Competency Level of School Administrator and Their Administrative Performance: An

Intervention Plan

A Thesis
Presented to
The Faculty of the Graduate School
Central Philippines State University
Kabankalan City

In Partial Fulfilment
Of the Requirement for the Degree
Master of Arts in Education
Major in Administration and Supervision

By

LADY ELGIN B. ABUNDO

March 2021
 Note: For the alignment use
JUSTIFY, some alignment are not
in JUSTIFY …ako nag i changed
ang alignment friend.
Chapter 1 Consume 1 and ½ sheet of bond
The Problem and Its Setting paper for the INTRODUCTION. Pls,
transfer the trimmed information
Introduction to our RRL

The role of the School Administrator is rapidly changing from simply

encouraging teachers' efforts to leading them to produce tangible results.

Presently, there is an abundance of research that supports the notion that

leadership is one of the most important factors for improving student

achievement. According to the Institute for Educational Leadership (as cited

in NGA Center for Best Practices, 2009), the school administrator’s main

responsibility will be "instructional leadership that focuses on strengthening

teaching and learning. The Mid-continent Research for Education and

Learning (McREL) researchers concluded that effective school administrators

have the capacity to improve student achievement by understanding the

technical aspect of education and knowing how and when to adjust their

leadership practices (Waters, Marzano, & McNulty, 2009). In addition, Fullan

(as cited in Chappuis, 2009), "predicts that leadership will be to this decade

what standards-based reform was to the last.

Standard-based accountability is currently challenging many of our

educational practices and beliefs. Over the past three decades, the

Department of Education have led to rigorous performance goals in the core

subject areas for all students and accountability measures that include

sanctions for schools failing to make adequate progress toward the goals. In

fact, one of the program of DEPED, No Child Left Behind (NCLB) Act of 2001,
has accelerated changes in the educational environment by setting rigorous

learning standards for all students and placing student achievement and

school accountability in the public spotlight.

The expectation set is intended to reduce the achievement gap and

insure all students test are proficient in all core subject areas. (Wiley, Mathis

& Garcia, 2005). The reality of the reform is that school divisions must now

consider non-traditional programming and opportunities, as well as quality

instruction for all students if they hope to meet the goals of No Child Left

Behind (NCLB).

Although this unprecedented focus on student achievement has

received criticism from educators and their leaders, it has been generally

accepted by the public. According to Paul D. Houston (as cited in Rose &

Gallup, 2005), Members of the public want to see the achievement gap closed

and understand the achievement gap is created outside the schools; however,

they believe schools can overcome the ravages of social and economic

conditions. While this belief is a vote of confidence for schools when coupled

with the recognition that money is the biggest challenge facing schools and is

increasingly difficult to find, these expectations could set schools up for

failure if they cannot do what society will not do (p. 50). Due to the

complexity of this reform and our rapidly changing society, it is now essential

for schools to have effective school administrators as leaders. As educational

leaders, school administrators face the challenge of improving teaching and

learning to ensure academic success for all students.

 Historically, effective school administrators have only needed to

possess sound managerial and political skills. However, 21st century

expectations of schools are now requiring different types of leadership skills

from school administrators. This stems from the fact that in addition to

instructional and programming pressures, today's school administrators are

also facing challenges that include budgetary reductions, school safety,

contract administration, supervision, data management and marketing. Thus,

in addition to effective instructional leadership skills, a school

administrator’s effectiveness during this new educational era will also

require complex knowledge and skills related to organizational culture and

management.

According to Elmore (as cited in Lashway, 2002) "this requires not

just innovative practices, but a different mindset" (p. 3). summary, school

administrators are in the midst of leading schools with higher academic

standards and increased accountability measures from those of the past or

even the last decade. Based on the external pressure created by No Child Left

Behind (NCLB) today's school administrators will clearly require a different

set of knowledge and skills. The fact that current research reports school

administrator leadership as one of the most significant factors affecting

student achievement clearly indicates school administrators must have a

thorough understanding of their roles as instructional leaders. In addition,

school administrators must also have the ability to fulfill each of their roles as

instructional leaders by effectively utilizing researched based practices.

 However, considering the constraints, barriers, and realities school

administrators face, their overall effectiveness, as presume, will likely depend

on their ability to select and implement the leadership practices that will

have the greatest impact on student achievement. From the above-mentioned

statements, it is with great opportunity for the researcher to take chance to

examine school administrators’ Professional Qualification, Competency Level

and Administrative Performance.

Background of the Study

A good administrator places a high priority on coaching employees.

Good coaching involves working with them to establish suitable goals, action plans

and time lines. The school head delegates and also provides ongoing guidance and

support to the employee in completion of their action plans. Rarely can job goals be

established without considering other aspects of an employee's life, e.g., time

available for training, career preferences, personal strengths and weaknesses, etc.

An administrator is sometimes confronted with walking a fine line between being a

school head and the employee's confidant.

Usually they understand the organization and the employee's

profession better than the employee. Consequently, the school head is in a unique

position to give ongoing advice to the employee about job and career. The

employee looks to the school head as a model for direction and development. An

effective mentor-mentee relationship requires the head to accept the responsibility

of mentorship. A good school administrator can be a priceless addition to the

career of an employee.
 However, his role may sometimes be threatened to some test of times.

Let us say examinations like National Achievement Test with students who

perform insufficiently. By this it was generally perceived that principals to teachers

and even administrators’ attitude to work was one of the major factors in the

decline in educational achievement. The question of poor performance of students

in different examinations had been attributed to the poor performance of school

principals and his management to his teaching staff. However, there were other

contributing factors to the decline in educational achievement, such as

communication problems, lack of motivation and encouragement of teachers due

also to poor motivating skills of principal and administrator.

Statement of the Problem

This study assesses the Competency Level of the Elementary School

Administrator and their Administrative Performance: and Intervention Plan

It specifically seeks answers to the following:

1. What is the profile of the school administrators with reference to:

1.1 age;

1.2 sex;

1.3 civil status;

Change the secondary to elementary

1.4 experience as school administrator;
friend coz I asked her that I will focus
with the 14 elem school heads of
1.5 plantilla position; manjuyod 1 only and she approved
my request.
 1.6 highest educational qualification?

2 What is the competency level of the secondary elementary school

administrators as perceived by their teachers in the following areas:

2.1 Instructional leadership;

2.2 Learning Environment;

2.3 Human Resource and Management Development;

2.4 Parents involvement and community partnership; and

2.5 School Leadership, Management and Operation?

3. What is the performance of these school administrators as viewed by their

Change IPCRF TO
Office Performance Commitment and Review Form (OPCRF)? OPCRF since school
heads ang ato study
4. Is there a significant relationship between the professional profile of school

administrators and their competency level;

5. Is there a significant relationship between the professional profile of school

administrators and their administrative performance

She suggested that 4.1 & 4.2 will be

4.1. competency level; and separated, that is why we have number
5 and our previous 5 is changed to #6
4.2. administrative performance we need to delete 4.1 & 4.2 friend.

