience.
He had to make several other decisions because of the offer, including finding a place
for his family, learning about the district's educational program, and preparing for the start
of classes. With a minimal time before the faculty returned, he started to become anxious
about how the teachers, parents and students would react to him as their new principal. He
questioned whether he was prepared for all the duties that a principal had to carry out
because of these uncertainties. He can recall that, in the past, he had never been particularly
overwhelmed by the principal's responsibilities, but from this new perspective, things seemed
to look very different.
Unit II.
Problem Statement
A teacher was given the chance to become the principal of a small school district, but
he was hesitant to accept the position because he didn't have enough time to prepare for his
new role as a principal. As a result, he felt some panic as reality set in and he struggled with
how to adjust to a new community and manage an institution.
Unit III. Objectives of the case
1. Identify the factors contributing to the teacher’s challenges as a new principal in a
small school district.
2. Identify the coping adjustments employed by the teacher in overcoming the challenges
as a new principal.
3. Determine the implications of the teacher’s experiences to the human relations for
administrator and teachers.
COLLEGE OF ENGINEERING
Telefax No. (042) 710-3151; e-mail:engg.dept_mseuf@yahoo.com.ph
Manuel S. Enverga University Foundation
Lucena City, Philippines
Granted Autonomous Status
CHED CEB Res. 076-2009
Unit IV. Analysis of the case, use SWOT Analysis
STRENGTH
▪ The teacher was able to finish
his masteral studies in
educational administration.
▪ He had been eager to have an
administrative position.
OPPORTUNITIES
▪ He will be able to apply his
learnings from his masteral
education.
▪ He will be able to experience
handling an institution.
▪ He will know new people and be
a part of a new community.
Unit V.
WEAKNESSES
▪ It was his first time as a principal.
▪ He has a hard time thinking about
requesting a release from his
school district.
▪ He thought that he was not yet
ready for all the responsibilities of
a principal.
THREAT
▪ Some teachers are older than him, and
it makes him intimidated about what
they might think of him as their new
leader.
▪ He was also uncertain of how the
parents and students will receive him
as the new head of school.
Alternative Courses of Actions
Being a new principal, especially if it's your first time, could be challenging. The following are
some of the methods that you can do to lessen the burden of the position.
ACA 1: Focus on how you can make the transition process as smooth as you can rather than
concentrating on how the teachers, students, and parents will respond to you. Be hospitable
and friendly to the people you may encounter in the community.
ACA 2: Begin establishing connections because these will be the foundations of effective
school leadership. Learn the culture of the school and the community; not everything must
be changed. Propose a team building activity to build rapport with the new faculty.
ACA 3: Recognize the teachers by designating each capable teacher as a facilitator to assist
at the school.
COLLEGE OF ENGINEERING
Telefax No. (042) 710-3151; e-mail:engg.dept_mseuf@yahoo.com.ph
Manuel S. Enverga University Foundation
Lucena City, Philippines
Granted Autonomous Status
CHED CEB Res. 076-2009
Unit VI. Recommendations
Upon identifying the factors which contributed to the teacher’s challenges as a new principal
as well as identifying the coping adjustments he employed in overcoming the challenges, it is
recommended to:
1. Avoid making drastic adjustments the moment you enter a new school.
2. Consider what is currently effective.
3. Pay attention to the experienced teachers.
4. Place a high priority on establishing connections with the community, teachers, and
students.
5. Pay attention to and respect the teachers' suggestions.
6. Before introducing a new program to the rest of the team, engage teacher leaders to pilot
it.
Unit VII. Plan of Action
Put aside any hesitations or concerns you may have due to conflicting feelings and keep in
mind that a positive working relationship between administrators and teachers is the most
crucial component of a successful school. It is your responsibility as the administrator to
engage with the students and the community to earn their trust and respect.
COLLEGE OF ENGINEERING
Telefax No. (042) 710-3151; e-mail:engg.dept_mseuf@yahoo.com.ph
Manuel S. Enverga University Foundation
Lucena City, Philippines
Granted Autonomous Status
CHED CEB Res. 076-2009
Case 5: Resentment over Appointment
Unit I.
Background of the case
After 15 years of teaching and obtaining the credentials that allowed for the opportunities,
Sasha has been named assistant principal of a middle school. However, it also poses a major
dilemma for her. There are rumors that politicians are interested in Ms. Jones rather
than her. At the first district-wide PTA meeting, she observed the influential citizen's rigid
posture and somber looks. One of the politicians approached her shortly after the meeting
and made it clear that she was not their choice. Ms. New smiled and promised the politician
that she will do a fantastic job while being taken aback by the interaction.
