SCHOOL MANAGEMENT AND TEACHERS ACADEMIC PERFORMANCE

OF MADRASAH SCHOOL IN SAN ISIDRO, DAVAO ORIENTAL

____________________

In Partial Fulfilment of the Requirements for

Principles of Statistics

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MA. JOVILYN T. VERGARA

MAED-EPM

May 15, 2019

 CHAPTER 1

THE PROBLEM AND ITS SETTING

BACKGROUND OF THE STUDY

Millions of students in the Muslim world receive some or all of their

formal education in a madrasah or madaris, plural for madrasah. Typically a

madrasah provides young Muslims with a religious foundation in Qur’anic

recitation and Islamic values. For some Muslim children, the madrasah is the

only source of formal education that is available, but for others it is

supplementary to secular basic education provided in primary and secondary

school. Since 2001, these Islamic religious schools have become a concern to some

in the West, largely for political reasons.

The most dominant factor for creating educated and enlightened people is

through education (Baswedan, 2015). Therefore, the principal competencies,

professional competence of teachers, and the learning envi ronment are the

determinant factors in triggering the teachers’ academic performance in creating

the quality of educational institutions. The headmaster leadership is crucial to

improve the quality of education, without good leadership the process of quality

improvement of education cannot be done and realized (Sallis, 2008).

When observing more on the current reality the teacher competence still

varies. Denim Sudarwan reveals that one of the characteristics of the education
crisis in Indonesia is that the currently teachers have not been able to

demonstrate adequate performance (Danim, 2002). On the other hand, Madrasah

teachers in the Philippines particularly in Mindanao are well educated in Islamic

studies, while others have little or no formal education. Most madaris have had

very little to do with the Department of Education, so there are no fixed

qualifications for teachers nor is the Department of Education support or

supervision (Moulton, 2008)

The alarming scenarios and issues mentioned above that talk about the

educational management enthused the eagerness of the researcher to conduct a

study with regards to the educational management of Madrasah School. The

researcher is interested to find out the significant relationship between the school

management and teachers academic performance of Madrasah School in San

Isidro Davao Oriental. Further, the researcher believes that the result of this

study will play a significant role to the improvement of the Madrasah School

particularly in San Isidro Davao Oriental.

STATEMENT OF THE PROBLEM

 The purpose of the study is to determine the relationship between school

management and teachers academic performance of Madrasah School in San

Isidro Davao Oriental. Specifically, the study sought to answer the following:

1. What is the level of preparedness of school managers to perform management

responsibilities?

2. What is the level of the academic performance of the teachers in Madrasah

School?

5. Is there a significant relationship preparedness of school managers to perform

management responsibilities and academic performance of the teachers in

Madrasah School?

HYPOTHESIS

There is no significant relationship preparedness of school managers to perform

management responsibilities and academic performance of the teachers in

Madrasah School.

CHAPTER 2

REVIEW OF RELATED LITERATURE

 This part of the paper lays down arguments, related literature and studies

about school management which are taken from books and internet sources.

The term “madrasah” has varied meanings. Most generally, it is the term given

in Arabic to any school, but it is also used to refer to specific types of schools.

Madaris are at least a thousand years old. Accounts differ as to where madaris

began, with origins being traced back to Baghdad, Fez, Morocco, and other rich

cultural hubs in the Middle East. Today the madrasah typically functions as a

privately owned school where a religious teacher instils his pupils with the basic

tenets of Islam and the Arabic language. The main subjects of Muslim education

—the Qur’an (the holy book), Hadith (sayings of the prophet Mohammed), and

Fiqh (jurisprudence)—are the focus of the curriculum, but there is no universally

fixed course of study. The interpretation of these texts may also vary from one

madrasah to another. Geography, history, science and math may also be

introduced if the teacher is sufficiently well-versed in those subjects. The

language of instruction is usually Arabic, though local dialect may also be used.

Chanting and rote memorization are usually the pedagogical methods employed

and discipline is usually strictly enforced.

Differences between Islamic and secular education in the structure of

education systems make comparisons somewhat difficult. Unlike in Western

schools, under the Islamic education system students do not progress regularly

from one grade level to the next, nor are there clear-cut divisions between
primary, secondary, and tertiary levels, based on performance standards and

examinations. Schools generally have looser time tables and students progress

individually, with those who are more advanced helping those who have learned

less.

Madaris vary widely in size and quality, and also in duration of studies.

