Seminar Thesis Board Final

EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY

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General Mariano Alvarez, Cavite
CHAPTER 1
The Problem and its Background
Introduction
Competence is generally defined as the ability, the
knowledge, attitudes and skills to do job effectively and
efficiently. In line of this, a lot of studies have been
done as to how school principals’ professional competencies
affect the teachers’ performance and support to school’s
vision and mission. On the other hand, the congruence of
department heads from the principals in terms of
competencies to achieve school’s goal is not given much
attention. Nevertheless, it can be argued that subject
department heads, as well as the principals, are congruent
in terms of implementation of school’s mission and vision.
As to C.M Turner (2006), the school department head is a
manager of an enterprise encompassing considerable
investment of capital in terms of finance and human skill.
He is appointed by the governing body from among the body of
practicing teachers and given some managerial experience to
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teachers working towards the education of learners. Turner
also mentioned in his in his book that most new department
heads come into office unpracticed in the skills of
management.
As stated by Abolghasemi, McCormick and Conners (1999) in
their study, “Principals are not the only leaders in school.
In particular, in secondary schools, department heads are
expected to fulfill leadership functions and influence the
culture of their schools”. Various theories exposed how
school leadership can influence stakeholders to work
together to create the goals set. Hersey (1984) revealed
leadership as having the potentials to influence the
behavior of a person or group on the situation of working
together. Blake and Mouton (1985) also stated that
leadership as a process of involvement of the other parties
for the achievement of organizational goals.
Department head in this study is a person second to
principal who has direct involvement in the administration
and management of the school. Siskin (1991) stated that “….
High schools are fundamentally different structures from

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elementary schools and one key anatomical difference is
their departmentalized differentiation of specialized
teachers”(p.136). She then emphasized that department heads
influence teacher’s teaching in secondary schools. She also
mentioned that department heads perform as middle managers
in secondary schools and exercise power over their members.
Siskin (1991) posited that:
1. “Department heads are fundamental boundaries forming
distinct subcultures within the school.”
2. “They provide links to and participation in the wider
community”.
3. “They serve as potent administrative units”. (154)
In Philippine context, according to former DEPED Secretary
Dr. Armin Luistro, “Education reforms in the Philippines can
only happen if the teachers, department heads and principals
maximize their potentials and therefore hands-on on their
jobs”. The Department of Education Position and Competency
Profile enumerated the duties and responsibilities of
Department heads as follows; supports School-Based
Management (SBM), assists in the development and

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implementation of School Improvement Plan with the Annual
Improvement Plan (AIP), ensures adherence to DepEd Orders
and other issuances, assists in maintaining the school BEIS,
assists in reporting learning outcomes to parents and other
stakeholders through the School Report Card, assists in
implementing programs of the school, assists in working for
possible accreditation, monitors in the teaching-learning
process, evaluates learning outcomes, recommends changes in
policies affecting curriculum and instruction, implements
innovation and alternative delivery schemes,
localizes/indigenizes curriculum, prepares specific budget
and count for funds received, maximizes the use of
textbooks, references and other instructional materials,
ensure proper use and maintenance of school facilities,
equipment, textbooks and supplies/materials, coordinates
with stakeholders on resource generation and mobilization,
motivates and supports teachers to attain peak performance
through awards, recognition and incentives, monitors
teachers and master teachers, recommends staffing
requirements and assists in selection and hiring of
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teachers, conducts department-based training as result of
training needs analysis, evaluate performance of teachers,
promotes harmonious working relationship among other
teachers and establishes and ensures support and cooperation
of stakeholders.
In view of all those mentioned numerous tasks, it is evident
that a leader has to have necessary professional competency
to perform their jobs; the skill for planning and
organizing, utilization and management of resources, problem
analysis and decision making, leadership and personnel
managements and human relation and community involvement
which are based from Katz’s Three-Skills Approach that
leadership (i.e., effective administration) is based on
three skills: technical, human, and conceptual.
As many researchers have been able to determine the
professional competency required for the principal and as to
how they can affect the schools’ vision and mission. This
study aims to evaluate the professional competency of Junior
High School Department Heads in the District 2, Division of
Taguig and Pateros. The researcher felt the need to give

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comparable attention to the department heads’ professional
competency which she thinks brings stronger predictor to the
school’s goal, hence, this study.
Theoretical Framework
This study is based in the concepts and theory of competency
skills of the effective administrator by Robert L. Katz.
Katz’s (1974) seminal article on the skills approach to
leadership suggested that leadership (i.e., effective
administration) is based on three mother skills: technical,
human and conceptual. Technical skill is proficiency, based
on specific knowledge, in a particular area of work. To have
technical skills means that a person is competent and
knowledgeable with respect to activities specific to
planning, organization and standard operating procedures
(Katz, 1974; Yukl, 2006) . Human skills, in contrast to
technical skills, are proficiency in working with people
based on a person’s knowledge about people and how they
behave, how they operate in groups, how to communicate
effectively with them, and their motives, attitudes and
feelings. Conceptual skills allow you to think through and

