SCHOOL HEADS’ LEADERSHIP COMPETENCE IN THE NEW NORMAL:
BASIS FOR A CAPACITY BUILDING PLAN
A Thesis Proposal
Presented to
The Faculty of the School of Graduate Studies
STI West Negros University
Bacolod City
In Partial Fulfilment of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision
MELBORN E. BACALSO
March 2023
Chapter 1
INTRODUCTION
Background of the Study
The school head is the captain of the school who sets the sail towards
achieving the mission and vision of the school. Setting the school along with its
personnel to the right direction requires immense competence in various school
operations such as strategic school leadership, managing performance and
human resource mobilization and development. To (Mustamin Y. M., 2019),
these are the most essential competence a school head need to processes to set
the school towards speedy school improvement processes. The outbreak of the
pandemic put the school heads’ competence in leading the school to a test of fire.
(Mcleod & Dulsky, 2021) contended that the leadership competence of the school
leaders was evident on their ability to bounce back despite the compelling
obstacles faced to implement the learning continuity during opening of schools
after the lock downs.
There have been countless studies done to this regard establishing the
importance of school heads’ competence. (Fernandez & Shaw, 2020) said that
recent meta-analytic reviews suggest that effective principals are highly
competent on conveying the school mission and vision of the school, capacitating
teachers, establishing synergy and instructional supervisory competence.
Similarly, another study by (Altemose & Lampron, 2021) conducted in Malaysia
recognized the need for principals’ competence in areas school leadership,
performance management and human resource development. (Bal, 2017) on the
other hand, contended that performing school principals inspire competence
among school personnel to do beyond their limits. (Devos & Tuytens, 2016)
added that exemplary school principals proved to lead the school to outstanding
developments.
In the Philippines, the Department of Education sets high standards in
appointing school leaders and laid down the Philippine Professional Standard for
School Heads as standard of performance in their Office Performance and Review
Form (OPCRF). The OPCRF is composed of performance objectives broken down
into Key Result Areas (KRAs) which define an excellent school leader from those
who are still developing. Data in the venue indicated that a number of school
leaders still need to attune their leadership competencies with the latest OPCRF
which are based on the PPSSH. The implementation of the new PPSSH is an
immense challenge of the school leaders especially the new ones on top of the
difficulties brought by the implementation of new normal education.
In this note, this study is conceptualized to find out the leadership
competence
of the school heads during the most challenging education
implementation in the new normal using the new PPSSH as basis for their
OPCRF.
Statement of the Problem
This study aims to determine the school Heads’ Leadership Competence
in the New Normal at one of the Divisions of Negros Oriental during the SY
2021-2022 as Basis for a Capacity Building Plan.
Specifically, it seeks answers to the following questions:
1) What is the respondents profile in terms of:
a) age
2)
what is the level of leadership competence of school heads in the following
areas:
a) Leading People
b) People performance Management
c) People Development
3. What is the level of leadership competence of school heads when grouped
according to the aforementioned variables?
4. Is there a significant difference in the level of leadership competence of
school heads when grouped and compared according to the aforementioned
variables?
5. Based on the findings of the study, what capacity building plan could be
proposed?
Hypothesis
There is no significant difference in the level of leadership competence of school
heads when grouped and compared according to the aforementioned variables.
Assumptions of the Study
The level of leadership competence of the school heads vary to a certain
level.
Study Variables, Indicators, and Categories
The selected variables are herein presented with their corresponding indicators
and categories.
Variables
Indicators
Categories
Respondents’ number of
Age
years of existence since
birth
Theoretical Framework
This study is anchored on the theory of competence by (Messick, 1984) as
cited by (Glaesser, 2018) which contended that competence is what an individual
knows and can do in a subject area however that knowledge and skill and
attitude is acquired, whether through instruction or experience and the theory
of performance by (Academy of Process Educators., 2007)which defines the core
components of a performance as identity, learning skills, knowledge, context,
personal factors, and fixed factors. This theory provides the basis for analyzing
performance,
defining
performance
criteria,
and
developing
meaningful
performance measures.
This theory of competence is supported by European bodies, they also
defined competence as three interrelated ingredients of Knowledge (cognition),
skills (capabilities and overt behavioral repertoire) and attitudes (related to
emotions, motivation, volition, and values). Competences consist of a
combination of cognitive, behavioral and affective elements required for effective
performance of a real-world task or activity. A competence is defined as the
holistic synthesis of these components. (Norris, 1991) as cited by (Glaesser,
2018)points to the close relationship between competence and standards. Some
policy documents read as though all standards refer to competence measures,
and all competences are subject to standards.
This theory supports this study hence leadership is a holistic ability of the
school head to effectively discharge their leadership qualities through
interrelated competence of their knowledge, skills and attitude. Maxwell said that
an effective leader knows the way, shows the way and goes the way. The
establishment of the PPSSH also set the standards for quality school leader, such
standard comprise of efficient competence in areas of school operations
leadership and instructional leadership.
Conceptual Framework
This study measures the level of leadership competence of the school
heads for school year 2022-2023 as basis for a capacity building plan.
To measure the level of competence of the school heads in leadership in
the new normal, the study considered three major variables which are all based
from the OPCRF of the school heads which are: (1) leading people (2) people
performance management (3) and people development. Leadership
competencies represent a combined set of knowledge, skills, and abilities (KSA)
that constitute effective leadership within an organization (Hollenbeck, McCall,
& Silzer, 2016). Leading People pertains to school heads understanding on
identifying and comprehending relevant sources of information such as existing
laws, policies, research, feedback and contexts, and establish their connections
and alignment (DepEd 2020). People performance management is a term used
to describe all the processes and techniques that ensure employees are
working to the best of their ability and putting the values of your organization
into practice (DepEd 2020). People development, also often used
interchangeably with employee development or professional development, is the
use of suitable strategies and measures to implement the goals of the company
with the help of employees qualified for technical and methodological
improvements (DepEd 2020).
Teachers’ responses were measured by either (5) “Very High Level”, (4)
“High Level”, (3) “Moderate Level”, (2) “Low Level”, (1) “Very Low Level”.
Scope of the Study
This study has the following scope which would place certain
restriction in the investigation.
This study uses the descriptive research design in determining the level of
school heads’ leadership competence.
The respondents of the study were the teachers of the identified schools in
a small sized division in central Philippines. The study as validated by three
experts using the criteria of Good and Scates, the reliability was ascertained by
administering to 30 dry run respondents who are non-respondents of the study
using Cronbach’s alpha.
This study employed three analytical schemes based on the research
objectives which were descriptive, comparative, and relational. The statistical
tools used were mean, and Mann-Whitney U-Test.
Significance of the Study
The result of the study is beneficial to the following:
Administrators. The result of this study would be useful reference for
them to find ways to improve their school leadership practices.
Teachers. The result of this study directly benefits the teachers through
enhanced leadership. Enhanced leadership would make them cope up with the
demands of the new normal education efficiently through enhanced financial
allocation and transparent accountability practices. The enhanced leadership
would also build a positive working environment of teachers.
Parents. The result of this study would be meaningful to them who have
a great responsibility in supporting their children’s potentials, thereby home
support learning to attain positive outcome.
Learners. The result of this study would benefit the learners through
increased learner module ratio, enhanced teacher learning intervention practices
and improved teacher support.
Present Researcher. As a researcher, this study provides substantial
information on the present level of school heads’ leadership practices which
provide essential data to this study.
Future Researchers. This study will serve as a source of information and
basis for improvement of this study.
Definitions of Terms
This section presents the conceptual and operational definition of the
major variables and significant terms used in this study.
Leadership competence.