They range from informal religious instruction for young children, with classes

usually taught at the local mosque or in private homes, to prestigious secondary

schools. Most informal madaris offer a few hours of instruction over the

weekend in makeshift classrooms. Some madaris are full-time, offering class five

to seven days a week. A few well-endowed institutions offer a program of

intensive study often leading to tertiary Islamic studies. Depending on the

madrasah and its resources, classes may be offered to young children, from as

young as pre-school age to older children and youth of high school age (Jeanne

Moulton with Jon Silverstone, Uzma Anzar and Amir Ullah Khan, Madrasah

Education: What Creative Associates has learned, February 2008).

In the Philippines, Creative Associates, with funding from USAID,

implemented an activity to support madaris in the Autonomous Region in

Muslim Mindanao (ARMM). The activity ran just under two years (2004-2006)

and had a budget of somewhat less than $100 thousand. Though the intervention

was relatively small compared with other project targets, its timing was

propitious, giving staff an opportunity to help the education sector make

progress on some critical policy issues and experiment with their

implementation. The timing also put the project staff on an exhilarating learning

curve and right at the center of the social, cultural and political issues that form

the context of madrasah education (This case was drawn in part from a report

written by Jon Silverstone, who was the Chief of Party of Creative Associates’

education activities in the EQuALLS project)

Islamic Education Today

As early as the 14th century, Muslim communities in Mindanao supported

their local madaris as an expression of piety. Throughout the centuries of

Spanish and American colonialism, the madrasah remained a central feature of

Muslim life in Mindanao. Today there are madaris scattered throughout the

Philippine islands, but the overwhelming majority can be found in Central and

Western Mindanao. The number of madaris in Mindanao is estimated to be

between 600 and 1,000 and the student population is between 60,000 and 100,000.

The provinces with the largest number of madaris (over 100 madaris in each) are

Lanao del Sur, Basilan, and Maguindanao.

Most madaris in the Philippines are small schools owned and operated by

one or more teachers who have received an Islamic education in the Philippines

or abroad. They offer varying quality of Islamic education but no instruction in

secular subjects. Most madaris operate independently and do not receive any

systemic support. Some may get support from a religious institution in the
Middle East or South Asia (Saudi Arabia, Egypt and Pakistan are frequently

cited), but for the most part each school is on its own, unregulated and under-

funded. Most have no books.

Some madaris meet only on weekends to offer an Islamic education to

those students who attend public school during the week. Others, however, offer

a religious education alternative to government schools altogether. Both

weekend and week-long classes are aimed at sustaining an Islamic identity that

has been largely ignored, if not openly disparaged, in the policies, textbooks, and

curricula of public schools ( Milligan, Jeffrey Ayala (2006), Reclaiming an ideal:

The Islamization of education in the Southern Philippines)

Generally speaking, students pay a nominal tuition to the madrasah

operator. The remaining costs are borne by community donations, sometimes

supplemented through a foreign affiliation.

Madrasah in the Philippines

Mindanao is the second largest and southernmost island group in the

Philippines. While Christians populate much of the Mindanao region, it is also

home to the country’s Muslim (or Moro) populations.

The roots of conflict between Muslims and Christians in Mindanao go back

more than 400 years, when the Muslim and indigenous Lumad people of

Mindanao resisted Spanish/Catholic colonization of the Philippine Islands. In

the twentieth century the conflict heightened. In the late 1960s, perhaps spurred
on by other third world independence movements, aspirations emerged for

creating a separate Muslim state in parts of Mindanao and the Sulu Archipelago.

The Autonomous Region in Muslim Mindanao (ARMM) was formally

established in 1988, incorporating four (and later five) provinces.

The Moro Islamic Liberation Front (MILF) formed in opposition to

government policies and aimed not only to establish a separate state for Muslims

in Mindanao but to create an “Islamic state.” To check the growing strength of

the MILF, the government launched a full-scale military offensive in 2000,

resulting in the displacement of more than 900,000 civilians. Another major

conflict between the government and the MILF erupted in early 2003, displacing

at least 400 thousand people.

Limited economic investment in the region and dwindling public services

(especially education) has led to economic stagnation, high unemployment,

social frustration, and increased levels of conflict and criminality. Many fear that

Mindanaoan youth—undereducated, underemployed, and frustrated by the lack

of economic opportunity—are vulnerable to recruitment by criminal or other

undesirable elements.

