UNIVERSITY OF CAGAYAN VALLEY

GRADUATE SCHOOL

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents a summary of the findings as well

as the conclusions and recommendations that were logically

drawn out after careful interpretation of the data gathered.

Summary of Findings

1. Profile of the school head – respondents

 The mean age of the school heads is 49.73 years,

female dominated, married, master’s degree holders,

with a position classification of Head Teacher III,

with a mean length of service of 10.44 years and

100% of the school heads attended trainings related

to their jobs.

2. Extent to Which the school head respondents manifest

their leadership skills as assessed by themselves and their

teachers by municipality and as a whole

 The school heads have very high leadership skills as

assessed by themselves and their teachers.

3. Comparison between the assessment of the two groups of

respondents on the leadership skills manifested by

the school heads by municipality and as a whole

 There is a significant difference between the

assessment of the two groups of respondents on the

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leadership skills manifested by the school heads

along: administrative skills, instructional skills,

intrapersonal skills, conceptual and collaborative

skills.

4. Extent to which the School-Head respondents manifest

their School-Based Management level of practice as

assessed by themselves and their teachers by

Municipality and as a whole

 The school heads manifested a developing level of

School-Based Management Level of Practice as

assessed by themselves and their teachers.

5. Comparison between the assessment of the two groups of

respondents on the School-Based Management level of

practice of the School Heads

 There is a significant difference between the

assessment of the two groups of respondents on the

school-based management level of practice of the

school heads along leadership and governance, and

along accountability and continuous improvement. On

the other hand, there is no significant difference

between the assessment of the two groups of

respondents on the school-based management level of

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practice of the school heads along curriculum and

learning and management of resources.

6. Correlation between the extent to which the School Heads

manifest their leadership skills and their School-Based

management level of practice

 There is a significant relationship between the

extent to which the school heads manifest their

leadership skills and their school-based management

level of practice along administrative skills,

instructional skills, interpersonal skills, and

intrapersonal skills and collaborative skills and

leadership and governance.

7. Level of morale of teachers as assessed by themselves by

municipality and as a whole

 Teachers have high level of morale as assessed by

themselves, by municipality and as a whole.

8. Comparison among the assessments of the teachers on

their level of morale

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 There is a significant difference among the

assessments of the teachers in the three

municipalities on their level of morale.

9. Correlation between the leadership skills of the School

Head-respondents and the level of morale of teacher-

respondents by municipality and as a whole

 There is a significant relationship between the

leadership skills of the school heads and the

level of morale of the teacher-respondents.

10. Job satisfaction level of the teacher-respondents as

assessed by themselves by municipality and as a whole

 Teacher – respondents are highly satisfied in

their job.

11. Comparison among the assessments of the teacher-

respondents on their job satisfaction level

 There is a significant difference among the

assessments of the teacher-respondents on their

job-satisfaction level relative to supervision

factor, pay factor, responsibility factor, work

itself factor, advancement factor and

recognition factor.
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12. Correlation between the Leadership Skills of the school

head-respondents and the Job Satisfaction Level of

teacher-respondents by municipality and as a whole

 There is a significant relationship between

the leadership skills of the school heads-

respondents and the job satisfaction level of

the teacher-respondents in all the areas of

leadership skills and all the dimensions of

teachers’ job satisfaction.

13. Correlation between the profile variables of the

school head-respondents and their leadership skills and

school-based management level of practice by

municipality and as a whole

 There is a significant relationship between the

profile variables of the school head-respondents

and their leadership skills along gender and

administrative skills, highest educational

attainment and interpersonal, intrapersonal,

conceptual and collaborative skills; position

classification and administrative, instructional,

interpersonal, intrapersonal, conceptual and

collaborative skills; length of service and

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administrative, instructional, interpersonal,

conceptual and collaborative skills.

 There is a significant relationship between the

profile variables of school head-respondents and

their school-based management level of practice

along length of service and number of relevant

trainings attended on leadership and governance.

14. Leadership skills and school-based management level of

practice least manifested by the school head-respondents

 The leadership skills least manifested by the

school head-respondents are conceptual skills

and intrapersonal skills.

 The school-based management level of practice

least manifested by the school head-

respondents are curriculum and learning and

leadership and governance.

Conclusions
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In view of the aforementioned findings, it is concluded

that:

The school heads have very high leadership skills which

significantly influenced their school-based management level

of practice, the teachers’ level of morale and the teachers’

job satisfaction. It is a manifestation therefore that a

school leader who possesses these qualities can uplift the

teachers to achieve great in their profession and find great

satisfaction in their jobs. Therefore, the quality of the

school is almost directly proportionate to the leadership

led by the school leader.

With the advancement of technology, schools face a lot

of challenges, threats and opportunities, but with an

empowered and transformed school head, he can develop

teachers who believe in their abilities to become a strong

force or agent in order to transform their weaknesses to

strengths and threats into opportunities. Therefore,

leadership is crucial to building relationships in the

school, supporting teachers, showing trust and being good

communicators. It is their behaviors that promote high

teacher morale and job satisfaction.

Recommendations
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Having arrived at the findings, the researcher

recommends the following:

1. Seminars or trainings-workshops intended to enhance

teachers’ morale and job satisfaction may be included

as topics during In-service trainings.

2. Continuous capacity building for school heads and

teachers along the dimensions/principles on Curriculum

and Learning, and Leadership and Governance of School-

Based Management may be conducted by the Department of

Education, Schools Division Office of Cagayan.

3. Schools should be provided Technical Assistance on how

to improve their School-Based Management practices by

the Schools Division Office, Division Field Technical

Assistance Team (DFTAT).

4. Corresponding rewards and recognition from the Schools

Division Office should be given to all schools having

improved their School-Based Management level of

practice.

5. Seminars/Training-Workshops on School-Based Management

should be held regularly to upgrade school heads

competencies in their SBM Skills.

6. As a positive motivation, Schools and the Schools

Division Office of Cagayan may strengthen their Program

on Awards and Incentives for Service Excellence

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(PRAISE)to recognize teachers’ personal achievements

and improvements.

7. Further research using latest instruments to assess

leadership skills, job satisfaction, teachers’ morale

and school-based management level of practices may be

carried out in other municipalities.

8. The proposed intervention/action plan to enhance the

leadership skills and school-based management level of

practice of the school heads should be implemented.