It represents a combined set of knowledge, skills, and abilities (KSA) that
constitute effective leadership within an organization (Hollenbeck, McCall, &
Silzer, 2016).
In this study, it pertains to the competencies of the school heads in
leading the school through in depth understanding of the KRAs of their OPCRF.
Leading people.
It pertains to school heads understanding on identifying and
comprehending relevant sources of information such as existing laws, policies,
research, feedback and contexts, and establish their connections and
alignment (DepEd 2020).
In this study, it pertains to the ability of the school heads to lead the
people in school to attain the vision and mission of the school through
profound understanding of the school priority improvement areas.
People performance Management
It is a term used to describe all the processes and techniques that ensure
employees are working to the best of their ability and putting the values of your
organization into practice (DepEd 2020).
in this study, it pertains to the level of understanding and observance of
the school heads of the cycles of PPST-RPMS.
People Development
It is also often used interchangeably with employee development or
professional development, is the use of suitable strategies and measures to
implement the goals of the company with the help of employees qualified for
technical and methodological improvements (DepEd 2020).
In this study, it pertains to the instructional supervisory competence of
the school heads which comprised of their abilities in observing classes, check
lesson plans and extend technical assistance to teachers.
Age. The term age conceptually means the length of time that a person
has lived or a thing has existed (Gallagher et al, 2016).
Operationally, this refers to the age of the school heads of identified
schools in south district 6 of Cebu City Division.
Highest Educational Attainment. Conceptually, the phrase refers to
the degree or level of an individual attained in the formal education system
(Baum, Cunningham, & Tanenbaum, 2015).
Operationally, the term refers to the highest educational attainment of
the school heads of identified schools in South District 6, Cebu City Division
Number of years as School Head. This pertains to the teachers’ number
of years serving as a teacher comprising both in the public school system and
private school system (Sousa, 2017).
In this study it pertains to the number of years handling school
leadership of the school heads of the identified schools in South District 6,
Cebu City Division
Capacity Building Plan. Conceptually, it is defined as a detailed plan
with specified actions that are needed to achieve a goal. It can also consist of a
series of steps that must be taken to successfully complete a certain strategy
(Gronn, 2015).
In this study, it refers to the program of action which details training and
capacity building for the purpose of improving school heads’ level of leadership
competence and performance.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter contains the various literatures and studies taken from
internet, journals, theses, books, and dissertations which the researcher
reviewed in order to give him background of the study. Likewise, related concepts
and studies that have significant bearings of the study conducted are also
presented. These related literature and studies help the researcher to have better
understanding and wider perspective on the present investigation.
Conceptual Literature
Foreign
School Heads’ Leadership Competence
The concept of competence is often poorly defined in the literature. In
fact, a general consensus seems to be lacking concerning the meaning of this
frequently used concept. One example may illustrate this point. According to
one view, competence is considered as an attribute of the employee, that is, as
a kind of human capital or a human resource that can be translated into a
certain level of performance. According to another widely held view,
competence is defined in terms of the requirements of the tasks that constitute
a certain job. This is indeed an important distinction, and in the following we
will use the term competence to refer to the former meaning, and the term
qualification to refer to the latter meaning (Duffy 2019).
According to Brief and Walsh (2014) leading people is defined as the act
of influencing others to work toward a goal. Leaders exist at all levels of an
organization. Some leaders hold a position of authority and may use the power
that comes from their position, as well as their personal power, to influence
others; they are called formal leaders. In contrast, informal leaders are without
a formal position of authority within the organization but demonstrate
leadership by influencing others through personal forms of power. One caveat
is important here: Leaders do not rely on the use of force to influence people.
Instead, people willingly adopt the leader’s goal as their own goal. If a person is
relying on force and punishment, the person is a dictator, not a leader.
Performance management is an ongoing process of communication
between a supervisor and an employee that occurs throughout the year, in
support of accomplishing the strategic objectives of the organization. The
communication process includes clarifying expectations, setting objectives,
identifying goals, providing feedback, and reviewing results (Maxwell 2016).
Employee development was traditionally thought of to be merely a job
function of the human resources department. The role of training and
development has broadened beyond the design of training programs for
employees. Businesses today compete in the global marketplace and there is
increased diversity in the workforce. Companies need employees who are
motivated and productive and has the ability to learn new skills to cope with
changing consumer demands and business needs (Toole, Ferres, & Connell).
A major step in developing employees is to confirm that a training need
exists via a process known as the training needs analysis. Doing so is
necessary as training may be incorrectly prescribed as a solution to a
performance issue such as a lack of motivation in employees or
miscommunication in job expectations. Money may also be spent on training
unnecessarily as they are not closely tied to business strategy. In the past, only
trainers were involved in the training needs analysis. However, in today’s
world, needs assessment involves the input of various stakeholders such as the
employees going for training, their supervisors and the trainers themselves.
Managers are also helping their employees in targeting the appropriate training
through career planning and designing an individual learning plan (Azulay
2014).
Local
School Heads’ Leadership Competence
There are various factors affecting the professional competencies of
school heads. These factors would include increasing demand on the
administrative and instructional role in ensuring school effectiveness as well as
the quality of their performance. Even the traditional pedagogical approaches
on principal leadership did not provide sufficient answer to a question
concerning the competencies of an effective school manager (Caasi-Tabbal,
Ocampo jr., & Agustin 2019).
Leading People pertains to school heads understanding on identifying
and comprehending relevant sources of information such as existing laws,
policies, research, feedback and contexts, and establish their connections and
alignment (DepEd 2020).
People performance management is a term used to describe all the
processes and techniques that ensure employees are working to the best of
their ability and putting the values of your organization into practice (DepEd
2020).
People development, also often used interchangeably with employee
development or professional development, is the use of suitable strategies and
measures to implement the goals of the company with the help of employees
qualified for technical and methodological improvements (DepEd 2020).
Filipino leadership and Filipino management may appear to be misleading
because Filipino culture is based on deeply ingrained indigenous core values.
Filipino culture focuses on kinship, family, and social acceptance. Thus,
Filipinos’ distinct leadership styles may include pakiramdam, takutan, kulit,
and patsamba-tsamba, among others. Filipino leadership styles have a
significant effect in the workplace setting, as well as in schools, and may
significantly affect one’s mental health. For example, leaders who use takutan
as their leadership style may cause stress and anxiety among employees. These
leaders have been taught earlier on that the best results are achieved by those
who are toughest, driven, and demanding (Mapoy et al 2016).
Research Literature
Foreign
School Heads’ Leadership Competence
The quality of school leaders and school managers is one of the
basic factors influencing very significantly the quality of teaching and learning
processes at each level of the system of education as well as at each kind of a
school. Moreover, it has impact on the staff's initiative, activity and cooperation
and public relations of the school institutions, too. The above-presented
research results show clearly which leading and managerial actions are
considered as the key ones for the school leaders. The results showed that the
practicing school leaders consider as the most significant competencies of a
school leader profile in the four examined spheres of the management area
competency to create motivational strategies based on shared values of the
school, competency to create and develop learning environment effective for
pupils and students` learning, competency to define, distribute and delegate
responsibilities, power scopes and tasks clearly, and competency to lead and
control colleagues, respectively. This means that just these ones present topics
and issues which should be reflected in further career training of school
leaders, and are those on which we should focus the attention to offer school
leaders and school managers an adequate professional education and training
to improve and develop the appropriate key competencies a good school leader
should dispose (Brant, Dooley, & Iman, 2018).