Against this historical backdrop of marginalization, conflict and poverty,

one finds an education system that is struggling just to keep afloat. The ARMM

region has its own Department of Education (DepEd ARMM) which is

technically independent of the National Department of Education (DepEd). With

a severely limited tax collection system and limited support from the National

DepEd, the DepEd ARMM can barely make ends meet. The system faces massive

challenges in terms of access: damaged or destroyed school buildings,

overcrowded classrooms, grossly insufficient supplies, and a dearth of bridging

mechanisms to encourage dropouts and displaced children to re-enroll in the

school system). In terms of quality, notable shortcomings include under-trained

teachers and a severe shortage of textbooks and instructional materials. To make

matters worse, corruption is widespread, leading to late payment or nonpayment

of teacher salaries; textbooks that are paid for often don’t arrive; and there exists

a host of other debilitating afflictions that reduce people’s confidence in the

school system.

The Standard Curriculum

The legal bases for madaris and their relationship to DepEd is a complex issue,

and how the national DepEd and the DepEd ARMM define their respective

jurisdictions over madaris is in flux. The recent DepEd Order No. 51 of 2004 orders a

“Standard Curriculum for Private Madaris that should incorporate basic education

subjects in to the daily schedule of private madaris.” It instructs madaris to merge the

government’s basic curriculum (English, math, civics, language), and the madrasah

curriculum (Arabic, Qur’an, Hadith, jurisprudence). To date, however, the Standard

Curriculum is only a policy. There are no accepted syllabi or instructional materials to

support its use in the classroom. A small number of madaris are attempting to
introduce secular subjects though their efforts are greatly limited by funding, few if any

instructional materials, and no suitably trained teachers.

In theory the Standard Curriculum represents a compromise between the

Department of Education on one hand and religious leaders and madrasah operators on

the other. It has been the product of negotiation among the national and regional

(ARMM) offices responsible for education. The Standard Curriculum, and a broader set

of proposed guidelines known as a Roadmap for Upgrading Muslim Basic Education,

has not yet received any government funding for implementation. Notwithstanding the

controversies over the Roadmap that these bodies are making, these guidelines

represent a genuine effort to broaden and improve madrasah education in the

Philippines while respecting the deep cultural heritage that madaris represent and

sustain. One interesting (and controversial) element of the Roadmap is that it does not

limit its focus to madaris. In fact, it also prescribes the introduction of Arabic Language

and Islamic Values in public schools where Muslims comprise a majority of the student

body.

Strategies employed by the School Managers

Literature related to school based strategies employed by school managers to improve

students’ academic performance has revealed mixed and contrasting range of results

(Croninger & Lee, 2001; Zepeda, 2004; Fullan, 1991; Lamb, 2007 ; Waweru & orodho,

2014; World Bank, 2008). Croninger and Lee (2001) reported that the degree of teacher

caring and interaction with students reported by both parents and teachers has a
significant impact on performance. In a review of effective schools in the US, Croninger

and Lee (2001) found evidence that schools with a common sense of purpose and strong

communal organization involving collegial relationships among staff and positive adult

student relationships are efficient in promoting a range of academic and social

outcomes reflecting students' engagement and commitment. There are factors that

researchers and school systems point when describing quality schools and features of

schools that have improved in effectiveness. According to Zepeda (2004) and Fullan

(1991), such features include: Commitment to success for all; flexibility and

responsiveness; Shared vision; climate of challenging and stimulating teaching; strong

and fair disciplinary climate. According to Lamb (2007), the most effective programmes

were: foster connectedness; increasing the trust placed in students; Provide tasks with

immediate tangible benefits; Make spaces within schools and curricula for diverse

student needs. Principals in schools achieving high retention rates and good

performance, Socias, Dunn, Parrish, Muraki and Woods (2007) were clear that these

implementations should not be ad hoc. World Bank (2008) posits that much research

has demonstrated that retention and the quality of education depends primarily on the

way schools are managed, more than the abundance of available resources, the capacity

of schools to improve teaching and learning is strongly influenced by the quality of the

leadership provided by the headteacher. Concerted effort to improve school leadership

is one of the most promising points of intervention to raise retention, the quality and

efficiency of secondary education across Sub-Saharan Africa. In South Africa, leadership

training for secondary school heads was to improve quality of Education. Senegal's
Improvement Plans (SIP) created in 1996, encourage enterprenoual skills of

headteachers to find funding for school projects that enhance educational quality. In

Kenya, all headteachers are currently undergoing a management course at the Kenya

Management Institute (KEMI) to improve on their management skills (Republic of

Kenya, 2012a).

