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VI Administration of the
School Personnel
Introduction
The school operating as a social organization is predominantly
composed of people. Its activities are performed by people and its outcomes
in terms of changes in behavior is manifested in terms of intellectual,
emotional and physical development of people. This nature of the school setup recognizes the crucial task of working with people as primary concern of
school administrator.
Specifically, these groups of people employed in a school system are
referred to as the school personnel. They are separately identified as teaching
personnel and non-teaching personnel. It is the responsibility of the school
administrator to make these groups of people effective with respect to their
basic functions … that is providing quality education services to our schoolage children.
This module lesson therefore will discuss the administration of school
personnel as they are identified as teaching and non-teaching personnel;
their entry into the teaching service and requirements; school administration
leadership role in school personnel management; orientation and induction
of new teachers; workload of teachers; improvement of teachers, evaluation
of teachers; the right and obligation of teachers; the welfare and benefits of
teachers. It will likewise include the competencies required of school
administrators in providing effective leadership to the teachers.
Objectives:
This lesson module will enable you to:
1. Identify the groups of teaching personnel;
2. Become familiar with the entry requirements to the service;
3. Determine the school administrator leadership role in the school
personnel management in terms of:
3.1.
identification of new teachers;
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3.2.
3.3.
3.4.
3.5.
orientation of teachers;
work assignment of teachers;
improvement of the teachers; and
in-service education of teachers
4. Identify the rights and obligations of teachers;
5. Familiarize one self on the welfare and benefits of teachers; and
6. Determine the competencies required of school administrator to provide
effective leadership for the teachers.
Suggested Time Frame:
3 hours
The Meaning of School Personnel
Many educators are usually saying this, “tell me the kind of teaching
personnel you have and I will tell the kind of school you run”. This means
that no school system/educational program that is better than the quality of
the teaching personnel who compose it.
The teaching personnel in Philippine schools refers to those persons
employed in official capacity for the purpose of giving instruction whether
public or private. They are identified as the school administrators,
supervisors, classroom teachers and librarians (Gregorio, 1961).
As per Educational Act of 1982, (i) school administrators are persons
occupying policy implementing positions having to do with the functions of
the school on all levels; (ii) teaching or academic staff are persons engaged in
actual teaching and/or research assignment, either full time or part time
basis in all levels of the educational system; (iii) academic non-teaching
personnel are those persons holding academic qualification and performing
academic functions directly supportive of teaching such as registrars,
librarians, guidance counselors and researchers, as well as similar staff; and
(iv) non-academic personnel are other school personnel not falling under the
definition and coverage of teaching and academic staff , school
administrators and academic non-teaching personnel.
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Entry Requirements to the Teaching Service
The entry of teachers in the teaching service takes place within a legal
framework. The Philippine Teachers Professionalization Act of 1994
strengthened the regulation and supervision of the practice of teaching in the
Philippines via licensure examination for teachers and other purposes.
A teacher must be familiar with the laws, rules and regulations that
his/her work as he/she enters the teaching service in terms of (i) education,
(ii) experience, and (iii) eligibility (Secondary School Teachers: A Practical
Guidance, DECS Handbook, 1996).
Education. Depending upon the level one aspires to teach, a personapplicant must meet the appropriate education requirements like a four-year
degree program in Bachelor of Science in Education (BSE) with major and
minor area of specialization or Bachelor in Elementary Education for
secondary level and elementary level, respectively. For tertiary level
instruction, a Master’s degree is the minimum education requirement. For
those graduates in Bachelor’s degree in Arts and Sciences, they should have
at least 18 units in professional education courses for them to qualify to
teach.
Experience. The teaching experience is required for new entrants.
However, like other professions, a teacher-graduate is expected to have
undergone considerable pre-service education in preparation to his/her
work.
Civil Service Eligibility. A teacher is required to pass the
government examination for teachers like the PBET and at present, LET (RA
7836).