Golde (2016) concluded that due to the changing conditions and the loss
of the central purpose of doctoral education, many of today’s doctorate
recipients “are ill-prepared to function effectively in the settings in which they
work”. After a four-year large-scale study of schools of education in the United
States, Levine (2015) found that educational leadership programs were the
weakest of all, and their “curricula are disconnected from the needs of leaders
and their schools”. On the basis of the findings of another national project.
The quality of school leaders and school managers is one of the basic
factors influencing very significantly the quality of teaching and learning
processes at each level of the system of education as well as at each kind of a
school. Moreover, it has impact on the staff's initiative, activity and cooperation
and public relations of the school institutions, too. The above-presented
research results show clearly which leading and managerial actions are
considered as the key ones for the school leaders. The results showed that the
practicing school leaders consider as the most significant competencies of a
school leader profile in the four examined spheres of the management area
competency to create motivational strategies based on shared values of the
school, competency to create and develop learning environment effective for
pupils and students` learning, competency to define, distribute and delegate
responsibilities, power scopes and tasks clearly, and competency to lead and
control colleagues, respectively. This means that just these ones present topics
and issues which should be reflected in further career training of school
leaders, and are those on which we should focus the attention to offer school
leaders and school managers an adequate professional education and training
to improve and develop the appropriate key competencies a good school leader
should dispose (Brant, Dooley, & Iman 2018).
The study of (Mustamin & Yasin, 2017) found out that competence of the
school principals can be predicted through five indicators. The first is learning
and achievement. The second is leaders in learning. The third is the
management of the learning environment. The fourth is the responsibility of
learning and assessment. The fifth is the personality and social. Of the five
dimensions stated above, the most dominant contribution of the dimension is
the dimension of instructional leadership. with a total effect is 84 percent. In
general, the overview of the competence of the school principals, the
competence of school supervisors, teachers’ motivation, and teachers’
performance are in the middle category. Nevertheless, there are still some
aspects that need special attention such as social personality as well as
research and development in terms of school supervisor. The competence of the
school principals positively affects the teachers' work motivation. The principal’
competence positively affects the teacher performance. The competence of the
school supervisors positively affects the teachers' work motivation. The
competence of the school supervisors positively affects the teachers’
performance in Junior High Schools in Maros.
Local
School Heads’ Leadership Competence
Cabigao (2019) in his study entitled Professional Competencies of School
Heads and Their Impact on School Outcome, Organizational Culture, and
Principals' Performance presented in her findings that principals have the
competencies of developing others’ achievement, and impact and influence in
their journey to turn around failed schools. In support with the study
mentioned above, an earlier work of (Sawyer 2010) entitled Principal on the
Rise: A Case Study of Leadership Practices was conducted aiming to identify
the effective leadership practices of an African-American principal in a high
achieving school. In the study, it identified various competencies of the
principal such as being a visionary, a builder of community and culture, a
promoter of student learning, a developer of teacher leadership, and as a
facilitator of shared decision-making. The most significant finding revolved
around the principal emphasized the needs of the learners above anything else
before making any decisions.
The study of Dizon, San Pedro, Munsayac et al., (2018), draw the
following concussions, the school heads’ competent level of professional
competencies in terms of instructional supervision, professional development
practice, and management behavior as evaluated by the public [government]
elementary and junior high school teachers are indications of their effective
management of school system. The developing Level of Practice of SBM shows
that the elementary and junior high schools need further initiative for growth
and development in all the four SBM principles namely School Leadership,
Curriculum and Instruction, Accountability and Continuous Improvement, and
Management of Resources. The majority of teachers exemplifying very
satisfactory performance pose a strong indication that school improvement is
very much possible, together with the vast majority of school heads with
outstanding performance. With these groups of personnel as performing
human capital, there is a big chance to continuously achieve improvement of
SBM Level of Practice in the succeeding school years. Having the majority of
school heads of the elementary and junior high schools who are passers of
DepEd Principals’ Test, there is a greater assurance that the 66 school leaders
possess the standard qualifications and competencies needed to perform duties
and responsibilities in such positions. The professional competencies of school
heads have a significant impact on SBM Level of Practice; thus, it formed a
significant set of predictors for the level of practice of the schools. School
heads’ competencies are indeed important contributory factors in the
improvement of schools. In the other notes, professional competencies of school
heads have no significant impact, both on teachers’ performance ratings and
school heads’ performance rating, and it formed a not significant set of
predictors for the performance ratings of the two groups. Performance ratings
of teachers and school heads are not solely dependent on the professional
competencies of school leaders. Other factors are affecting the motivation and
skills of school officials and personnel to perform better beyond expectations in
the workplace.
On the other hand, Cagaan and Gosadan (2018) stated that the lack of
ability of school heads in research lead them to stay in the same old and tired
ways of leadership which usually leads to them to stagnate. The correlation
between school improvements and the ability of performing school heads in
research is an evidence that in order to be effective leaders, one should
upgrade themselves and familiarize with the technical aspects of research.
Alayan (2022) also revealed that there was a positive but weak
correlation between the level of practice of school heads’ technological
leadership and the level of frequency of teachers’ ICT integration in instruction.
Conclusively, the ability of the teachers to navigate ICT is dependent on the
technical assistance provided by the school heads.
Moreover, Ozcan (2020) laid down that the instructional supervisory
competence of school principals is material to the teaching competencies of the
teachers. Moreover, findings revealed that majority of the school heads made
supervision of assessment practices the least priority. Teachers complained
that they lack school-based capability building with regards to assessment
practices enhancement.
Ancho and Arrieta (2021) stated further that the school principals within
the division placed surmount priority in the teachers’ professional development
hence human resource is the greatest assess of any organization. Moreover,
school heads placed tantamount importance in the performance planning and
mentoring and coaching to further the teachers’ professional capabilities.
Furthermore, they encouraged teachers to enroll into further studies to attain
career progression.
Chapter 3
RESEARCH METHODOLOGY
This chapter exhibits the methodology of the study. It covers research
design, locale, subjects and respondents, the data gathering tool, the validity of
the research tool, data gathering procedure, analytical schemes and statistical
treatment that were utilized in the analyses of the data.
Research Design
This study utilized the descriptive research design in determining the level
of leadership competence of school heads in the new normal setting at the
identified schools of in a small sized division in central Philippines for the school
year 2022-2023.
According to (Best & Kahn, 2016), descriptive research is a method of
research which concerns itself with the present phenomena in terms of
conditions, practices beliefs, processes, relationships or trends invariably.
Descriptive research is focused on the gathering of information about prevailing
conditions or situations for the purpose of description and interpretation.
The nature of this study determined the condition of things in their present
state. It delved into relationship between or among variables that are considered
in the study as well as the influence of one variable on another. Based on the
above premise, the researcher considered it most appropriate to use the
descriptive research design.
Locale of the Study
This study was conducted in the identified schools in a small sized division
in central Philippines. According to the 2020 census of population, it is
comprised of 102, 656 people making it the third most populous city within the
island. The city where the research venue is located brags its fertile lands which
supports lash vegetation as the city’s primary source of living.
It won the first silver awards for the international awards for liveable
communities’ eco-friendly school project hosted by Egypt in 2021 and
International Leaders Awards and Achievers (ILAA) Outstanding Principal of the
Year hosted by India
Respondents of the Study
The respondents of the study were the 65 teachers which was the sample
size taken from a total population of 78 teachers. The sample size formula used
was Cochran’s while the distribution of the sample population across each
school was proportionate stratified random sampling. The Cochran
formula allows you to calculate an ideal sample size given a desired level of
precision, desired confidence level, and the estimated proportion of the
attribute present in the population. Cochran's formula is considered especially
appropriate in situations with large populations__________. Proportionate
stratified sample means that size of sample strata is proportional to the size of
population strata; in other words, probability of unit being selected from the
stratum is proportional to relative size of that stratum in
population__________________.
