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Professional Competencies of School Heads and Their Impact on

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Thesis · May 2019

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 Professional Competencies of School Heads and Their Impact on School Outcome,

Organizational Culture, and Principals’ Performance

A Dissertation Paper Submitted in Partial Fulfillment of the Requirements for the Degree

of Doctor of Philosophy in Education Major in Educational Leadership and Management

Joey R. Cabigao

La Consolacion University Philippines

May 2019
 2

Abstract

The primary aim of the study is to assess the impact of professional competencies of

school heads (SHs) on school outcome, organizational culture, and principals’

performance. This study utilized a descriptive-correlational research method through

standard questionnaires as primary data gathering tool, substantiated by extensive

documentary analysis. The respondents of the study were the SHs and teachers in the

public [government] elementary and junior high schools of DepEd Schools Division of

City of Malolos for School Year 2018-2019. The findings of the study revealed that: (1)

the SHs’ level of professional competencies are generally competent on the nature of

their duties and functions as education leaders; (2) the SBM Level of Practice are

generally Developing; (3) majority of teachers obtained Very Satisfactory performance;

(4) majority of the SHs recorded Outstanding performance; (5) school’s organizational

culture was high; (6) majority of the SHs are Principals’ Test passers; and (7)

professional competencies of SHs generally have no significant impact on school

outcome, school’s organizational culture, and principals’ performance. Combined

significant impact of SHs’ professional competencies was only recorded on SBM

practices as one of the three measures of school outcome as used in the study. Inputs on

the existing policy guidelines based on the findings of the study may be necessary to

strengthen the performance indicators of quality leadership among school heads that will

further improve the quality of schools we have today.

Keywords - Professional Competencies, School Outcome, Organizational Culture,

Principals’ Performance
 3
Introduction

There are various factors affecting the professional competencies of school heads.

These factors would include increasing demand on the administrative and instructional

role in ensuring school effectiveness as well as the quality of their performance. Even the

traditional pedagogical approaches on principal leadership did not provide sufficient

answer to a question concerning the competencies of an effective school manager.

Hoekstra (2014) in her study entitled Key Leadership Competencies Demonstrated by

Principals in Two Turnaround Schools presented in her findings that principals have the

competencies of developing others’ achievement, and impact and influence in their

journey to turn around failed schools.

In support with the study mentioned above, an earlier work of Sawyer (2010)

entitled Principal on the Rise: A Case Study of Leadership Practices was conducted

aiming to identify the effective leadership practices of an African-American principal in a

high achieving school. In the study, it identified various competencies of the principal

such as being a visionary, a builder of community and culture, a promoter of student

learning, a developer of teacher leadership, and as a facilitator of shared decision-making.

The most significant finding revolved around the principal emphasized the needs of the

learners above anything else before making any decisions.

Recently, the demands for qualified school heads had marked a tremendous

increase due to the limited numbers of qualifiers and passers of the Department of

Education’s (DepEd) Principals’ Test. This is the national qualifying assessment test used

by the DepEd to predict and determine the level of the capacity and readiness of aspiring

school heads in public schools.

 4
The Principals’ Test covers the original seven dimensions compressed into four

that serve as the total of the responsibilities and roles of school leaders in public schools

(DepEd Order No. 32, s. 2010). Meanwhile, the roles and responsibilities of the school

leaders are considered endless. Their commitment and passion to serve extend even to the

point that they need to sacrifice their own families and principles in life. Knuth and Bank

(2006) believed that school principals are regarding the school as their own home, and

they are considering their school people as their families.

The same reason, why they are afraid to fail because they knew for sure that when

they did, it comes a great social cost to the learners and their respective families, at

significant economic and often political costs to the school community, and an extreme

personal cost to the principals themselves. This situation means that school leaders are

tasked, and somehow pressured, to do everything to perform their roles because failing

should not be part of how they handle their homes and families.

In one study conducted by Morrison (2005) on the Principal Leadership

Competencies in a Successful School Reform Effort, she investigated the relationship

between principal’s involvement in a system change effort and the successful

implementation of a building-based reform initiative. The study utilized the case study

method to target educational change effort from a systems approach and the role that the

principal is building plays in the implementation of this reform effort.

Furthermore, the school professional leadership competencies of school heads/

principals serve also as the success indicators of the schools. Having competent school

leaders would allow a particular school to achieve their target goals performance to

promote positive school outcomes. In a public [government] school setting, the school
 5
heads as leaders and managers are empowered for the direct implementation and

evaluation of all the school projects and activities for a particular school year. These are

the plan of activities included in their Annual Improvement Plan (AIP) taken from the

School Improvement Plan (SIP) good for three years.

Through the School-Based Management (SBM) practices, the school performance

of the school heads are assessed, evaluated, and monitored. That for each of the practice

they would achieve it would reflect their capability and competency in doing their tasks

and performing their roles as efficient and effective leaders of the school. Also, school

leaders are also responsible for keeping the work environment safe and friendly.