6. Based on the results of the study, what training program intervention plan in

school administration can be proposed? We will change training program to

INTERVENTION PLAN since this is the
content of our study
 We need to split the statement of our
hypothesis just like in the statement of
our objectives
Statement of the Hypothesis

There is no significant relationship between the professional profile of

the school administrators and competency level and there is no significant

relationship between the professional profile of the school administrators and

administrative performance In theoretical background & framework

of the study, she is happy with this.
Theoretical Background/Framework of the Study

This study is anchored on Fred Fiedler's Contingency Theory, one of the

contingency theories that states that effective leadership depends not only on the

akostyle of leading but on the control over a situation. There needs to be good

leader-member relations, task with clear goals and procedures, and the ability for

the leader to mete out rewards and punishments. Lacking these three in the right

combination and context will result in leadership failure.

Fiedler's Contingency Theory emphasized the leader's personality, or

psychological disposition, which is the main variable in her/his ability to lead, and

said that how the group receives the leader, the task involved, and whether the

leader can actually exert control over the group are the three principal factors that

determine how successful the leader-led arrangement will be. Thus, the values

from the least preferred co-worker (LPC) are added and then averaged to produce

the score. A high LPC score, as can be seen from the example, exhibits a positive

orientation towards human relations. S/he gets along with people. The nature of

the task is less important and issues in doing it may be compensated with good

human relations. When the environment is such that each group member is
independent, such as in a scientific setting, tasks may not be all well-defined, and a

leader must rely more on her or his personality to accomplish goals.

To engage better understanding in the educational setting, supervision

connotes leadership because it is the superior that supervises the subordinates.

Adesina (1990) explained that, some consider the leader as the person

contributing the best ideas in the group or possessing maximum knowledge of the

situation, or offering the best guidance. Thus the leader is the person who gets

things done by enlisting the efforts of other people. The leader in any situation

must have both social and psychological attributes in order to succeed on the job.

The effective leader is the person who is not only able to make his subordinate do

what they have to do, but who also recognizes that these subordinates must be

motivated to ensure that the goals and objectives of the institution or organization

or system are met.

Therefore, a supervisor should be a reservoir of alternative solutions to

problems that may arise from time to time due to peculiar situations. To

corroborate this assertion, Obilade (1987) opined that it was important that

leadership became situational. Hence, for school administrators, supervision of any

form must be by an adaptive individual who could vary his or leadership style as

the situation demanded.

The most effective style of instructional supervision depends on its

suitability to the contingency at hand. The theory asserted that for subordinate

performance to be effective, the leader must adopt leadership style that

encouraged. The theory posited that performance is effective if a situational style

was adopted by the leader. The inference from this theory was that if subordinates’

performance was perpetually ineffective, there was no specific style to enhance the

performance of the subordinates.

The implication and application of this theory to supervisors and the job

performance of the elementary school principals is that the supervisor should

provide practical and practicalisable leadership to the teachers in under his

administration. This kind of practical leadership could involve the use of

demonstration strategies to show the teachers how they could do their jobs better

and achieve their job objectives, thus enhancing their job performance.

The Leadership Setting was described from the perspective of the nominal

head of the system, the supervisor. This layer had six categories and set guidelines

under which the activities occurred. The second layer comprised the Leadership

Scene, and described the emergent t leaders. These individuals were considered

with regard to their personal traits, the contingencies that occurred, and their

preferred leadership styles.

The third layer, the Leadership Scenario, dealt with the interventions as they

occurred over time. The adaptation of Hyde's (1985) framework occurred at this

layer, to fit with the investigation of the leadership that was being studied. This

layer had five levels. They were power base, leadership force, approach, strategy,

and tactics. Like the framework as a whole, this layer was designed so that each of

the levels could be understood in terms of the other levels.

 The data were analysed using a three-step procedure: first, to identify the

leadership styles and power bases used; secondly, to compare the leadership styles

used with other participants' expectations of that leadership behaviour; and

thirdly, to analyse the strategies used by the leaders.

As the first step, the observed leadership behaviour was analysed using the

theory of Situational Leadership (Hersey and Blanchard, 1982) and the power

bases used by the leaders were defined by using the work of Hersey, Blanchard and

Natemeyer (1979). As the second step of the analysis, the preferred leadership

style for each leader was placed on the tight/flexible continuum developed by

Handy (1985) and compared with the placement, on the same continuum, of the

perceived requirement of the task and the subordinates' expectation of the leader's

style. The placement of the influences on the continuum could only be

approximate, but their relative positions were important. The greater the

similarity between the placements the greater the degree of fit. Conversely, the

greater the difference between the placements the poorer the fit. According to

Handy (1985), effective leaders in situations of poor fit will modify their behaviour

or the task to accommodate the situation and improve the fit.

In this study the actual observable, determinable leadership - termed tactical

interventions - were recorded. Underlying reasons for intervention - termed

strategic interventions - were proposed. The strategies used related to the goals,

images and functioning of the school, to the power and functioning of sub- groups

within the school, and to individuals' power positions.

 When these strategies used by the leaders were analysed as part of the

second step of the analysis, it was found that the leadership did change over time,

as Handy (1985) suggested it would.

School Administrators

Situational style/ Leadership style or

setting

Administrative Competency Level

Performance

Principals’ Job
Performance

Figure 1. The Theoretical Framework Based on Fred Fielder’s

Contingency Theory
Conceptual Framework of the Study

This study comprises three major areas, namely: input, process, and output.

The input accounts the major variables considered in this study.

The process includes the statistical treatment appropriately used for the

quantitative analysis of the data which is essential in getting the findings,

conclusions, and recommendations of this study.

Finally, the output is produced based on the findings of this study

In this part friend, she required us to incorporate some published

concepts parallel to this study which we need to cite.

She also found out friend that my CONCEPTUAL FRAMEWORK OF THE

STUDY is the same with mam Cabusog and Cabual, heheh…she said
super BFF daw kaming tatlo…

She mentioned about IPO…please help me understand this acronym

friend.
Conceptual Framework of the Study
Input Process Output

Instrument on:

-Respondent’s
profile

- instructional
leadership skills of Gathering of data,
school tabulation,
administrators sorting, Basis for Training
-issues and computation, Program
concerns interpretation and
analysis.
-significant
relationship
between the profile Statistical
of the respondents Treatment
and the major
variables Percentage
formula,
-Significant Weighted Mean,
relationship t-test
between the
instructional
leadership skills and
practices of the
secondary school
managers and the
performances of
the teachers in the
last three years

Figure 1. Flow of the Study

Significance of the Study

This study is beneficial to various stakeholders, namely:

Department of Education (DepEd). The findings of this study would serve

as guide for the DepEd officials in crafting tangible development plans for school

managers to enhance their instructional leadership skills and practices.