Table 1
The Distribution of Teachers as Respondents.
Grade Level
N
n
(N)
7
6
A
(n)
7
6
B
7
6
C
7
6
D
7
6
E
F
G
H
I
J
K
Total
8
7
7
7
7
7
78
7
6
6
6
6
6
65
%
8.97
8.97
8.97
8.97
8.97
10.26
8.97
8.97
8.97
8.97
8.97
100.00
Data Gathering Instrument
The researcher gathered data by administering the survey questionnaire
to the total teacher sample teacher population of the identified schools.
To determine the level of leadership competence of the school heads in the
new normal, the researcher utilized a questionnaire composed of two parts. Part
1 contains queries on respondents' profile such as their age. Part 2 contains the
questionnaire proper which consists of 30 item survey questions. These
questions are classified into three (3) components, namely: leading people,
people performance management and people development with ten (10)
questions per component.
Teachers’ responses were interpreted according to the following guide: 5
(Always), 4 (often), 3 (Sometimes), 2 (rarely) and 1 (almost never).
Validity
Validity simply means a test instrument is accurately measuring what it’s
supposed to Taherdoost, (2018). Validity is the accuracy and meaningfulness of
influences drawn from research findings. It is the level to which results obtained
from the analysis of the data actually represent the phenomena under study
Sürücü and Maslakci, (2020) . To determine the validity of the instrument, the
sufficiency of the content and the appropriateness of the questions, the
instrument was presented to three (3) validators who are relatively experts in
this study.
The first validator is an education program supervisor who is a doctor of
education major in educational management. She is an expert in research and
educational management.
The second validator is a school principal who is a doctor of education
major in educational management. He is an expert in research.
The third validator is a school principal who is a doctor of education major
in educational management. He is an expert in research and statistics.
The criteria for achieving the validity of the research instrument will be
that of Good and Scates’. The interpretations are as follows: Excellent (4.045.00), Very Good (3.28-4.03); Good (2.52-3.27), Fair (1.76-2.51), and Poor
(1.00-1.75).
The
computed
mean
was
_______
which
is
interpreted
as
______________validity.
Reliability
The consistency of a measure pertains to reliability. It is highly
reliable when it produces comparable results under consistent situation
as explained by Carlson, (2019). By the time the validity of the research
tool was established, the same was processed for reliability test utilizing
Cronbach Alpha. Cronbach's alpha is a measure of internal consistency,
that is, how closely related a set of items are as a group. It is considered
to be a measure of scale Bluman, (2018). The reliability of the instrument
was conducted once to the 30 dry run respondents who are nonrespondents of the study.
The reliability coefficient of ______ interpreted as _____________,
reliable enough for the instruments to be used in the study.
Data Gathering Procedure
Permission from the Schools Division Superintendent was secured
for the conduct of the study. The area supervisor and School Heads noted
and approved the schedule of distribution of the questionnaires to the
respondents. After the approval of the heads, the researcher presented the
purpose of the study to the faculty and to the respondents. The researcher
then administered the survey questionnaires to the identified respondents
using google forms. After the test was conducted to the respondents, the
data was retrieved immediately by exporting it into excel format from the
google drive, data was organized, tabulated, analyzed, and interpreted
using appropriate statistical tools.
Research ethics protocol
The researcher ensured voluntary participation of the respondents
to this study, names were not included in the data and each identity was
not disclosed, they were assured of full confidentiality of the data with the
researcher as the sole person who has data access. After the data were
tabulated and analyzed, electronic data were discarded, print-outs were
shredded to prevent unauthorized access of the information.
Analytical Schemes
This study employed three analytical schemes based on the research
objectives which were descriptive, analytical and comparative.
Objective No. 1, used descriptive analytical scheme in determining
the profile of the respondents.
Objective No. 2, used descriptive analytical scheme in determining
the level of leadership competence of the school heads.
Objective No. 3, used descriptive analytical scheme in determining
the level of leadership competence of the school heads when grouped
according to selected profiles required the descriptive analytical scheme.
Objective No. 4, which determined significant difference in the level
of leadership competence of the school head when grouped and compared
according to selected profiles utilized the comparative analytical scheme.
Statistical Tools
The data were analyzed in relation to the research objectives
presented in Chapter 1.
Objective No. 1 which determined the profile of the teacher-respondents
employed the frequency count and percentage scoring. Frequency
statistics simply count the number of times that each variable occurs,
such as the number of males and females within the sample. Measures of
central tendency give one number that represents the entire set of scores,
such as the mean Hole, (2017). Percentage is calculated by taking the
frequency in the category divided by the total number of participants and
multiplying by 100% Hole, (2017).
Objective No. 2 which determined the level leadership competence
of the school heads utilized the weighted mean. Mean also known as the
arithmetic average, is the sum of the values, divided by the total number
of values (Mesiar & Špirková, 2016).
The mean scores for the level of leadership competence of the school
heads were interpreted with the use of the following indicator:
Mean Score Range
Verbal Interpretation
4.50-5.00
Very High Level
3.50 – 4.49
High Level
2.50 – 3.49
Moderate Level
1.50 – 2.49
Low Level
1.00 – 1.49
Very Low Level
Objective No. 3, which aimed to determine the level of leadership
competence of the school heads when grouped according to identified
profiles employed the mean.
Objective No. 4, which aimed to determine the significant difference
in the level of leadership competence of the school heads when grouped
and compared according to identified profiles employed the Mann Whitney
U test. The Mann-Whitney test is also known as the Wilcoxon test, a nonparametric test for independent samples which should not be confused
with the Wilcoxon signed-ranks test for related samples. It is also an
alternative for the independent samples t-test when assumptions required
by the latter aren’t met by the data. It is appropriate in to be used in this
study hence data in this study are compared based on variable groupings
in a non-normal responses’ distribution. According to Bluman, (2018), if
the p-value is less than or equal to 0.05 level of significance, then reject
the null hypothesis. If the p-value is greater than 0.05 level of significance,
accept the null hypothesis.
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This portion exhibits the quantitative result of data gathered in tabular
and textual forms. The flow of discussion is guided by the sequence of the
problems found in Chapter 1.
Profile of the Respondents
This section presents the overall results and discussion of the
respondents’ profile which are presented in a tabular form using frequency and
percentage formula. The variables sex, plantilla position, and highest
educational attainment and civil status were discarded hence the other category
was less than 25 percent of the respondent population.
Table 2
Profile of the Respondents
Variables
Categories
Age
Younger (36 years old and
below)
Older (above 36 years old)
Frequency
Percentage
37
56.90
28
43.10
As indicated in the table, the respondents of the study were younger
which means that they are young leaders who are still in the entry position of
being a school head. It is indicative that they need to work out so many things
such as training, education and implementation of innovation to get promoted
in school management position.
SCHOOL HEADS’ LEADERSHIP COMPETENC
This section discusses the overall results for school heads’ leadership
competence. It covers areas on leading people, people performance
management and people development.
Table 3
School Heads’ Leadership Competence in the new normal in the Area of
Leading People
Item
Mean
1. Uses basic persuasion techniques in discussion
or presentation eg, staff mobilization, appeals to
4.83
reason, and/ or emotions, uses data and
examples and visual aids.
2. Persuades, convinces or influence others in order
4.86
to have specific impact or effect.
3. Sets good example, is a credible and respected
4.78
leader, and demonstrates desired behavior.
4. Forwards personal, professional and work unit
4.83
needs and interest in an issue
5. Assumes pivotal role in promoting the
4.78
development of an inspiring, relevant
6. Exhibits knowledge and understanding of
utilizing learner voice to inform policy
4.85
development and decision making towards school
improvements.
