CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

The secret of modern progress in education is professionalism. The ideal

mission and visions of education is headed by professionals who are competent in

their fields of work and who strongly adhere to the code of professionalism

(Aquino, 1990).

Professionalism is an ideal attribute of a teacher. It assumes varied

dimensions when it is placed against the ecology of classroom work. For one, the

teacher must have a good leader or school administrator who trust her expertise so

that in return the teacher feels responsible, committed and is logical and rational

in all her teaching activities (Bajar, 1995). However, the teacher’s sense of

professionalism is inevitably turned upside down when there are no adequate books,

facilities or equipment for instruction to start with. The poor attitude of the students

towards their subjects and towards their teachers poses strong challenge to the

patience and professionalism of a teacher.

Cognizant to the aforesaid attributes, the leadership styles of the

administrator and the resulting organizational climate that evolve from such

managerial style can affect the degree of professionalism of the teacher.

Teaching is the noblest of all professions (Lardizabal, 1998). The teacher

then must exercise at all times the highest degree of professionalism.

Professional orientation is based on technical expertise that is acquired

through extensive training and practice. Along the same vein, the professional is

objective, impersonal and impartial to enable him to be rational always.

 2

The professionalism of teachers is always challenged by the academic

problems that are prevailing in society (Aquino, 1990). Issues on quality

education, wages of teachers, tuition fees of students, facilities and equipment in

classroom and other school services needed are at stake. In extreme case, these

issues have been attacked by faculty unions.

In this light, the professionalism of administrators is a determinant to

teacher’s strength and weaknesses. The management style of administrators

remarkably enhances the kind of atmosphere of work and the prescribed

professional relationship. Management style also contributes to the degree of

morale expected by the administrator among his teachers. The human tendency to

err may be so great that said management style is detrimental to job satisfaction

and morale, resulting in adverse attitude and value orientation among the teachers

(Bajar, 1995).

The renewal and reorientation towards professionalism in the social fiber

of the school organization may begin in seminars, colloquia, and other teacher

developmental program. Empirical data needed in developmental program must

be established and validated through research. It is on the foregoing context that

this research derives its rationale and its imperatives.

Conceptual Framework

Professionalism refers to a high level of competence in a field of work and

strict adherence to code of conduct. Kast and Rosenzweig (1985) describe

professionalization as a process and continuum in a profession as follows:

 3

1. Professions have a systematic body of theory. Skills are

acquired through training.
2. The professional has the authority based on superior
knowledge.
3. There is a broad social sanction and approval of authority.
4. There is a code of ethics.
5. There is culture.

The concept of professionalism is further complemented by Shanker

(1985) who wrote that a professional is one who is very expert in this field,

requires little or no supervision and has a high degree of decision making. Moore

(1970) listed down the professionalism as follows:

1. Commitment to calling
2. Position or reserve but useful knowledge and skills on a
specialized training or education.
3. The practice of full occupation.
4. The exhibition of a service orientation
5. The use of personal judgment and authority applying
exceptional knowledge.

Professional competencies of school heads include the practice of sound

educational management and encourage independent and creative thinking

through a learning environment that liberates thinking and fosters creative

understanding. They can also translate national development goals into viable

programs of instructions through relevant curriculum, effective classroom

strategies and workable institutional objectives (Lardizabal, 1998).

One of the responsibilities of school heads is to maintain a high standard

of personal and professional conduct. It is on the foregoing premise that this

professional preparation profile of school heads is given importance. This

includes age, position, educational qualification, teaching experience and in-

service training attended. These are the independent variables.

 4

The dependent variables are the professional practices of school leaders

like preparation and experience, professional obligations, supervisory

proficiencies, leadership proficiencies and management proficiencies.

The output is the training course needed to improve the professionalism of

school leaders.

Statement of the Problem

The main thrust of this research was to appraise the professional practices

of school leaders of Bislig I District, SY 2001 – 2002.