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work with ideas. Leaders with higher level of conceptual
skills are good at thinking through the ideas that form an
organization and its vision for the future. The theory
states that professional competency are elements of planning
and organizing, utilization and management of resource,
problem analysis and decision making, leadership and
personnel management and human relation and community
involvement to produce an efficient and effective
performance.
While studies often focus to the crucial role of school
principal, the findings of many of those studies cannot be
directly transferred to the role of the school principal.
Other than a dissertation by Kinsella (2011) into department
head roles in American independent schools, little research
exists in this very specific segment of the education
system. While school principals need to ensure that all the
legal responsibilities of a principal are undertaken, some
leadership functions are wisely delegated to other members
of the organization. Subject heads are being required to
manage aspects of the institution such as physical plant,
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human resources, fundraising, budgeting, governance, alumni
relations, facilities and the recruitment of students. The
numerous studies of the role of school principal have
resulted in shift in focus away from that of department
heads where the day-to-day instructional oversight rests
with them.
Significance of collaboration among school principals,
department heads and teachers are being emphasized by many
models that encourage and support others to lead. Coleman
(2011) notes that this realization of the potential
advantage of collaboration leads to focus on improving
student outcomes and develops a culture of trust. The
benefits of sharing aspects of school leadership was
supported by the work of Khasawneh (2011) who recommended
that institutions promote higher level of distributed
leadership by involving faculty in strategic discussions on
leadership and school needs, and providing professional
development support for faculty to acquire and embrace the
model of shared leadership.
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Many experts have been able to determine the competency
approach required by the school leaders towards achieving
goals, as has been highlighted that the success of the
school to improve students’ performance depends on the
competency of the school leaders (Bernard, 1978). The
concept of professional competency for the first time
popularized by Boyatzis (1982), who defines professional
competence as the ability to possess an attitude that looks
at needs work, and the condition within the organization and
delivering the desired outcomes. Thus, Drake and Roe (1986)
has built five skill competencies that must have owned by
educational leaders: Interpersonal skills, Managerial
courage skills, Priority setting skills, Functional/
technical skills and Motivating others skills.
According to Mazzeo (2003), one general approach to adopt
standards for school leaders is that they require
preparation programs to adapt to these standards. This is
intended for school leaders to play an important role in
determining the way the teachers work but the competency of
the current school leaders to prepare and develop high
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quality teachers is a competency. (Davis et al., 2005).
Therefore the documents of the Interstate School Leaders
Licensure Consortium (ISSLC, 2008) and help regulate the
function of strong school leadership by applying six
standard policy, namely; (1) set a vision in concert with
school stakeholders, (2) developing the school culture and
instructional program conducive to students and staff
professional growth, (3) ensure that school management is
effective, the agency’s resources are secure, efficient and
effective learning environment. (4) working with the staff
and the community, to respond to diverse interests and needs
of the community and encourage community resources, (5) act
with integrity, fairness and the ethical, and (6) understand
and respond to the diversity of the case including the
political, social, legal and cultural context.
School leaders’ professional competency influences the
structure, culture and mission of the school which is well
documented in literature. Hence, they have to stay updated
to the current needs on their field. Creating a vibrant and
successful learning community is a collaborative venture
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among all staff in any school. School principals should have
staff development program for their jobs are critical to the
creation and success of a school learning community..
Learning is what schools are all about and the school leader
must have enough professional competency level to understand
the ways in which every person who works in school is
connected to student learning and development. School
leaders work to embed life-long learning into the everyday
life of students and teachers knowing that, “it enriches the
ambience of the school and makes it into a place of
excitement, energy and direction” (Golde, 1998, p.2). Part
of the principal’s and department head’s role is to update
himself for the betterment of his people, to help the people
inside and outside of the school unfreeze current values ,
expectations, structures and processes so new ways of
thinking about teaching, learning and schooling can be
considered. (Bredeson, 1999). As Dufour and Berkey (1995)
suggest “Focusing on people is the most effective way to
change any organization.” They offer suggestions for ways in
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which principals can level up their professional competency.
They include :
Stay committed to people
Engage himself to staff development programs that are
purposeful and research based
Develop a commitment to professional growth
Set priority setting
Ensure a systematic collaboration throughout the school
These competency skills recognize the importance of
emotional intelligence, empathy, resilience and personal
well- being in the leadership and management of the school
and its community. School leaders regularly review their
practice and implement change in their leadership and
management approaches to suit the situation. They manage
themselves well and use ethical practices and social skills
to deal with conflict effectively. They are able to build
trust across the school community and to create a positive
learning atmosphere for students, and staff and within the
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community in which they work (Bochner and Kelly 2009). The
authors argue that someone who have achieved excellence in
interpersonal skills should be able to set and achieve
learning goals, collaborate with others and adapt the
situational changes. Five skills derived from the
interpersonal competence paradigm are offered as potential
focal points for instruction: emphatic communication,
descriptiveness, owning, self-disclosure and behavioral
flexibility.
As principals in public schools are assumed to have good
professional competency level for factors such as having
education inclined in administration and supervision,
seminars and trainings being provided to them by the DEPED
and etc., we have at least enough confidence on the
effectiveness specifically on the professional competence
they have. The researcher would like to check and determine
also how much the professional competency level of Junior
High School Department Heads as input for their staff
development program.
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Conceptual Framework
Department heads in secondary schools are indeed very
important in the management of the school. The success or
failure of the school depends also to a large extent of how
the department heads manages its teachers. Because education
is dynamic, the system and components must be reinforced and
improved as they were suggested and emphasized by lots of
theories and approaches. Components of a successful school
leaders’ professional competencies are planning and
organizing, utilization and management of resource, problem
analysis and decision making, leadership and personnel
management and human relation and community involvement. As
many studies exist and prove that public school principals
are well fed up of seminars and training related to
administration and supervision and have educational
background inclined of the said course, this may be
different in the case of department heads. As the researcher
is a secondary public teacher, she wants to give comparable
attention to department heads’ professional competencies as
to how they affect the school’s goals and what are the
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factors to blame in their professional competency level.
This is the basis to approve the study regarding the Junior
High School Department Heads’ Professional Competencies in
District 2, Division of Taguig and Pateros.
INPUT PROCESS OUTPUT
1. Professional
Profile of Junior
High School Assessment of the
Department Heads school principals,
2. Professional teachers and
Competencies as department heads
to: themselves on the
Professional
2.1 Planning and
competencies of Staff Development
Organizing
Junior High School
Program on the
2.2 Utilization Department Heads
Junior High School
and Management of
-Surveys Department Heads
resources
Professional
-Observation
2.3 Problem Competencies.
analysis and -Documentary
Decision making Analysis
2.4 Leadership and -Presentation and
Personnel interpretation of
management
data
2.5 Human Relation
and Community
Involvement
Figure I Conceptual Framework on the Professional Competencies of