Civil service eligibility may also be conferred through special laws or
Civil Service Commission resolutions or issuances. These eligibilities include
those granted to honor graduate under PD 907 for entrance to the teaching
job; RA 6850, teachers who have reached efficient service for at least seven (7)
years could be granted permanent appointment to their present position.
Teachers are classified according to status of appointment as to: (i)
permanent teachers, who possess the required educational qualification and
civil service eligibility; (ii) provisional teachers, who possess the required
educational qualification but without civil service eligibility and who are
appointed in the absence of civil service eligibles; and (iii) temporary
teachers who are appointed for lack of qualified applicants and those who
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are appointed to take the place of teachers in the service who vacated their
positions temporarily while on sick or maternity leave or for some reasons or
matters.
Documents required. Appointment to a teaching position requires
an applicant to submit these documents: (i) five (5) copies of accomplished
CSC Form 212; (ii) Barangay clearance; (iii) medical certificate duly certified
by a government physician; (iv) a certified true copy of civil service
eligibility; and (v) transcript of records. Submission of these requirements for
appointments facilitate prompt payment of salaries.
School Administration Leadership
Roles in the School Personnel Functions
The provision of quality education services is continuously being
pursued relentlessly by competent school administrators. These basic
functions of school administrator can be dispensed with by effective and
efficient staff members who have been employed following a well-planned
personnel program. This being the case, it is worthwhile looking into the
staff personnel program scheme conceived by Lipham and Hoeh (1974). This
conceptual framework views instructional improvement and staff
development as intimately intentioned with the leadership of school
administrator as an intervenor. Translated into specific activities, his wellplanned personnel program can be grouped as (i) the identification of new
staff members or assessing the degree of congruence of the values of the
community and objectives of the school with the personal values, needs and
abilities of prospective staff member; (ii) the orientation of the new staff
member or conducting activities that clarify the major institutional role
demands; (iii) the work assignment of new staff or ensuring maximum
compatibility between the demand of the role and the needs of the
individual; (iv) improvement of the staff or conducting activities that
expands and upgrade the abilities of the individual; and (v) evaluation of
staff or assessing the degree to which individuals or the staff are performing
in accordance with the expectation held for their expanded role (Aquino,
1985).
We are now going to describe briefly the leadership activities of the
school administrator with respect to each of these staff personnel functions:
Identification of new staff members. The identification of
prospective staff members consists of two unique complementary phases,
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namely: recruitment and selection. The recruitment period is concerned with
establishing a pool of potentially accepted candidates and the selection is
concerned with the elimination of candidates whose values, interests, needs
and abilities fail to satisfy the requirements of a particular role.
The school head role is to assess the staffing needs, in terms of vacant
positions and the positions’ qualifications. This having been done, selection
of applicants follow by subjecting them into personal interview to determine
whether the need disposition of the applicant is congruent with the demand
and find out whether they would fit in the expectations of a given role they
are likely to perform as they work in the school organization.
Orientation of staff. This is sometimes referred to as induction. It is
a continuous process that begins with the recruitment interview and lasts
through an employee’s association with the school (Castetter, 1971). The
major purpose of orientation is the transmission and understanding of the
major demands of the role as viewed by the principal, teachers, students and
community. Orientation is not confined to a one-day gathering prior to the
opening of the school when newly hired staff members are required to report
in order to familiarize themselves with the functions and various school
components.
In the process, new staff members are encouraged to ask questions
about the school; spend time with the school principal, department heads,
other teachers, students and perhaps with the community. In addition, they
should be provided with printed materials to better acquaint themselves
with the school situation and make the necessary adjustment slowly.
Work assignment of staff members. The major purpose of the
work assignment process is to ensure a maximum degree of congruence
between the expectations for the vacant position and the personal
characteristics of the teacher. In the assignment process, it is essential that
both the major expectations for the institutional role and the personal needs,
disposition and abilities of teachers are fully explored and mutually
understood.