Specifically, it dealt deeper into the following problems:

1. What is the profile of school leaders of Bislig I district in terms of:

1.1 Personal Characteristics,

1.1.1 age,

1.1.2 position,

1.2 Professional Preparation

1.2.1 educational qualification,

1.2.2 teaching experience, and

1.2.3 in-service training attended?

2. What are the professional practices of school leaders as perceived by

them and their teachers in terms of:

2.1 preparation and experience,

2.2 professional obligations,

2.3 supervisory proficiencies,

2.4 leadership proficiencies, and

 5

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Profile of School
Professional
Practices of
Leaders
School
- Personal
Teachers
Characteristics
- Preparation
- Professional
Preparation

Figure 1. The Schematic Diagram of the Study

 6

2.5 management proficiencies?

3. Is there a significant difference in the professional practices

mentioned in 2.1 to 2.5 of school leaders?

4. Is there a relationship between personal characteristics and

personal and professional preparations of school heads and their

professional practices?

5. What training course is needed to improve the professionalism of

school leaders?

Hypotheses

The following null hypotheses were tested at .05 level of significance:

Ho1. The professional practices of school leaders do not differ to a certain

level.

Ho2. The relationship between the school leaders’ personal characteristics

and professional preparation and their professional practices is not significant.

Significance of the Study

This study is beneficial to the following:

Curriculum Planners. The study provides a provocative reflection of what

is and what might be ideal and functional practices of school leaders. The findings

will also serve as guide for Curriculum leaders, educators, school leaders and

teachers for a continuous adaptation, readjustment and personal renewal to

continue doing strategic work and acceptable and challenging professional

practices.
 7

Schools District Supervisor. This will also serve as basis for schools

district supervisor and administrators to initiate dialogue and discussion on the

topics on professionalism.

School Teachers. Hopefully, the study will provide some insights and

information on how to enhance professional practices of school leaders.

Scope and Limitation of the Study

This investigation was conducted to determine the professional practices

of school leaders as perceived by them and the teachers.

The locale of the study was confined to the first district of the city, the

Bislig I District.

The variables were confined to the school heads and teachers in all schools

of the district.

The period of the study was the school year 2001 – 2002.

Definition of Terms

To give a clearer view of this investigation, some words are operationally

defined.

Leadership Proficiencies. The phrase refers to the school leaders’

enhancing overall school performance, making sound decision, creating positive

learning culture and communicating clearly and accurately.

Management Proficiencies. The phrase refers to the school heads’

managing staff and student behavior, managing school resources, engaging

teachers and staff in continuous professional development and managing

information.
 8

Professional Practices. The phrase refers to the school heads’ preparation

and experience, leadership proficiencies, management proficiencies, professional

obligations and supervision proficiencies.

Professional Profile. The phrase refers to the age, position, educational

attainment, experience as administrator and in-service training attended.

Preparation and Experience. The phrase refers to the school heads’

knowledge of the curriculum, knowledge of instruction, demonstrating knowledge

of school resources.

Professional Obligations. The phrase refers to the school heads’ adhering

to professionalism, developing professionally, contributing to the district and

divisions’ performance and fostering relationships with educational stakeholders.

Supervisory Proficiencies. The phrase refers to the school heads’ value,

clarity and appropriateness in developing effective curriculum, guiding and

improving instruction and providing support to teachers on student assessment.

 9

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter gives the salient points on professionalism. These are

derived from the readings on various sources. These serve as point of reference in

framing up the instrument of this research. These will also enrich the findings of

the study.

Related Literature

This research categorized professionalism into: commitment, expertise,

rationality and responsibility.

Commitment is the attribute that makes the professional maintain a strong

membership in the organization. According to Firestone and Wilson (1985),

commitment refers to the individual’s willingness to devote energy and loyalty to

the organization (continuance commitment) and maintain emotional bond with the

organization (cohesion commitment), and willingness to follow rules and norms

governing behavior (control behavior) . Commitment is not compliance; it is

actualization that proceeds from the practice of one’s profession.