Curriculum Designers. This study would help curriculum designers to

design specific curriculum innovations that answer to the present needs of the

school managers in giving technical assistance to their teachers.

Schools Division Superintendents. This study would help the School

Division Superintendent to monitor and be aware of the administrative skills of the

school administrators.

School Administrators. This study would serve as basis for the school

administrators to upgrade their instructional leadership skills and practices based

on the outputs.

Teachers. The teachers would directly be benefited for whatever actions the

school administrators would undertake as results of this study.

Students. Since the learners are the stakeholders in this study, they would

be benefited for all actions taken by the teachers and the school managers.
 In the Scope friend, pls have the What & When Who
Questions…like
We will also
The study focuses on the competency level of school
state who
administrators and their administrative performance for an
are our intervention plan.
respondents Scope and Limitations of the Study
This study will be conducted on October 2020 to November
in our study
2020.
which will Scope of the Study. The study focuses mainly in determining the
also be part
in the scope competency level of the school administrator and their administrative
friend…
performance: an intervention plan.

Limitations of the Study. In the conduct of the study, the researcher

recognizes some limitations. The study uses the respondents’ perception. The

researcher also relies on the impartiality of the respondent as to the objectiveness

of the assessment made by them. Thus, answers are beyond the control of the

researcher since all items require their individual perception. Others may

overestimate or underestimate their perceptions. Teachers have different

background and perception about their school heads as well as their level of

experience, thus, affecting the study. Personal factors can also be a recognized

limitation as some teachers may accept this study with passivity. The negative

attitude towards the study may affect the percentage of retrieval as other students

may refuse to respond to the questionnaire.

It is also a recognized limitation of the study that the findings hold time for

Division of Negros Oriental and may not be construed as also true to other division.

Definition of Terms
we need to provide the conceptual definition(the author’s concept
that are published) like for example, SCHOOL ADMINISTRATOR is
defined as…(karl credo 2018) and how this term is used in our study
to have the operational definition. We will also include the terms
found in our objectives friend, like AGE, CIVIL STATUS and the like

The terms are conceptually and operationally defined to give guidance to the

reader’s frame of understanding.

School Administrator. This refers to the school head, leader or

administrator who functions as Teacher – In – Charge (TIC), Head Teacher, or

Principal whose authority, responsibility and accountability focuses on both

administration and supervision in school.

Instructional Leadership. The ability of the school manager to lead and

influence the behavior of the teachers towards the whole teaching – learning

process. It is a kind of leadership which focuses on the quality of instructions and

the quality of its results.

Competency. This means capability to apply or use a set of related

knowledge, skills and abilities required to successfully perform “critical work

functions or task for success in the workplace.

Professional Qualification. Are qualification, often involving an element of

practical training to help and develop relevant skills for a particular career path.

Learning environment. Refers to the diverse physical locations, contexts,

and cultures in which students learn.

Human Resource Development (HRD) is the framework for helping

employees develop their personal and organizational skills, knowledge, and

abilities. ... Or, Human Resource Development can be informal as in employee

coaching by a manager or internal training and development classes taught by

internal staff or a consultant.

Innovation. This refers to the tangible plans and actions of the school

administrators in addressing the immediate and basic issues and concerns of the

school pertaining to instructions for the purpose of improving its quality and

relevance.
we need to add our
RRL

WORKING RRL TOO

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This section presents a review of literature and studies related to school

administrators’ performance.

Leadership. Is the key to progress, success and survival of any group; it is

one of the commonest characteristics of all the species of the animal kingdom,

because whenever any of the species are in a group, a leader always emerges. It is

the secret of the success of any organization, be it a business enterprise, political or

governmental institution, religious congregation or an educational agency or

institution. It is, in particular, an elusive but fascinating topic of continuing and

abiding interest among students of educational and public administration.

Unfortunately, not much attention seems to have been focused on this basic human

phenomenon either by scholars or by practitioners in the Philippines

(www.iosrjournal.org).

Nations have become what they are today, and the world today is largely

because of leadership. Religious leaders like Jesus Christ, Mohammed, Buddah,

Confucius and so on have definitely affected and shaped the world’s cosmological,

ethical and moral beliefs. Scientific leaders like Newton, Faraday, Copernicus,

James Watt, the Bright brothers, George Stephenson, George Simon Ohm, etc., have

largely been responsible for what the world is Today. Political leaders like

Napoleon, George Washington, Abraham Lincoln, Thomas Jefferson, Bismark,

Kemal Ataturk, Hitler, Churchill, Stalin, Lenin, and so on have largely been
responsible not only for the present state of affairs in their respective nations but

the whole world at large. Social scientists and philosophers like Karl Marx, Hegel,

Max Weber, Freud, Spinoza etc., have all helped to shape our social and political

institutions, thoughts and beliefs and the educational leaders like Plato, Aristotle,

Quintilian St. Augustine, St. Thomas Aquinas, Comenius, Francis Bacon, Sigmund

Freud, John Locke, Rousseau, Immanuel Kant, Pestalozzi, Herbert, Froebel, John

Dewey, Montessori, Alfred North Whitehead and so on have all been responsible

for our present day educational thoughts, organizations, contents and processes.

From the forgoing analysis, it should be clear that the future of any

enterprise and particularly the educational enterprise and indeed the future and

survival of our country, Philippines, will in no small measure depend not only on

the providential emergence of effective leaders in all spheres of our national life

(with particular reference to education), but also on our national consciousness,

awareness, understanding and appreciation of the efficacies of leadership in

national development.

Leadership is so clearly manifested in all our human endeavors, yet

researchers do not all agree as to its precise definition. There are however some

generally acceptable conceptualizations and definitions. For instance, Ralph M.

Stogdill (1948) holds that leadership is the process of influencing the activities of

an organized group towards goal setting and goal achievement.

Amitai Etzioni (1961) feels that leadership is power, based predominantly on

personal characteristics, usually normative in nature. James Lipham (1964)

contends that leadership is the initiation of new structure or procedure for the

accomplishment of organizational goals or objective. Fred H. Fiedler (1967)

believes that the leader is the individual in the group given the task of directing

and coordinating the affairs relevant activities of the group. William J. Reddin

(1970) sees leadership as a function of the leader, the followers, co-workers,

superiors, the organizations and technology. Gibbs in E.H. Schein (1980) defines

leadership as a function of the relationship between the leader, the followers and

the task-situational characteristics. And Hugh J. Arnold and Daniel C. Feldman

(1986) conclude that leadership is an influence process.

School administrators’ competencies development as the object of the

research is grounded in multidiscipline approach, combining the spheres of

education management, human resource management, theory of professional

education, andragogy, which allows to achieve deeper epistemological

understanding of the particular object.