It would include establishing the spirit of camaraderie and respect to each other

between the teachers-co-teachers and other school staff. This task is not quite easy for

school heads who are for sometimes need to be re-assigned to different schools, because

each school is an independent entity and has its own peculiarity, that there is this

particular organizational culture that has been earlier established even before they came

to the school.

According to Tsai (2018), organizational culture generally involves the belief that

can guide staff in knowing what to do and what not to do, including practices, values, and

assumptions about their work wherein the central values of an organization first starts

with its leadership, which will then evolve to a leadership style. This idea would simply

mean that organizational culture has been part of the school community even time

immemorial from what they have learned from their previous school leaders and

colleagues. In this premise, the school community has their understanding of what is

effective or not.
 6
However, this level of understanding tends to vary depending upon how they

would accept change, and they would be willing to share their vision for the success of

the school with their new school leaders. In this study, the primary purpose is to assess

the impact of the professional competencies of school heads on the school outcome,

organizational culture, and principals’ performance of public [government] schools in

DepEd Schools Division of City of Malolos covering the School Year 2018-2019.

Theoretical/Conceptual Framework

The study is anchored on the overarching theory of Social Cognitive Theory (early

known as Social Learning Theory) pioneered by Bandura and as cited in Feng (2011).

This theory posited that the learning development of an individual is very much affected

by the triadic-reciprocal relationship between and among the individual social self,

immediate environment, and prior knowledge. From this theory, it can assume that school

heads are being bombarded and challenged with various factors that tend to influence

their leadership performance and their ability to functions as leaders to their subordinates.

Further, from this theory, it can be assured that the school heads’ choice of instructional

supervision and professional practices in leading and managing the schools are affected

by the emerging needs within their immediate working environment. At the same time,

their professional practice is influenced by how they process their professional training

simultaneously with their earlier acceptable beliefs system (prior

knowledge).

Also, the management behaviors they commonly used are based on their habitual

training that becomes part of their everyday manner of relating to their subordinates
 7
(social self). Hence, this theory becomes helpful for the researcher to describe the

connections of the four variables and how these connections would produce varying

and/or triadic-reciprocal relationship, whether positive or negative (vice-versa).

Figure 1 presents the conceptual model used in assessing the impact of

professional competencies of school heads on school outcome, organizational culture,

and principals’ performance.

Professional competencies of school heads refer to their instructional supervision,

professional development practice, and management behavior. School outcome was

assessed in terms of SBM level of practices, teachers’ performance, and school heads’

performance.

Meanwhile, organizational culture was evaluated using the following dimensions

namely: (1) managing change; (2) achieving goals; (3) coordinating teamwork; (4)

building a strong culture; and (5) customer orientation. Another important dependent

variable is the principal’s performance in the Principals’ Test.

 8

IV DV

School Outcome

 School-Based
Professional Competencies of School Heads
Management
Instructional Supervision Practices
 Teachers’ Performance
Professional Development Practice  School
Heads’
Management Behavior
Organizational Culture
 Managing Change
 Achieving Goals
 Coordinati
ng
Teamwork
 Building a
Strong culture
 Customer Orientation

Principals’ Performance

Conceptual Model of the Study

Statement of the Problem

This study primarily aimed to assess the impact of professional competencies of

school heads on school outcome, organizational culture, and principals’ performance.

To achieve the general objective of the study, answers were sought on the

following specific questions:

 9
1. How may the level of professional competencies of school heads be described in

terms of:

1.1 Instructional Supervision;

1.2 Professional Development Practice; and

1.3 Management Behavior?

2. How may the school outcome be measured in terms of:

2.1 School-Based Management (SBM) Level of Practice;

2.2 Teachers’ Performance Rating (RPMS-IPCRF); and

2.3 School Heads’ Performance Rating (RPMS-OPCRF)?

3. How may the school’s organizational culture be described in terms of:

3.1 Managing change;

3.2 Achieving goals;

3.3 Coordinating teamwork;

3.4 Building a strong culture; and

3.5 Customer orientation?

4. What is the principals’ performance in terms of their ratings in the Principals’

Test?

5. Do school heads’ professional competencies impact significantly on the school

outcome?

6. Do school heads’ professional competencies impact significantly on the school’s

organizational culture?

7. Do school heads’ professional competencies impact significantly on the

principals’ performance?
 1
8. What policy guidelines can be recommended from the findings of the study as a

basis for improving the performance indicators of quality leadership among

school principals/ heads?

Hypothesis of the Study

The following Null Hypotheses (Ho) were tested at .05 level of significance:

Null Hypothesis (Ho): School heads’ professional competencies do not have a

significant impact on the school outcome.

Null Hypothesis (Ho): School heads’ professional competencies do not have a

significant impact on the school’s organizational culture.

Null Hypothesis (Ho): School heads’ professional competencies do not have a

significant impact on the principals’ performance.