the Junior High School Department Heads in District 2, Division of
Taguig and Pateros: Basis for Intervention Scheme
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Statement of the Problem
This study will determine the professional competencies of
Junior High School Department Heads in District 2, Division
of Taguig and Pateros. Specifically, it will answer the
following;
1. How may the profile of the Junior High School
Department Heads be described in terms of:
1.1 Educational Attainment
1.2 Fields of Specialization
1.3 Eligibility
1.4 Length of Service; and
1.5 Relevant Seminars and Trainings attended?
2. How do the school administrators, teachers and
department heads themselves assess the professional
competencies as to:
2.1 Planning and organizing
2.2 Utilization and management of resources
2.3 Problem analysis and decision making:
2.4 Leadership and personnel management
2.5 Human relation and community involvement?

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3. Is there a significant relationship between the
professional profile and the professional competencies?
4. Is there a significant difference in the assessment of
the three (3) groups of respondents on the professional
competencies?
5. Based on findings, what Instructional intervention
scheme may be offered for implementation?
Hypotheses
1. There is no significant difference between the
professional profile and the professional competencies of
department heads.
2. There is no significant difference in the assessment of
the three groups of respondents on the professional
competencies.
Scope and Limitation of the Study
This study covers three groups of data namely; the profile
of the Junior High School Department Heads and the
professional competencies as perceived by themselves,
school administrators and teachers which have something to

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do with Planning and Organizing, Utilization and Management
of Resources, Problem analysis and Decision Making,
Leadership and Personnel Management and Human Relation and
Community Involvement.
This study seeks to determine the professional competencies
of Junior High School Department Heads in District 2,
Division of Taguig and Pateros. It also aims how their
professional profile affects to their professional
competencies and what staff intervention scheme will help
them to achieve being professional competent. Since the
study is about professional competencies of Junior High
School Department Heads and the researcher is currently
employed as a secondary public school teacher, the subjects
of the study are the Junior High School Department Heads in
District 2, Division of Taguig and Pateros . The respondents
of the study will be the school principals, department heads
and some selected teachers.
The professional profile and the level of professional
competencies of Junior High School Department Heads will be
used as basis for Instructional intervention scheme.

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The descriptive method of research will be employed using
questionnaires as the source of data, supported by
interviews.
Significance of the Study
School Department Heads are one of the stewards of learning
who value learning and commit themselves to it in their
daily work. They understand the connections among teacher
professional development, student learning and the school
quality. Believing that school department head learning is
an integral part of school improvement, they communicate its
value and purposes consistently to staff, students, parents,
school board members and other policy makers.
This study will be conducted primarily because of its
invaluable contributions to several groups of people. To the
Junior High School Department Heads, the findings of this
study can help them become aware of their strengths and
weaknesses in terms of professional competencies needed for
effective leadership management. Results of this study can
provide input in public school teachers’ performance and may
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lead to the improvement of the teaching learning process.
Likewise, the study can be of help to aspiring department
heads and other professionals in developing the skills of a
leader which are significant factors in maximum performance
and goal attainment.
For DEPED specialists and private schools organization, the
findings of this study may be beneficial in developing
professional competencies program to upgrade department
heads’ skills.
To anyone who needs to awaken their capabilities in managing
staff, the study may provide insights towards the
improvement of performance and overall effectiveness.
Definition of Terms
The following terms are defined as how they will be used in
this study;
Competency- This is the ability to do something successfully
or efficiently.
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Human relation and community involvement- This term refers
to school department heads’ ability to invest extra time
without being compensated and build good relationships to
teachers and others.
Leadership and personnel management- This term refers to
school department heads’ ability to create satisfied
workforce.
Planning and Organizing- This term refers to school
department heads’ thinking about organizing activities to
achieve a desired goal.
Problem analysis and decision making- This is the school
department heads’ ability to arrive for the best solution in
any problem.
Professional competencies of junior high school department
heads- This term refers to the capability of school
department heads to perform the duties of one’s profession
generally, or to perform a particular professional task,
with skill of an acceptable quality.
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Utilization and management of resources- This is the ability
of the school department heads to use department’s/school’s
resources in the most efficient way possible.
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CHAPTER 2
Review of Related Literature and Studies
This chapter presents related literature as well as
unpublished studies that guided this researcher in the
presentation of the different sections of this study.
Local Literature
According to Garcia, there are many efficient leaders who
seem to be searching for the right balance between managing
and leading. He found out that, these principals recognized
and accepted both functions as essential but reported that
the reform movement was squeezing them between contradictory
demands. On the other hand, restructuring has pushed more
management decisions to the school site, on the other hand,
the current management theories emphasized the importance of
empowering leadership. This creates an obvious time crunch,
as well as the challenge of being both efficient and
collaborative. In the country however, the situations
mentioned already support the reason why top-down
orientation still remains and quite slow to transform itself
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on the new principles of leadership and management through
empowerment. But then, it is also good to review and reform
the management functions of the present and future breed of
school managers to make them more productive, dynamic and
efficient like their counterparts in various part of the
world. They should be made ready to meet the challenges of
this constantly changing world particularly now in the face
of the effective implementation of School Based Management
(SBM).
Elisa (2014) Most of the recent literature on the
principalship have focused on the role of the school leader
as instructional leader. But management is seen as important
as the instructional leadership (Jones, 2010, Kruse and
Louis, 2009). When school improvement occurs, school leaders
say a central role in (a) ensuring that resources-money,
time and professional development—align with instructional
goals, (b) supporting professional growth of teachers in a
variety of interconnected ways, (c) including teachers in
the information loop, (d) cultivating the relationship
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between the school and community, and (e) managing the day-
to-day tasks of running a school.
Planning. Planning is essential in management because it
provides a sense of direction and purpose, outlines the
kinds of tasks they will be performing and explains how the
activities would relate to the overall goal of the
organization—school. With this information, teachers would
know exactly how to use their time and energies efficiently
and effectively and to avoid wasting valuable human
resource.
Organizing. Elisa (2014) cited Argyris (2011), Once the
principals have developed workable plans and the method for
attaining them, they must design an organization that will
successfully implement it. He identified three essential
elements in organizing: developing the structure of the
organization, acquiring and developing human resources, and
establishing communication patterns and networks.
Pointed out by Gilbert m. Forbes, DEPED Quezon, effective
school leaders are expected to be academically goal oriented
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and supervise instructional and co-curricular practices
accordingly. They motivate and support the teachers,
encourage the community and other school stakeholders to be
involved in the educational program and encourage
participatory decision making. They are also faced with the
complex task of creating a school wide vision, being an
instructional leader-planning for effective professional
development, guiding teachers, handling discipline,
attending important events and needs and all the other
minute details that come with supervising and managing a
school(Pichard 2000). The job of a school principal if not
more demanding and difficult than an ordinary teacher, is
expected to be equal, hence “the quality of school
principals as school managers is a factor in improving the
quality of education” (EDCOM 1992)
Foreign Literature
Pisonova (2014) stated in School Leaders’ Competencies in
Management Area that quality of school leaders and managers
is one of the basic factors influencing significantly
quality of teaching and learning processes at each level of