Expertise. A professional is an expert in his field of specialization.

Expertise refers to the acquired knowledge, skills, experiences and values which

reflect the competence of the professional (Wilson, 1985). Expertise gives the

professional some degree of power and influence called expert power. It is by the

demonstration and proof of one’s expertise that professional holds a broad and

strong command over the others.

 10

Rationality is a state of being logical and reasonable. Every activity

proceeds from reason – with clearly defined goals and foresight about the

consequences. Because of logical thought, work task are arranged systematically;

time is managed soundly vis-à-vis such tasks (Bruce, 1987). Every decision is

meaningful because there are in order based on facts and logics (Alfonso and Lee,

1987).

Responsibility. Raising the quality of instruction is the responsibility of

all professionals. The problem of poor quality can be traced to several factors in

the teaching – learning process, namely; the student and his family, teacher,

curriculum and instructional materials, pedagogical processes and school

management.

A model of appraising professional practice of school leaders is hereto

discussed (Beerel, 1998). The framework classifies school head’s desired

expertise into five major domains of responsibilities and expectations: (1)

preparation of experience; (2) professional obligations; (3) supervisory

proficiencies; (4) management proficiencies; and (5) management proficiencies.

The domains are sub-divided into components, which in turn are elaborated into

several elements as shown in the Table 1. School head’s proficiencies in each

component are presented in a continuum of performance classified into three levels:

fair, satisfactory, and outstanding (DECS, TEEP, 1999).

1. Preparation and Experience. A minimum level of competence and

experience plays a significant role in the effectiveness of school heads. This

is why the National Association of Elementary Principals (NAESP); 1986) in

 11

the USA suggests that prospective principals should have undergone at least three

years of successful elementary or middle-level classroom teaching.

This domain recognizes experience, specifically in teaching, as necessary

foundation of school leadership. It is primarily based on the learning by doing

precept or the common saying one should practice what he says. NAESP

observes that a sustained day-to-day working directly with students in the

classroom offers a far more significant learning than any best preparation

programs.

The domain of preparation of experience in the framework pertains to the

minimum level of proficiencies or entry level qualification that a school head

should acquire and maintain, even develop, in the course of practice. Serving as a

necessary building block towards proficiency in other domains, this includes four

components which are respectively defined by nine elements.

Knowledge of the Curriculum. This pertains to the school head’s mastery

of the school VMGs and various curriculum disciplines and ability to make the

curriculum relevant to pupil’s needs. Here, the school head is also expected to

display ability to suit the curriculum to the pupils’ level of preparedness.

Knowledge of Instruction. This refers to mastery in developing and using

various instructional materials, methodologies, and techniques and includes

ability to develop and use strategies that make learning an enjoyable activity.

Knowledge of School Constituencies. Responsiveness and relevance of

the school instructional and curriculum goals are founded on relationships

established within the school. The school head should display ability to establish
 12

connections with the teachers, staff and pupils. Wide experience in handling

people and children is relevant in providing effective guidance and care.

Knowledge of School Resources. Mastery of school resources requires

knowledge in resources for instruction, pupil needs, and physical improvement.

To achieve this, it is important for the school head to initiate and conduct regular

participatory assessments of needs and areas for improvement, coupled with

display of creativity to maximize and tap other resources. There is also high

regard for public accountability and quality assurance.

2. Professional Obligation. One must never cease to learn is the dictum

that best explains this domain. Here, school heads, while providing leadership

and direction and engaging educational stakeholders, are expected to continuously

improve themselves. The framework offers at least three ways how can they do

it: pursuing continuing activities; serving the profession; and participation in

district and division projects (See Table 1).