Definition of Terms

The following key words were hereby defined both conceptually and

operationally:

Organizational Culture. This refers to the beliefs and values that have existed in

an organization for a long time, and to the views of the staff and the foreseen values of

their work that influenced their attitudes and behaviors (Lawal & Oguntuashe, 2012). In

this study, organizational culture was quantified using the five dimensions identified by

Sashkin & Rosenbach (2013) which include: (1) managing change; (2) achieving goals;

(3) coordinating teamwork; (4) building a strong culture; and (5) customer orientation.
 1
Principals’ Performance. This refers to the recorded performance of the school

heads in the National Principals’ Test given by DepEd as a mechanism for selecting

school heads in the public education sector. The test is open to all interested applicants

for School Principal I positions. The National Educators Academy of the Philippines

(NEAP) administers and conducts the test in coordination with the Schools Divisions

Offices (SDOs) through the Regional Offices (ROs). The domains included in this exam

are stated under the (National Competency-Based Standards for School Heads

(NCBSSH) as enclosed in DepEd Order No. 32, s. 2010, covering seven key domains of

school heads’ competencies, such as: (1) school leadership; (2) instructional leadership;

(3) creating students-centered learning climate; (4) human resources management and

professional development; (5) parent-involvement and community partnership; (6) school

management and operations; and (7) personal and professional attributes and

interpersonal effectiveness.

Professional Competencies. This refers to the professional capabilities of the

school heads in terms of managing and leading school using various leadership styles

which are aligned to school heads professional training received. Professional

competencies, as used in the study, were described into three aspects such as (1)

instructional supervision; (2) professional development practice; and (3) management

behavior.

School Outcome. This refers to the positive outputs of the schools with regards to

achieving its target goals which would include school heads’ performance and teachers’

performance reaching the target standards for advanced, proficient, and poor performance

in their respective duties and responsibilities. In this study, school outcome was
 1
described in terms of (1) SBM Level of Practice; (2) Teachers’ Performance; and (3)

School Heads’ Performance.

Scope and Delimitations of the Study

This study assessed the impact of professional competencies of school heads on

school outcome, organizational culture, and principals’ performance. The researcher used

descriptive-correlational research method in the conduct of this study. The school heads’

level of professional competencies was described in terms of instructional supervision

and professional development practices as well as management behaviors of school

heads. The variable school outcome was measured in terms of three factors; these are: (a)

SBM Level of Practice; (b) Teachers’ Performance Rating; and (c) School Heads’

Performance Rating. On the other hand, school’s organizational culture was described in

terms of five (5) functions, which include: (a) managing change; (b) achieving goals; (c)

coordinating teamwork; (d) building a strong culture; and (e) customer orientation.

The principals’ performance was described in terms of the school heads’

performance in the Principals’ Test, in terms of the seven domains of DepEd’s National

Competency-Based Standards for School Heads (NCBSSH) which include (a) School

Leadership; (b) Instructional Leadership; (c) Creating A Student-Centered Learning

Climate; (d) Human Resource Management and Professional Development; (e) Parent

Involvement and Community Partnership; (f) School Management and Operations; and

(g) Personal and Professional Attributes and Interpersonal Effectiveness, was reported

using the two-scale scheme Passer and Non-Passer. Data for the school heads’

performance in the Principals’ Test were based on the records requested and received
 1
from the Human Resource Management Office of DepEd Schools Division Office of City

of Malolos to avoid intimidation among school head-respondents. The respondents of the

study were the school heads from the public [government] elementary and junior high

schools in DepEd Schools Division of City of Malolos. The study was conducted

covering the School Year 2018-2019. No other variables were included in the

interpretations and analyses of the data except the earlier variables considered in the

study.

Methods and Techniques Used

This study employed quantitative research design, particularly the descriptive-

correlational research method. It is descriptive as it is designed to provide a snapshot of

the current state of affairs and correlational because it is intended to discover

relationships among variables and to allow the prediction of future events from present

knowledge. According to Mertens (2005), the descriptive-correlational research method

is ideally used for the purpose of ascertaining the degree of relationship/ and or influence/

impact of one variable (IV) to the other variable (DV).

In this study, the researcher decided to utilize the descriptive-correlational

research method considering that the major concern of the study is to assess the impact of

professional competencies of school heads (IV) on the schools’ outcome, organizational

culture, and principals’ performance. As reiterated by Walinga (2012), this particular

research method is very suitable in creating a snapshot of the current state of affairs thus

provides a relatively complete picture of what is occurring at a given time and allows the

development of questions for further study. She also added that this method is best suited
 1
in assessing the relationships between and among two or more variables as it allows

testing of expected relationships between and among variables and the making of

predictions.

The descriptive part of the research method was used to present the professional

competencies of the school heads, school outcome, and principals’ performance. The

correlation method was utilized to determine the impact of the independent variable

which was represented by the professional competencies of school heads and the three

dependent variables which were represented by school outcomes, organizational culture,

and principals’ performance.