School Administrators’ competencies development. Holistic approach to

the object of research allows to examine it as a single complex system, with

reference that the object’s components as a whole is greater than their sum.

According to this approach, it is sought to provide the complex view of school

heads’ competencies development as a phenomenon (Bitinas, 2006). This requires

the analysis of school leadership as well as of the development of school leaders in

conjunction with school improvement.

 Systems theory. Allows substantiating the interconnection between school

administrators’ competencies development and school improvement as a

sustainable and coherent system, consisting of interrelated parts. Systems theory

stresses that any system segment’s activity affects the overall system performance,

and this interaction is characterized by coherent mutual interdependence and

interrelation (Bertalanffy, 1969).

Constructivist learning theory, which argues that the reality cognition is

based on individual knowledge structures that are formed on subjective

experience, while learning occurs when a person doubts about his/her beliefs,

personal theories and current understanding. Knowledge creation is an active

process, because a learner develops new concepts, ideas, meanings on the basis of

previously acquired knowledge and experience (Piaget, 1976). Self-directed

learning theory, which explains the learning process as a learner’s responsibility

for his/her learning and learning outcomes (Knowles, 1975). According to this

theory, a learner is able to identify his/her own learning needs, taking into account

the planned life path. The one is able to identify current and future roles, is

characterized by motivation, ability to plan the learning process and its outcomes,

choose the learning strategy, taking into account the results and circumstances of

life, to adjust the learning plan and represent acquired competency (Jucevičienė et

al., 2010).

Experiential learning theory. Emphasizes the effectiveness of learning

through experience. Experiential learning occurs while observing and reflecting

one’s experience, and on the basis of experience abstract concepts are formed and

justified in new situations. Experiential learning theory stresses the holistic nature

of learning, the idea of sustainable development and highlights he experience as

the key assumption of learning (Jarvis, 1987; Jarvis, Holford, Griffin, 2004; Kolb,

1984).

Conceptions of reflection and critical reflection, which emphasize the

abilities of an individual to explore own activity on the basis of life experience,

seeking to deeper understanding of linkages between events, foreseeing of goals,

anticipating problems in unfamiliar situations etc. (Argyris et al., 1985; Willis,

1980). Action science theory, which treats the practical knowledge as a tacit

knowledge. According to this theory, tacit knowledge could be expressed by

reflexive exploration. From action science theory perspective, the activity of an

individual is based on rules and hidden personal acting theories. When confronted

with any situation, a person guides his/her own action theories that help to

“create” an action forms the repertoire of acquired conceptions, activity schemes,

strategies (Jucevičienė et al., 2010; Argyris et al., 1985).

The process of school leadership in the context of education management

paradigm shift sought to define the notion of education management paradigm and

to detail the core paradigms as well as their implications on school leadership. The

education management paradigm is defined as an approach to designing of a

model strategy of education (Mulford, 2008). On the basis of scientific literature

analysis (Ž elvys, 1999; Fullan, 2003; Mulford, 2003; Olsen, 2002) three main
paradigms are identified: Old Public Management, New Public Management, and

the “Paradigm of Change”. It is suggested in the study that the paradigms

presuppose organization of education and are reflected in the nature of leadership

and in school administrators’ roles. Old Public Management in education assumes

that schools are hierarchical systems in which heads use rational means to pursue

agreed goals. He- ads possess authority legitimized by their formal positions

within the organization and are accountable to governing bodies for the activities

of their institutions. It is pointed to some advantages and weaknesses of

bureaucratic approach in education and stated that irresponsibly to the

inadequacy of OPM under the conditions of systemic change, it still has much to

contribute to understanding of school operation.

New Public Management. Emerged as the dominant paradigm in many

countries under the conditions of rapid globalization and technology progress.

Under the influence of NPM the restructuring of education has been characterized

by such trends as decentralization, accountability and markets, community

involvement. New public management expanded the role of school principals.

school heads became managers, responsible for strategic planning, management of

human resource, human relations and conflicts, information and projects etc. in

their organizations.

The implementation of the certification system was an important step,

seeking to ensure the quality of school heads’ management activity. The paradigm

of systemic change is stipulated by knowledge society and its challenges. It is

argued in the study that in order to meet heightened, multiply expectations placed

by systemic change, schools need to become learning organizations, consciously

and continuously pursuing their improvement. Schools as learning organizations

are capable for adapting in changing consequences and stand out by virtue of

trusting and collaborative climate, a shared and monitored vision, initiatives and

risks, ongoing and relevant professional development, distributed leadership etc. It

is argued in the study that school improvement depends on principal, who can

foster the necessary conditions for sustained school activity in rapidly changing

society. The rapid paradigm shift expanded expectations for school administrators

emphasizes the need for schools as learning organizations in continuous

improvement. This has strong implication on core areas of school administrators’

responsibilities and their functions. School Administrators have a significant

impact on school processes and catalyze school improvement and becoming a

learning organization.

The analysis of scientific literature (Leithwood et al., 2004; Waters, Marzano,

McNulty, 2003) allowed identifying the core areas of school administrators’

activity. School Administrators are responsible for the managing of educational

process, school managing and administrating, direction setting and organization

redesigning. Each area involves specific functions of school administrator. The area

of managing of educational process covers school administrator’s direct

participation in educational process, organization and evaluation of educational

process as well as creation of sustainable learning environment. The area of school

management and administration involves resource management, monitoring of

effectiveness and accountability for school results. The area of direction setting

covers creation of school vision and its implementation, strategic planning,

formation of values system, planning of organizational development. The field of

organizational redesigning involves creation of school culture and climate,

development of leadership, partnership networks, designing of school image,

organizational learning, change management, etc.

The analysis of school administrators’ activity areas and functions is linked

to the conception of first order and second order changes (Lethwood, 1992;

Waters, Marza- no, McNulty, 2004). First order changes explain leadership

functions in a stable environment. Second order changes are aimed primarily at

changing organization’s normative structure and foster school becoming a learning

organization. The first and second order changes require specific practical actions

from school administrators. That is why the analysis of leadership models is

important.

Leadership models. Is a methodological approach to the analysis of school

administrator’s practical activity and its impact on school organization. The

scientific literature confirms that there is a relationship between school leadership

and school improvement, so it is important to deconstruct leadership to examine

the extent to which the various models facilitate the conditions that allow for

school improvement. There are various typologies of leadership models. Eminent

among them are the instructional, transactional, and transformational models of

leadership. These three models of leadership are subject to scrutiny in this chapter,

using a typology adapted from Leithwood, Jantzi, Steinbach (1999).