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the system of education. To optimize professional training
of school leaders the authors carried out a broad research
which aim was to identify both of a school leader competence
profile and needs and requirements derived from their
current everyday practice. In the paper the author presents
main results of one part of their research related to school
leader competencies in management area, which they divided
into four components; strategy creation, teaching and
process administration, ensuring and managing development of
the school, managing human resource development. Each of
these components comprises a lot of different items-
competencies a successful leader should dispose. Signifance
of some of them, specified as the most important, was
assessed by mean of a four-point scale by a research sample
consisted of 93 school-leaders/head teachers. The results
showed that the practicing school leaders consider as the
most significant competencies of a school leader profile
mentioned components of the management area competency to
create motivational strategies based on shared values of the
school, competency to create and develop learning
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environment effective for pupils and students’ learning,
competency to define clearly, distribute and delegate
responsibilities and power scopes and tasks and competency
to lead and control colleagues. From the research results,
one can derive topics which the attention should be focused
on to offer school leaders and school department heads an
adequate profession education and training to improve and
develop appropriate key competencies a good school leader
should be characterized by.
Thornton (2015) stated that school leaders as managers tell
people what to do, how to do it and when to have it
completed by. They assign roles and responsibilities, set
standards and define expectations.
1. Delegating Communications- The manager can use a
directing or discussing style as to what needs to be
accomplished.
2. Goal-setting- Specific goals and deadlines are
established when the task is initially delegated.
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3. Decision-Making-Decisions as to how the task will be
accomplished are left to the employee. Employees have
the power to take action to achieve the desired goals.
4. Providing feedback- Managers do not provide it but
rather require it. They ask employees to identify their
key “lessons learned”.
5. Rewards and recognition- Managers reward and recognize
people, who demonstrate the ability to work
independently, make decisions and get the job done.
6. He points out something to remember when using the
Delegating style:
 Challenge people but do not overwhelm them.
 Show confidence in the person’s ability to get the
job done.
 Do not over delegate to the same one or two “star”
performers.
 When delegating a long-term project establish
specific follow up dates.
 Avoid “reverse delegation”.
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 Never delegate the responsibility for
administering discipline or dealing with an
employee’s personal issues.
Vitasa (2014) stated that one of the four functions of
management, leading can be both extremely important and
challenging, along with planning, organizing and
controlling. All managers will execute these functions of
management. Leadership deals with who is going to execute
the plans and how they will be led. Label of “Leadership” or
people on people had been used. The leader must have a clear
vision and mission. If one cannot answer clearly what he/she
is trying to do and what ought to work, then he/she is not
ready to start. See that the right people are selected, and
ensure that they buy into the vision, mission and plan.
Parker and Wilson (2012) stated that department heads need a
certain set of professional competencies in order to be
effective within their roles. They contend that it is
crucial to understand and identify the role of a department
head in order to understand the competencies necessary for
the effective management of department. They further argue