Further, the adapted survey questionnaires for the professional competencies of

the school heads, SBM Level of Practice, and organizational culture were the survey

questionnaires used in the study. Other data source included the 2009 to 2017 Principals’

Test results and the SBM level of practices assessment form while the principals’

performance which was measured through the Principals’ Test will be based holistically

using their highest obtained general rating.

Respondents of the Study

The respondents of this study were the school heads and teachers of the public

[government] elementary and junior high schools in DepEd Schools Division of City of

Malolos. Table 1 showed the summary and distribution of the population and respondents

of the study.

The first group of respondents of the study is the 55 public elementary and junior

high school heads taken from the ten districts. Random/cluster sampling was utilized in
 1
determining the respondents. The second group of the respondents is all the public

[government] elementary and junior high school teachers in DepEd Schools Division of

City of Malolos.

Table 1

Respondents of the Study

School Heads Teachers

District
N N n

1 4 107 27
2 8 411 103
3 5 103 25

4 7 127 32

5 6 129 32

6 4 171 43

7 7 110 28

8 5 145 36

9 4 117 30

10 5 78 19

Total 55 1,498 375

To determine the number of a sample from the given population, the study

employed stratified random sampling. Stratified random sampling is

a type of probability sampling technique to ensure that there is an equal

chance (probability) of selecting the representative of teachers from within a particular

stratum (school and district) of the population when creating the sample. Proportionate

stratification was considered where the sample size of each of the stratum (school/district

is proportionate to the population size of the same stratum.

 1
Instruments of the Study

The study made use of the three types of adapted survey questionnaires as well as

the hard data requested from the Record Section of DepEd Schools Division Office of

City of Malolos.

The first adapted instrument was used to measure the professional competencies

of the school heads. The survey questionnaire is adapted from the study conducted by

Goden et al. (2016) titled Influence of School Heads’ Instructional Competencies on

Teachers’ Management from Leyte Division. The study has been peer-reviewed and was

published in the International Journal of Engineering Sciences and Research Technology

with ISSN: 2277-9655. The survey questionnaire is composed of 26 items divided into

three components, such as the (1) instructional practice and (2) professional development

practice of school heads as well as their (3) management behaviors. The item can be

answered using the five-point Likert scale, where No. 5 as the highest interpreted as Very

Competent and No. 1 as the lowest, interpreted as Not Competent. The survey

questionnaire was designed to assess the level of professional competencies of school

heads based on their instructional and school leadership practices. The survey

questionnaire was computed with high Cronbach’s alpha, which is equal to .082 to .091,

respectively. The resulted Cronbach’s alpha coefficients indicate that there is a high

degree of internal consistency between items.

The second adapted instrument is the Revised SBM Assessment Tool embodied

in DepEd No. 83, s. 2012. It was a 22-item questionnaire subdivided into the four SBM

principles namely: (1) school leadership; (2) curriculum and instruction; (3)

accountability and continuous improvement; and (4) management of resources.

 1
Respondents were asked to describe each indicator using a five-point Likert Scale with 5

as the highest with a verbal interpretation of Advanced and 1 with a verbal interpretation

of Not Operating. This survey questionnaire was used to validate the level of

understanding of the respondents with regards to the level of SBM practices they

obtained by domain.

The third adapted survey questionnaire is the Organizational Culture Assessment

Questionnaire (QCAQ) developed by Sashkin & Rosenbach (2013). The questionnaire

was developed to emphasize the relevance of culture as a system in leading and managing

an organization. The questionnaire is composed of five dimensions to wit: (1) managing

change; (2) achieving goals; (3) coordinating teamwork; (4) building a strong culture; and

(5) customer orientation. Each of the functions is supported by the values and beliefs that

are commonly valued and appreciated by the organization's members. The 30-item

assessment questionnaire will be answered using the Five-point Likert Scale. Each item

will be interpreted using the description such as Very High to Very Low. The

questionnaire was also reported to have a high level of Cronbach’s alpha which is

between 0.81 to 0.94.

Data Gathering Procedure

Throughout the study, the researcher adhered to the salient provisions of Republic

Act 10173, otherwise known as Data Privacy Act of 2012, which is generally the “free

flow of information to promote innovation and growth” (Chapter 1, Section 2) while

protecting the users’ fundamental rights to privacy.

 1
A request letter to conduct the study was prepared by the researcher and duly

noted by the researcher’s adviser, who at the same time, the Dean of the Graduate School

of La Consolacion University Philippines (LCUP). It was personally submitted by the

researcher to the Office of the Schools Division Superintendent of DepEd Schools

Division Office of City of Malolos for approval.

