Bullying

ADMINISTRATORS REACTION TO ORGANIZATIONAL CHANGE: THE
ROLE OF ADMINISTRATORS PERSONAL ATTRIBUTES AND
TRANSFORMATIONAL LEADERSHIP STYLES
______________________________________
A Title Research Proposal
Presented to
DR. Gilbert R. Arce, President and
Professor of the Graduate Program for Education
University of Northern Philippines
Vigan City
_______________________________________
In Partial Fulfillment
of the Requirements for the Course
Research Seminar in Education (RS399b)
______________________________________
by
JOSEPH U. DULATRE
2018
Chapter I
THE PROBLEM
“Encouraging employees to view problems in constructive perspective is the challenging

role that a transformational leader shall possess in order
to convey success in an organization ”
Introduction
With the evolution of educational reforms, administration and supervision remains
in the pursuit of quality and effective school governance. Effective school administration
lies on the efficiency of leadership styles being employed in the different learning
institution. Educational managers varies in the exercise of their duties and functions as the
prime movers of change in the educational system.
Administration and supervision has been regarded as the two most important
aspects of the educational system thus, school administrators should deal with it in a
manner where they can employ administrative and supervisory practices just to ensure
appropriate remedies or adjustment in the changing needs of the educational arena.
Rapid changes in the kinesis of learning institution brought about by 21st century
skills and competencies gains merged reactions from school administrators and teachers.
Some of this reactions may either foster developments or immobility in the performance
of the school as a whole. Hence, human and interpersonal relationships is a common factor
to maximize the full and effective participation of all the employees in dealing with this
challenges and later on bringing success to the organization. It is indeed necessary that
school administrators must ensure relevant leadership styles.
Leadership styles define the managerial aspects of school administration in
providing methods and directions in school planning as well as the placement and
movements of school personnel. They can be regarded as transformational, transactional,

servant, democratic, autocratic, laissez – fair, bureaucratic, charismatic and situational
leadership styles.
Dealing with a certain management styles makes an administrator be at variance to
other administrator since it is impossible to employ all of these that is why the choice of
leadership styles may have a great impact in the realization of institutional objectives
cascaded from the vision, mission and core values of the department of education.
For instance administrator X has been respected by his faculty members and highly
regarded as successful team leader because he continuously manage to bring about progress
not only in physical and instructional developments but also a positive rapport between and
among his subordinates.
In disparity, other leaders in the organization reports that their faculty seem
disengaged. They experience high inefficiency of staff, and their results are often
disappointing that makes the institution into a situation where progress are limited.
So, what could have been the difference of administrator X to that of other leaders?
One could tell that he is doing its duties and functions as a leader which gains support from
his colleagues. Perhaps we could even say that he is efficient in ways and means to
communicate and revitalized school undertakings with the cooperation of all the teachers
and staff under his organization. One could say that he differ from the other leaders because
of his ability to manage school personnel and resources effectively. In general,
administrator X exercised unique strategies and skills in leadership styles. He is
a transformational leader that conveyed positive behavior from its employees. Therefore
willingness to perform specific duties and responsibilities are more likely to evolve and
manifest by all the members and staff of the organization.

Transformational leadership is a leadership style in which leader employs for the
purpose of bringing about the best in people unexpectedly by doing specific tasks in a way
where they can exercise their full potentials. This will enable encouragement, inspiration
and motivation of all the employees to become innovative and creative in making
progressive change that will help grow and shape the future success of the schools
institution.
To attain this, school administrators should live by setting an example at the top
level through a strong sense of corporate principles, employee’s empowerment and
independence in the workplace. Transformational leaders inspire and motivate their
workforce without controlling — they trust trained employees to take authority over
decisions in their assigned jobs. It’s a management style that’s designed to give employees
more room to be creative, and problem solvers by finding great challenges and experiences
that would answer timeworn problems in the system. They are basically innovative in
wanting to know what has been changed and what are the adjustments needed in order to
cope up with this changes.
Some of the basic characteristics of transformational leadership are inspirational,
in that the leader can inspire workers to find better ways of achieving a goal; mobilization,
because leadership can mobilize people into groups that can get work done, and morale, in
that transformational leaders raise the well-being and motivation level of a group through
excellent rapport. They are also good at conflict resolution.
Transformational leaders are sometimes call quiet leaders. They are the ones that
lead by example. Their style tends to use rapport, inspiration, or empathy to engage
followers. They are known to possess courage, confidence, and the willingness to make
sacrifices for the greater good. They possess a single-minded need to streamline or change
things that no longer work. The transformational leader motivates workers and understands
how to form them into integral units that work well with others.
School administrators are the administrative and professional leaders in the
institution. It is necessary that they be evaluated by looking into the nature and extent in
which they perform their administrative functions. Best transformational leadership styles
of the school administrators must be evaluated in accordance with efficiency, quality and
timeliness with which several activities are carried through as reflected in the school
performance.
It has been a conception that the poor performance of the educational institution is
embedded on the incompetency of transformational leadership styles among school
administrators. Many people believe that school administrators play a vital role in bringing
about positivity and improvement in the school setting particularly the teaching – learning
process in order to improve the quality of education that will uplift the performance of
educators and learners in the different key result areas. Some of these areas include the
level of school, NAT results, Performance - Based Bonuses as well as Curricular and Co
– curricular Contests / Activities, among others.
Much of the success of education rests on the types of leadership abilities of school
administrators in creating conditions so that better teaching and learning may take place.
The program to upgrade the educational practices should take into account the
transformational leadership styles of middle school administrators as a major factor to
bring the improvement in the educational system.
In the schools division of Ilocos Sur, transformational leadership styles may have
not known to all the middle level secondary administrators that some of the aspects of these
leadership style are being exercised and utilized in their functions as school managers.
School administrators’ are doing their best they can be to come up with progressive
transformations that will yield awards and recognitions in order to bring glory and success
to their respective institution. This is evident through the conduct of different educational
searches by the division offices such as search for best brigada implementers, best school
based management, best gulayan sa paaralan and the likes.
The preceding situation and educational analysis prompted the conduct of this
study to examine the perceived level of middle level administrator’s reaction to
organizational change and transformational leadership styles in the division of Ilocos Sur
and to measure the influence of such characteristics to the quality of educational
performance. Thus, this study may provide important information on the transformational
leadership styles of middle level secondary school administrators. The results of this study
will be a great help to the school administrators in determining their strengths and
weaknesses as principals and school heads. The findings may serve as future bases for the
school administrators in defining the importance and impact of transformational leadership
style in decision making as well as in school planning with regard to proper procedures
and steps in order to improve their administrative capabilities particularly in their
respective stations.
This study will also look into the crafting of enhance supervisory plan/manual that
will serve as a basis for educational managers to improve their functioning as the head of
the institution.
Statement of the Problem
The study aims to assess the administrator’s reaction to organizational change: the
role of administrator’s personal attributes and leadership styles of middle level
administrators in the division of Ilocos Sur for School Year 2020 - 2021.
Specifically it aims to answer the following questions:
1. What is the profile of the school administrators in terms of the following
factors?
a. age,
b. sex,
c. educational attainment,
d. religious affiliation,
e. length of administrative experience, and
f. relevant training and seminars attended?
2. What is the level of the administrator’s reaction to change along the following
areas:
a. change in instruction
a.1 teachers teaching with technology,
a.2 research, and
a.3 enhancement trainings and seminars?
b. change in schools operation
b.1 performance appraisal system
b.2 fiscal management operation system, and
b.3 international standardization for operation?
3. What is the level of the transformational leadership styles of the administrators
along the following components:
a. intellectual stimulation,
b. individualized consideration,
c. inspirational motivation, and