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that it is imperative for all department heads to have a
clear understanding of what their roles entail in order to
be adequately prepared to make the transition from lecturer
to academic head. Several authors have commented on the
variety of roles of the department heads need to perform.
Different authors, however, emphasized different roles
within the higher education institution. These roles can be
categorized as academic, administrative, managerial and
leading roles.
Locke and Anderson (2015) explored on the downside of
looking like a leader. They found out that people
participated less in a discussion when they interacted with
a powerful individual who exhibited confidence than when a
powerful individual did not exhibit confidence because they
viewed that individual to be more competent. With this, they
tend not to be participative anymore because of the low
self-esteem that they exhibited as a result of the more
confident leader. Participative organizational climate
yields an innovative behavior in organization.
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Local Studies
Bernardino (2014) stated on her study the relationship
between the managerial competencies of secondary school
principals and the performance of the teachers in the
district of Nagcarlan-Rizal. It proved that the management
competence of such principals as to human relation,
technical, and conceptual skills were satisfactory. However,
she recommends among others that principal’s should continue
their professional growth.
Bernardino (2014) stated also in in her study that teachers
perceived their school administrators very much who applied
coordinating and organizing practices. However, there are
still inadequacies on the extent of their application in
terms of planning, motivating, controlling, evaluating and
supervising. The results revealed that school administrators
still need to improve their skills along these areas. In
controlling practices, the perceptions of school
administrators and teachers significantly differ. The
administrators need to improve their practices along these
areas.
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Nemia (2016) identified the competencies and its
relationship to the organizational leadership skills of the
principals in selected Catholic Schools in Bicol Region
(Main Land). Seven variables were considered in assessing
the managerial competencies. Respondent teachers found their
principals competent in their managerial functions. Six
dimensions of organizational leadership skills were
considered by the respondent teachers in assessing their
principals. Respondent teachers in the large schools found
their principals skilled in their functions as to technical
leadership, human leadership, educational leadership,
symbolic leadership and instructional leadership. Managerial
competencies of planning, organizing, directing, delegating,
controlling, coordinating and budgeting have significant
relationships on the organizational leadership skills like
technical leadership, human leadership, educational
leadership, symbolic leadership, and instructional
leadership.
Blasquillo (2015) on her study “The Compatibility of
Management Style of the School Heads and the Level of
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Teachers’ Aspirations in Selected Schools in Balecuatro Area
of Northern Samar” revealed that experienced individuals are
most likely to achieve success in solving problems they
handle in any situation in their class than inexperienced
one. Furthermore, she also concluded that it’s not always
the number of training programs attended which determines
assurance of becoming a practicing and competent teachers,
rather, the quality of the training delivery, the absorptive
capacity, the willingness of the participants to implement
learning, and the monitoring scheme of the training
management to follow-up learning of the students.
Miranda (2014) cited the close relationship between human
relations and management. Negative attitudes and low morale
frequently serve as indicators of more basic problems,
therefore, instead of being considered problems to be
corrected, they should be treated as symptoms requiring
further analysis. The superior should endeavor to exercise
their leadership qualities out of the harmonious
relationship between management and the employee.
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Foreign Studies
Leadership according to Nemec (2006) as cited by Llantos
(2014), leadership in school and the impact of emotional
literacy. Paper presented at the SELF International
Conference, Michigan, May, talks about the need for school
leaders to have “heart power” referring to the qualities of
confidence, commitment, courage, consideration, courtesy,
compassion, conciliatory skills and communication. He claims
that such qualities come from the heart and supersede
technical abilities, and enable the principal to build trust
as a foundation and works towards achieving school goals
relationally via focus on people.
Leithwood, K. (2016) ) on his study “Department Head
Leadership for school improvement” , that significant number
of secondary schools, department heads are underutilized, if
not untapped, source of instructional leadership, the type
of leadership critical to secondary-school improvement
initiatives. Forty-two methodologically diverse empirical
studies were used to inquire about department head
contributions to secondary school improvement. Results

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indicate that department head effects on students are
positive, practically meaningful and larger than school
effects. Well-functioning departments are powerful center of
improvement. But significant hurdles to effective department
head leadership often minimize its effect, for example, some
secondary teacher cultures, some teacher union policies and
some heads’ own conceptions of their roles and
responsibilities. Conditions enabling successful department
head leadership identified.
Chui, H.S et. Al (2014) cited on his study the relationship
between the vision and five dimensions of leadership in Hong
Kong. A survey was carried out on 48 secondary schools
involving 548 teachers. Half of the sample schools were in a
pilot scheme of school-based management, the school
management initiative (SMI). Factor analysis and multiple
regression were used to analyze data. The results suggested
that five dimensions of leadership behavior were all
significantly related to the vision of principals for both
types of schools. Whether the school was participating in
the SMI or not also had a significant effect on the
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relationship between the vision of the school leaders and
three dimensions of leadership behavior. Contrary to the
expectations of the SMI and the suggestions by some
researchers that teachers need to be particularly empowered
in schools undergoing reforms, the findings of this study
demonstrated that for principals with average and below
average scores on vision, the degree of empowerment
perceived by teachers in schools under the SMI was lower
than for schools not under the reform. However, principals
with high vision in schools under the reform had the highest
scores in all five dimensions of leadership behavior. The
SMI may provide opportunities of leadership for leaders with
vision to bring about a better environment for school
improvement. These results provide important insights for
those responsible for the implementation and evaluation of
the SMI in Hong Kong, and perhaps for other systems
devolving decision-making power to more self-managing
schools.
Dizon (2014) cited Prof. Patrick Griffim that leaders
demonstrate the capacity to optimize the school’s financial,
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human, and physical resources through sound management
practices and organizational systems that contribute to the
achievement of the school’s vision and goals. Here are some
of leadership behaviors in this area:
1. Leaders foster a common understanding of the school
context among the school community.
2. Help other to understand the impact of change on people
and school.
3. Audit and monitor the adequacy of the resources to
implement learning and teaching policies.
4. Hold themselves accountable for making decisions in
accordance with department and regulate requirement.
5. Share their own performance plan to demonstrate
alignment with school priorities and provide
opportunities for others to develop their skills at
giving, receiving and interpreting feedback.
Human leadership as stated by him is a situation in which
leaders act as a collaborator who must possess the ability
to initiate and operate with the political framework without
exerting undue influential power. His or her goal is to

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recognize people and encourage groups to articulate needs
and mobilize. She further stressed Patrick Griffins’ (2005)
definition of educational leadership as one who has
effective leaders that demonstrate the capacity to lead and
monitor the school improvement process to a current critical
understanding of the learning in every classroom in the
school.
Synthesis of Related Literature and Studies
Based from the above-mentioned literature and studies, it
implied that a school leader, a school principal or
department head, must possess a specific set of skills to
succeed in their role. Since they are the school leaders who
hold different roles and responsibilities, they need diverse
competencies as to how they possess those brings a huge
impact to the performance of their teachers, so as the
school. Many different terms for leaders’ competencies were
mentioned by different researchers but those were the same
in context and ideas, as the researchers utilized different
theories about leaders’ competencies from different
theorists and experts.