Another letter of request was sent to the Office of the Schools Division

Superintendent to request data on the following: (1) list of elementary and junior high

schools and school heads with number of teachers for School Year 2018-2019; (2) SBM

Level of Practice for the previous school year; (3) OPCRF rating of school heads for the

previous school year; and (4) Principals’ Test results for 2013, 2015, and 2016. Said data

were purposely requested to the Office of the Schools Division Superintendent to validate

the accuracy of the respondents’ responses on the questionnaires given to them.

Some variables of the study which are included in the classifications of sensitive

personal information per RA 10173 were reiterated by DepEd Schools Division Office of

City of Malolos in a particular communication (see Appendix B, part 2) in response to the

request letter of the researcher to acquire data on SBM Level of Practice, OPCRF Rating

of School Heads, and Principals’ Test Results. DepEd Malolos explicitly stated that such

data might only be released with the prior written consent of the concerned school heads.

Consent of the data, per RA 10173, Chapter 1, Section 1, is defined as “any freely

given, specific, informed indication of will, whereby the data subject agrees to the

collection and processing of personal information about and/or relating to him or her.”

The law further states that the consent shall be evidenced by written, electronic, or
 1
recorded means, and it may also be given on behalf of the data subject by an agent

specifically authorized by the data subject to do so.

Since the said data on SBM Level of Practice and OPCRF Rating of School

Heads could easily be generated with the survey questionnaires of the study, the

researcher had made follow up request letter (see Appendix D) to acquire data on

Principals’ Test Results with utmost consideration of school heads’ identity. The

acquired summary of Principals’ Test Results was utilized in validating the responses of

the school heads, whether they are Passers or Non-Passers of the said examination.

Upon approval of the Office of the Schools Superintendent of DepEd Schools

Division of City of Malolos to conduct the study, a courtesy letter for school heads of all

the participating schools in this study was prepared and presented during the distribution

of questionnaires. Those questionnaires were personally distributed by the researcher

either by hand carry to the school principal’s offices of the different public [government]

elementary and junior high schools or sent via electronic mail/messenger.

The accomplished survey instruments as part of the study were checked,

classified, tallied, tabulated, analyzed, and processed on the bases of the research design

earlier stated in this chapter, and preparation for the oral/final presentation for

dissertation evaluators/panelists later on.

Data Processing and Statistical Treatment

The data gathered for the study were tallied and computed using the Microsoft

excel while for the statistical treatment of the data, the researcher asked the assistance of

the LCUP-Research Director’s Office (RDO) statistician. The statistical treatment of the
 2
data was processed using the Statistical Packages for Social Science (SPSS). The

following statistical measures were utilized in analyzing and interpreting the data.

1. The professional competencies of the school heads were described using

frequency counts and weighted means and were quantified using the following scaled:

Scale Range Descriptive Interpretation

5 4.50 – 5.00 Very Competent
4 3.50 – 4.49 Competent
3 2.50 – 3.49 Slightly Competent
2 1.50 – 2.49 Poorly Competent
1 1.00 – 1.49 Not Competent

2. The school outcome was presented using the standard assessment guidelines of

DepEd for SBM level of practices, RPMS-IPCRF for teachers and RPMS-OPCRF for

school heads, and was classified using frequency counts and percentage. SBM was

further quantified using the following scale:

Scale Range Descriptive Interpretation

5 4.50 – 5.00 Advanced
4 3.50 – 4.49 Maturing
3 2.50 – 3.49 Developing
2 1.50 – 2.49 Beginning
1 1.00 – 1.49 Not Operating

3. The organizational culture was described using frequency counts and weighted

mean. This was quantified using the following scale:

Scale Range Descriptive Interpretation

5 4.50 – 5.00 Very High
4 3.50 – 4.49 High
3 2.50 – 3.49 Average
2 1.50 – 2.49 Low
1 1.00 – 1.49 Very Low
 2
4. The principals’ performance in the Principals’ Test was described using

frequency counts and percentage following the standard guidelines for assessing the

performance of the qualified school principals.

5. The impact of the professional competencies of the school heads to the school

outcome, organizational culture, and principals’ performance in the Principals’ Test was

determined using correlation and regression analysis.

Presentation, Analysis, and Interpretation of Data

Professional Competencies of School Heads

As used in this study, professional competencies of school heads refer to the

professional capabilities of the school heads in terms of managing and leading school

using various leadership styles which are aligned to school heads professional training

received. Professional competencies of school leaders are very important to assess in

determining the possibilities of improving the school’s practices. As stated in the study

of Hoekstra (2014), select demonstrated competencies of school heads have a positive

impact and positive influence in turning failed schools to a better one. With this premise,

looking closely on the school heads’ professional competencies is a noble initiative for

improvement of the current practice of education, especially in the basic education

curriculum.