d. idealized influence?
4. What are the strengths, weaknesses, opportunities and threats of the
transformational leadership styles of middle level school administrators in the
division of Ilocos Sur?
5. What supervisory plan could be proposed?
5.1 What is the level of validity of proposed supervisory plan along the
following areas;
a. objectivity,
b. content,
c. validity,
d. functionality, and
e. acceptability
Theoretical Framework
It has been theorized that the performance of schools as an institution is related to
the leadership style being employed by the school administrators. Hence, to support this
research, the researcher hereby presents some important related literature and studies from
local and foreign resources hereunder that were reviewed to create a clear definite view on
the topic of transformational leadership style of administrators.
On Administrators Personal Attributes
These include, age, sex, educational attainment, religious affiliation, length of
administrative experience and relevant trainings/seminars attended.
In different views, age is a considerable factor in the performance of school
administrators.
On Administrator’s Reaction to Organizational Change
Employees’ reactions to change are inﬂuenced by a number of factors. It is
reasonable to expect employees to react since the process of change involves going from
the known to the unknown, and when employees react, it is important to distinguish
between the symptoms of their reactions and the causes behind them.
In the study of (Porras &Roberston, 1992, as cited by Furxhi et. al, 2015)
organizational change is defined as the implementation of the strategies, created to change
job conduct of the employee in order to improve the organizational performance and that
the change can be affected by internal and exterior factors; it can take different sizes and
shapes, and can affect all the organizations of the industry.
On Transformational Leadership Styles
What could had been the success of school administration will always be attributed
to the types of leadership being employed by the school administrators. Researchers and
research practitioners in the 20th and 21st centuries have extensively described leadership
as the ability to direct or inspire followers to attain certain goals and objectives.
According to Zofi (2011), “no one person regardless of how 5 talented and
hardworking is capable of mastering all that is required of business leadership today” (p.
230). Leadership in the virtual workplace has reflected the paradigm shift that has occurred,
bringing a new order of business relationships and a new definition for the role of an
effective leader. The very nature of dispersed team members is that global virtual leaders
can no longer successfully manage through traditional leadership styles, using command-
and-control techniques. They need to delegate roles and responsibilities to followers and
remember that GVT members may be out of sight, but they cannot be out of mind.
Transformational leaders are believed to achieve such results through aligning their
subordinates’ goals with those of the organization and by providing an inspiring vision of
the future (Bass, 1985).
Transformational leadership is important in promoting and managing school
development by influencing teachers both directly and indirectly. Research indicates
transformational leadership practices supply a link to teacher outcomes and teacher beliefs
regarding their individual and collective ability in addition to their collective capacity
(Demir, 2008). Leadership provides significant differences in the organization, dimensions
of leadership and culture. Leadership and organizational culture do positively affect the
operation of a learning environment in addition to providing greater job satisfaction.
Transformational leadership provides enhancement of employee skills, encourages
innovation, and develops educator’s potential (Chang, Su-Chao & Lee, Ming-Shing, 2007).
In viewing school structure for 21st century schools, can no longer educators teach all that
is necessary for students to learn; rather educators must teach the value of knowing where
and how to find resources which supply the information to students.
In understanding the types of transformational leadership styles, (Bass, 1985 as
cited by Sandell, 2012) it is typically divided into four major components: (1) inspirational
motivation; (2) idealized influence; (3) individualized consideration; and (4) intellectual
stimulation. Inspirational motivation involves the ability to communicate clearly and
effectively while inspiring workers to achieve important organizational goals.
Bass and Riggio (2006) share the view that transformational leadership is
intellectual stimulation that encourages the delivery of content for teaching and learning.
“Transformational leaders stimulate followers to be innovative and creative by questioning
old assumptions, traditions, and beliefs; reframing problems; and approaching old
situations in new ways” (Hoy & Miskel, 2005). This approach to leadership authenticates
experiences students obtain from diverse backgrounds and context. Bass and Riggio (2006)
offer a second dimension of transformational leadership that promotes individualized
consideration with a focus on the holistic needs of students. Hoy and Miskel (2006) support
this finding when they state: “Individualized consideration means that transformational
leaders pay particular attention to each individual’s need for achievement and growth.”
Transformational leadership has important foci: First, relationships between the institution
and individuals. The quality of the relationship is built on the perception the task is
important to the stakeholder. This is based on the quality of the relationship between
leaders and followers. Transformational leaders recognize the need for establishing
relationships with multiple stakeholders who may or may not fit the current situation
(Hoyle, 2001; Wagner, 2006).Second, relationships successfully established between
educational leaders and stakeholders afford more opportunity for students (Hoyle, 2001;
Wagner, 2006).
Conceptual Framework
This study will revolve around the research paradigm shown below:
INPUT
1. Administrators Personal Attributes

a. age b. sex
c. civil status d. educational attainment
e. length of administrative experience f. religious affiliation
2. Administrators’ Reaction to Change
a. change in instruction b. change in schools operation
a.1 state of the art instruction b.1 performance appraisal system
a.2 research b.2 ISO
a.3 daily learning log b.3 fiscal management system
3. Transformational Leadership Styles
a. intellectual stimulation b. individualized consideration
c. inspirational motivation d. idealized influence
PROCESS
1. Descriptive analysis on:

a. administrators’ personal attributes F
b. administrators’ reaction to organizational structure E
c. administrators’ transformational leadership style
E
2. SWOT Analysis on the Administrators’ Transformational Leadership Style: D
a. intellectual stimulation b. individualized consideration B
c. inspirational motivation d. idealized influence A
C
3. Formulation and Validation of Enhanced Supervisory Plan K
OUTPUT
Valid Supervisory Plan for the Schools Division of Ilocos Sur
Figure 1. The Research Paradigm

As illustrated in the paradigm, the level administrators’ transformational
leadership can be the basis in crafting valid supervisory plan.
https://www.duq.edu/documents/education/_pdf/defl/dissertations/20120309-luft.pdf
https://mountainscholar.org/bitstream/handle/10217/72359/Sandell_colostate_0053N_11
368.pdf?sequence=1
Operational Definitions of Terms
Relative to the objectives of the study, the following significant terms are
operationally defined in the context in which they were used in the study.
Supervisory Practices. These refer to the administrative roles or activities
conducted by school administrators in the Selected Districts in the Division of Ilocos Sur.
These includes Santiago, Banayoyo - Lidlidda and San Emilio Districts in total learning
process and in bringing about improvement of the school.
Human and Public Relations. It refers to the skill of the administrators in
creating harmonious relations with teachers, parents, officials, and pupils for the smooth
running of the school activities.
Classroom Observation. It refers to the administrators’ actual observation
of the teacher at work to study their strengths and weaknesses and to explore their needs
and problems so as to improve the teaching learning situation.
Guidance. It is a function of supervision to help, guide and assist the
teachers and pupils in the application of the solution discovered.
Physical Plant and Facilities. This refers to the number of classrooms,
functional comfort rooms, library, guidance office, non-instructional room, stock room,
faculty room, principal’s office, school canteen, computer room, number of available
computers and printers, resources, community relations as well as research and
development.
Research. It is a function of supervision to evaluate the effectiveness to
look for the thread mills and solutions to the problems and weaknesses discovered.
Evaluation. It is a function of supervision to measure the effectiveness and
workability of the solutions to the problems and weaknesses discovered.
In – Service Education Program. It refers to all efforts of the
administrative and supervisory officials to promote by appropriate means of the
professional growth and development of educational workers through illustrative and
curriculum study, classroom visitation and supervisory assistance.
Administrator’s’ Related factors. These refer to the administrative factors under
study such as sex, civil status, age, administrative position, educational attainment, family
background, salary and length of administrative service.
Age. It refers to the chronological age of the respondents or the number of
years from birth to the year the data will be gathered.
Sex. This refers to the state of being male and female of the respondents.
Civil Status. This is the condition of the person that determines the nature
of his legal personality. In this study, it describes whether the respondent is single, married
or widowed.
Educational Attainment. It refers to the highest academic degree
obtained by the respondents and categorized into bachelor’s degree, master’s
degree, or doctorate degree.
Monthly Salary. It refers to the earning of the respondents, his/her basic
pay and allowance. In this study it refers to the administrators pay every month.
Administrative Position. It refers to the position of the administrators. It
is classified as either principal, school head or officer – in – charge. .

Length of Administrative Experience. This refers to the number of years
that the administrators have been occupying their administrative function.
Performance of Teachers. This refers to the assessment on how teachers do their
assigned task as rated by the administrators and by themselves. It is also a result of the
teacher’s performance as reflected in the Individual Performance Commitment and
Review Form (IPCRF) of a given rating period which consider four aspects: teaching –
learning process, student learning outcomes, community involvement, and professional
growth and development. As used in this study, the performance of teachers is categorized
into five levels;
Outstanding, Very Satisfactory, Satisfactory, Unsatisfactory, and Poor.
Scope and Delimitation
This study determined the level of supervisory practices of 38 public school
administrators and performance of 114 teachers of Santiago, Banayoyo, Lidlidda and San
Emilio Districts, Division of Ilocos Sur for the School Year 2016 – 2017.
The supervisory practices along human and public relations, classroom
observation, guidance, physical plant and facilities, performance rating, research,
evaluation, and in – service education program were considered. In addition, it also looked
into the relationship between supervisory practices and the selected personal factors of
administrators, namely: age, sex, civil status, educational attainment, monthly salary,
administrative position and length of administrative experience.
The performance of teachers was based on the results of Individual Performance
Commitment and Review Form (IPCRF) for the school year 2015 – 2016 with the
following components: teaching – learning process, students’ learning outcomes,
community involvement and professional growth and development.