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Chapter 3
Methodology and Procedure
Research Design
The descriptive method of research will be used in this
study since it seeks to find out the Professional
Competencies of Department Heads in District 2, Division of
Taguig And Pateros.
According to Aquino 1, descriptive research is fact-finding
with adequate interpretation. The descriptive method is
something more and beyond just data gathering. The true
meaning of the data collected should be reported from the
point of view of the objectives and the basic assumption of
the project under way. It deals with a cross section of the
present of duration sufficient for examination, that is,
present time. Its purpose is to get groups of classified,
generalized and interpreted data, for guidance or practice
in the immediate future.
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Population and Sampling
Purposive Sampling techniques will be used in this study.
The subjects of the study are composed of three groups. The
first group is the school principals, the second group is
the department heads and the third group is the selected
teachers.
The table 1 Population and Sampling of the Study:
Table 1.
Distribution of the Population and Sample by District and
School
Head No. Of Teachers

Cluster/School Principals
Teachers N n
District 2
Gat Andres
Bonifacio High 1 8 40
School
Taguig National
1 8 95
High School
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Taguig Science
1 8 50
High School
Signal Village
National High 1 8 190
School
Gen. Ricardo G.
Papa Sr. Memorial 1 8 140
H.S
Upper Bicutan
1 8 170
National H.S
Tipas National
1 8 140
H.S
Senator Renato
Campanero
Memorial Science 1 8 50
and Technology
H.S
Total 8 36 875
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Respondents of the Study
The study will be conducted in District 2, Division of
Taguig and Pateros. The respondents namely the school
principals, the department heads and the teachers.
Table 2
Respondents of the Study
Respondents Frequency Percentage
School Principals
Department Heads
Teachers
Total
Table 3
Respondents as to Educational Attainment
Educational Department
Attainment Heads Total
Doctorate Degree F % f %
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Master's Degree with
Doctoral Units
Master's Degree
Baccalaureate Degree
with MA units
Baccalaureate Degree
Total
Table 4
Respondents as to Fields of Specialization
Fields of Department
Specialization Heads Total
F % f %
English
Filipino
Mathematics
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Science
Araling Panlipunan
TLE
ESP
MAPEH
Total
Table 5
Respondents as to Length in Service
Department
Years in Service
Heads Total
F % f %
31 and Above
25-30 years
21-25 years
11-20 years
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6-15 years
6-10 years
1-5 years
Total
Table 6
Respondents as to Related Seminars and Trainings
Department
Seminars Attended
Heads Total
F % f %
International
National
Regional
Local
School Based
Total
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Research Instrument
The main data gathering tool is questionnaire. The
questionnaire incorporated all the various items and
variables for the researcher to answer her specific
objective.
The different parts are:
1. Demographic profile of Junior High School Department
heads
2. Level of Professional Competencies in terms of:
2.1 Planning and organizing
2.2 Utilization and management of resources
2.3 Problem analysis and decision making
2.4 Leadership and personnel management
2.5 Human relation and community involvement
The formulations of the items are based on the researcher’s
intensive reading of various sources such as books, seminar
papers, thesis and other educational researches pertinent to
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the indicators. All items are deemed comprehensive and
reflective of the professional competency skills expected to
private school principals.
The items are arranged that opposite each item there are
five options that describe how often the Junior High School
Department heads manifest a particular professional
competency using such descriptive terms as “always, often,
occasionally, seldom and never. Each of the options is
weighted quantitatively using a five-point scale derived for
the purpose. The equivocal weight for the options is the
following.
Always---- 5, which means that the competency are
manifested all the times
Often---- 4, which means that the competency are
manifested most of the times.
Occasionally----3, which means that the competency are
manifested less than often.
Seldom----2, which means that the competency are
rarely
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Never----- 1, which means that the competency are not
manifested at all.
Aside from the questionnaire, the researcher will use
interview. She will ask questions from the teachers and non-
teaching personnel regarding the professional competency of
their respective Department heads.
All those mentioned instruments will be used to verify the
findings needed to answer the specific problems of this
study.
Data Gathering Procedures
The researcher will secure permission from the school
division superintendent, district supervisor and school
principal covered by the study to distribute questionnaires
and will retrieve them to the scheduled date and will
conduct interview with the Department heads.
Each respondent will give options to freely describe what he
believes best describes his/her school management practices.
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Statistical Treatment of Data
Collected data will be tabulated, tallied, analyzed and
presented in textual and tabular forms. Further, the data is
subjected to analysis both the area of descriptive and
inferential statistics.
For problems 1 and 2, frequency distribution and weighted
mean will be utilized. This will enable the researcher to
find out the profile of the Junior High School Department
heads respondents and the extent of evaluation on their
professional competency. The formula to use is:
VM= ∑FX/ N
Where
WM= is the weighted mean
F= the frequency of each item
X= The assigned weights
N= Total number of respondents
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∑FX= is the sum total of the frequency multiplied by the
assigned weights
The scale values, weighted mean and the verbal
interpretation adopted in this study were as follows:
Scale Values Weighted Mean Interpretation
5 4.50-5.00 Always(A)
4 3.50-4.49 Often(O)
3 2.50-3.49 Occasionally(Occ)
2 1.50-2.49 Seldom
1 1.00-1.49 Never(N)
For problem 3 , chi-square test of relationship will be used
to determine the relationship of the Junior High School
Department head respondents’ profile variables and their
evaluation on their professional competency.
∑(𝑓𝑜 − 𝑓𝑒)2
𝑥2 =
𝑓𝑒
Where: 𝑥 2 = 𝑐ℎ𝑖 − 𝑠𝑞𝑢𝑎𝑟𝑒 𝑡𝑒𝑠𝑡
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fo= observed frequency
fe= expected frequency
∑= summation sign
All computed measures will be compared to chi-square
critical value and will be tested at the 5% probability
level with (r-1)(c-1) degrees of freedom (r is the number of
rows and c is the number of columns of each variable to
analyze.
For problem 4
The Anova will be employed to compare the significant
differences between the extent of evaluation to be made by
the Junior High School Department heads themselves, school
principals and teachers on the professional competency of
Junior High School Department heads.
Anova Formula
ANOVA is a statistical test which analyzes variance. It is
helpful in making comparison of two or more means which
enables a researcher to draw various results and predictions
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about two or more sets of data. ANOVA test includes one-way
ANOVA, two-way ANOVA or multiple ANOVA depending upon the
type and arrangement of the data. One-way ANOVA has the
following test statistics:
𝑀𝑆𝑇
𝐹 =
𝑀𝑆𝐸
Where,
F = Anova Coefficient