One particular interesting aspect of this domain is the expectation from

school heads to reflect on their professional practice. This shows that school

heads are expected to gain insight from their profession. This includes courage to

“accept responsibility for one’s actions, outcomes, and mistakes”, Pajak and

Seyfarth (1983) and to listen even to students and non-teaching staff.

The component fostering relationships with educational stakeholders

challenges school heads to have excellent knowledge of instruction and school

resources. Included here are school heads’ ability to engage parents and mobilize

support.
 13

The domain of professional obligation in the framework deals with the

school head’s responsibility to pursue professional development and contribute to the

development of his/her colleagues. This includes ability to mobilize pupils, their

parents and other educational stakeholders towards the attainment of school

VMGs. It has four components which are defined by 11 elements.

Adhering to Professionalism. This refers to school head’s ability to

ensure development of pupils and unite the school and the community towards

attaining success in every school endeavor. School heads are consistently

available for consultations and shows ability to adopt to both societal and

technological developments. The component also includes humility to accept

one’s mistakes and ability to learn from them.

Developing Professionally. This pertains to school head’s ability to

pursue professional development through attending seminars and personal studies.

It includes ability to design a program for school heads’ continuing education;

conduct and write action researches; and contribute to policy formulation and

improvement. It is very important that the school acts based on own volition and

is self-motivated (Mc Neil, 1987).

Contributing to the District and Division. It deals with the school head’s

ability to contribute in the success of division and district projects and other

activities. This includes ability to involve other educational stakeholders in

pertinent school projects and activities and the capacity to deal with colleagues

harmoniously.

Fostering Relationship with Educational Stakeholders. It deals with

school head’s ability to explore effective ways of tapping support from other
 14

educational stakeholders. The goal is cooperation and mutual support towards

mobilizing concrete actions. This includes ability to ensure that educational

stakeholders are periodically informed of the school status, its needs, activities,

and achievements.

3. Supervisory Proficiencies. Facilitation of effective instruction is the

heat of educational supervision. Oliva (1976) classifies supervision into

instructional development, curriculum development, and teacher development and

defines supervisor as an “individual whose primary role is the improvement of

instruction and the curriculum through individual and group assistance.” (Oliva,

1976).

Alfonso (1984) on the other hand, says that the most sweeping

responsibility of a supervisor is instructional improvement. Most literature on

supervision show that instructional and curriculum development on the one hand

and students and teachers development on the other, are two tandems that go

together. Clarity and appropriateness of the curriculum goals to students’ needs

bears impact on how instruction will be delivered and how students will learn.

Likewise, the quality of guidance that a supervisor extends to his/her teachers

affect instruction and learning and naturally, the attainment of curriculum goals.

Based on the above, the supervisory proficiencies domain covers

developing effective curriculum: guiding and improving instruction; and

providing support to teachers on student assessment (see Table 1)

It shows that school head has the responsibility to ensure a curriculum

that would not only develop learning proficiency but also instill self-reliance and

critical mindedness among the students. This is possible only if the school head is
 15

“grounded in Curriculum Theory, know what solutions have been tried in the past,

and how they have fared, and be cognizant of current developments in the

curriculum nationally and internationally” (Oliva, 1976).

Guiding and improving instruction also challenges the school heads to

institute a standards of teaching effectiveness validated by the teachers

themselves. This problem of establishing a criterion of teaching effectiveness

needs priority above all other else. (MacNeil: 1987) Alongside with this, school

heads are also expected to regularly assess the school’s teaching methods and

strategies and understand and apply effective observation and conferencing skills

(NAESP, 1986).

Providing support to teachers on student assessment lies on the

“assumption ... that the efficiency of teachers would be increased through the

guidance of a supervisor” (McNeil, 1987). This does not simply happen through;

trust of the teacher in the professional competence of the school head is extremely

necessary.

Considered as the heart of school leading is the domain of supervisory

proficiencies in the framework pertains to school head’s versatility in ensuring the

curriculum suitability to the level of pupils’ preparedness. This includes ability to

guide teachers in pupil evaluation. The domain’s three components are defined

by 8 elements (Mc Neil, 1987).