7. Displays knowledge and understanding of
monitoring and evaluation processes and tools to
4.85
promote learner achievements.
Interpretation
Very High
Level
Very High
Level
Very High
Level
Very High
Level
Very High
Level
Very High
Level
Very High
Level
8. Shows co-ownership of and personal responses
to identified issues consistent with the school’s
vision and mission
9. Conceptualizes school programs and projects
aligned with schools’ vision and mission such as
capability building of teachers, drop out
reduction, addressing malnutrition and school
plant improvements.
10. Identifies relevant research findings from
reliable sources in facilitating data driven and
evidence-based innovations to improve school
performance.
4.74
Very High
Level
4.80
Very High
Level
4.80
Very High
Level
Very High
Level
This area presents discussions on school heads’ leadership competence
Overall Mean
4.81
in the new normal in the area of leading people. As depicted on the table, it
rated an overall mean of 4.81 or an equivalent that is very high level.
Meanwhile, highest mean is obtained on item number 2 which is persuades,
convinces or influence others in order to have specific impact or effect with an
average mean rating 4.86 with a verbal equivalent that is very high level.
On the other hand, item number 8 or showing co-ownership of and
personal responses to identified issues consistent with the school’s vision and
mission garnered least rating which is 4.74 with an equivalent that is very high
level. Although the rating still belonged to highest category but data indicated
that this area needs attention. This is connotative that the school heads need
capability building in pointing out school concerns, issues, gaps and problems
which hinder the school it attaining the school mission and vision. Result is
expressive also that significant number of school heads are deficient in
prioritizing capability to widen the magnitude of an intervention by addressing
the root causes of school priority improvement areas. It could be gleaned from
this data that the school heads find hard in prioritizing school procurement of
needs to efficiently and effectively implement the modular distance learning.
The new normal education demands the most profound leadership ability of
the school heads in leadership as there is a need for an effective
implementation of the learning continuity plan of DepEd while there is no
budget augmentation.
Data confirmed the findings of Cagaan and Gosadan (2018) upon stating
that the school heads manifested less competence in prioritizing during the
crafting of the School Improvement Plan. The study laid down that significant
number of school leaders failed to identify the root causes of the Priority
Improvement Areas they identified.
Table 4
School Heads’ Leadership Competence in the new normal in the Area of
People Performance Management
Item
1. Makes specific changes in the performance
management system, or in own work methods to
improve performance.
2. Sets performance standards and measures
progress of employees based on office and
department targets.
3. Provides feedback and technical assistance such
as coaching for performance improvement and
action planning
4. States performance expectations clearly and
checks understanding and commitment.
5. Performs all the stages of results-based
performance management system supported by
evidence and required documents
6. Conducts self-assessment of personal and
professional development needs using the
PPSSH.
Mean
Interpretation
4.77
Very High
Level
4.88
Very High
Level
4.89
Very High
Level
4.80
Very High
Level
4.74
Very High
Level
4.82
Very High
Level
7. Involves teachers in professional improvement
activities such as capability building trainings,
intensive technical assistance provision and
encouraging them to enroll to advanced studies.
8. Seeks opportunities to improve one’s practice as
a school leader through professional networks
9. Observes and monitor teachers’ performance
based on the IPCRF-RPMS cycle guidelines.
10. Diagnoses and addresses teachers’ priority
improvement areas based on their E-SAT results
and monitor performance progress based on the
timeline indicated in their development plans.
4.69
4.78
4.89
4.89
Very High
Level
Very High
Level
Very High
Level
Very High
Level
Very High
Level
This area presents discussions on school heads’ leadership competence
Overall Mean
4.82
in the new normal in the area of people performance management. As depicted
on the table, it rated an overall mean of 4.82 or an equivalent that is very high
level. A cursory look at the table makes one see that item number 10 or
diagnosing and addressing teachers’ priority improvement areas based on their
E-SAT results and monitor performance progress based on the timeline
indicated in their development plans obtained highest mean rating which is
4.89 or an adjective rating very high level.
Looking at the table further makes it noticeable that item number 7 or
involving teachers in professional improvement activities such as capability
building trainings, intensive technical assistance provision and encouraging
them to enroll to advanced studies obtained least rating which is 4.69 or an
equivalent very high level. Data doesn’t mean that school heads are less
capable of supervising and guiding teachers accomplish their work or attain
higher level of technical expertise especially in instruction, but this is indicative
of the insufficiency of time of the school heads hence they are required to
perform several responsibilities aside from instructional supervision, they
attend to trainings, perform administrative functions, attend to district
concerns and affairs, sit in the local school board during meetings, work and
coordinate with various stakeholders and many more. Results indicated the
lack of time and poor time management of school heads. It also indicated the
need for them to further their coordinating skills as they could delegate
instructional supervisory functions to Master Teachers. This result is also
worthy of attention during the new normal education when teachers need
technical support in implementing the modular distance learning hence the
new learning continuity plan is absolutely new in the department.
Data contradicted the assertions of Ancho and Arrieta (2021) upon
stating that the school principals within the division placed surmount priority
in the teachers’ professional development hence human resource is the greatest
assess of any organization. Moreover, school heads placed tantamount
importance in the performance planning and mentoring and coaching to
further the teachers’ professional capabilities. Furthermore, they encouraged
teachers to enroll into further studies to attain career progression.
Table 5
School Heads’ Leadership Competence in the new normal in the Area of
People Development
Item
1. Improves the skills and effectiveness of
individuals through employing a range of
development strategies.
2. Facilitates work effectiveness through coaching
and mentoring/ developing people within a work
Mean
Interpretation
4.83
Very High
Level
4.82
Very High
Level
environment that promotes mutual trust and
respect.
3. Conceptualizes and implements learning
interventions to meet identified training needs.
4. Does long term coaching or training by arranging
appropriate and helpful assignments, formal
training, or other experiences for the purpose of
supporting person’s learning and development.
5. Cultivates a learning environment by structuring
interactive experiences such as looking for future
opportunities that are in support of achieving
individual career goals.
6. Identifies strengths, capabilities, and potentials
of individuals and teams in performing
leadership roles and responsibilities.
7. Upholds teacher privilege such as providing
guidance on promotional policies, leave privileges
and technical askance on
research-based
innovations which favors career progression.
8. Rewards and recognize learners, school
personnel and other stakeholders for exemplary
performance and or support
9. Identifies strengths, capabilities, and potentials
of individuals and teams in performing
leadership roles and responsibilities.
10. Rewards and recognize learners, school
personnel and other stakeholders for exemplary
performance and or support
4.83
Very High
Level
4.77
Very High
Level
4.75
Very High
Level
4.72
Very High
Level
4.92
Very High
Level
4.82
Very High
Level
4.86
Very High
Level
4.78
Very High
Level
Very High
Level
This area presents discussions on school heads’ leadership competence
Overall Mean
4.81
in the new normal in the area of people development. As depicted on the table,
it rated an overall mean of 4.81 or an equivalent that is very high level. A
cursory look at the table makes one see that item number 7 or upholding
teacher privilege such as providing guidance on promotional policies, leave
privileges and technical askance on
career progression.
research-based innovations which favors
on item number 6, identifies strengths, capabilities, and potentials of
individuals and teams in performing leadership roles and responsibilities rated
only 4. 72 or an equivalent very high rating. It is the least rating in this area
which means that majority of the school heads neglect to find prospective
teacher leaders. It is imperative that they avoid being outshined or having
conflict in leadership functions. In most case, school heads liked to be the
center of command in school rather than empowering teachers which is the
contrary to ideal. Expectedly, high performing schools have school leaders who
empowered their teachers to be competent school leaders who perform
departmental leadership functions which speed up school improvement
processes.