MST = Mean sum of squares due to treatment
MSE = Mean sum of squares due to error.
Formula for MST is given below:
𝑆𝑆𝑇
𝑀𝑆𝑇 =
𝑝−1
𝑆𝑆𝑇 = ∑ 𝑛 (𝑥 − 𝑥)2
Where,
SST = Sum of squares due to treatment
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p = Total number of populations
n = Total number of samples in a population.
Formula for MSE is given below:
𝑆𝑆𝐸
𝑀𝑆𝐸 =
𝑁−𝑝
𝑆𝑆𝐸 = ∑(𝑛 − 1)𝑆 2
Where,
SSE = Sum of squares due to error
S = Standard deviation of the samples
N = Total number of observations.
 Standard Deviation
∑(𝑥 − 𝑥)2
𝜎=√
𝑁
where
𝜎 = 𝑡ℎ𝑒 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
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𝑥= each value in the population
𝑥 = the mean of the values
𝑁 = the number of values (population)
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REFERENCES:
http://en.m.wikipedia.org/wiki/Situational_leadership_theory
http://www.tandfonline.com/doi/abs/10.1080/0022062740060205/
journalCode=cjeh20
http://www.academia.edu/30723121/THE_SUPERVISORY_SKILLS_OF_P
UBLIC_ELEMENTARY_SCHOOL_PRINCIPALS_IN_THE_DISTRICT_OF_RODRIG
UEZ_1_AND
II_DIVISION_OF_RIZAL_In_Partial_Fulfillment_of_the_Requireme
nts_for_the_Degree_Master_of
Arts_In_Education_Major_in_Educational_Management
http://www.researchgate.net/publication/242347341_The_Import
ance_of_depaertment_heads_in_the_development_of
_teachers_support_for_school_vision
Joma Palma Regio(2016). “Ideal and Practiced Leadership
Styles of Elementary School Administrators in the Division
of Marinduque: Basis for School Leadership Training”,
Rosemarie Castillo (2016). “Conflict Management Strategies
and Practiced Pinoy Leadership Styles of Elementary School
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Administrators in the District of Atimonan, Division of
Quezon: Implication to School Management”
American Management Association (2000) Managerial Skills and
Competencies, National Survey by AMA
Espartero (2014) Leadership Styles, Managerial Skills, 21st
Century Competencies and Role in Community Development of
Women Leaders in the Universities: Bases for a Management
Development Program
Samutong (2004) “Demographic and Personality Attributes Job-
Related Factors, Managerial Skills and Technology Management
Performance in Vocational Colleges in Sampang Province,
Thailand
Blasquillo (2015) “The Compatibility of Management Style of
the School Heads and the Level of Teachers’ Aspirations in
Selected Schools
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Questionnaire
Directions: Please read the items below and place a check in
the box to indicate your answer on the space provided.
Part I Professional Profile
Category of Respondents: ( ) Teacher ( ) School Principal
( ) Department Head
Name(Optional):_____________________________________________
Educational Attainment :
( ) 1. Doctorate Degree
( ) 2. Master’s Degree with Doctoral Units
( ) 3. Master’s Degree
( ) 4. Baccalaureate Degree with MA units
( ) 5. Baccalaureate Degree
( ) 6. Others, please specify
__________________________________________
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Fields of Specialization
( ) 1. Filipino
( ) 2. English
( ) 3. Mathematics
( ) 4. Science
( ) 5. Araling Panlipunan
( ) 6. ESP
( ) 7. TLE
( ) 8. MAPEH
Eligibility:
( ) 1. Licensure Examination for Teachers (LET)
( ) 2. Professional Board Examination for Teachers
(PBET)
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Length of Service:
( ) 1-10 years ( ) 31- Above years
( ) 11-20 years
( ) 21-30 years
Seminars Attended:
( ) 1. International ( ) 4. Local
( ) 2. National ( ) 5. School-Based
( ) 3. Regional
Part II
Assessment of the variables such as Planning and Organizing,
Utilization and Management of Resources, Problem Analysis
and Decision Making, Leadership and Personnel Management and
Human Relations and Community Development. The scale values,
weighted mean and the verbal interpretation adopted in this
study are as follows:
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Scale Values Weighted Mean Interpretation
5 4.50-5.00 Always(A)
4 3.50-4.49 Often(O)
3 2.50-3.49 Occasionally(Occ)
2 1.50-2.49 Seldom(S)
1 1.00-1.49 Never(N)
The indicators of survey questionnaire were adopted from
Competency Frameworks for Southeast Asian School Heads 2014
Edition of Southeast Asian Ministers of Education
Organization Regional Center for Educational Innovation and
Technology. It was validated in terms of content of
substance by the adviser, experienced teachers and
administrators and likewise the survey questionnaire was
subjected to dry run or pre listing to validate or confirm
its understandability and complexity to the target
respondents.
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Organizing and Planning A O OCC S N
1. Leads in formulating a plan of
action for programs and projects.
2. Ensures that programs and projects
support students’ performance.
3. Supervises and evaluates programs
and project implementation.
4. Demonstrates knowledge and
understanding of the strategic
planning process.
5. Directs curriculum implementation
Utilization and Management of A O OCC S N
Resources
1. Manages budget with flexibility and
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use funds judiciously within overall
budget.
2. Conducts budget planning in
relation to overall school improvement
plan.
3. Allocates funds for improvement and
maintenance of school physical
facilities.
4. Promotes the use of technology for
effective school management and
networking.
5. Supervises facilities and equipment
management to ensure a safe and
conducive learning environment.
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Problem Analysis and Decision Making A O OCC S N
1. Exercises sound judgment based on
facts, experience and functional
knowledge.
2. Demonstrates the ability to make
timely and effectively decision based
on prescribed national policies,
appropriate tools and process.
3. Takes responsibilities for
decisions made.
4. Focuses attention on critical tasks
and manages critical tasks.
5. Demonstrates optimisms and positive
thinking when making decisions.
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Leadership and Personnel Management A O OCC S N
1. Conducts teachers’ performance
appraisals.
2. Creates a school culture where
teachers collaborate, learn from each
other and grow professionally.
3. Uses a range of professional
development strategies to facilitate
staff professional growth.
4. Ensures that the staff take
responsibility in improving their
performance.
5. Takes appropriate personnel action
for non-performing staff.
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Human Relations and Community A O OCC S N
Involvement
1. Builds and sustains networks with
teachers, students, parents and the
community.
2. Sets expectations, roles and
responsibilities of the school and the
community in providing quality
education.
3. Engages stakeholders in planning
and implementing school program.
4. Uses language appropriate to
different stakeholders.
5. Reaches out to community
stakeholders for total involvement in
school affairs.
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CURRICULUM VITAE
MARY ROSE M. SARMIENTO
Block 2 Lot 2 Ohio Street,
Barcelona 3, Buhay na Tubig,
Imus Cavite
Mobile Number: 09305301046
Email Address: mhei.sarmiento@yahoo.com
PERSONAL PROFILE
Date of Birth: May 21, 1993
Place of Birth: Jaen, Nueva Ecija
Civil Status: Single
Height: 5’
Religion: Iglesia Ni Cristo
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EDUCATIONAL BACKGROUND
2016-Present Eulogio “Amang” Rodriguez Institute
of Science and Technology
2009-2014 Polytechnic University of the Philippines-
Taguig
2005-2009 Putlod San Jose National High School-
Putlod, Jaen, Nueva Ecija
1999-2005 Sto. Tomas South Elementary School-Sto.
Tomas South, Jaen, Nueva Ecija
WORK EXPERIENCE
October 2017-Present Upper Bicutan National High School-
General Santos Ave., Central Bicutan, Taguig
May 2014-May 2017 Alta Tierra Integrated School- General
Mariano Alvarez, Cavite
68