The data on the supervisory practices of administrators and performance of
teachers were gathered by means of questionnaires adopted and modified from the
instrument used by Siababa (2003). These were interpreted using frequency count and
percentages, mean, and simple correlation analysis.
Assumptions
This study was guided by the following assumptions:
1. The effectiveness of the supervisory practices as perceived by administrators
and by teachers is measurable.
2. There is significant relationship between teacher’s performance and the level
of administrators’ supervisory practices.
3. The responses to the questions reflect the respondents’ honest and true
perceptions of the supervisory practices of the administrators.
Hypotheses
Based on the problems raised in this study, the following hypotheses were
considered:
1. There is no significant differences in the supervisory practices between and
among public school administrators of Santiago, Banayoyo - Lidlidda and San
Emilio Districts.
2. There is no significant relationship between the supervisory practices of the
administrators and the administrators’ personal factors.
3. There is no significant relationship between teachers’ performance and the level
of supervisory practices of the administrators.
Research Methodology
This section explains the research design, population and sample, data gathering
instrument and procedure that were employed in the conduct of the study as well as the
statistical treatments used.
Research Design. In order to achieve the purpose of this study, the researcher
utilized the descriptive – correlational method of research with the questionnaire as data
gathering tool.
The descriptive method was employed to describe the profile of the administrators
and to look into the level of their supervisory practices. On the other hand, the correlational
method was used to establish the relationship between the profile of the administrators,
their supervisory practices, and the performance of their teachers.
Population and Sample. The population of the study was composed of all the
school heads, and three teacher - representatives in the three Districts of the Ilocos Sur
Division namely: Santiago, Banayoyo – Lidlidda and San Emilio for the School Year 2016
- 2017. These respondents were distributed in the different districts and schools. The
population and sample is shown in Table 1.
Table 1
Distribution of the Population and Sample by District and School
Head Teacher Teacher
District / Schools Principals III/TIC
Teachers Representative
Santiago
Santiago NHS 1 0 0 3
Ambucao Elementary School 0 1 0 3
Butol Elementary School 0 1 0 3
Caburao Elementary School 0 1 0 3
Dan - ar Community School 1 0 0 3
Gabao Elementary School 0 1 0 3
Olo – olo Elementary School 0 0 1 3
Sabangan Elementary School 0 1 0 3
Salincub Elementary School 0 1 0 3
San Roque Elementary School 0 1 0 3
Santiago South Central School 1 0 0 3
Santiago North Central School 1 0 0 3
Banayoyo
Banayoyo NHS 1 0 0 3
Banayoyo Central School 1 0 0 3
Bagbagotot Elementary School 1 0 0 3
Banlo Elementary School 1 0 0 3
Bay-asan Elementary School 1 0 0 3
Casilagan Elementary School 0 1 0 3
Montero Elementary School 0 1 0 3
Naguimba Elementary School 1 0 0 3
Lidlidda
Lidlidda NHS 1 0 0 3
Banucal Elementary School 0 1 0 3
Bequi-walin Elementary School 0 1 0 3
Lidlidda North Central School 1 0 0 3
Lidlidda South Central School 1 0 0 3
Tay-ac Elementary School 0 0 1 3
San Emilio
San Emilio NHS 0 1 0 3
Cangao Elementary School 0 1 0 3
Kalumsing Integrated School 0 1 0 3
Lancuas Elementary School 0 1 0 3
Lidaoen Elementary School 1 0 0 3
Masiosioay Elementary School 0 1 0 3
Matibuey Elementary School 1 0 0 3
Paltoc Annex Elementary School 1 0 0 3
Paltoc Elementary School 1 0 0 3
San Emilio East Central School 0 1 0 3
San Emilio West Central School 1 0 0 3
Sibsibbu Elementary School 0 0 1 3
Data Gathering Instrument. The data in this study were gathered through the use
of questionnaire checklists adopted and modified from Siababa (2003) in his study entitled,
“Supervisory Practices of Administrators and Performance of Teachers in Vigan District
of Ilocos Sur”.
Part I – Profile of Administrators such as age, gender, civil status, position, salary,
educational attainment, and length of administrative experience; Part II – Supervisory
practices in terms of human and public relations, classroom observation, guidance, physical
plant and facilities, performance rating, research, evaluation and in – service education
program. In gathering data on teachers’ performance, documentary analysis will be
utilized.
The following norms were used to interpret the data gathered:
Administrators’ Supervisory Practices
Point Value Range Item Description Overall Level
5 4.21-5.00 Very Much Very High
4 3.41-4.20 Much High
3 2.61-3.40 Moderate Average
2 1.81-2.60 Not Much Low
1 1.00-1.80 Not at All Very Low
Performance of Teachers (based on the Individual Performance Commitment and

Review Form)
Statistical Range Descriptive Rating (DR)
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory

1.500 – 2.499 Unsatisfactory
1.000 – 1.499 Poor
Data Gathering Procedure. Getting the support of school leaders or
administrators is a key factor to the success of this study. As an initial preparation for the
gathering of data, the researcher sought permission from the School Division
Superintendent through channels to distribute the sets of questionnaire to the administrator
and teacher-respondents. When permission was obtained, the researcher personally
distributed and retrieved the questionnaires to administrator and teacher respondents.
Statistical treatment of Data. The data that were gathered were treated using the
following statistical tools:
1. Frequency count and percentage were used to describe the profile of the
respondents.
2. The mean was used to describe the level of assessment towards supervisory
practices.
3. Simple Linear Correlation Analysis was used to determine the relationship
between administrators’ personal factors, supervisory practices and teachers’
performance.
4. Oneway Analysis of Variance (ANOVA) was also employed to find out
whether there are significant differences in the administrators’ supervisory
practices.
Chapter II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of the data
gathered relative to the problems raised in the study.
Problem 1. What is the profile of the school administrators in terms of the
following personal factors?
g. age,
h. sex,
i. civil status,
j. educational attainment,
k. monthly salary,
l. administrative position, and
m. length of administrative experience?
Profile of the Respondents
The profile of the school administrators in terms of the personal factors is presented
in Table 2.
On Age. Majority (17 or 44.7 %) of the administrator – respondents are along the
age bracket above 50 while one (2.6%) is within 30 and below.
On Sex. It is also seen in the table that most (23 or 60.5%) of the administrator -
respondents are male while 15 (24.3%) are female.
On Civil Status. Most of the administrators are married with a total of 36 (94.7%)
while only 2 (5.3%) registered as single.
On Educational Attainment. Of the 38 administrator – respondents, 19 (50.0%)
have master’s units while 4 (10.5%) are doctorate degree holder.
On Monthly Salary. It can be gleaned in Table 2 that majority of the administrator
– respondents (14 or 36.8%) are within the salary bracket of P35, 000 – 39, 000. On the
other hand, five (13.2%) are still on the lowest salary bracket which ranges from 20,000 –
24,000.
On Administrative Position. Most (12 or 31.6%) of the administrator – respondents
are Head Teacher III while ten (26.3%) are Principal I, and seven (18.4%) are Principal II.
Only 4 (10.5%) are registered as Head Teacher I, 3 (7.89%) are Teacher III / TIC and the
least mean rated as Principal II with two (5.26%). The data further shows that (50%) have
Principal positions because some of the schools are tagged as small schools.
On Length of Administrative Experience. Eighteen (47.4%) of the administrator –
respondents have administrative experience of 11 years and above, while 11 (28.9%) have
6 – 10 years of service and nine (23.7%) falls at the bracket 5 years and below. This
suggests that most of the respondents have a relative long period in the administration
service. It is apparent that they are not new in school administration.
Table 2
Profile of the School Administrators in Terms of Personal Factors
Variables f %
Age
Above 50 17 44.7
41 – 50 15 39.5
31 – 40 5 13.2
30 and below 1 2.6
Total 38 100
Sex
Male 23 60.5
female 15 39.5
Total 38 100
Civil Status
Single 2 5.3
Married 36 94.7
Total 38 100
Educational Attainment
With Master’s Units 19 50
Master’s Degree 11 28.9
With Doctoral Units 4 10.5
Ed.D./ Ph.D. 4 10.5
Total 38 100
Salary
P40, 000 – above 5 13.2
P35, 000 – 39, 000 14 36.8
P30, 000 – 34, 000 9 23.7
P25, 000 – 29, 000 5 13.2
P20, 000 – 24, 000 5 13.2
Total 38 100
Administrative Position
TIII / OIC 3 7.9
Head Teacher I 4 10.5
Head Teacher III 12 31.6
Principal I 10 26.3
Principal II 7 18.4
Principal III 2 5.26
Total 38 100
Length of Administrative Experience
11 years and above 18 47.4
6 – 10 11 28.9
5 years and below 9 23.7
Total 38 100
Problem 2. What is the level of the teachers’ performance along the
following:
a. teaching – learning process,
b. student learning outcomes,
c. community involvement, and
d. professional growth?
Level of Teachers Performance
Table 3 shows the level of performance of the teacher - respondents of Santiago,
Banayoyo – Lidlidda and San Emilio Districts of the Division of Ilocos Sur using the
following Key Result Areas (KRA’s): teaching learning process, student learning
outcomes, community involvement, and professional growth.
The table shows that the Teaching – Learning Process gained the highest mean of
4.42 which described as “Very Satisfactory”. This means that the teachers’ prepared
specific, measureable, attainable, realistic and time bound daily lessons using appropriate
strategies and techniques in teaching. This further indicates that teachers have well planned
instruction.
It also reveals that student learning outcomes registered a mean of 4.25 (“Very
Satisfactory”). This implies that the teachers’ action demonstrates value for learning and
the learners’ was able to grasps the lessons. In terms of assessment, the teachers are able
to interpret students’ scores and make this as a grass roots to enhance better learning
outcomes.
It is likewise revealed in the table that community involvement has a mean of 4.03
(“Very Satisfactory”) which shows that teacher’s participation and involvement in the
community are well established. This means that teachers are fully aware of the partnership
between school and the community hence it is imperative that teachers need to consider
the community as their main partner in bringing about holistic development of the learners.
Meanwhile, professional growth of teachers got the least mean of 3.51 described as
“Very Satisfactory” level of competence. This finding could be the effect of lengthy travel
in pursuing post graduate education because majority of the teachers are based in the
interior municipalities of the province.
Table 3
Level of Teachers Performance
Districts / School
Key Result Areas