Data contradicted the assertions of Ancho and Arrieta (2021) as they laid
out that most school leaders rated very high in identifying strengths and
weakness of the teachers as they used it as basis for their instructional
supervisory plan. Several school leaders acclaimed the lack of time due to
overlapping activities but they find time to supervise instruction. Master
teachers were also mobilized to supervise instruction more intensively.
SCHOOL HEADS’ LEADERSHIP COMPETENCE IN THE NEW NORMALWHEN
GROUPED ACCORDING TO THE AFOREMENTIONED VARIABLES
This section presents the overall results of the school heads’ leadership
competence in areas of leading people, people performance management and
people development when grouped according to the aforementioned variables.
This area delves the difference in school heads’ rating when grouped according
to their personal profiles used as variables in this study.
Table 6
School Heads’ Leadership Competence in the new normal in the Area of
Leading People When Grouped According to Age
Categories
1. Uses basic
persuasion
techniques in
discussion or
presentation eg, staff
mobilization, appeals
to reason, and/ or
emotions, uses data
and examples and
visual aids.
2. Persuades, convinces
or influence others in
order to have specific
impact or effect.
3. Sets good example, is
a credible and
respected leader, and
demonstrates desired
behavior.
4. Forwards personal,
professional and
work unit needs and
interest in an issue
5. Assumes pivotal role
in promoting the
development of an
inspiring, relevant
6. Exhibits knowledge
and understanding of
utilizing learner voice
to inform policy
development and
decision making
towards school
improvements.
7. Displays knowledge
and understanding of
monitoring and
evaluation processes
Younger
Older
Mean
Interpretation Mean
Interpretation
4.89
Very High
Level
4.75
Very High
Level
4.89
Very High
Level
4.82
Very High
Level
4.84
Very High
Level
4.71
Very High
Level
4.86
Very High
Level
4.79
Very High
Level
4.86
Very High
Level
4.68
Very High
Level
4.89
Very High
Level
4.79
Very High
Level
4.92
Very High
Level
4.75
Very High
Level
and tools to promote
learner
achievements.
8. Shows co-ownership
of and personal
responses to
identified issues
consistent with the
school’s vision and
mission
9. Conceptualizes
school programs and
projects aligned with
schools’ vision and
mission such as
capability building of
teachers, drop out
reduction,
addressing
malnutrition and
school plant
improvements.
10. Identifies relevant
research findings
from reliable sources
in facilitating data
driven and evidencebased innovations to
improve school
performance.
Overall Mean
4.81
Very High
Level
4.64
Very High
Level
4.84
Very High
Level
4.75
Very High
Level
4.86
Very High
Level
4.71
Very High
Level
4.87
Very High
Level
4.74
Very High
Level
This section shows the comparative presentation of the level of competence
of the school heads in school leadership in the area of leading people when
grouped according to age. As indicated in the table, the overall means are 4.87
and 4.74 with highest equivalents very high levels respectively for both younger
and older. Data generally implied that the ability of the school heads to lead
teachers, motivate them to work collaboratively towards attaining the school
vision and mission is not dependent on age.
Younger or older manifested
exemplary leadership competence in all of the areas accounted in this study as
all of the items rated unanimously with very high levels for both respondent
groups. This is indicative that both younger and older school heads could lead
the teachers to an efficient and effective implementation of the DepEd learning
continuity plan.
Data confirmed the findings of Cagaan and Gosadan (2018) as they
revealed at par levels of mastery of the school heads in implementing the
Philippine Professional Standards for Teachers. Data indicated average mastery
despite of age and sex however, position and relevant trainings proved to give
them an edge in performance based on the chi test results.
Table 7
School Heads’ Leadership Competence in the new normal in the Area of
People Performance Management When Grouped According to Age
Categories
1. Makes specific
changes in the
performance
management system,
or in own work
methods to improve
performance.
2. Sets performance
standards and
measures progress of
employees based on
office and
department targets.
3. Provides feedback
and technical
assistance such as
Younger
Older
Mean
Interpretation Mean
Interpretation
4.81
Very High
Level
4.71
Very High
Level
4.92
Very High
Level
4.82
Very High
Level
4.92
Very High
Level
4.86
Very High
Level
coaching for
performance
improvement and
action planning
4. States performance
expectations clearly
and checks
understanding and
commitment.
5. Performs all the
stages of resultsbased performance
management system
supported by
evidence and
required documents
6. Conducts selfassessment of
personal and
professional
development needs
using the PPSSH.
7. Involves teachers in
professional
improvement
activities such as
capability building
trainings, intensive
technical assistance
provision and
encouraging them to
enroll to advanced
studies.
8. Seeks opportunities
to improve one’s
practice as a school
leader through
professional
networks
9. Observes and
monitor teachers’
performance based
on the IPCRF-RPMS
cycle guidelines.
10. Diagnoses and
addresses teachers’
4.81
Very High
Level
4.79
Very High
Level
4.78
Very High
Level
4.68
Very High
Level
4.78
Very High
Level
4.86
Very High
Level
4.70
Very High
Level
4.68
Very High
Level
4.86
Very High
Level
4.68
Very High
Level
4.95
Very High
Level
4.82
Very High
Level
4.95
Very High
Level
4.82
Very High
Level
priority improvement
areas based on their
E-SAT results and
monitor performance
progress based on
the timeline
indicated in their
development plans.
Very High
Very High
4.77
Level
Level
This section shows the comparative presentation of the level of competence
Overall Mean
4.85
of the school heads in school leadership in the area of people performance
management when grouped according to age. As indicated in the table, the
overall means are 4.85 and 4.77 with highest equivalents very high levels
respectively for both younger and older. Data generally implied that the ability
of the school heads to manage the performance of the teachers through intensive
implementation of the cycles of the Revised Performance Management System
(RPMS) and in adhering the Key Result Areas (KRA) of the Philippine Professional
Standards for School Heads (PPST) is not affected by maturity.
Results are
connotative that both younger and older school heads posses surmount mastery
of each of the competencies needed for managing performance through planning,
mentoring and coaching and addressing priority improvement areas of the
teachers through intensive monitoring of the progress attained based on their
development plans.
Data is akin to the findings of Race (2018) upon asserting that the school
principals placed surmount emphasis on the quality of its human resources
especially the teachers. It was quoted that teachers are the most valuable human
resource in school, without effective teachers, quality learning would impossibly
be attained. With this, they placed great importance to performance management
of teachers in positive and constructive ways. Significant correlation was also
pointed out using constructive performance management than using coercive
measures. Positive performance management included positive reinforcements,
rewards system, providing technical support and subjecting teachers to various
developmental learning activities.
Table 8
School Heads’ Leadership Competence in the new normal in the Area of
People Development When Grouped According to Age
Categories
1. Improves the skills
and effectiveness of
individuals through
employing a range of
development
strategies.
2. Facilitates work
effectiveness through
coaching and
mentoring/
developing people
within a work
environment that
promotes mutual
trust and respect.
3. Conceptualizes and
implements learning
interventions to meet
identified training
needs.
4. Does long term
coaching or training
by arranging
appropriate and
helpful assignments,
formal training, or
other experiences for
Younger
Older
Mean
Interpretation Mean
Interpretation
4.92
Very High
Level
4.71
Very High
Level
4.89
Very High
Level
4.71
Very High
Level
4.89
Very High
Level
4.75
Very High
Level
4.78
Very High
Level
4.75
Very High
Level
5.
6.
7.
8.
9.
the purpose of
supporting person’s
learning and
development.