Instructional leadership. Focuses on teaching and learning and on the

behavior of teachers in working with students. Heads’ influence is targeted at

student learning via teachers. Instructional leadership is important for improving

the quality of learning. Transactional leadership supports the implementation of

the school mission through resource management. Transactional school

administrators focus on nurturing the on-going climate of the school through

development of positive interpersonal relationship among members of

organization and effective day-to-day operational procedures for the school.

Transformational leadership. Describes a particular type of influence

process based on increasing the commitment of followers to organizational goals.

This form of leadership assumes that the central focus of leadership ought to be

the commitments and capacities of organizational members. Higher levels of

personal commitment to organizational goals and greater capacities for

accomplishing those goals are assumed to result in extra effort and greater

productivity. transformational leadership is essential for schools as learning

organizations.

It is argued in the study that schools, reflecting on the demands of society,

should be delivering. Acknowledging with such demands provokes the role of

school administrator become complex, emphasizing that of change agent, strategic

planner, and a leader. This role far exceeds the role of instructional leader.
Instructional leadership while suitable for addressing first order changes such as

curriculum innovation is inadequate for the kind of systemic changes. Therefore,

while instructional leadership is still important, the paradigmatic shift to a

transactional and a transformational model of leadership may be necessary for the

effective functioning of modern school. So, there is no one best model of leadership

for all situations; rather, effective school administrators adopt the integrated

leadership model appropriate for the situations. Hence, it is argued that the

integrated model of school leadership presupposes school improvement. The

successful realization of leadership models requires appropriate competencies;

therefore, the attention is drawn on the analysis of school heads’ competencies.

The quality of leadership is vital for school improvement and students’ outcomes.

Hence, the attention is drawn to the development of appropriate competencies of

school heads.

The notion of school administrators’ competency and the holistic capability

model are analyzed in the subchapter. The managing and leading tasks of school

leadership are both complex and interrelated, so that there are no clearly defined

concepts of leadership competence and competency.

Competency. Refers to the capacity to perform professional work and is

developed by means of professional education and training (Eraut, 1994; Scott,

2010; Stephenson, 2000; Trotter, Ellison, Davies, 2001). Competence in general is

understood as the whole of values, skills, knowledge and understanding which

enables the person to act successfully in a certain field of life (Recommendation of

the European Parliament and of the Council on Key Competences for Lifelong

Learning, 2005). Competence is constituted by a number of professional

competencies as well as practical experience. Therefore, it is important to identify

the structure of the school administrators’ professional competence. A competence

model is a list of competencies required for a specific job or field of occupation, a

commonly recognized body of knowledge, skills competencies and behavioral

models and qualities that help the individual to perform his/her job as successfully

as possible and provide the basis for individual evaluation and development. The

competence model consists of: core competencies (they complement specific

competencies required for a specific job or field of occupation); knowledge

required for these competencies; skills and abilities based on competencies.

On the basis of theoretical analysis (Bush, 2008; Hallinger, 2003; Huber,

2004; Leithwood et al., 1999; Scott, 2010) the holistic model of school heads’

competence was developed.

Personal competency. Is understood as self-recognition and self-analysis.

The ability to analyze one’s strongest and weakest traits is a precondition for the

development of a mature personality and successful self-realization. Social

competency is associated with high communicational culture in organization. This

is the ability of school leaders to create and sustain collaborative culture, mutual

respect and understanding. In a wider range, it’s creating of a partnership with

community.
Instructional competency of a school administrator. Is an ability to manage

effectively the educational process, design curricula, monitor academic

achievements, etc. School administrators demonstrate expert knowledge of

teaching-learning process, inform, plan, implement, monitor and evaluate it,

manage educational curriculum, build an environment that maximizes students

learning, this competency empowers school leaders to develop and sustain

learning communities in a school. Educational competency is expressed in self-

education. Changes in education as well as in modern society inspire the life-long

learning that is why educational competence has become very important today.

Self-management competency. Is a skill of carrier planning tool leaders use

their knowledge and research data to maximize overall performance of themselves

and their organizations. They effectively develop plans and evaluate the

implications for their actions. Managerial competency is an ability of a school

administrator to seek for overall school as organization effectiveness, to ground

management on modern management principles such as quality management;

human resource management; learning organization management, etc. School

administrators efficiently and effectively apply expert knowledge of legislative,

syllabus and policy requirements. School administrators develop and implement

effective personnel management structures, strategies and procedures. School

administrators manage effectively and accountably within their delegated

responsibilities. School administrators create and utilize effective management

systems and processes.

The possession of competencies in the six domains is necessary but not sufficient

for effective professional performance under the conditions of systemic change.

Equally important is the possession of the following higher order thinking skills:

emotional intelligence, critical thinking, diagnostic skills (Scott, 2010). Emotional

intelligence means that school administrators have highly developed personal and

inter personal skills based on the ability to empathize with the perspective of

others. School administrators have the capacity to interact with people and work

constructively in a team. Critical thinking helps school administrators see the core

issues and anticipate difficulties in complex technical and human situations.

Diagnostic skills mean that school administrators accurately read the signs to

figure out what is actually going on in each new situation.

The model of holistic capability. Constitutes from professional

competencies, each including professionally specific skills and knowledge, as well

as the domains of emotional intelligence, critical thinking and diagnostic

competency that enable to respond to the challenges of the systemic change. The

analysis of literature shows that the focus on capability requires a shift in a

professional training and development of school administrators. Professional

training and development aim at transfer of professional knowledge, while the

development of competencies focuses on metacognitive skills, which allow

applying new skills in a professional environment.

The development of school administrators’ competencies is implemented to

develop or change the management practices in schools and is to be linked to

meaningful change. Therefore, the attention is drawn to the principles of

sustainable school leadership development. The chapter discloses core principles

as requirements for effective arrangements of the development of school

administrators’ competencies. It is argued that in the paradigm of change school

leadership development should be a purposeful, consistent and coherent process,

reflecting the needs of school heads at various stages of professional and

organizational socializations (Bush, 2008; Hal- linger, 2003; Huber, 2004;

Leithwood et al., 1999).

The managing and leading tasks of school leadership are both complex and

interrelated, so that there is no clearly defined concept of leadership. Most

definitions of leadership reflect the assumption that it involves a social influence

process whereby intentional influence is exerted by one person or group over

other people or groups to structure the activities and relationships in a group or

organization (yukl, 2002). Leadership cannot be regarded as a singular activity

carried out by the principal. Most schools now have an extensive leadership

apparatus, including deputies and/or assistant principals. Recently the developing

interest is connected to distributed leadership (Hargreaves, Fink, 2006), which

means involvement of larger numbers of staff in school leadership. The emphasis

of this article is on school leaders, including but not confined to school principals.

In a paradigm of distributed leadership school leadership and questions

concerning the optimum approaches for leadership succession have become

matters to which increasing concern has been devoted in education systems

internationally. Effective succession means having a clear strategy to create

positive and coordinated flows of headship (Bush, 2008; Hargreaves, Fink, 2006).