The level of professional competencies of school heads is quantified in this study

in terms of (1) instructional supervision; (2) professional development practice; and (3)

management behavior.
 2

Table 2

Professional Competencies in Terms of Instructional Supervision

Indicators Mean Interpretation

1. School Head assists teachers in lesson planning. 3.95 Competent
2. SH assists teachers in developing/selecting instructional 3.91 Competent
materials.
3. SH helps teachers to evaluate curricula and suggest changes 3.89 Competent
to meet the students’ needs.
4. SH encourages teachers to use appropriate methods of 3.98 Competent
teaching.
5. SH assists teachers in evaluating student performance. 3.84 Competent
6. SH advises teachers about new developments in teaching. 3.95 Competent
7. SH conducts meetings with teachers to review progress. 4.00 Competent
8. SH communicates with administrators about instructional 3.89 Competent
concerns.
9. SH communicates with teachers about instructional 4.02 Competent
concerns.
10. SH promotes the exchange of ideas and materials among 3.89 Competent
teachers.
Average 3.93 Competent

Instructional supervision deals with actions relative to instructional leadership

such as assessment for learning, development, and implementation of curriculum,

instructional supervision, and technical assistance that school heads take or delegate to

others to promote good teaching and high-level learning among learners (DepEd Order

No. 32, s. 2010).

Table 2 revealed that the school heads’ level of professional competencies in

terms of instructional supervision recorded a mean rating of 3.93 interpreted as

Competent. All indicators recorded a mean within the range of Competent level.

The findings indicate that the school head-respondents of the study possess the

necessary competencies in the curriculum implementation in their respective stations.

 2
The three indicators which recorded the highest means are: (1) SH communicates with

teachers about instructional concerns, 4.02, Competent; (2) SH conducts meetings with

teachers to review progress, 4.00, Competent; and (3) SH encourages teachers to use

appropriate methods of teaching, 3.98, Competent. On the other hand, the indicators

which recorded the lowest means are: (1) SH assists teachers in evaluating student

performance, 3.84, Competent; (2) SH promotes the exchange of ideas and materials

among teachers, 3.89, Competent; and (3) SH helps teachers to evaluate curricula and

suggest changes to meet the students’ needs, 3.89, Competent.

The significance of instructional supervision was once highlighted by Habtamu

(2013) in his study, which found out that school heads with relatively low instructional

leadership practices exhibited minimum result in school improvement. The study also

affirmed the premise that those which were rated moderate in instructional leadership

practices were also found to be moderate in school improvement ratings. His study also

found out that schools which were rated top in instructional leadership practices were

also rated high in the school improvement endeavor. Thus, confirming the direct and

positive relationship between instructional leadership and school performance.

In Table 3, it can be gleaned that the Professional Development Practice

competencies of the school heads are generally described as Competent with a mean of

3.89. This finding indicates that the school heads are capacitated enough in implementing

necessary initiatives in the continuous development of their people in schools. Highest

means were recorded in the school heads’ competencies in directing all supervisory

activities for the teachers’ improvement (4.00, Competent); evaluating the performance

of teachers (3.98, Competent); facilitating teachers’ access to professional resources

 2
(3.96, Competent); and encouraging teachers’ professional growth (3.96, Competent). On

the other hand, the following competencies recorded the lowest means: evaluating

teachers only through their classroom performance (3.60, Competent); conducting

orientation activities for new teachers (3.84, Competent); and using more than one source

in evaluating teachers (3.87, Competent).

Table 3

Professional Competencies in Terms of Professional Development Practice

Indicators Mean Interpretation

1. SH directs all supervisory activities for the teachers’ 4.00 Competent
improvement.
2. SH helps to facilitate teachers’ access to professional 3.96 Competent
resources.
3. SH evaluates the performance of teachers. 3.98 Competent
4. SH uses evaluation as a means for development. 3.91 Competent
5. SH evaluates teachers only through their classroom 3.60 Competent
performance.
6. SH uses more than one source in evaluating teachers. 3.87 Competent
7. SH provides feedback and offers suggestions for 3.89 Competent
instructional improvement.
8. SH encourages teachers’ professional growth. 3.96 Competent
9. SH conducts in-service programs to improve the 3.91 Competent
performance of teachers.
10. SH conducts orientation activities for new teachers. 3.84 Competent
Average 3.89 Competent

In the academe, Professional Development refers to the continuous professional

development given to school heads, teachers, and all other personnel to comply and be

competent with the required competency guidelines and professional qualifications

expected.

For the schools to become effective, Arong & Ogbadu (2010) suggested that they

should look for opportunities that would enhance the professional competencies of their
 2
teachers. Continuous development programs for teachers are necessary to keep them

abreast of the needs and calls of the present time, especially in this high technology-

driven era.

Bredeson & Johansson (2000) cited the significant role of the school heads on the

professional growth of teachers. According to their study, school principals exercise

significant influence on teacher professional development. Four areas were identified

where principals have the opportunity to have a substantial impact on teacher learning,

these include: (1) the principal as an instructional leader and learner; (2) the creation of a

learning environment; (3) direct involvement in the design, delivery, and content of

professional development; and (4) the assessment of professional development outcomes.