Developing effective curriculum. This refers to school head’s ability to

develop a curriculum that cultivates pupil self-reliance and to integrate values

such as peace, democracy, and human rights in the curriculum. It includes

 16

versatility in formulating curriculum goals that allow viable method of

assessment, are clear and appropriate to pupils’ realities.

Guiding and improving instruction. It deals with school head’s mastery

in developing and using effective standards for evaluating instruction, which

includes methods and materials. The school head aims to establish tension-free

ways of doing such by ensuring that the method has been collectively agreed

upon.

Providing support to teachers on student assessment. This refers to school

head’s versatility in developing and using effective ways of observing and

assessing pupil’s performance. It is expected that by achieving so, results of pupil

evaluation can help in improving instruction and performance. The school head

should be able to encourage creative and developmental ways of assessing

students.

4. Leadership Proficiencies. This domain centers on cultivating values

essential to earning people’s trust and rallying educational stakeholders behind the

school vision and mission. It shows that a leader, as Philip Selznick sees him/her,

is “an expert in the promotion and protection of values” (Sergiovanni, 1987).

The task of enhancing overall school performance challenges school heads

to set school direction; design and implement criteria and standards for

performance; and direct and monitor performance. This requires them to seek to

understand the source of their school’s ups and downs so that they might imbue

the members of the community with a sense of importance, vision, and purpose

about the seemingly ordinary and mundane” as Sergiovanni (1984) suggests.

 17

Making sound decisions requires school heads not only to have grasp of

their roles and the various factors that affect such roles and to be aware of the

different options available to them (Gorton, 1976). They must also avoid

undemocratic methods because, as “(John) Dewey correctly warned....,

undemocratic methods, no matter how objective, were still likely to produce

undemocratic ends” (Kwainer, 1987).

Furthermore, the domain encourages school heads to be in constant

contact with people. They are also expected to exhibit warmness and friendliness,

as well as imbibe the values of patience and even sense of humor. These,

according to Oliva (1976) are essential to both supervision and teaching.

To create a positive learning culture, school heads should bear in mind

that purposing is crucial to being a school leader (Sergiovanni, 1984). School

heads must show in practice the importance of establishing a learning culture that,

if successfully done, has the power to move students, teachers, and other

stakeholders in unison towards embracing the school’s vision and mission. Also,

this domain dares school heads to understand that as symbolic leaders they must

make their sense of vision alive in their words and deeds. To do so, they must use

symbols that are challenging and fresh, symbols that exude a sense of excitement.

This will allow other stakeholders to experience the vision and provide them a

sense of meaning and a feeling of being part of the school. Only through this can

educational stakeholders take pride in both their work and school achievements.

Clear and accurate communication on the other hand is essential to any

undertaking. Poorly written memo, for example, will just cause confusion and

misinterpretations instead of facilitating task understanding. Seeing its

 18

importance in school leading, NAESP (1987) includes communication skills as

one of the leadership capabilities and characteristics. Expected to express

themselves clearly in both written and

oral communication, school heads are also encouraged to have genuine ability in

listening,

The domain of leadership proficiencies in the framework refers to personal

qualities that enable school heads to command respect and allegiance among

various school stakeholders. Its four components, namely; enhancing overall

school performance, making sound decisions, creating positive learning, and clear

and accurate communication, are defined by eight elements (See Table 1).

Enhancing Overall School Performance. Primarily referring to school

head’s ability to rally pupils, teachers, parents and other stakeholders behind

school VMGs, this includes mastery in developing and using standards of

achievement or performance and in devising effective means of observation and

evaluation.

Making Sound Decisions. Faced with daily situations which require

sound decisions, school heads are required by this component to possess expertise

in problem structuring and ability to weigh carefully consequences of different

options.