Seminar Thesis Board Final

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Seminar Thesis Board Final

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EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY

The Problem and its Background

Competence is generally defined as the ability, the

knowledge, attitudes and skills to do job effectively and

efficiently. In line of this, a lot of studies have been

done as to how school principals’ professional competencies

affect the teachers’ performance and support to school’s

vision and mission. On the other hand, the congruence of

department heads from the principals in terms of

competencies to achieve school’s goal is not given much

attention. Nevertheless, it can be argued that subject

department heads, as well as the principals, are congruent

in terms of implementation of school’s mission and vision.

As to C.M Turner (2006), the school department head is a

manager of an enterprise encompassing considerable

investment of capital in terms of finance and human skill.

He is appointed by the governing body from among the body of

practicing teachers and given some managerial experience to

teachers working towards the education of learners. Turner

also mentioned in his in his book that most new department

heads come into office unpracticed in the skills of

As stated by Abolghasemi, McCormick and Conners (1999) in

their study, “Principals are not the only leaders in school.

In particular, in secondary schools, department heads are

expected to fulfill leadership functions and influence the

culture of their schools”. Various theories exposed how

school leadership can influence stakeholders to work

together to create the goals set. Hersey (1984) revealed

leadership as having the potentials to influence the

behavior of a person or group on the situation of working

together. Blake and Mouton (1985) also stated that

leadership as a process of involvement of the other parties

for the achievement of organizational goals.

Department head in this study is a person second to

principal who has direct involvement in the administration

and management of the school. Siskin (1991) stated that “….

High schools are fundamentally different structures from

elementary schools and one key anatomical difference is

their departmentalized differentiation of specialized

teachers”(p.136). She then emphasized that department heads

influence teacher’s teaching in secondary schools. She also

mentioned that department heads perform as middle managers

in secondary schools and exercise power over their members.

Siskin (1991) posited that:

1. “Department heads are fundamental boundaries forming

distinct subcultures within the school.”

2. “They provide links to and participation in the wider

3. “They serve as potent administrative units”. (154)

In Philippine context, according to former DEPED Secretary

Dr. Armin Luistro, “Education reforms in the Philippines can

only happen if the teachers, department heads and principals

maximize their potentials and therefore hands-on on their

jobs”. The Department of Education Position and Competency

Profile enumerated the duties and responsibilities of

Department heads as follows; supports School-Based

Management (SBM), assists in the development and

implementation of School Improvement Plan with the Annual

Improvement Plan (AIP), ensures adherence to DepEd Orders

and other issuances, assists in maintaining the school BEIS,

assists in reporting learning outcomes to parents and other

stakeholders through the School Report Card, assists in

implementing programs of the school, assists in working for