Cultivates a learning
environment by
structuring
interactive
experiences such as
looking for future
opportunities that
are in support of
achieving individual
career goals.
Identifies strengths,
capabilities, and
potentials of
individuals and
teams in performing
leadership roles and
responsibilities.
Upholds teacher
privilege such as
providing guidance
on promotional
policies, leave
privileges and
technical askance on
research-based
innovations which
favors career
progression.
Rewards and
recognize learners,
school personnel and
other stakeholders
for exemplary
performance and or
support
Identifies strengths,
capabilities, and
potentials of
individuals and
teams in performing
leadership roles and
responsibilities.
4.78
Very High
Level
4.71
Very High
Level
4.73
Very High
Level
4.71
Very High
Level
4.95
Very High
Level
4.89
Very High
Level
4.92
Very High
Level
4.68
Very High
Level
4.89
Very High
Level
4.82
Very High
Level
10. Rewards and
recognize learners,
school personnel and
other stakeholders
for exemplary
performance and or
support
4.78
Very High
Level
4.79
Very High
Level
Very High
Very High
4.75
Level
Level
This section shows the comparative presentation of the level of
Overall Mean
4.85
competence of the school heads in school leadership in the area of people
development when grouped according to age. As indicated in the table, the
overall means are 4.85 and 4.75 with highest equivalents very high levels
respectively for both younger and older. Data generally implied that the ability
of the school heads to help and motivate the people in the organization to
attain personal and professional progression. Data revealed that both younger
and older respondents diagnosed the area of capacity and priority of the
teachers as basis for crafting their individual personal and professional
development plan (IPPD). It denotes further that both respondent groups could
provide effective technical assistance, implement school-based capability
building trainings and help improve teacher competencies through LAC
sessions and professional learning communities.
Data contradicted the assertions of Ancho and Arrieta (2021) upon
stating that the school principals within the division placed surmount priority
in the teachers’ professional development hence human resource is the greatest
assess of any organization. Moreover, the desire of the school heads to facilitate
professional development of the teachers is not dependent on age, meaning
school heads across all ages manifested the same competence and inclination
in honing teachers’ professional competencies.
COMPARATIVE ANALYSIS BETWEEN THE LEVEL OF SCHOOL HEADS’
LEADERSHIP COMPETENCE IN THE NEW NORMALWHEN GROUPED AND
COMPARED ACCORDING TO THE AFOREMENTIONED VARIABLES
This area presents discussions on the comparative analysis of the school
heads’ leadership competence in areas of leading people, people performance
management and people development when grouped and compared according
to age. The statistical tool used was Mann Whitney U test.
Table 9
Comparative Analysis in Leading People When Grouped and Compared
According to the Aforementioned Variables
Mann
Sig.
Mean
pVariable Category N
Whitney
Interpretation
Rank
value level
U
Younger
37 36.58
Age
385.50
.047 0.05 Significant
Older
28 28.27
This section presents and discusses the comparative analysis result of
the level of leadership competence of the school heads in the area of leading
people when grouped and compared according to age. The test of significance
difference using Mann Whitney U test at 0.05 alpha level of significance
revealed P-value .047 > 0.05 alpha level accepted the null hypothesis. It implies
that there is no significant difference between the levels of leadership
competence of the school heads in leading people when grouped according to
age. Consecutively it means that the age of the respondents has nothing to do
with their abilities to lead people. Younger or older manifested the same
abilities to lead the organization to attain the school vision and mission.
Data confirmed the findings of Cagaan and Gosadan (2018) as they
revealed at par levels of mastery of the school heads in implementing the
Philippine Professional Standards for Teachers. Data indicated average mastery
despite of age and sex however, position and relevant trainings proved to give
them an edge in performance based on the chi test results.
Table 10
Comparative Analysis in People Performance Management When Grouped
and Compared According to the Aforementioned Variables
Mann
Sig.
Mean
pWhitney
Interpretation
Rank
value level
U
Younger
37 34.96
Age
445.50
.281 0.05 Not Significant
Older
28 30.41
This section presents and discusses the comparative analysis result of
Variable Category N
the level of leadership competence of the school heads in the area of people
performance management when grouped and compared according to age. The
test of significance difference using Mann Whitney U test at 0.05 alpha level of
significance revealed P-value .281 > 0.05 alpha level accepted the null
hypothesis. It implies that there is no significant difference between the levels
of leadership competence of the school heads in people performance
management when grouped according to age. It is indicative that both younger
and older school heads are competent in implementing the cycles of the RPMS
and monitor performance progress.
Data is akin to the findings of Race (2018) upon asserting that the school
principals placed surmount emphasis on the quality of its human resources
especially the teachers. It was quoted that teachers are the most valuable human
resource in school, without effective teachers, quality learning would impossibly
be attained. With this, they placed great importance to performance management
of teachers in positive and constructive ways. Significant correlation was also
pointed out using constructive performance management than using coercive
measures. Positive performance management included positive reinforcements,
rewards system, providing technical support and subjecting teachers to various
developmental learning activities.
Table 11
Comparative Analysis in People Development When Grouped and
Compared According to the Aforementioned Variables
Mann
Sig.
Mean
pWhitney
Interpretation
Rank
value level
U
Younger
37 35.31
Age
432.50
.205 0.05 Not Significant
Older
28 29.95
This section presents and discusses the comparative analysis result of
Variable Category N
the level of leadership competence of the school heads in the area of people
development when grouped and compared according to age. The test of
significance difference using Mann Whitney U test at 0.05 alpha level of
significance revealed P-value .205 > 0.05 alpha level accepted the null
hypothesis. It implies that there is no significant difference between the levels
of leadership competence of the school heads in people development when
grouped according to age. It is indicative that both younger and older school
heads could extend intensive technical assistance to teachers most especially
in maters relative to instruction.
Data contradicted the assertions of Ancho and Arrieta (2021) upon
stating that the school principals within the division placed surmount priority
in the teachers’ professional development hence human resource is the greatest
asset of any organization. Moreover, the desire of the school heads to facilitate
professional development of the teachers is not dependent on age, meaning
school heads across all ages manifested the same competence and inclination
in honing teachers’ professional competencies.
Chapter 5
Summary of Findings, Conclusions, and Recommendations
This chapter reveals the summary of findings, conclusions, and
recommendations on the level of competence of the school heads in leadership.
Summary of Findings
The school head respondents were young. Their level of competence in all
areas of leading people, people performance management and people
development are very high level.
The comparison between younger and older school heads according to age
showed that being younger or older have no effect in the level of leadership
competence of the school heads in all areas of leading people, people performance
management and people development.
The comparative analyses between age and the level of leadership
competence also indicated no significant difference in all three areas of leading
people, people performance management and people development.
Conclusions
The school head respondents were young therefore they can work on their
promotion through enrolling in further studies and implementing innovations in
school. They could also take the National Qualifying Examination for School
Heads. Their level of competence in all areas of leading people, people
performance management and people development were very high level therefore
the school heads are excellent school leaders. They could leave up to the
standards of DepEd and attain the school vision and mission, they could manage
school performance well and help teachers improve professionally and
personally.
Younger and older manifested at par levels of competence in each of the
three areas therefore age does not affect the leadership competence of the school
heads, both younger and older could lead the school well including, manage
school operations and human resource effectively regardless of age.
The comparative analyses between age and the level of leadership
competence also indicated no significant difference in all three areas of leading
people, people performance management and people development therefore the
leadership competence of the school heads is independent of their age. Younger
or older were both excellent school leaders.
Recommendations
The school head respondents were young, it is recommended for them to
enroll to advance ed studies in educational management to further their
competence in leadership which could give them opportunities to get promoted.