Banayoyo - San
Santiago Mean DR
Lidlidda Emilio
Teaching Learning
4.33 4.58 4.34 4.42 VS
Process
Student Learning
4.03 4.37 4.34 4.25 VS
Outcomes
Community Involvement 3.77 4.37 3.94 4.03 VS
Professional Growth 3.59 3.75 3.18 3.51 VS
Overall 3.93 4.27 3.95 4.05 VS
As a whole, the table shows that the teacher – respondents garnered a mean of 4.05
describe as “Very Satisfactory” with a statistical range of (3.500 – 4.499%) level of
performance.
While the teacher – respondents got “Very Satisfactory” level in all the four key
result areas, they need to pay attention to their professional growth which registered the
lowest mean.
When rated per district level, it is evident that performance of teachers of

Banayoyo – Lidlidda Districts registered 4.27 followed by San Emilio District with 3.95
while Santiago District garnered 3.93 all described as “Very Satisfactory.”
Problem 3. What is the level of the supervisory practices of the administrators
along the following components:
e. human and public relations,
f. classroom observation,
g. guidance,
h. physical plant and facilities,
i. performance rating,
j. research,
k. evaluation, and
l. in – service training program?
The Perceived Level of the Supervisory Practices Along:
A. Human and Public Relations
Table 4 shows the mean ratings of the level of the supervisory practices along
human and public relations of the school administrators as perceived by themselves and
their teachers.
Table 4
Level of Supervisory Practices of School Administrators of Santiago, Banayoyo –
Lidlidda, and San Emilio Districts along Human and Public Relations
Administrators Supervisory
Administrators Teachers As a Whole
Practices
Human and Public Relations X DR X DR X DR
1. Respect the personality of all
individuals with whom I come in 4.89 VM 4.68 VM 4.79 VM
contact with.
2. Give full consideration to other’s
4.76 VM 4.55 VM 4.66 VM
ideas, feelings, values and suggestions.
3. Encourage social activities that build
friendly relationship among the staff, 4.66 VM 4.59 VM 4.63 VM
pupils and community.
4. Cooperate and coordinate with other
government agencies in the
4.55 VM 4.46 VM 4.51 VM
implementation of the different
programs in school and community.
5. Extend the benefits of the different
government thrusts to the community
4.63 VM 4.5 VM 4.57 VM
through assemblies and PTCA
meetings.
6. Know thoroughly the socio –
economic level of each family and of 4.34 VM 4.36 VM 4.35 VM
the neighborhood.
7. Exercise leadership in promoting
parent participation in common 4.68 VM 4.52 VM 4.6 VM
problems.
8. Adopt systematic reporting and
4.58 VM 4.43 VM 4.51 VM
recording of all reports in school.
Overall 4.64 VM 4.51 VM 4.58 VM
The table states that the administrators supervisory practices on human and public
relations reveals that most administrators respect the personality of all individuals they
come and contact with as evident in the highest registered mean of 4.89 (administrators
perception) and 4.68 (teachers perception) described as “very much” which indicates that
administrators established good working relationship among his/her subordinates by way
of respecting the different personality of people around them.
In an interview with Dr. Natividad B. Reyes, Principal II of Santiago National High
School stated that “subordination along with collaboration is very important aspect of
school administration whereas administrators should consider that all other school
personnel is important therefore it is a must for an administrator to established good human
relation in order to have smooth flow of activities.”
This further implies that in order to have an effective way of manning different type
of personnel, an administrator must put into consideration the importance of establishing
open relationship when working with personnel and staff.
Meanwhile, the implementation of item no. 6 which is “Know thoroughly the socio
– economic level of each family and of the neighborhood” registered the lowest mean by
both respondents at 4.34 and 4.36 respectively regarded as “very much”. This explains that
school administrators put more emphasis on other aspects of human and public relations
specifically on item numbers 1, 2, 3, 4, 5, 7 and 8 rather than exhausting all efforts in
determining the socio – economic status of people in the community.
On the over all, the administrators’ functions implementation as perceived by
themselves and teachers is rated with 4.64 and 4.51 described as “Very Much.”
B. Classroom Observation
Table 5 are the perceived level of the supervisory practices along classroom
visitation as perceived by the school administrators’ and their teachers. The
implementation of almost all the items is described as “Very Much”. Their mean ratings
ranges from 3.84 – 4.47.

Table 5
Lidlidda, and San Emilio Districts Classroom Obsevation
Administrators Supervisory
Administrators Teachers As a Whole
Practices
Classroom Visitation X DR X DR X DR
1. Enter the classroom quietly and sit
behind the class while the discussion 4.47 VM 4.33 VM 4.33 VM
is in progress.
2. Center my attention in all aspects
of the teaching and learning process 4.45 VM 4.35 VM 4.35 VM
during my visitation.
3. Spend a full period in the
3.84 M 4.06 M 4.06 M
classroom.
4. Have a record of my observation
4.42 VM 4.31 VM 4.31 VM
(DepEd Form 178)
5. Hold with teachers after my
4.39 VM 4.17 M 4.17 M
observation.
6. Appraise lesson plans and
4.45 VM 4.34 VM 4.34 VM
reference materials.
7. Check on adequacy of each
4.29 VM 4.24 VM 4.24 VM
material by teachers and pupils.
Administrators usually item 1 “Enters the classroom quietly and sit behind the class
while the discussion is in progress” registered the highest mean score of 4.47 (VM) as
perceived by themselves and 4.33(VM) as perceived by the teachers. However, component
along item no. 3 “Spend full period in the classroom” with 3.84 (M) and 4.06 (M) scored
the lowest mean as rated by both respondents. This implies that school administrators do
not have enough time to observed the whole duration of classes maybe because of the
following reasons; a.) So many school reports to accomplish b.) Trainings, conferences and
seminars d.) So many meetings to be attended and e.) Other school related activities.
Moreover, administrators have 4.33 (VM) as perceived by themselves and 4.26
mean score (VM) as perceived by teachers on classroom visitation which implies that
administrators practice high level of supervision on classroom visitation.
This findings is supported on the study of Monakil (1993) as mentioned by Siababa
(2003) that the principals and head teachers were concerned in the improvement of the
educative process in their school as evidenced by their sustained effort of helping teachers
teach subjects with effectiveness and efficiency.
C. Guidance
The component on guidance of the administrators’ supervisory practices is
presented in table 6 as perceived by the teachers and school administrators. The obtained
means range from 4.37 – 4.89 is described as “Very Much”.
Table 6
Lidlidda, and San Emilio Districts along Guidance
Administrators Supervisory Practices As a

Administrators Teachers
Whole
Guidance X DR X DR X DR
1. Assist teachers in the solution of their
instructional problems such as the proper
choice of teaching procedures, instructional 4.5 VM 4.33 VM 4.42 VM
materials and other relevant aspects in the
enterprise.
2. The office of the principals and head
teachers is open for all teachers and there is
4.89 VM 4.53 VM 4.71 VM
an efficient flow of communication between
the principals and teachers.
3. Show deep concern in the provision of
guidance services to the teachers and 4.68 VM 4.37 VM 4.53 VM
learners in my school.
4. As a result of the concern of guidance,
teachers are guided by the principal in the
4.39 VM 4.41 VM 4.4 VM
preparation and accomplishment of
guidance forms and records.
5. Ensure a gender sensitive and child –
4.66 VM 4.46 VM 4.56 VM
friendly environment of the school.
The table reveals that the school administrators and teachers have great sense of
communication as evident in the registered mean of 4.89 (VM) as perceived by the
administrators’ and 4.53 (VM) as perceived by teachers along item number 2, “The office
of the principals and head teachers is open for all teachers and there is an efficient flow of
communication between the principals and teachers”, as perceived by both respondents.
This further explains that school administrators who makes their office open to their
teachers at all times will most likely encourage favorable place to talk about and settle
different concerns which later contributes in bringing about good rapport between
administration and school personnel.
Meanwhile, school administrators’ and their teachers rated the lowest mean of 4.5
and 4.33 (VM) on item no. 1 “Assist teachers in the solution of their instructional problems
such as the proper choice of teaching procedures, instructional materials and other relevant
aspects in the enterprise”.
In an interview, Mr. Faustino Rapadas, Principal I of Santiago North Central School
he noted that “in today’s educational system school administrators rarely address such
concerns because teachers’ have already their own teaching guides with suggested
instructional materials to be used”. This implies that though it is the school administrators’
responsibility to assists their teachers in their instructional concerns, it does not necessarily
mean that they have to spend full time in helping their teachers select the best instructional
plans and materials to be used.
Moreover, not all school administrators are inclined in the different learning areas
that is why they are letting their teachers to attend enhancement training programs in the
different fields of specialization.
On the over all, the implementation of administrator’s supervisory practices along
guidance registered means of 4.63and 4.42 showed “Very High” level of supervisory
practices which means that school heads in Santiago, Banayoyo – Lidlidda and San Emilio
Districts are very much aware of their function to provide guidance to teachers in achieving
the desired ends of the educational system.
D. Physical Plant and Facilities
Table 7 presents the items along school plant as one of the administrator’s
supervisory practices.
Table 7
Lidlidda, and San Emilio Districts Physical Plant and Facilities
Administrators Supervisory Practices Administrators Teachers As a Whole