In many countries, leadership succession relies on self-selection of talented

candidates rather than on clear strategies to identify and develop future leaders.

Research reports (Hargreaves, Fink, 2006) quite clearly show that insufficient

attention is being given to identifying and fostering potential future leaders in

most countries. Self-identification as leaders is a gradual process of trial and error

during which individuals are emotionally vulnerable and often lack professional

and systems support (Gronn, 1999).

Researches (Bush, 2008; Hargreaves, Fink, 2006; Pont et al., 2008) argue that

more emphasis should be put on nurturing and developing leadership within

schools, it should be focused on how best to identify and support future leaders

early in their careers. that is why succession planning is essential to widen the

applicant pool for school leadership and increase the quantity and quality of future

school leaders. Succession planning involves fostering interest in leadership by

providing opportunities for teachers to participate in leadership and to learn more

about the day-to-day tasks it involves, as well as offering training for aspirant

leaders. Individuals who have gained some experience in leadership or aspects of it

are more likely to be interested in leadership and to be confident in their capacity

to do it. It is therefore important that potential leaders are given opportunities to

participate in leadership early in their careers. This can be done by distributing

leadership within the school and encouraging teachers to take on responsibility for

certain areas or aspects of leadership. Interest in leadership can also be fostered by

shadowing programs which allow teachers to observe and learn more about the

concrete activities it entails.

High potential teachers need to be identified proactively and encouraged to

develop their skills. Professional development opportunities can be a good way for

teachers to test their potential for management and leadership. training

opportunities may be targeted to develop leaders for schools particularly in need,

or they may be embedded in larger strategies for school leadership development.

In addition, including leadership topics in initial teacher training can foster interest

among teachers with leadership potential in the longer term (Pont et al. 2008).

Succession planning is essential to increase the quantity and quality of future

school leaders. It is a way to counteract principal shortages and to ensure that

there is an adequate supply of qualified personnel to choose from when the

incumbent leader leaves the position. Succession planning involves proactively

identifying potential leaders and encouraging them to develop their leadership

practices. This can be done by offering training programs for aspiring leaders and

providing opportunities for young teachers to learn more about leadership

through close contact with current leaders. It can also be done by including

leadership topics in initial teacher training.

Consistent with the concept of lifelong learning, and assuming school

leadership involves a career - the stages in a school leader’s career are receiving

growing attention. For example, implicit in the data collected in Earley at al’s

(2002) recent study is a call for a coherent school leadership professional

development framework which begins shortly after qualification as a teacher and

continues through and beyond headship. A number of models have been developed

to describe various stages of school leadership career (Bush, Jackson, 2002; Bush,

2008). The eminent among them is a five stage structure: Emergent leadership for

teachers who are beginning to take on management and leadership

responsibilities, including heads of subject/area. Established leaders for

experienced leaders who do not intend to pursue headship, including assistant and

deputy heads.

Entry to headship for aspiring to first headship and newly-appointed first-

time head teachers. Advanced leadership for experienced head teachers looking to

develop their professional qualities, competences and expertise. Consultant

leadership for experienced head teachers and other school leaders who are ready

to further develop their facilitation, mentoring and coaching skills. The framework

is thought to provide a coherent and flexible model for the development and

support of school leaders at all stages of their career.

Leadership development needs. Seen as a lifelong learning process. Most

evidence on development impact points to the fact that leadership development is

broader than specific programs of activity or intervention. It can be learned and

developed through a combination of formal and informal processes throughout the

different stages and contexts of leadership practice. The school leadership career

needs to be supported through the different stages in a balanced manner, including

pre-service, induction and in-service provision and be complemented when

important changes come about.

The significance of pre-service preparation of school leaders has been

analyzed by Browne-Ferrigno (2003), Bush, Jackson (2002), Hallinger (2003). The

notion of preparation suggests a preconceived orientation towards career

development by the potential principals and/or other education system

participants. In many countries it is required for aspiring principals to complete

approved pre-service qualification before being considered for an appointment, in

other settings, there are no formal prerequisites except for the need to be qualified

and experienced teachers. Hallinger (2003) argues that the considerable criticism

of pre-service courses reflects their lack of coherence and detachment from the

realities of the principal’s workplace. The predominant mode of delivery usually is

lecture and discussion. Recognizing the importance of pre-service preparation for

aspiring principals (Bush, Jackson, 2002) it is agreed that there is a need for a

fundamental rethinking of the content, structure, delivery, and assessment of

leadership learning. This involves the development of a framework for leadership

preparation to ensure that formal university oil based programs and programs

offered by and other providers of leadership development are complementary.

Research studies have been designed to identify characteristics of effective

leadership preparation programs. Some of the characteristics of effective programs

include (Browne-Ferrigno, 2003): a clear sense of mission and purpose;

curriculum coherence and alignment, including integrated sets of topics based on

learning objectives; linkages between certification requirements and professional

development; instructional strategies related to the nature of the material taught

and the learner needs, including: experiential learning, new information

technologies, small group work, simulation, videotapes, role-playing, and case

study; length and time structure; linkage to the mission, beliefs, and values of

relevant employing authorities; and learning strategies that motivate through

thinking, reflection, and analysis, with a strong component of coaching and

feedback.

Preparation for leadership should be part of a continuous process involving

both formal study and field based learning. The important connections between

the self- identity and career goals of individuals need to be taken into

consideration when planners are designing leadership learning opportunities.

Great attention in education management literature is dedicated to the

process of induction to school leadership (Browne-Ferrigno, 2003; bush,

Middlewood,2005). Induction is the process by which new incumbents become

familiar with the context in which they are leading, including the school culture. All

first time participants need professional socialization (preparing to enter

profession) and organizational socialization (learning how to lead in a particular

context) is also required. Induction has three main dimensions (Bush, Middlewood,

2005): 1) Socialization: enabling the employee to become part of the organization;

2) Achievement of competent performance: enabling the new employee to

contribute to the organization effectively; 3) Understanding the culture: enabling

the employee to appreciate the core values of organization.

 Leadership development. Is often a generic term to describe any form of

preparation or training for headship, or it is specifically used to refer to activities

undertaken following appointment as a principal, that is in-service training. In

studies of the professional development needs of experienced principals’ attention

has been drawn to the need for experienced principals to have available to them a

range of learning opportunities from which selection can be made in accordance

with specific needs. These learning experiences may usefully involve: study

groups; advanced seminars; reading and discussion groups; presentations by

current thinkers or expert practitioners; attendance at national academies or

conferences; and opportunities to become coaches, facilitators, or trainers

themselves (Bush, 2008). Hallinger (2003) argues that in-service opportunities are

often haphazard, under-funded and limited in both scope and content. The content

of in-service programs, however, is more varied in approach than the pre-service

curriculum and is more firmly connected to the needs of principals. The greater

involvement of practitioners in planning, mentoring and delivering programs has

had a beneficial effect and is in sharp contrast to pre-service programs. In-service

learning should not however be haphazard or fragmented. Rather the curriculum

should be: carefully designed with attention to prior learning; coordinated and

aligned across all learning providers and activities; provide core skills and

knowledge that will enhance leadership, but also knowledge and skills related to

the specific certification requirements (Browne-Ferrigno, 2003). The continuing

professional renewal of experienced principals is an important part of what is

essentially a process of lifelong learning.