THEORETICAL AND CONCEPTUAL FRAMEWORK

The study was based on Capital Theory of School Effectiveness and

Improvement. Hargreaves (2001) developed a theory of school effectiveness and

improvement based on: outcomes, both cognitive and moral; leverage: the

relationship between teacher input and education output; intellectual capital: the

sum of the school's knowledge and experience; and social capital: the networks

of trust and collaboration. In this theory, Hargreaves (2001) argues that the

conventional model of measuring school effectiveness and improvement is an

adequate tool for the analysis of school success and failure. The concept of school

'ethos' helped to make sense of the correlation between a number of school

processes but it did not allow one to test the model in detail, or to predict the

performance of a school from any close analysis of identifiable factors. He

 proposes a new theoretical model of schools, which provides a working model,

both of effectiveness and improvement.

CONCEPTUAL PARADIGM

Independent Variable Dependent Variable

ACADEMIC
MANAGEMENT PERFORMANCE of
STRATEGY EMPLOYED
TO ENHANCE
the Teachers in
TEACHERS ACADEMIC Madrasah School
PERFORMANCE

Fig. 1 Conceptual Paradigm of the study

 CHAPTER 3

RESULTS & DISCUSSION

Correlations

school management academic

performance

Pearson Correlation 1 .975**

school management Sig. (2-tailed) .000

N 50 50
**
Pearson Correlation .975 1

academic performance Sig. (2-tailed) .000

N 50 50

**. Correlation is significant at the 0.01 level (2-tailed).

This study conducted to determine the relationship between school management and

the academic performance of the teachers in Madrasah School.

In order to provide an answer to the problem, data were gathered and processed using

Pearson-Product Moment Correlation. The result reveals that the Significant Value at 2
tailed is equal to .000 which is computed to be lower than the 0.5 level of significance set

for this study.

This finding implies that school management is significantly related to the academic

performance of the teachers. The result on the Pearson which is equal to .975 further

affirms the existence of such relationship is interpreted to be very high. Both results

mean that if the school management is higher or excellent, the higher the probability

that the academic performance of the teachers will also be high or excellent. Thus, null

hypothesis is rejected.

According to IOSR Journal of Research & Method in Education, Madrasah education is

part of a national education that has a small contribution in the development of national

education or national education policy. The existence of Madrasah as part of the

national education system is contained in Law number 20 of 2003 on National

Education System.

Quality improvement based on SNP focuses on innovative learning process innovation

on all types, levels, and educational paths so as to create an effective, efficient learning

process, fun and educate based on the stages of development of the age and mental

maturity of learners. It is contained in 8 national Standards of Education.

This is in accordance with the Education Quality Assurance System (SPMP) is a

subsystem of the National Education System with the main function of improving the

quality of education.
 CHAPTER 4

CONCLUSION & RECOMMENDATION

Based on the study, when the school management of the head teachers, principals or

any school managers is excellent, the academic performance of the teachers is also held

to be excellent.

Strategic management is a systematic approach to the management responsibility,

managing the organization to certain position that can achieve the objective, in a way

that it will assure the sustainable success and make the school guarantee or secure a

surprising format (Ansoff, 1990).

Performance management is the way on how to prevent poor performance and how to

corporate in improving the performance of individual and group performance.

In view of the study, it is recommended in this study that there should be enough

support from the government to sustain or to upgrade the school management of the

school managers. There will be improvement in the facilities, enough number of books
and conducive classrooms wherein these could give convenience to teachers in teaching

the Madrasah students.

Another factor from the school management is giving teachers not just in the Islam area

but in the whole nation-Philippines, enough training for the teachers to acquire

innovative skills and competencies in teaching the students.

After all the support given, the school must set standards and qualifications in hiring

teachers for the school to have quality education.

This study also recommends TQM (TOTAL QUALITY MANAGEMENT) in which this

approach is strategic in operating an organization activity that focuses on customer

needs. Total quality is a much broader concept that encompasses not just the results

aspect but also the quality of people and the quality of processes.

In general, the researcher believes that when the government and school managers will

work collaboratively in Madrasah School, there will have good results not only to

teachers but also to students.