Staff improvement. The improvement of the teaching staff
comprises leadership techniques and procedures designed to change the
teacher’s role performance. Classroom visit, observations, meeting and
conferences constitute the core of the staff improvement program. Other
components include school visitations, professional associations,
professional library, student-teaching supervision and well-planned inservice education program.
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Lipham and Hoeh (1974) cited several impediments in providing
leadership in staff development. Firstly, it is a fact that principals today often
have been dissociated from classroom teaching for so long and that they no
longer feel competent in the instructional functions; secondly, the lack of
efficient administration assistant constitutes an impediment to the principal
involvement in instructional improvement; and lastly, the erroneous
assumption that the principal should be technically competent in all teaching
fields.
Staff evaluation. Evaluation of teaching personnel involves judging
the extent to which the procedures and processes utilized are accomplishing
the specified outcomes in terms of staff and instructional evaluation. Staff
evaluation is a never ending process that begins with the initial contract and
continues until the termination of the employment.
The principal should view staff evaluation as multiple activities. For
instance, the principals and teachers should meet early in the school to
review the goals for the year and the expectations for the teachers. Then
evaluative sessions are necessary throughout the year to determine how well
the proposed goals are being achieved, expectations met and individual
needs fulfilled. Final evaluation near the close of the school year is
summative and will produce less discord since formative evaluation has
been employed.
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Model of the Principal’s Role in the Staff Personnel Functions
(Source: Lipham and Hoeh, 1974)
Stage I. Identification of New Staff
a. Recruitment of Staff
b. Selection of Staff
Stage II. Orientation of Staff
a. To the faculty
b. To the community
c. To the students
Stage III. Assignment of Staff
a. To initial positions
b. To subsequent positions
c. To differentiated roles
Stage IV. Improvement of Staff
a. Classroom evaluation
b. Individual conferences
c. School visitation
d. Professional association
e. Professional library
f. Student teaching program
g. In-service activities
Immediate
Feedback
Stage V. Evaluation of Staff
a. When to evaluate
b. Why evaluate
c. What to evaluate
d. How to evaluate
e. Who to evaluate
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Rights and Obligations of Teachers
In terms of rights of all school personnel, BP 232, Section 10 spell them
all as those that concern (i) the right to free expression of opinion and
suggestion and to effective channels of communication with appropriate
academic administrative bodies of the school or institution; (ii) the right to be
provided with legal service by the appropriate government office, in the case
of public school personnel and through the school authorities concerned, in
the case of private school personnel, when charged in an administrative, civil
and/or criminal proceedings by parties other than the school or regulatory
authorities concerned for actions committed directly and/or in defense of
school policies; (iii) the right to be free from involuntary contributions except
those imposed by their own organization; and (iv) the right to establish, join
and maintain labor organization and/or professional and self-regulating
organizations of their choice to promote their welfare and defend their
interest.
BP 232, Sec. 11 stipulates special rights and privileges of teachers or
academic staff in that (i) right to be free from compulsory assignments not
related to their duties as defined in their appointment or employment
contract, unless compensated therefore conformably with existing laws; (ii)
right to intellectual property consistent with applicable laws; (iii) the
privilege to be deemed persons in authority when in the discharge of lawful
duties and responsibilities and shall therefore be accorded due respect and
protection; and (iv) the privilege to be accorded the opportunity to choose
alternative career lines either in school administration, in classroom teaching
or others for purposes of career advancement.