Physical Plant and Facilities X DR X DR X DR
1. Guide the teaching personnel and
pupils in the maintenance and operation
4.63 VM 4.47 VM 4.55 VM
of the school buildings, grounds and
equipment.
2. Try to look into different parts of the
building in order to discover
4.61 VM 4.37 VM 4.49 VM
developments that might lessen their
vitality.
3. Confer with parents/teachers and other
stakeholders regarding school facilities
4.55 VM 4.38 VM 4.47 VM
and equipment so that future deficiencies
maybe anticipated.
4. Purchase school supplies and materials
are based on the Annual Improvement 4.97 VM 4.44 VM 4.71 VM
Plan.
5. Plan for ground improvement based on
4.74 VM 4.5 VM 4.5 VM
the School Improvement Plan.
6. Distribute areas of responsibility
4.79 VM 4.44 VM 4.62 VM
among advisers.
7. Ensure that a contingency plan for
school building is evident in case
4.45 VM 4.33 VM 4.39 VM
enrollment of students will increase
rapidly.
As shown in the table administrator’s rated the highest mean of 4.97 (VM)
supported by 4.44 (VM) as perceived by teachers on item number 4, “Purchase of school
supplies and materials are based on the annual improvement plan”. This explains that
acquisition of school supplies and materials are not as simple compared to the system
before. This is more so because the department of education issued a memorandum
mandating all school heads to make their purchases based on what is written in the
submitted school annual procurement plan which means that no purchases will be approved
if not included in the AIP.
On the other hand teachers rated their school heads the highest mean of 4.50 (VM)
along item number 5, “Plan for ground improvement based on the school improvement
plan (SIP) which means that school heads put emphasis on the improvement of school
grounds with the inclusion and help of all the teachers. This is evident because public
elementary and secondary schools are even competing for the best brigade implementer’s
in the division, regional and national level.
Meanwhile item no. 7 which is “Ensure that a contingency plan for school building
is evident in case enrollment of students will increase rapidly” registered the least mean of
4.45 and 4.33 (VM) as perceived by administrators and teachers respectively. This implies
that among other components of physical plant and facilities school administrators
nowadays do not concentrate more on contingencies in terms of school building maybe

because of the massive construction of school buildings by the department of education as
part of their preparations for the full integration of the K to 12 curriculum. Besides, for the
past years rapid increase of students’ population is not evident.
Furthermore, all the functions are rated as “Very Much” (VM) with mean scores
range from 4.33 – 4.97 with overall rating of 4.68 and 4.42 both describe as “Very Much”
by the administrators and their teachers respectively.
This study correlates with the conclusion of Carabana’s study as mentioned by
Siababa (2003) that the principals’ supervisory practices most preferred and commonly
employed were those which are recognized and favored by majority of the teachers.
E. Performance Rating
Table 8 shows the mean ratings and levels of effectiveness of the supervisory
practices along Performance Rating of the school administrators as perceived by
themselves and their teachers as well. All the items are rated with 4.42 – 4.74 describe as
“Very Much” implementation under this component.
Table 8
Level of Supervisory Practices of School Administrators of Santiago,Banayoyo –
Lidlidda, and San Emilio Districts Performance Rating

Performance Rating X DR X DR X DR
1. Utilize the Individual Performance &

Commitment Review Form (IPCRF) in 4.74 VM 4.42 VM 4.58 VM
rating the performance of teachers.
2. Conduct one on one pre – evaluation

of teachers with regards to the set key 4.63 VM 4.29 VM 4.46 VM
results areas in the IPCRF to be met
3. Let teachers rate themselves and set
for a final review & evaluation before 4.79 VM 4.36 VM 4.58 VM
affixing their signature.
4. Let teachers see his/her efficiency
4.76 VM 4.39 VM 4.39 VM
rating before they are kept.
5. In points where the principals and the
teachers differ, I stimulate the teachers
4.63 VM 4.32 VM 4.48 VM
to cooperate with me to settle the matter
in the most appropriate way.
6. Make use of the performance rating
report as a means where I can exert 4.32 VM 4.23 VM 4.28 VM
pressure on teachers.
7. Make it a point that the performance
rating report is primarily for 4.66 VM 4.28 VM 4.47 VM
improvement and promotion.
The table shows that the mean for item number 3, “let the teachers rate
themselves and set for a final review & evaluation before affixing their signature” and item
1, “utilize the individual performance commitment review form (IPCRF) in rating the
performance of teachers”, gained the highest mean of 4.58 (VM) as perceived by both the
administrators and their teachers. This explains that the areas to be rated in terms of
teachers performance are well defined and agreed by both the administrator as the rater and
teachers as the ratee which means that no items can be supplemental to increase or decrease
teachers rating if not mentioned in the submitted IPCRF.
Function 6 on the other hand obtained the least rating of 4.32 and 4.23
described as “Much” by both groups. This is “make use of the performance rating report
as means where I can exert pressure to teachers.” Based on this computed means, it can be
concluded that there are still some administrators who make use of the IPCRF in a
constructive way as a tool to pressure least – performing teachers to do their duties and
responsibilities better as the others doing.

As a whole, the implementation of these seven function obtained ratings of
4.33 – 4.65 described as “Very Much” on the part of administrators and teachers.
A finding of Monakil as cited by Pagandiyan (2007) is consistent with the
findings of the present study wherein rating teachers, the respondents, generally practiced
the democratic way of letting teachers rate themselves subject to their approval.
F. Research
Shown in table 9 are the mean ratings on the supervisory practices of public school
administrators in Santiago, Banayoyo – Lidlidda, and San Emilio Districts along research.
Table 9

Lidlidda, and San Emilio Districts along Research
Administrators Supervisory Practices As a

Administrators Teachers
Whole
Research X DR X DR X DR
1. Assign a research coordinator that shall
lead the formulation of possible action 3.76 M 3.85 M 3.81 M
researchers in the school.
2. Select the best possible Problem
Identification Areas (PIC) to be given 4.03 VM 3.87 M 3.95 M
emphasis.
3. Guide the group in the formulation of
action research proposal with the purpose 3.92 M 3.89 M 3.91 M
of solving common educational problems.
4. Results of research work are being
analyzed, interpreted and reported to the
3.76 M 3.88 M 3.82 M
teachers for their information and
guidance.
5. Submit annually to the district
supervisor and the division
superintendent the results of research 3.29 M 3.92 M 3.61 M
works as done by the committee created
for the purpose.
Overall 3.75 M 3.88 M 3.82 M
The table reveals that only item 2, “select the best possible problem identification
areas (PIC’S) to be given emphasis” have variations on the perceive level of effectiveness
among respondents. The administrator rated this item with the highest mean of 4.03 (VM)
while the teacher respondents rated this item the second lowest rated mean of 3.87 (M)
among other items along research. This explains that school administrators have better
perception in terms of problem identification since administrators’ core job is management,
they know which problems should be prioritized. Meanwhile, teachers have rated this
second lowest since there is minimal involvement in terms of management and decision
making in the school.
Meanwhile, item no. 5 which is “submit annually to the district supervisor and the
division superintendent the results of research works as done by the committee created for
the purpose” registered the lowest mean of 3.61 (M). This implies that only few school
administrators and teachers were able to conduct full blown research annually.
On the overall, the administrators’ supervisory practices along research registered
3.82 described as “Much”. This indicates that do research is encourage among teachers and
administrators there are still factors that affects in the full implementation of this
supervisory practices.
In an interview with Nestor C. Herana, Principal II of Santiago North Central
School he stated that “Research is actually undertaken among schools only they are not
fully documented due to financial constraints. Besides, most of the administrators and
teachers are not inclined along this area.”
G. Evaluation
Presented in table 10 are items along administrator’s implementation of supervisory
practices related to evaluation.
Table 10