Despite the challenges, Ms. New excelled in her role as assistant principal. She considered
fresh initiatives for the institution, particularly the scheduling of students and classes. She
decided to change one thing, deciding to distribute advanced math classes equally among all
math teachers because she thought they were all capable of handling the job, which angered
Ms. Jones, her rival for the position. Ms. New was taken aback when Ms. Jones threatened
to inform the superintendent of her choice.
Unit II.
Problem Statement
Ms. New, a recently appointed assistant principal, has some significant challenges in her line
of work. Her appointment has upset the politicians, and she is being challenged for the
position by Ms. Jones, one of the faculty members. Knowing the most recent studies, Ms. New
attempted to alter some aspects of the schedule of the classes, but this generated more conflict
between her and Ms. Jones because the latter did not want other math teachers to conduct
advanced math classes.
Unit III. Objectives of the case
1. Identify the challenges faced by Ms. New as she handles the position of assistant
principal.
2. Identify the approaches Ms. New used to deal with the situation when the politicians
did not want her and one of her coworkers also wanted the post.
3. Characterize the sensible actions an administrator must take in response to a conflict
within the school system.
COLLEGE OF ENGINEERING
Telefax No. (042) 710-3151; e-mail:engg.dept_mseuf@yahoo.com.ph
Manuel S. Enverga University Foundation
Lucena City, Philippines
Granted Autonomous Status
CHED CEB Res. 076-2009
Unit IV. Analysis of the case, use SWOT Analysis
STRENGTH
▪ 15 years of experience
▪ Advanced degrees in leadership
and supervision
▪ Eager to lead and serve the
school community.
Unit V.
WEAKNESSES
▪ The politicians are not on her
favor.
▪ A colleague with the same
interest to be an assistant
principal do not want to be
subject to her supervision.
OPPORTUNITIES
THREAT
▪ Show her expertise in the
teaching-learning process.
▪ Encourage other teachers to use
their full potential for students
intellectual and holistic
development.
▪
▪ Conflict of interest with her
colleague
▪ Ms. Jones might spread bad
rumors that may possibly affect
her reputation.
Alternative Courses of Actions
Inherent in the faculty's influence over the curriculum are conflicts. If these issues are not
resolved, faculty members may behave in ways that are not best for their students or the
schools and institutions where they work. The proposed approach for resolving such disputes
entails shared governance, in which faculty members and administrators jointly address and
resolve possible misunderstandings. Some alternative courses of actions that Ms. New could
undertake are:
ACA 1: Act as a bigger person. Even if you don't agree with the other person's viewpoint, you
can still make them feel heard and appreciated by paying attention and asking questions to
better understand their perspective.
ACA 2: Convey your merit for the position in an impartial manner.
ACA 3: Choose your battle. Only take a stand for a cause that is truly important to you.
COLLEGE OF ENGINEERING
Telefax No. (042) 710-3151; e-mail:engg.dept_mseuf@yahoo.com.ph
Manuel S. Enverga University Foundation
Lucena City, Philippines
Granted Autonomous Status
CHED CEB Res. 076-2009
Unit VI. Recommendations
Upon knowing the challenges faced by Ms. New and how she must handle the dispute
between her and Ms. Jones, it is thereby recommended that conflict management styles from
the book Conflict Mode Instrument (TKI) by Thomas – Kilmann must be employed:
1. Collaborating Style: Combining assertiveness and cooperation, persons who
collaborate try to work with others to find a solution that truly addresses everyone's
concerns. This approach, which is the opposite of avoiding, allows both parties to
achieve their goals while minimizing unpleasant emotions.
2. Compromise Style: This style maintains some assertiveness and cooperation while
seeking a quick, amicable resolution that partially appeases both parties to the
disagreement.
Unit VII. Plan of Action
It is best to handle conflict in the workplace amicably. Some of the strategies that we can
use are:
1. Individual conflict resolution is frequently the most successful method for problems
involving interpersonal concerns.
2.When coworkers are unable to resolve problems on their own, the assistance from the
principal may be requested. This approach works best when a leader has firsthand
knowledge of the circumstance and is not overly involved with either side.
3. Some issues are too deeply ingrained in the workplace culture to be resolved from
within. In this case, external individuals, like supervisors can be asked to serve as a
moderator if you are unable to come up with a solution.
COLLEGE OF ENGINEERING
Telefax No. (042) 710-3151; e-mail:engg.dept_mseuf@yahoo.com.ph