With regard to teacher’s obligation, BP 232, Sec. 16 states that every
teacher shall (i) perform his/her duties to the school by discharging his/her
responsibilities in accordance with the philosophy, goals and objectives of
the school; (ii) be accountable for the efficient and effective attainment of
specified learning objective in pursuance of national development goals,
within the limit of available school resources; (iii) render regular reports on
the performance of each student to the principal and parents or guardians
with specific suggestions for improvement; (iv) assume the responsibility to
maintain and sustain his/her professional growth and advancement and
maintain professionalism in his/her behavior at all times; (v) refrain from
making deductions in the student’s scholastic ratings for acts that are clearly
not manifestation of poor scholarship; and (vi) participate as an agent of
constructive social, economic, moral, intellectual, cultural and political
change in his/her school and the community within the context of national
policies.
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Teachers’ Welfare
There are several existing government programs providing a variety
of benefits that teachers can avail in terms of the Medicare program,
Government Service Insurance System (GSIS), Pag-Ibig and step increments
and rank promotion and the Magna Carta for Public School Teachers, etc.
The Medicare program. As a health insurance program, its basic
objective is to provide Filipinos with viable means of helping themselves pay
for adequate medical care.
This program is jointly administered by the Philippine Medical Care
Commission and the GSIS. The legal dependants entitled to medical benefits
are (i) the legal spouse who is not a medicare member; (ii) the unmarried and
unemployed children including legitimate acknowledged, legally adopted
and stepchildren below 21 years of age; (iii) children above 21 years of age
and above with disability before the age of 21; and (iv) parents who are 60
years old and whose income per month is not more than P 1, 000.00.
The types of medicare benefits are: (i) allowance for room and board;
(ii) allowance for drugs and medicine; (iii) allowance for x ray/laboratory
examinations and others; (iv) surgeon’s fee, (v) anesthesiology fee; (vi)
operating room fee; and (vii) allowance for sterilization procedure.
The GSIS social insurance. The retirement insurance benefit is an
amenity in monthly pension for life, payable to the member and
transmissible to primary beneficiary upon death pursuant to RA 660 and PD
1146, or a gratuity benefit equivalent to one month salary (highest rate
received), for every year of service of first 20 years, then one and one half
month salary for every year of service in excess of 20 years of service,
payable in lumpsum to the member by the last employer, plus the refund of
the retirement contribution, personal share with interest, government share
without interest under RA 1616, payable by GSIS; disability retirement
benefit or a monthly pension as granted under RA 660 and PD 1146 or
gratuity benefit under RA 1616 and payable by the last employer in
lumpsum, for members or through his/her guardian if under guardianship
by reason of sickness or injury that renders him/her incapacitated to engage
in any gainful occupation. This degree of disability is classified into
permanent total, permanent partial and temporary total; death benefit or an
annuity or pension benefit claimed under RA 660 or gratuity benefit claim
under RA 1616 payable to the member while he/she is still alive but now is
payable to the designated beneficiaries if any, otherwise to his/her legal
heirs, upon death while in the service. Under PD 1146, this is called
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survivorship benefits that is extended to surviving and qualified
beneficiaries of the deceased member or pensioner in monthly pension or
cash payment; life insurance benefits or the maturity proceeds which is
reflected as the total face value of the policy/CM written in the face of the
contract including supplementary values corresponding to the salary
increases/adjustments payable to the insured upon surrender of the policy;
disability life claim benefit or the waiver of paying the monthly premiums on
the policy everytime it falls due on the part of the insured from the time he
was found to be totally and permanently disabled and while such disability
lasts and the payment of the total face value of the policy to the disabled
member in periodical installments; death benefits (life insurance) is the total
amount of insurance as indicated in the policy including the supplementaries
payable to the designated beneficiaries or to the legal heirs if no beneficiaries
are designated, upon death of the insured; loan privileges for regular
members in terms of salary loan granted to members in the amount
equivalent to one month, two month and three month salary in varying
length of membership with the system of 20 months, 40 months and 60
months and over, respectively; a policy loan or a loan on the security of the
policy which shall not exceed 50 percent of the net cash value of the policy;
and educational loan granted to finance the study of the children of the
borrower-member upon certification of the Division Superintendent, DECS.