Table 4 revealed that the level of Professional Competencies of school heads in

terms of Management Behavior is described as generally Competent with a mean of 3.84.

This rating means that the school heads are exemplifying acceptable degrees of

competencies in terms of their managerial skills. Among the 26 indicators, the items that

recorded the highest means are: setting a personal example of what he/she expects of

others (3.96, Competent), supporting the decisions that people make on their own (3.96,

Competent), publicly recognizing people who exemplify commitment to shared values

(3.96, Competent), is clear about his/her philosophy of leadership (3.93, Competent),

praising people for a job well done (3.93, Competent), talking about future trends that

will influence how school work gets done (3.93, Competent), and asking “What can we

learn?” when things don’t go as expected (3.93, Competent). Lowest means are recorded

on the following indicators: seeking out challenging opportunities that test his/ her own

skills and abilities (3.73, Competent), spending time and energy making certain that the
 2
people he/she works with adhere to the principles and standards that they have agreed on

(3.73, Competent), describing a compelling image of what our future could be like (3.71,

Competent), making it a point to let people know about his/her confidence in their

abilities (3.69, Competent), and appealing to others to share an exciting dream of the

future (3.69, Competent).

Table 4

Professional Competencies in Terms of Management Behavior

Indicators Mean Interpretation

1. Sets a personal example of what he/she expects of others 3.96 Competent
2. Talks about future trends that will influence how school 3.93 Competent
work gets done
3. Seeks out challenging opportunities that test his/ her own 3.73 Competent
skills and abilities
4. Develops cooperative relationships among the people he/she 3.87 Competent
works with
5. Praises people for a job well done 3.93 Competent
6. Spends time and energy making certain that the people 3.73 Competent
he/she works with adhere to the principles and standards
that they have agreed on
7. Describes a compelling image of what our future could be 3.71 Competent
like
8. Challenges people to try out new and innovative ways to do 3.82 Competent
their work
9. Actively listens to diverse points of view 3.75 Competent
10. Makes it a point to let people know about his/her confidence 3.69 Competent
in their abilities
11. Follows through on promises and commitments he/she 3.82 Competent
makes
12. Appeals to others to share an exciting dream of the future 3.69 Competent
13. Searches outside the formal boundaries of his/her 3.76 Competent
organization for innovative ways to improve what they do
14. Treats others with dignity and respect 3.89 Competent
15. Makes sure people are creatively rewarded for their 3.84 Competent
contributions to success of projects
16. Asks for feedback on how his/her actions affect other 3.80 Competent
people’s performance
 2

17. Shows how their long-term interests can be realized by 3.84 Competent
enlisting in a common vision
18. Asks “What can we learn?” when things don’t go as 3.93 Competent
expected
19. Supports the decisions that people make on their own 3.96 Competent
20. Publicly recognizes people who exemplify commitment to 3.96 Competent
shared values
21. Builds consensus around a common set of values for 3.89 Competent
running the organization
22. Paints the “big picture” of what the school aspires to 3.89 Competent
accomplish
23. Makes certain that the organization set achievable goals, 3.87 Competent
make concrete plans, and establish measurable milestones
for the projects and programs that we work on
24. Gives people a great deal of freedom and choice in deciding 3.84 Competent
how to do their work
25. Finds ways to celebrate accomplishments 3.82 Competent
26. Is clear about his/her philosophy of leadership 3.93 Competent
Average 3.84 Competent

School Outcome

School outcome in this study referred to School-Based Management (SBM) Level

of Practice, Teachers’ Performance Rating (RPMS-IPCRF), and School Heads’

Performance Rating (RPMS-OPCRF).

School-Based Management (SBM) Level of Practice. This SBM level of practice

was measured in this study using its four principles, namely: (1) School Leadership; (2)

Curriculum and Instruction; (c) Accountability and Continuous Improvement; and (d)

Management of Resources. Each principle is measured separately to determine either the

strengths or areas of improvement of respondent-schools in their level of practice.

 2
Table 5

School-Based Management in Terms of School Leadership

Indicators Mean Interpretation

1. In place is a Development Plan (e.g. SIP) developed 3.33 Developing
collaboratively by the stakeholders of the school
and community.
2. The development plan (e.g. SIP) is regularly reviewed by the 3.18 Developing
school community to keep it responsive and relevant to
emerging needs, challenges and opportunities.
3. The school is organized by a clear structure and work 3.24 Developing
arrangements that promote shared leadership and governance
and define the roles and responsibilities of the stakeholders.
4. A leadership network facilities communication between and 3.18 Developing
among school and community leaders for informed decision-
making and solving of school-community wide-learning
problems.
5. A long program is in operation that addresses the training 3.27 Developing
and development needs of school and community leaders.
Average 3.24 Developing

School Leadership as the first domain of SBM emphasizes that effective school

leaders collaboratively create a vision and establish a climate for teachers, non-teaching

personnel, and learners to reach their highest level of achievement. They follow the

leadership framework of transformational leadership, which is the owning, co-owning,

and co-creating framework. They use database and analysis of best practices in

education, society, and country to be responsive and proactive in changing schools to

prepare children for the future in which they will live (DepEd Order No. 32, s. 2010).