Creating Positive Learning Culture. It deals with school head’s ability to

design programs that would promote creativity among pupils, teachers, and staff.

This includes creation of venues for interaction among said different stakeholders
 19

inside and outside school and implementing a program that would inculcate

values of taking pride in one’s work.

Communicating Clearly and Accurately. This pertains to school head’s

ability to (1) ensure that all policies and procedures and rules and regulations are

well understood by every stakeholders; (2) communicate with different kinds of

people and to use various techniques of determining whether or not his/her

message is correctly picked-up; (3) get across his/her message clearly in both oral

and written communication; and (4) develop a media which best suits the level of

intended receiver of communication.

5. Resource Management Proficiencies. The domain of management

proficiencies covers four components. The first three are about managing staff

and student behavior; resources, and information. The other one is about teachers

and staff professional development (See Table 1).

Managing behavior requires school leaders to have deep understanding of

the complexities of human being. In fact, NAEST (1986) requires school heads to

be effective in child growth and development, among others. Also, Charlotte

Danielson (1996) says that grasp of the nature of a large group of individuals who

possesses varying sets of needs and desires is important to human relation work.

School heads are also expected to excel in managing school resources. As

Gorton (1976) aptly stated:

As managers, they are expected to procure, organize, and

coordinate both physical and human resources so that the goals of
the organization can be attained effectively. Their main role is to
develop or implement policies and procedures which will result in
the efficient operation of the school In fact, the popularized
notion of a manager is, ‘one who keeps things running smoothly.
 20

Also, school heads should also “know how to take advantage of resources,

how to respond to reasonable demands, how to create organizational

arrangements that nurture competence and support new activities. Without being

preoccupied with detail, they understand the nuts and bolt dimensions of the

institutions” (Voices from the Field, 1996).

Keeping things running smoothly will not be possible without a filing that

allows easy retrieval and ensures security of confidential and important

documents. Without such filing system, school heads or teachers will find it

difficult to locate for files they badly need and may eventually lead to disruptions

in teaching and providing related services.

Engaging teachers and staff in continuous professional development

challenges the school heads to be creative in finding ways of identifying

education needs of both staff and teachers. They are expected to “cultivate human

resources to minimize failures while encouraging risk-taking” (Voices from the

Field, 1996).

This domain requires school heads to design standard for training needs

analysis and implement in-service training program that will allow teachers and

staff to continuously improve themselves.

As mentioned earlier, each domain of school head’s professional practice

is distinct yet inseparable from each other. Each plays a crucial role leading the

school heads towards excellence.

The domain of resource management proficiencies in the framework deals

with school head’s responsibility to ensure the smooth functioning of the school. This

domain is the one that puts everything in its right place and ensures that every
 21

component of the school is functioning effectively. It is composed of five

components and 13 elements.

Managing Staff and Student Behavior. This component covers four areas

of proficiency, namely; (1) ability to promote positive values among students,

teachers and staff and to undertake appropriate actions regarding certain

misconduct; (2) ability to employ effective methods of conflict management and

to let everybody gain valuable insight from every conflict; (3) ability to ensure

that any significant change in the school will be a product of consultation among

stakeholders; and (4) ability to motivate staff by setting examples (Oliva, 1976).

Managing School Resources. This refers to school head’s ability to

ensure proper use of school resources and monitor status of properties and

equipment. This includes ability to take prompt and appropriate action regarding

properties that need repair or replacement.

Engaging Teachers and Staff in Continuous Professional Development . It deals

with school head’s mastery in developing and using different standards for training

needs analysis and in conducting various kinds of necessary intervention. This

includes ability to ensure that staff and teachers’ needs are properly responded to.

Management of Information. This pertains to school head’s ability to

design and used a filing and retrieval system that is secured and that allows fast

access to data. Where applicable, this includes ability to use computer software on

data banking.