PAG-IBIG. Membership is open to all government and private
employees and other working groups who are willing to contribute the
prescribed amount daily. The contribution rates are as follows: (I) if fund
salary (Basic and COLA) is P 1, 500 or less the member contribute 1 percent
monthly; if fund salary (Basic and COLA) is more than P 1, 500, members
contribute 2 percent. The employer’s share is fixed at 2 percent monthly.
Government employers are mandated to match their employees’ monthly
contribution. The salient feature can be cited as (i) double or triple your
money benefits; (ii) attractive dividend package with a fixed dividend of 7.5
percent per annum; (iii) tax free dividend earnings, (iv) portability of
savings; and (v) government guaranteed savings. Savings can be withdrawn
from the fund upon the occurrences any of the following, which ever comes
first as in (i) membership maturity at 20 years, (ii) retirement; (iii) permanent
departure from the Philippines; (iv) total disability/insanity; (v) separation
from service by reason of health as provided by law; and (vi) death.
Step Increment and Rank Promotion
The DECS issues order directing the implementation of policies and
the granting of benefits for the welfare of teachers.
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In this regard, DECS Order No. 63, S. 1990, contained rules and
regulations governing the grant of step increment to deserving officials and
teachers, directing Regional Directors, School Superintendent and Vocational
School Superintendents via notice of step increments, the officers, teachers
and employees under their separate offices/schools whose appointments are
delegated to them, of their merit increase.
DECS Order No. 85, S. 1993 stipulates the implementation of
Approved Equivalent Record Forms.
Magna Carta for Public School Teachers
Some of the provisions of the Magna Carta which are relevant to the
welfare of teachers are those that pertain to (i) transfer of teachers from one
station to another which can not be done without the teacher’s consent
except for cause or exigency of the service; and (ii) in the case of married
teachers, the proper authorities shall whenever possible, take all steps to
enable married couples, both of whom are public school teachers, to be
assigned in the same locality.
Other benefits and privileges accorded to teachers are those that
concern (i) maternity leave which is provided by RA 1564 for regular and
temporary teachers who are legally married; (ii) study leave which is
contained in the BPS Circular No. 25, S. 1948 and BPS No. 15, S. 1949,
encouraging public school teachers to raise their educational qualification;
(iii) vacation pay given to teachers during Christmas and the long summer
vacation; and (iv) service credits are given to teachers on leave who are
requested to work during vacation period. The service credit maybe used to
offset past and future absences due to illness or other reasonable causes.
Competencies in Improving Personal Services
Lipham and Hoeh (1974) identified these competencies that relate to
each stage are hereto set forth:
Identification of new teachers. The principal defines the specific
role requirements for each position vacancy, and principal interview and
select from identified candidates the best qualified for each position and
recommend appointment.
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Induction of new teachers. The principal coordinates the
orientation of the new teachers to the school system, the new staff, the
student body and the community.
Assignment of new teachers. The principal assesses the degree of
congruence between expectations for the role and the need-disposition of the
individual, assigns new staff members to optimize the achievement of both
organization role and the goals of the new teachers; reassigns experienced
staff members to position and roles to permit the attainment of organization
role and individual goals; and articulates and coordinates individual and
submit goals and programs with the school and school system goal and
programs.
Staff improvement. The principal engages in development activities
designed to upgrade his professional knowledge and skills related to
educational and administrative processes; conducts a systematic program of
staff development via classroom observation, and conferences with staff;
school visitation, professional activities, library, student teaching programs
and in-service activities; guides each staff member toward selective
involvement in staff improvement activities; and assesses group and
individual in-service educational activities and recommends ways of
improving them.
Evaluation of staff. The principal involves the staff in reaching
agreement on the purposes of evaluation and the procedure to use; into an
collects, organizes and analyzes data concerning the processes and products
of teaching; and base the decision on specific evaluative data.