At the same time as programs of professional development should be made

available to principals seeking to enhance their own professional growth and

development, principals themselves can play an important part in the professional

advancement of aspiring principals and others who have been newly appointed to

the position of principal, and indeed to other positions of leadership in schools and

educational institutions more generally.

One of the issues of a major importance is a necessity to ensure coherence of

provision by different institutions. A broad range of providers can cater to the

varied training needs for school leadership. Training is provided by Department of

Education or local governments, or outsourced to specialized institutions, to

teacher training institutions or to a specialized body established to focus on school

leadership training.

Universities have also a broad range of supply. In addition, teacher and

school leaders’ institutions have developed their own training programs. Where

there is no national orientation but a range of institutions catering to local or

regional needs, it is important to have clear standards that ensure that suppliers

focus on good leadership development. Designing, delivering and assessing

leadership programs require complex skills, including leadership experience,

understanding of relevant research and literature, and highly developed oral and

written communication skills. That is why a lack of suitable course leaders and

stuff may be experienced. Bolam (2004) discusses the challenge facing research-

ambitious universities to produce high-quality research and publications on school

leadership development. Another strategy is to encourage practitioner research,

develop school leaders to become consultant leaders and contribute to programs

as facilitators, consultants and coaches.

The analysis of leadership development programs (Bush, 2008; Bush, Jack-

son, 2008; Pont et al, 2008) allows generating a “content model” for leadership

development. Programs may vary in structure, content and effectiveness. Some of

the differences perceived depend on how the role of school leadership is

conceived. Whether school leadership development focuses on managerial

responsibilities, including business skills and resource management, and/or on

instructional leadership skills will depend on the level of autonomy and

decentralization granted to schools and the roles leaders are asked to play.

However, a core curriculum most likely comprises five main themes:

Instructional leadership: the topics related to teachings and learning,

pedagogical leadership, managing teaching and learning. Leaders seek to achieve

good outcomes by influencing the motivation, commitment, capability of teachers.

they monitor teaching and learning to check that high standards are being

achieved. So, the course modules on instructional leadership need to address these

themes.

The school administrator. Controls the most important factors affecting a

school's teaching and instructional quality, including attracting, selecting, and

keeping outstanding teachers; working with the school community to establish a

common mission, instructional vision, and goals; creating a school culture

grounded in collaboration and high expectations; facilitating continuous

instructional improvement; finding fair, effective ways to improve or remove low-

performing teachers; and producing excellent academic results for all students as

gauged by external tests aligned Leithwood, Louis, Anderson, and Wahlstrom (as

cited by the Center for Comprehensive School Reform and Improvement (2005)

make two important claims: "leadership is second only to classroom instruction

among all school related factors that contribute to what students learn at school"

and "leadership effects are usually largest where and when they are needed most"

(p.l). Based on a review of several research studies, Gaziel (year) concludes, "the

effective principal comes to fore as an instructional or educational leader who

affects the school climate and student achievement" (p. 17).

In addition to the aforementioned competencies within the context of a

leadership model, research has also provided principals with more context specific

roles and responsibilities to guide their actions in establishing effective schools.

In general, effective school administrators are able to increase the capacity

and collective efficacy of their staff to ensure academic success for their students.

Linda Lambert (2005) defines leadership capacity as, "an organizational concept

meaning broad based, skillful participation in the work of leadership that leads to

lasting school improvement" (p. 38).

How do effective school administrators develop leadership capacity? Reeves

(2007) states that effective leadership leverage depends on four essential

leadership practices: The creation of a consistent definition of proficiency for

students, teachers and leaders; Public reporting on progress towards proficiency,

Continuous professional reflection on the gap between the ideal state of

proficiency and the present reality of a school; and the establishment of a moral

imperative for consistency in academic and behavioral expectations for students

(p.l).

Another set of principal responsibilities for effective leadership identified by

the Center for Comprehensive School Reform and Improvement indicates that

effective principals focus on setting the direction, developing people, and

redesigning the organization (The Role of the Principal in Improving Student

Achievement 2005). According to DeVita (2004) principals impact student

achievement: By setting directions - charting a clear course that everyone

understands, establishing high expectations and using data to track progress and

performance, By developing people - providing teachers and others in the system

with the necessary support and training to succeed, and • By making the

organization work - ensuring that the entire range of conditions and incentives in

districts and schools fully supports rather than inhibits teaching and learning.
 She is happy with chapter III friend

CHAPTER III

METHODOLOGY

Research Design. This study employs the descriptive-correlational method

of research in unfolding the problems specified in this study utilizing the

researcher - made questionnaire as the tool used to gather the data needed. Data

are sorted, tabulated, statistically treated and analyzed in order to come up with

findings, conclusions and recommendations.

Locale of the Study. The study will be conducted in the Division of Negros

Oriental which covers three congressional districts. The study focused among the

secondary school principals with item in the aforementioned districts. The

schools’ division of Oriental Negros used to have 29 school districts, each city and

municipality being a school district, except Dumaguete City, it being another

school’s division. However, in school-year 2001-2002, the Department of

Education made the cities of Bais, Bayawan and Tanjay separate interim divisions,

leaving 26 school districts under the Negros Oriental schools division with 511

schools. The First Congressional District has the highest number of schools with

257, followed by the Third Congressional District with 149 schools and the Second

Congressional District with 105 schools.

Every school district is managed by a Public Schools District Supervisor or a

District In-Charge in the absence of a qualified District Supervisor. Under the line

of the Public Schools District Supervisor (PSDS) are the school administrators with

the plantilla position of a Principal or Head Teacher. In the absence of a qualified

 school administrator, Teacher-In-Charge (TIC) is designated to act in the capacity

of a school head. The implementing units (IUs) are capable of administering their

own funds since they have position items assigned to handle cashiering and

bookkeeping functions, whether on a permanent or temporary basis. The DBM has

already assigned agency codes to the said IUs, hence, they are authorized to open

Modified Disbursement Scheme (MDS) Sub-Accounts in government depository

banks and that the cash allocations intended for the aforementioned IUs are

directly issued by the DBM to their respective MDS Sub-Accounts. The IUs are

required to maintain sets of books of accounts. The MDS Sub-Accounts of Schools

Division Offices (SDOs) shall cover transactions of the SDO (Proper).