The level of competence of the school heads in leadership in the area of
leading people rated least on item number 8 or showing co-ownership of and
personal responses to identified issues consistent with the school’s vision and
mission, it is recommended that it will be included in their development plan so
that their progress will be monitored by the District Technical Assistance Team
so that they could have better understanding with school issues which affect
attainment of school vision and mission. In the area of people performance
management, least rating is obtained on item number 7 or involving teachers in
professional improvement activities such as capability building trainings,
intensive technical assistance provision and encouraging them to enroll to
advanced studies, it is recommended that school heads should undergo
advocacy training so that they would realize the importance of highly educated
and competent teachers in attaining speedy school improvement processes. In
the area of people development, least rating is obtained on item number 6 which
is identifies strengths, capabilities, and potentials of individuals and teams in
performing leadership roles and responsibilities, it is recommended that the
implementation of the four cycles of the RPMS should be monitored with special
attention in the planning stage wherein the teachers are asked to accomplish the
electronic self-assessment tool and their development plans. Doing so make
teachers aware of their strengths and areas of priority, the attainment of their
development plan as agreed shall be monitored also by the instructional
supervisors.
Chapter 6
Capacity building plan
A. Rationale
The leadership competence of the school heads is crucial in maintaining
the overall school performance and attaining school improvements. The
performance of the people in the organization is dependent on the quality of its
leaders.
This study accounted the level of school leadership competence of school
heads in areas of leading people, people performance management and people
development. Results suggested needs for improvements in each of the three
areas of leadership. This capacity building plan is formulated to address areas
needing imporvements
B. General Objectives
1. Enhance school heads leadership competence in areas of leading
people, people performance management and people development.
2. craft an instructional leadership plan.
3. express the importance of competent school leadership in accelerating
school improvements.
III. Scheme of Implementation
The intervention plan shall be implemented for School Year 2022-2023
through an in-service training.
IV. Matrix
AREAS FOR
INTERVENTION
FINDINGS
OBJECTIVE
The
item
on
showing
coownership of and
personal
responses
to
identified
issues
consistent with the
school’s vision and
mission
rated
least.
Retool school
heads with the
ability to
identify root
causes of
priority
improvement
areas in school.
STRATEGIE
S/ACTIVITI
ES
TIME
TABLE
BUDGETARY
REQUIREME
NTS
EXPECTED
OUTPUTS
I. Leading People
Identifying issues
consistent with
school’s vision and
mission.
II.
People
Performance
Management
Professional
The
item
on Retool school
improvement
of involving teachers heads on the
teachers
in
professional cycles of RPMS
improvement
activities such as
capability building
trainings,
intensive technical
In service
training
In service
training
October
2023
Php Prioritization
50,000.00 Matrix
Root cause
analysis
ESAT/IPPD
October
2022
Php40,000.00
assistance
provision
and
encouraging them
to
enroll
to
advanced studies
rated least
III People
Development
Teacher
empowerment
The
item
on
identifies
strengths,
capabilities,
and
potentials
of
individuals
and
teams
in
performing
leadership
roles
and
responsibilities
rated least
In
service October
Orient
school training
2022
heads on the
benefits
of
empowered
teachers
PhP50,000.00 Advocacy
plan
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Appendix A
RESEARCH INSTRUMENT
COMPETENCE AND PERFORMANCE OF SCHOOL HEADS
Dear Respondents,
The undersigned is currently pursuing his degree in Master of Arts in
Education Major in Administration and Supervision at STI West Negros
University. He is conducting a survey as part of his thesis. He is humbly asking
a little of your time to answer this research instrument sincerely. Rest assured
that he will treat your responses with utmost confidentiality.
MELBORN BACALSO
Researcher
Note: To keep your responses private and confidential, indicating your name is
not necessary. Just fill in the blanks with the needed information which
corresponds your response.
PART I: PROFILE OF THE RESPONDENTS
Name: (Optional) ___________________________
Age: (Please indicate) __________________
Sex: ______________________________________
Plantilla Position: _______________________________________________
Highest educational Attainment: _________________________________
Civil Status: _________________________________
PART II: Level of School Heads Leadership Competence
Directions: The following items assess the level of your school head’s
leadership competence in the new normal. Kindly check the appropriate
column of each item to indicate your response. The choices of responses
are as follows.
Numerical Score
5
4
3
2
1
Description
Always
Often
Sometimes
Rarely
Almost Never
5
4
3
A. Leading People
My school head…
1.
Uses basic persuasion techniques in
discussion or presentation eg, staff mobilization,
appeals to reason, and/ or emotions, uses data
and examples and visual aids.
2.
Persuades, convinces or influence others in
order to have specific impact or effect.
3.
Sets good example, is a credible and
respected leader, and demonstrates desired
behavior.
4.
Forwards personal, professional and work
unit needs and interest in an issue
2
1
5.
Assumes pivotal role in promoting the
development of an inspiring, relevant
6.
Exhibits knowledge and understanding of
utilizing learner voice to inform policy
development and decision making towards school
improvements.
7.
Displays knowledge and understanding of
monitoring and evaluation processes and tools to
promote learner achievements.
8.
Shows co-ownership of and personal
responses to identified issues consistent with the
school’s vision and mission
9.
Conceptualizes school programs and projects
aligned with schools’ vision and mission such as
capability building of teachers, drop out
reduction, addressing malnutrition and school
plant improvements.
10. Identifies relevant research findings from
reliable sources in facilitating data driven and
evidence-based innovations to improve school
performance.
B. People Development
5
My school head…
1.
Improves the skills and effectiveness of
individuals through employing a range of
development strategies.
2. Facilitates work effectiveness through
coaching and mentoring/ developing people within
a work environment that promotes mutual trust
and respect.
3. Conceptualizes and implements learning
interventions to meet identified training needs.
4. Does long term coaching or training by
arranging appropriate and helpful assignments,
formal training, or other experiences for the
purpose of supporting person’s learning and
development.
5. Cultivates a learning environment by
structuring interactive experiences such as looking
for future opportunities that are in support of
achieving individual career goals.
4
3
2
1
6. Identifies
strengths,
capabilities,
and
potentials of individuals and teams in performing
leadership roles and responsibilities.
7. Upholds teacher privilege such as providing
guidance on promotional policies, leave privileges
and technical askance on
research-based
innovations which favors career progression.
8. Rewards and recognize learners, school
personnel and other stakeholders for exemplary
performance and or support
9. Identifies
strengths,
capabilities,
and
potentials of individuals and teams in performing
leadership roles and responsibilities.
10. Rewards and recognize learners, school
personnel and other stakeholders for exemplary
performance and or support
C. People Performance Management
5
My school head…
1. Makes specific changes in the performance
management system, or in own work methods
to improve performance.
2.
Sets performance standards and measures
progress of employees based on office and
department targets.
3.
Provides feedback and technical assistance
such as coaching for performance improvement
and action planning
4.
States performance expectations clearly and
checks understanding and commitment.
5.
Performs all the stages of results-based
performance management system supported by
evidence and required documents
6.
Conducts self-assessment of personal and
professional development needs using the
PPSSH.
7.
Involves
teachers
in
professional
improvement activities such as capability
building trainings, intensive technical assistance
provision and encouraging them to enroll to
advanced studies.
8.
Seeks opportunities to improve one’s practice
as a school leader through professional networks
4
3
2
1
9.
Observes and monitor teachers’ performance
based on the IPCRF-RPMS cycle guidelines.
10. Diagnoses and addresses teachers’ priority
improvement areas based on their E-SAT results
and monitor performance progress based on the
timeline indicated in their development plans.