Lidlidda, and San Emilio Districts along Evaluation

Evaluation X DR X DR X DR
1. Prepare an action plan in conducting
assessments to all pupils / students 4.03 M 4.21 VM 4.12 M
quarterly.
2. There is an evaluation committee for
all subject areas created for the purpose
of testing the pupils / students at the end 3.95 M 4.04 M 4 M
of the first semester and by the end of
the school year.
3. The results are analyzed, interpreted
and made known to all the teachers and
4.11 M 4.22 VM 4.17 M
pupils / students for their information
and guidance.
4. Teachers are assisted in the
preparation of their work plan for the
performance appraisal for the school
4.24 VM 4.25 VM 4.25 VM
teachers in order to make their objective
practical, attainable and challenging to
their work.
5. Teachers are informed about the
results of their performance evaluation
thus having harmony and contentment in 4.29 VM 4.27 VM 4.28 VM
the actual implementation of various
educational thrusts and innovation.
Overall 4.12 M 4.2 M 4.16 M
As presented in the table, both the administrators and teachers perceived the highest
mean of 4.29 (VM) and 4.27 (VM) on item number 5, that is “teachers are informed about
the results of their performance evaluation thus having harmony and contentment in the
actual implementation of various educational thrusts and innovation”. This implies that
results of teacher’s performances have great impact in school administration. This is more
so because performance of school administrators’ is correlated with teacher’s performance
which means that when teachers got low rating it will be a boomerang to the school heads.
Thus, evaluation must be an avenue for the teachers and administrators to sit and talk about
ways on how to improve poor performances and maintain or exceeds performances in best
possible ways.
The administrators supervisory practices on items 1 and 2, which are “prepare an
action plan in conducting assessments to all pupils/students quarterly”, and “there is an
evaluation committee for all subject areas created for the purpose of testing the pupils/
students at the end of the first semester and by the end of the school year”, obtained mean
ratings of 4.03 and 4.21 regarded as “Much”.
The lowest mean rating of 3.95 and 4.04 both described as “Much” is given by the
administrators’ and teachers on item number 2 which reveals that school administrators put
least emphasis on this area maybe because their students are evaluated with the
administration of achievement test at the end of the school year.
School administrators gained overall mean ratings of 4.12 (M) and 4.20 (M) as
perceived by themselves and their teachers in the implementation along evaluation
component.
H. In – Service Education Program
Table 11 shows the mean ratings and levels of effectiveness of the supervisory
practices along in – service education program: professional growth are rated with 4.42 –
4.74 describe as “Very Much” is perceived by the administrators themselves and their
teachers as well.
Table 11
Lidlidda, and San Emilio Districts along In – Service Education Program
In - Service Education Program X DR X DR X DR
1. Provide a functional Learning Action

Cell (LAC) Sessions suited to the needs 4.32 VM 4.29 VM 4.31 VM
of the majority teachers.
2. Require teachers to take active part in
4.55 VM 4.32 VM 4.44 VM
planning in-service education.
3. Encourage teachers to attend
seminars, institutional workshops and
4.68 VM 4.44 VM 4.56 VM
speakerships and demonstration
teaching.
4. Provide demonstration teaching by
4.13 M 4.02 M 4.08 M
superior teachers.
5. Help teachers plan for demonstration
4.16 M 4.07 M 4.12 M
teaching.
6. Require teacher’s adequate and up to
date professional and cultural reading 4.18 M 4.06 M 4.12 M
books and magazines.
7. Encourage teachers to attend
professional meetings, Masteral and 4.5 VM 4.32 VM 4.41 VM
Doctoral Post Graduate Program.
The table reveals that item number 3, “encourage teachers to attend seminars,
institutional workshops, speakerships and demonstration teaching”, when taken singly
registered the highest mean of 4.68 (VM) by the administrators’ and 4.44 (VM) as
perceived by the teachers. This means that both of the respondents are fully aware on the
importance of in – service education program towards the attainment of higher degree of
professionalism especially among teachers. This further explains that when administrators’
encourages his/her subordinates along this area, teachers will more likely willing to attend
seminars for them to grow professionally as the saying goes “no teacher is left behind”.
This statement can be supported by the study of Monakil’s (1993) which states that
where both the principals and head teachers possessed a very strong convincing power and
encouragement to their teachers as they actively attend and participate in some forms of in
– service trainings for professional growth and enhancement.
Meanwhile, the lowest mean rating of 4.13 and 4.02 described as “Much” by both
the administrators’ and teachers respectively fall on item number 5, which is “provide
demonstration teaching by superior teachers”. This implies that school administrators of
Santiago, Banayoyo – Lidlidda and San Emilio Districts had minimal time in having
demonstration teaching because not all schools have master teachers who can have
demonstration teaching during school based learning action cell (LAC) sessions. Instead,
administrators put more emphasis on providing instructional guidance and supervision by
themselves rather than tapping the help of superior teachers to have demonstration
teaching. This is evident on the supervisory practices of administrators along classroom
visitation with 4.47 (VM) and along guidance with over rating of4.63 (VM)
As a whole, the table shows that the school administrators of the three districts
garnered a mean of 4.36 and 4.22 described as “Very Much” as perceived by themselves
and their teachers respectively. This implies that activities along in – service education
program are being practice by most of the school administrators and was given high
priorities as part of school administration.
Table 12
Summary of the Level of Supervisory Practices of Administrators of Santiago,

Banayoyo – Lidlidda and San Emilio Districts
Administrators Teachers As a whole
Supervisory Practices
X DR X DR X DR
Human Relations 4.64 VM 4.51 VM 4.58 VM
Classroom Visitation 4.33 VM 4.26 VM 4.30 VM
Guidance 4.63 VM 4.42 VM 4.53 VM
Physical Plant & Facilities 4.68 VM 4.42 VM 4.55 VM
Performance Rating 4.65 VM 4.33 VM 4.49 VM
Research 3.75 M 3.88 M 3.82 M
Evaluation 4.12 M 4.2 M 4.16 M
In-Service Education Program 4.36 VM 4.22 VM 4.29 VM
OVERALL 4.39 VM 4.28 VM 4.34 VM
It is manifested in the table that there is a “Very Much” level of supervisory
practices of the Administrators as perceived by themselves (X=4.39) and their teachers
(X=4.28). Almost all the components except research (3.82) and evaluation (4.16) were
described “Very Much” with an overall mean of 4.34. This implies that the administrators
have effectively implemented their supervisory practices for themselves and their teachers.
As a whole, the supervisory practices along human relation registered the highest
mean of 4.58 described as “Very Much” which implies that the administrators established
good rapport among his/her subordinates in realizing the mission and vision of the
educational system. On the other hand, the research component garnered the least mean
rating of 3.82 described as “Much”. This means that most of the administrators as well as
teachers do not prioritize research work maybe because they are not actually inclined to it
or they find it time constraints especially in the administration of a full blown research
work.
Table 13
Supervisory Practices of Administrators by Districts
Supervisory Practices
Performnce
OVERALL
Evaluation
Facilities &
Equipment
Classroom
Education
In-Service
Visitation
Guidance
Human&
Research
Relation
Physical
Rating
Public
Districts
X DR X DR X DR X DR X DR X DR X DR X DR X DR
Santiago 4.40 VM 4.39 VM 4.45 VM 4.56 VM 4.44 VM 3.66 M 4.10 M 4.32 VM 4.29 VM
Banayoyo
4.83 VM 4.41 VM 4.72 VM 4.73 VM 4.69 VM 4.34 VM 4.39 VM 4.42 VM 4.57 VM
- Lidlidda
San Emilio 4.50 VM 4.11 M 4.42 VM 4.35 VM 4.33 VM 3.45 M 3.98 M 4.13 M 4.16 M
AS A
4.58 VM 4.30 VM 4.53 VM 4.55 VM 4.49 VM 3.82 M 4.16 M 4.29 VM 4.34 VM
WHOLE
Table 13 shows the supervisory practices of the administrators of the three districts
in the division of Ilocos Sur. These includes Santiago, Banayoyo-Lidlidda, and San Emilio
Districts.
As revealed in the table, it is to be concluded that the supervisory practices of the
38 administrators were “Very Much” implemented with an overall mean of 4.34. In like
manner, as regards to the implementation of the eight components of supervisory practices
Banayoyo-Lidlidda District registered the highest mean (4.57) described as “Very Much”
followed by Santiago District (4.57) tagged as “Very Much”. On the other hand San Emilio
district registered the lowest mean (4.16) described as “Much”. This could be the effect of
having satellite schools where school administrators cannot really spend full time in doing
administrative tasks to all their areas covered. In addition, location of schools is also a
factor to consider in terms of school administration.
Moreover, the table reveals that the supervisory practices of school administrators’
in Santiago, Banayoyo-Lidlidda, and San Emilio Districts are very much implemented.
This implies that there is effectiveness and efficiency in the implementation along the eight
components of administrators’ supervisory practices.
Problem 4. Are there significant differences in the supervisory practices
between and among public school administrators in Santiago, Banayoyo - Lidlidda
and San Emilio Districts?
Comparison in the Supervisory Practices between and among Public School
Administrators of Santiago, Banayoyo – Lidlidda and San Emilio Districts.
Table 14 presents the significant differences in the supervisory practices between
and among the three districts in Ilocos Sur Division for the S.Y. 2016 – 2017.
Table 14
Significant Differences in the Administrators’ Supervisory Practices

Supervisory Practices F-ratio F-prob Decision
Human and Public Relations 10.945** p<.01 Reject Ho
Classroom Observation 2.079 p>.05 Do not Reject Ho
Guidance 4.055** p<.01 Reject Ho
Physical Plant and Facilities 4.041** p<.01 Reject Ho
Performance Rating 5.195** p<.01 Reject Ho
Research 6.206** p<.01 Reject Ho
Evaluation 2.838* p<.05 Reject Ho
In - service Education Program 3.560* p<.05 Reject Ho
Overall 6.245** p<.01 Reject Ho
*Significant at .05 level