A model is shown for improving the performance of school heads. The

ultimate aim of the framework is to enhance school head’s performance, which is

believed to have direct effect on pupils’ learning capability.

22
 23

Danielson (1996) believes that “a framework for professional practice can

be used for a wide rage of purposes, from meeting novices’ needs to enhancing

veterans’ skills.” Specifically, the framework can be used as a: 1) road map for

novices; 2) guidance for experienced professionals; 3) structure for focusing

improvement efforts; and 4) communication with larger community (Ibid, pp.6-7)

Sagor and Barnett (1994) on the other hand cites five uses of a platform: (1)

standard for their (school heads) own behavior; (2) standards for other educators

and the educational system; (3) standards for the students; (4) standards for

parents and the community;’ and (5) standards for the learning environment.

The aforecited literature is very timely and relevant to the present study on

the issue of professionalism, even if the present study confines on the professional

practices of school leaders. Seemingly, the appropriateness on the model for

improving the school heads’ performances is the heart of this research. Insights

gathered in the table are reflected in the succeeding chapters.

Related Studies

Specific studies have not been availed of on this particular study.

However, some elements on professional practices of school leaders are embodied

on these following researches.

On supervisory and organizational effectiveness, Purrington (1967)

reported that American teachers were highly satisfied with administrators who

inform teachers in advance changes in their work and who regard personal

communication. This findings was reinforced by administrators who asserted that

teachers were satisfied who continue personal interest in them.

 24

Quezada (1993) averred that the school administrators have satisfactorily

manifested/implemented leadership qualities on cultural and professional growth,

personal qualification, job competence and performance and leadership

behaviors. Corollary to this Cucam’s 91988) study revealed that the

administrators should create a permissive atmosphere in which the individual

teacher feels free to communicate. The exercises of supervisory skills of school

officials is related in this study in terms of their professional functions.

Llorca (1999) concluded in her study that the administrators have

sufficient preparation profile, while the teachers were less sufficient. Both have

enough administrative and teaching experiences as well as in-service training

attended. They need to improve their educational qualifications by finishing their

masteral and doctoral programs. Generally, the administrators have common

human relations practices. They have not excelled in any of the five components

in human relations. Their common perceptions and practices may be attributed to

their insufficient knowledge and skills in human relations. Teacher’s teaching

performance was very satisfactory. They have exerted much efforts to perform

their instructional, personal and social competencies. Teachers’ teaching

experience and in-service training attended have contributed to improve their

teaching performance. These were essentials in making them performed their tasks.

The human relation practices of administrators have given positive effects to the

teaching performance of teachers. Their insufficiency in some practices have

challenged the teachers to do their jobs better.

The similarities in this study centers on the professionalism of administrators

in terms of their professional preparation profile and their dealing with teachers.
 25

On the other hand, Mejor’s (1999) study concluded that the

administrator’s professional preparation profile was adequate. They have met the

minimum requirements as prescribed by the DECS. The administrators have

achieved the standard performance on their management skills. They were

apt in implementing their varied tasks and functions. The perceptions of teachers

and administrators on their management capabilities were almost the same.

The relationship of their studies to the present is on the focus of the school

leaders’ varied tasks and roles in their respective schools.

Gomez (1995) concluded in her studies that the professional profiles of

elementary and secondary official were very satisfactory. Her findings further

revealed that the administrative competencies of school officials in relating to

others, communication skills, making decision, planning and organization skills

provision of staff development and high expectations of staff members and

students were very satisfactory.

The study in leader effectiveness deduced that most of the problems

encountered by the teacher is their inadequate possession of different knowledge

and skills expected of them to teach in the different learning areas. However,

such inadequacy was reinforced by teachers unselfish dedication to service and

performance which were rated very satisfactory Villegas 1992).

The last two studies have bearings on the present study since they dealt on

the administrators preparation profile. They differ in the research locale.

The aforementioned studies served as background to this study. These

will update and reinforce the findings in the present study.