Principles to Be Observed in the Administration of
Teaching Personnel
In the administration of teaching personnel … (i) decision that affects
the school enterprise should be placed upon the group, that is, the teachers
and the administrator, rather than the administrator alone; (ii) in the
selection of teaching personnel, only the most qualified and competent are
considered; (iii) merit system must constitute the sole consideration
determining who shall be promoted in terms of educational performance
gauged from (a) length of service, (b) competence, (c) professional
development, (d) community service and others; (iv) the guarantee, security
and welfare of teachers that insure their efficiency should be provided
(salary, appointment and benefits); (v) it is desirable to select teachers who
come from different institution of higher learning so that the impact of their
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difference in training and personality impinge desirably upon the school
system; (vi) there should be provision for (a) orientation of new teachers, (b)
in-service improvement, (c) maintenance of high morale in the teaching staff;
and (vii) evaluation.
Activity
1. Visit a national high school (a former mother high school) nearest your
station. Seek these pieces of information:
1.1.
1.2.
1.3.
1.4.
Number of school principal
Number of teaching personnel
Number of academic non-teaching personnel
Number of non-academic (staff) personnel
2. Conduct an interview with the school administrator and elicit from
him/her information regarding …
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
process of recruitment and selection of new teachers
process of orientation/induction of new teachers
process of giving workload to new and old teachers
process of maintaining the teachers in the service/or separating
teachers from the service
evaluation process
problems encountered in these processes
3. Conduct interview with some groups of teachers and seek these pieces of
information:
3.1.
3.2.
3.3.
their rights and obligations
benefits
problem encountered with the administrator and in their work
4. Prepare a report for submission and discussion during the tutorial
session.
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Self Activity Quiz No. 6 (SAQ#6)
1. Define each of these terms:
1.1.
school personnel
1.2.
teaching personnel
1.3.
school administrator
1.4.
academic non-teaching personnel
1.5.
non-academic personnel
2. What is RA 7836? What is its importance?
3. What are the specific entry requirements in teaching?
4. How are teachers categorized based on appointment status?
5. What are the documents required for appointment to a teaching position?
6. Enumerate the well-planned personnel program a school administrator
should prepare and maintain.
7. What are the basic rights of teachers and their obligations?
8. Enumerate the welfare that public school teachers are accorded to.
Summary
This module lesson specifically delved on the administration of school
personnel. Specifically, there are groups of people who are actually involved
in providing quality instruction whether in public or private school are
teaching personnel, academic non-teaching and non-teaching personnel. The
administration’s role in providing effective leadership and administrative
competencies in a well planned personnel program are manifested in the
recruitment and selection of new teachers, their orientation, assignment,
improvement and evaluation.
As the teachers stay and work in school, they are accorded with status
as with permanent appointment, provisional appointment and temporary
appointment once their education, experience and civil service eligibility
meet the entry requirement for a certain vacant position. There are
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documents required which have to be submitted like five copies of
accomplished civil service form 212, barangay clearance, medical certificate,
certified true copy of civil service eligibility and transcript of records.
The teacher’s rights are properly spelled out like free expression of
opinion and suggestion; if charged administratively, the right to be provided
with legal services by appropriate government agencies; freedom from
involuntary contribution; right to establish, join and maintain a labor union;
and the right to be deemed as person in authority; right to intellectual
property; to be free from compulsory assignment; and to choose alternative
career lines.
For teacher’s obligation, he/she is expected to perform duties in
accordance with the school philosophy, goals and objectives; provide quality
educational services; render individual student report; pursue professional
growth and development; refrain from making undue deductions from
student rating; and participate in social, economic, moral, intellectual,
cultural and political changes in the school and in the community.
Included also are the welfare accorded teachers in terms of medicine
program, GSIS social insurance, PAG-IBIG program step increment and rank
promotion, Magna Carta, leave of absence, vacation pay and service credit.
The last portion of the module delves on the principles to be observed
in the administration of teaching personnel.