**Significant at .01 level
The table reveals that there is significant differences in the supervisory practices
between and among the public school administrators of Santiago, Banayoyo – Lidlidda and
San Emilio Districts in terms of human and public relations, guidance, school plant,
performance of teachers, and research taken singly at 0.01 level of significance. Likewise,
evaluation, and in service education program registered significant differences at .05 level
of significance.
As a whole, the table shows significant differences in the administrators’
supervisory practices which means that school administrators of Santiago, Banayoyo –
Lidlidda and San Emilio Districts have variations in terms of school administration and
they are gifted with different administrative skills.
This findings is supported by the study of Aksonnit as mentioned by Siababa (2003)
that supervisors are very effective in maintaining good relations, use of working time,
planning and controlling work as perceived by themselves and their teachers.
Problem 5. Is there a significant relationship between administrators’
supervisory practices and their personal factors?
a. age,
b. sex,
c. civil status,
d. educational attainment,
e. monthly salary,
f. administrative position, and
g. length of administrative position?
Relationship Between Supervisory Practices and Administrators’ Personal Factors
The correlation coefficients showing relationships between administrators’
supervisory practices and selected personal /factors are summarized in table 15.
Table 15
Correlation Coefficient Showing the Relationship between the Supervisory Practices
and Administrators’ Personal Factors
performance rating
education program
human and public
physical plant and

observation
in - service
evaluation
classroom
guidance
relations
facilities
research
overall
age 0.096 0.196 0.19 0.077 .364* 0.175 0.203 0.165 0.225
sex -0.027 0.075 0.089 -0.093 0.142 0.081 0.112 0.106 0.085
- -
civil status -0.104 0.082 -0.177 0.079 0.15 0.04 0.019
0.011 0.064
-
educational -0.136 0.013 -0.145 0.195 0.002 0.034 0.014 0.004
attainment 0.012
-
salary -0.014 0.033 0.061 -0.132 0.23 -0.01 0.047 0.025
0.025
administrative 0.136 0.157 0.226 0.052 0.31 0.184 0.212 0.26 0.234
position
length of
administrative -0.062 0.05 0.11 -0.088 0.188 0.059 0.093 0.092 0.074
experince
*. Correlation is significant at the 0.05 level.
The table reveals that taken singly, the age of the administrators is directly related
with performance rating (.364) which denotes that as the school administrators’ matures in
the service, she/he becomes more competent in rating the performance of their teachers.
This implies that as years pass by, the level of expertise of the school administrators is
being developed by the frequent exposure to seminars, trainings, and monthly management
committee meeting (MANCOM) since school administrators are required to attend for
professional advancement
The overall administrators’ personal factors when correlated with supervisory
practices were found not significantly correlated with their personal factors except for one
that is age.
Problem 6. Is there significant relationship between the level of performance
of teachers and the supervisory practices of school administrators?
Relationship Between Administrators’ Supervisory Practices and Teachers’
Performance
Table 16 summarizes the correlation coefficient between the administrators’
supervisory practices like human and public relations, classroom observation, guidance,
physical plant and facilities, performance rating, research, evaluation and in – service
education program and teachers’ performance along the teaching learning process, student
learning outcomes, community involvement and professional growth.
Table 16
Correlation Coefficients Showing Relationship between Administrators’

Supervisory Practices and Teachers Performance
Supervisory Teaching Student

Community Professional Overall
Practices Learning Learning
Involvement Growth Performance
Process Outcome
Human and Public

0.036 - .031 0.93 0.088 0.062
Relations
Classroom
.252** .196* .237* .276** .325**
Observation
Guidance 0.14 0.071 0.142 .194* .186*
Physical Plant and
0.141 0.086 0.132 .224* .197*
Facilities
Performance
.212* 0.17 .193* .244** .277**
Rating
Research .234* 0.139 0.176 .222* .263**
Evaluation 0.026 0.041 0.03 0.125 0.074
In-Service
0.139 0.085 0.089 0.217 0.181
Education Program
Overall .745** .689** .752** .506** .909**
**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).
The table reveals that classroom visitation is significantly related with teaching
learning process with .252 level of significance. This implies that the more the
administrators supervise their teachers, the more effective teaching – learning process will
likely occur.
This is supportive on the findings on Monakil’s (1990) study as mentioned by
Siababa (2003) where principals and head teachers agreed on the importance of classroom
visitation as well as guidance and counselling.
Meanwhile the overall supervisory practices of school administrators is correlated
with the teaching – learning process with .745 level of significance. The effectiveness of
teaching – learning process related with the degree of supervision of school administrators.
On the other hand, the student learning outcome is related with the supervisory
practices of administrators with .689 level of significance on the overall.

Chapter III
SUMMARY, CONCLUSIONs, AND RECOMMENDATIONS
This chapter presents the salient findings, conclusion and recommendations
forwarded in the study.
Summary
This study was undertaken to determine the level of supervisory practices of public
school administrators and the performance of teachers of Santiago, Banayoyo – Lidlidda
and San Emilio Districts for the school year 2016 – 2017.
The supervisory practices of school administrators are limited into eight (8)
Domains; Human and Public Relations, Classroom Observation, Guidance, Physical Plant
and Facilities, Performance Rating, Research, Evaluation, and In – service Education
Program.
The personal factors of the administrator include age, sex, civil status, educational
attainment, monthly salary, administrative position, and length of administrative
experience.
Performance of teachers was based on the result of the Individual Performance
Commitment Review Form (IPCRF) for the school 2015 – 2016 which includes four (4)
key result areas, namely: teaching – learning process, students’ learning outcomes,
community involvement, and professional growth.
The population of the study included the administrators and teachers of the 38
public schools in Santiago, Banayoyo – Lidlidda and San Emilio Districts, Division of
Ilocos Sur. Total enumeration of the 38 administrators and 114 teacher representative were
used in the study.
Data on the supervisory practices of administrators and performance of teachers
were gathered by means of descriptive questionnaires adopted from Siababa (2003).
The descriptive and correlational methods of research were used in this study. The
descriptive method was used to describe the profile of the school administrators. In order
to come up with valid and reliable statistical data, the researcher used frequency,
percentage, mean Scheffe test for significant relationship, single linear correlation analysis
and one – way analysis of variance.
Findings
The following are the salient findings of the study.
1. Profile of the Public School Administrators of Santiago, Banayoyo – Lidlidda
and San Emilio Districts, Division of Ilocos Sur in Terms of Personal /
Professional Related Factors
On Age. Of the 38 administrators, 17 of them belong to the age range of 50
and above while 15 of them are within the age range 41 -50.
On Sex. Majority (23 or 60.5%) of the administrator respondents are male.
On Civil Status. Most (36 0r 94.7%) of the administrator respondents are
married.
On Educational Attainment. Majority of the administrators (19 or 50.0%)
have masteral units.
On Salary. Fourteen out of 38 school administrators are receiving monthly
salary of 35,000.00 – 39,000.00 with a mean of 36.8 %.

On Administrative Position. Most (12 or 31.6%) of the administrator – respondents
are Head Teacher III while ten (26.3%) are Principal I, and seven (18.4%) are
Principal II. Only 4 (10.5%) are registered as Head Teacher I, 3 (7.89%) are Teacher
III / TIC and the least mean rated as Principal II with two (5.26%).
Length of Administrative Experience. Most (18 or 47.4 %) of the
administrator respondents have 11 and above years of experience.
2. Level of Teachers Performance of Santiago, Banayoyo – Lidlidda and San
Emilio Districts, Division of Ilocos Sur
The overall level of teachers’ performance of Santiago, Banayoyo –
Lidlidda and San Emilio Districts, Division of Ilocos is 4.05 described as “Very
satisfactory”. Likewise, each of the three districts obtained “Very Satisfactory”
level towards teachers’ performance. Banayoyo – Lidlidda District registered the
highest mean of 4.27 followed by San Emilio District 3.95 and Santiago District
with 3.93.
3. The Level of Supervisory Practices of the Public School Administrators as
Perceived by Themselves and by the Teacher – Respondents
The level of supervisory practices of public school administrators of
Santiago, Banayoyo – Lidlidda and San Emilio Districts, Division of Ilocos Sur
was described as “Very Much” implemented as perceived by both groups with a
grand mean of 4.39 (as rated by the administrators’ themselves) and 4.28 (as rated
by the teacher – respondents).
Among the eight areas included in the supervisory practices of school
administrators’ only research (3.75%) as perceived by administrators, (3.88%) as

perceived by the teacher respondents were rated “Much” along with evaluation
(4.12% and 4.2%) as perceived by both respondents.
The overall level of supervisory practices of administrators of Santiago,
Banayoyo – Lidlidda, and San Emilio Districts was “Very Much” with a supportive
grand mean of 4.39 and 4.28 % as perceived by administrators and teacher –
respondents respectively.
4. Comparison of the Supervisory Practices between and among Public School
Administrators of Santiago, Banayoyo – Lidlidda and San Emilio Districts
Significant differences exists in the supervisory practices between and
among public school administrators of Santiago, Banayoyo – Lidlidda and San
Emilio Districts in terms of human relationship, guidance, physical plant and
facilities, performance of teachers, and research taken singly at .01 level of
significance. Meanwhile, evaluation, and in service education registered significant
differences at .05 level.
5. Relationship Between Administrators’ Supervisory Practices and their
Personal Factors
As a whole, no significant relationship was established between the
administrators’ personal factors and their supervisory practices. However, when
taken singly, age showed significant relationship with performance rating at .05
level of significance.
6. Relationship Between Administrators’ Supervisory Practices and Teachers’
Performance
Five of the eight components of administrators’ supervisory practices are
significantly related to teacher’s performance like classroom observation, guidance,