Research Respondents

The respondents of this study are the school administrators and their

teachers from the Division of Negros Oriental covering three congressional

districts. The researcher will use random sampling technique.

Table 1

Distribution of Respondents in the Entire Manjuyod 1 District for the School Year 2020-
2021 2019-2020
Respondents Frequency Percentage
Teachers 325 94.75
School
18 14 5.24
Administrators
Total 343 100

For the table friend, she required to only have sampling of the teachers, she will
be the one to inform me how many teachers we need. we will focus only the 14
elementary school heads of manjuyod 1. so 18 will become 14…then for the
school year, we will make us of the 2020-2021 TO 2019-2020
 As can be seen from Table 1, there were 343 total respondents of this study

where 325 (94.75) of them were teachers and 18 (5.24) were school

administrators.
we will include OPCRF 2019-2020 in
our research instrument
Research Instrument

This study will utilize the researcher – made questionnaire. The

variables and sub variables are carefully selected and submitted to the

adviser and the English expert for validation purposes. Copies of the tool are

distributed to the identified respondents after getting the necessary permit

from the Schools Division Office.

Data Gathering Procedure

The researcher will request permit from the Schools Division

Superintendent of Negros Oriental Division to distribute copies of the

research tool to the identified respondents. After getting the approval from

them, the researcher personally distributes copies of the instrument to the

identified respondents to ensure reliability of answers.

Maximum of one month was allotted to retrieve copies of the

instrument from the respondents. Tabulation, computation, analysis, and

interpretation of data followed which served as bases in drawing conclusions

and recommendations of the study.

Statistical Treatment

To get the profile of the respondent groups, the Simple Percentage formula

was employed: She will update us within this week

the CPSU FORMAT for this matter
P = ___f___ x 100

Where:

P = Percentage

f = frequency

N = Number of cases

To determine the competency level of school administrators, the Weighted

Mean formula was employed:

WX = ____∑fw____

∑N

where:

WX = Weighted Mean

∑fw = sum of the products of the frequency times weight of

each score

∑N = sum of cases
 She required adjusting our scale description…then
chance EFFECTIVE to COMPETENT so to maintain
coherence of terms
SCALE DESCRIPTION

Hypothetical Mean Descriptive Equivalent Meaning

4.21 – 5.00 Manifested Always So Very Effective we will

delete this part friend

3.41 – 4.20 Manifested Oftentimes Very Effective (start here)

2.61 – 3.40 Manifested Regularly Effective

1.81 – 2.60 Manifested Sometime Moderately Effective

1.00 – 1.80 Manifested Rarely Less Effective

To get the difference between the perceptions given by the teachers and

the administrators, Pearson Product Moment Coefficient of Correlation

was employed.

To interpret the correlation value (r) obtained, the researcher used the

following classifications:

± 1.00 - perfect correlation

Between ± 0.80 to ± 0.99 - very high correlation

Between ± 0.60 to ± 0.79 - high correlation

Between ± 0.40 to ± 0.59 - marked correlation

Between ± 0.20 to ± 0.39 - She will

slight be the one to test the validity
correlation
and reliability of our questionnaire to
Between ± 0.01 to ± 0.19 - negligible correlation
have this standardized

APPENDIX A

COMPETENCY LEVEL OF SCHOOL ADMINISTRATOR AND THEIR ADMINISTRATTIVE

PERFROMANCE: AN INTERVENTION PLAN
 I. Profile

Name (Optional) ___________________________________________

School ____________________________________

Directions: Please put a check on the space provided for your answer.

1. Performance Rating for the last 3 years:

Directions: Just choose between Outstanding, Very Satisfactory, Satisfactory

S.Y. 2017 – 2018 S.Y. 2018 - 2019 S.Y. 2019 - 2020 Average

2. Position___________________________________

3. Experience as teacher

____5 years and below ____16 to 20 years

____6 to 10 years ____ 21 and above
____11 to 15 years
4. Highest educational attainment
_____Bachelor’s Degree _____Earned Doctoral Units
_____Earned Masteral Units _____Unit Doctor’s Degree Holder
_____Master’s Degree Holder

5. Trainings and Seminar Attended for the Last Three Years

Level(National,
Name of training Regional Division, Inclusive Dates Conducted by:
District)

II. COMPETENCY LEVEL OF SCHOOL ADMINISTRATOR AND THEIR

ADMINISTRATTIVE PERFROMANCE: AN INTERVENTION PLAN
 Directions: Make an honest assessment of the level of competency your school head
possesses in terms instructional leadership skills and practices demonstrated as school
manager by checking the box that corresponds to your response on each of the item
indicated.

SCALE DESCRIPTION

Scale Categories Explanation

5 Manifested Always So Very Effective (delete this)

4 Manifested Oftentimes Very Effective (change to Competent)
3 Manifested Regularly Effective
2 Manifested Sometime Moderately Effective
1 Manifested Rarely Less Effective

A Instructional Leadership …my principal…. 1 2 3 4 5

we will
1 Accounted for learning outcomes of schools and centers viz-a-viz
delete
goals and targets colum
2 Performs instructional supervision to achieve learning outcomes n5
3 let everyone follows standard rule friend
4 Explain the level of performance that is expected
5 Gives vague explanation what is expected to us
B Learning Environment…my principal
1 Provided safe and child friendly learning and school environment for
students/learners
2 Adheres to Child-Friendly environment standards and Programs
3 Institutionalizes child protection mechanisms and processes (per
Deped Order 40, s. 2012)
4. Provides ICT facilities /workshop rooms as learning support systems
5. Has clear DRRM mobilization plans
C Human Resource Management and Development …my
principal…..
1 Maximizes teachers’ positive influence on learning outcomes
2 Creates a school-based professional learning community
3 Provides technical assistance to teachers on matters pertaining to
enhancement of classroom management, skills and instructional
competence and to non-teaching personnel for support services
within the RPMS cycle
4 Performs RPMS processes among 100% and above school
personnel with evidences
5 Presents teacher portfolio containing observation reports, TSNA
results, performance analysis and recommendations for
development interventions, performance contracts, and
 performance evaluation results in prescribed tools
D Parents’ Involvement and Community Partnership …my
principal..
1 Establishes school and family and community partnership for school
performance
2 Increases parents’ participation in school-related activity
3 Strengthens school-community partnership

4 Organizes programs with stakeholders, esp. parents for academic

and other purposes (esp. Strategic planning)
5 Obtains resources for the school through stakeholders partnership
E School Leadership, Management and Operations…my principal
.
1 has clear financial management system for the school supported by
evidences such as reports, account logs, database system

2 Allocates/Prioritizes funds for programs and school facilities

improvement and maintenance

3 Monitors, accounted and reported utilization of school fund

4 Reports sources and uses of funds

5 Ensures quality standards for facilities given to the school