physical plant and school facilities, performance rating, and research. However, no
significant relationship was found between teacher’s performance and
administrators’ supervisory practices along with teaching – learning process
and human relation, in – service education and student learning outcome, as
well as teaching – learning process and evaluation.
Conclusions
In the light of the findings of the study, the following conclusions are drawn:
1. The school administrators of Santiago, Banayoyo – Lidlidda and San Emilio
Districts are above 50 years of age. This is expected because most of school
administrators’ are normally appointed with seniority. However, seniority is not
always the basis for quality school administration.
2. The administrators of Santiago, Banayoyo – Lidlidda and San Emilio Districts
are male dominated. Hence this is expected because of the geographical locations
of schools. Nevertheless, sex is not a major qualification of school administrator.
3. Most of the school administrators’ are married with a commanding 94.7% of the
entire population of administrator – respondents. This conforms to the observation
that most professionals are married.
4. Fifty percent of administrators’ population have masters units. This is expected
because most of them are aged 50 years and above. They are most likely not
interested anymore to continue post graduate education. However, education is a
continuous process and age is not a hindrance to it.
5. Majority of the administrators’ are dominated by Head teacher II positions, and
they are receiving a monthly salary that range from 35,000.00 – 39, 000.00 which
is not that low compared to previous salary prior to the approval of salary
standardization law of 2015.
6. Most of the administrators are in the administrative practice more than a decade.
Therefore, majority of them are already well experience in school administration.
7. The teacher respondents is described as “Very Satisfactory”. Thus, teachers are
equipped with necessary skills to be effective and efficient in the practice of
teaching.
8. The overall level of supervisory practices of administrators of Santiago,
Banayoyo – Lidlidda, and San Emilio Districts in terms of indicators is “Very
Much” which are indicative that the schools are performing at their best.
9. The administrators significantly differ as to the level of supervisory practices
which indicates that they have their own ways in school governance using all
available resources they have whether materials, non-materials and even
intellectual capability.
10. Among other domain, only age have significant relationship between
supervisory practices and administrators’ personal – professional factors. It can be
concluded that there are still other factors that might influence supervisory
practices.
11. The administrators’ supervisory practices and teachers’ performance show
significant relationship in favor of classroom observation, guidance, physical plant
& school facilities, performance rating, and research but showed no significant
relationship between teacher’s performance and administrators’ supervisory practices
along with teaching – learning process and human relation, in – service education and
student learning outcome, as well as teaching – learning process and evaluation.

Recommendations
Based from the foregoing findings and conclusions, the researcher recommends the
following:
1. As much as possible school administrators should pursue post graduate studies in
line with educational management in order to gain further knowledge in the context
of managing educational institution. Pursuing master’s and doctorate degree deepens
the opportunity of having the best managerial competence. Having units may not be
enough to promote ones’ position but a helpful tool to empower an administrator.
2. Continuous training’s and workshop about research shall be given more emphasis.
Administrators should encourage teachers to do research. Let the conduct of research
per school serve as an avenue in solving some of the issues affecting performance of
the school especially on learner’s related problem.
3. The Department of Education should consider creating new head teacher and
principal items to deserving teachers who meet the qualifications.
4. Establishment of additional Open University System of education is encourage
among tertiary education in Ilocos Sur Province in order to serve more administrators
and teachers who cannot attend regular schooling.
5. Further studies should be conducted to look into the administrator’s supervisory
practices and performance of teachers in the entire division for wider range
considering their relevance in attaining quality and efficient delivery of education
responsive to the needs of the modern society.
ABSTRACT
This study determined the level of supervisory practices of the 38 public school
administrators and performance of 114 teachers of Santiago, Banayoyo – Lidlidda and San
Emilio Districts, Division of Ilocos Sur for the School Year 2016 – 2017.
The supervisory practices of school administrators are limited into eight (8)
Domains; Human and Public Relation, Classroom Observations, Guidance, Physical Plant
and Facilities, Performance Rating, Research, Evaluation, and In – Service Training
Program.
The personal and professional factors of the respondents include age, sex, civil
status, educational attainment, monthly salary, administrative position, and length of
administrative experience.
Performance of teachers was based on the result of the Individual Performance
Commitment Review Form (IPCRF) for the school 2015 – 2016 includes four (4) key result
areas these are; teaching – learning process, students’ learning outcomes, community
involvement, and professional growth.
The study used the descriptive correlation method of research. The data were
gathered by means of questionnaires adopted from Siababa (2003). These were analyzed
and interpreted using frequency count, percentages, mean, one way analysis of variance
and simple linear correlation analysis.
It was found out that most (17 or 44.7%) of the administrators, belong to the age
range 50 and above, and (23 or 60.5%) are male, (36 or 94.7%) are married, (18 or 47.4
%) have rendered 11 and above years of administrative experience, and (19 or 50.0%)
have masteral units.
The overall level of supervisory practices of administrators of Santiago, Banayoyo
– Lidlidda, and San Emilio Districts along human relation, classroom observation,
guidance, physical plant and facilities, performance rating, research, evaluation and in -
service education program was “Very Much” with a supportive grand mean of 4.34
Teachers of Santiago, Banayoyo – Lidlidda and San Emilio Districts, Division of
Ilocos Sur are performing at the level of very satisfactory (X=4.05) in terms of teaching –
learning process, students’ learning outcomes, community involvement, and professional
growth.
It is recommended that school administrators should pursue post graduate studies
in line with educational management in order to gain further knowledge in the context of
managing educational institution. Pursuing master’s and doctorate degree deepens the
opportunity of having the best managerial competence. Having units may not be enough to
promote ones’ position but a helpful tool to empower an administrator.
Continuous training’s and workshop on research on the other hand shall be
encourage on both administrators and in order to solve some of the issues affecting
performance of the school as a whole. A follow – up study should be conducted to
determine supervisory practices and performance of teachers of other schools.

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ADMINISTRATORS REACTION TO ORGANIZATIONAL CHANGE: THE

ROLE OF ADMINISTRATORS PERSONAL ATTRIBUTES AND

TRANSFORMATIONAL LEADERSHIP STYLES

A Title Research Proposal

DR. Gilbert R. Arce, President and

Professor of the Graduate Program for Education

University of Northern Philippines

of the Requirements for the Course

Research Seminar in Education (RS399b)

“Encouraging employees to view problems in constructive perspective is the challenging

With the evolution of educational reforms, administration and supervision remains

prime movers of change in the educational system.

appropriate remedies or adjustment in the changing needs of the educational arena.

school administrators must ensure relevant leadership styles.

Leadership styles define the managerial aspects of school administration in

movements of school personnel. They can be regarded as transformational, transactional,

Dealing with a certain management styles makes an administrator be at variance to

among his subordinates.

of his ability to manage school personnel and resources effectively. In general,

administrator X exercised unique strategies and skills in leadership styles. He is

manifest by all the members and staff of the organization.

level through a strong sense of corporate principles, employee’s empowerment and

independence in the workplace. Transformational leaders inspire and motivate their

cope up with this changes.

Some of the basic characteristics of transformational leadership are inspirational,

excellent rapport. They are also good at conflict resolution.

School administrators are the administrative and professional leaders in the

embedded on the incompetency of transformational leadership styles among school

– curricular Contests / Activities, among others.

transformational leadership styles of middle school administrators as a major factor to

bring the improvement in the educational system.

based management, best gulayan sa paaralan and the likes.

study to examine the perceived level of middle level administrator’s reaction to

and to measure the influence of such characteristics to the quality of educational

school administrators in defining the importance and impact of transformational leadership

and steps in order to improve their administrative capabilities particularly in their

Statement of the Problem

role of administrator’s personal attributes and leadership styles of middle level

1. What is the profile of the school administrators in terms of the following

e. length of administrative experience, and

f. relevant training and seminars attended?

a.1 teachers teaching with technology,

a.2 research, and

a.3 enhancement trainings and seminars?

b. change in schools operation

b.1 performance appraisal system

b.2 fiscal management operation system, and

b.3 international standardization for operation?

3. What is the level of the transformational leadership styles of the administrators

along the following components:

c. inspirational motivation, and

4. What are the strengths, weaknesses, opportunities and threats of the

transformational leadership styles of middle level school administrators in the

division of Ilocos Sur?

5. What supervisory plan could be proposed?

It has been theorized that the performance of schools as an institution is related to

the topic of transformational leadership style of administrators.

On Administrators Personal Attributes

These include, age, sex, educational attainment, religious affiliation, length of

administrative experience and relevant trainings/seminars attended.

In different views, age is a considerable factor in the performance of school

Employees’ reactions to change are inﬂuenced by a number of factors. It is

organizational change is defined as the implementation of the strategies, created to change

shapes, and can affect all the organizations of the industry.