Table 5 revealed that the SBM Level of Practice of the schools included in the

study in terms of the first principle (School Leadership) is in Developing level with a

mean of 3.24. This level means that the schools on this stage are currently implementing

practices relative to it that calls for further development to properly address the gaps

between the delivery of services and the actual needs of the clienteles. The indicator that
 2
marked the highest mean (3.24, Developing) is the school’s organization of having a

clear structure and work arrangements that promote shared leadership and governance

and define the roles and responsibilities of the stakeholders. Two indicators marked the

lowest means of 3.18 (Developing) and these are: (a) the development plan (e.g., SIP) is

regularly reviewed by the school community to keep it responsive and relevant to

emerging needs, challenges and opportunities, and (b) a leadership network facilities

communication between and among school and community leaders for informed

decision-making and solving of school-community wide-learning problems.

The concept Curriculum and Instruction generally refers to the prescribed sets of

competencies intended to be delivered through appropriate pedagogical strategies and

instructional materials to achieve the desired outcomes.

Table 6 showed the SBM Level of Practice in terms of Curriculum and

Instruction, and it was described as Developing with a general mean of 3.16. Thus, the

school-respondents are generally practicing the basic practices of SBM with attempts to

further enhance the areas regarding the effective implementation of the prescribed

curriculum and teaching.

Table 6

School-Based Management in Terms of Curriculum and Instruction

Indicators Mean Interpretation

1. The curriculum provides for the development needs of all 3.31 Developing
types of learners in the school community.
2. The implemented curriculum is localized to make it more 3.18 Developing
meaningful to the learners and applicable to life in the
community
3. A representative group of school and community 3.09 Developing
stakeholders develop the methods and materials for
developing creative thinking and problem-solving.
 3
4. The learning systems are regularly and collaboratively 3.02 Developing
monitored by the community using appropriate tools to
ensure the holistic growth and development of the learners
and the community.
5. Appropriate assessment tools for teaching and learning are 3.15 Developing
continuously reviewed and improved, and assessment
results are contextualized to the learner and local situation
and the attainment of relevant life skills.
6. Learning managers and facilitators (teacher, administrator, 3.15 Developing
and community members) nature values and environment
that are protective of all children and demonstrate behaviors
consistent to the organization’s vision, mission, and goals.
7. Methods and resources are learner and community-friendly, 3.20 Developing
enjoyable, safe, inclusive, and accessible and aimed at
developing self-directed learners. Learners are equipped
with essential knowledge, skills, and values to assume
responsibility and accountability for their own learning.
Average 3.16 Developing

Among the five indicators, the highest mean of 3.31 (Developing) was recorded

by the item regarding the curriculum that provide the development needs of all types

learners in the school community and the lowest mean of 3.02 (Developing) regarding the

learning systems that are regularly and collaboratively monitored by the community

using appropriate tools to ensure the holistic growth and development of the learners and

the community.

Table 7

School-Based Management in Terms of Accountability and Continuous Improvement

Indicators Mean Interpretation

1. Roles and responsibility of accountable person/s and 3.16 Developing
collective body/ies are clearly defined and agreed upon by
community stakeholders.
2. Achievement of goals is recognized based on a 3.20 Developing
collaboratively develop performance accountability system;
gaps are addressed through appropriate action.
3. The accountability system is owned by the community and 3.20 Developing
is continuously enhanced to ensure that management
 3
structures and mechanism are responsive to the emerging
learning needs of the community.
4. Accountability assessment criteria and tools, feedback 3.13 Developing
mechanism, and information collection and validation
techniques and processes are inclusive and collaboratively
develop and agreed upon.
5. Participatory assessment of performance is done regularly 3.16 Developing
with the community. Assessment results and lessons
learned serve as basis for feedback, technical assistance,
and recognition and plan adjustments.
Average 3.17 Developing

Accountability refers to the organizations’ commitment to delivering the

mandated quality services within the bounds of highest responsibility and integrity.

Meanwhile, Continuous Improvement refers to the never-ending pursuit of seeking

quality condition, believing that time connotes new needs, thus a challenge to move

forward each new day to cope with the ever-changing needs.

In terms of Accountability and Continuous Improvement in the SBM Level of

Practice, Table 7 presented that the general description is Developing with a recorded

mean of 3.17. This level means that the school-respondents are practicing activities

involving internal and external stakeholders in the implementation up to the evaluation of

school programs, projects, and advocacies. It is also a good manifestation that the

respondent-schools are in the attempt of refining its current practices to continuously

improve its delivery of services to various clienteles. Highest means were recorded by the

two indicators, which are: the achievement of goals is recognized based on a

collaboratively develop performance accountability system; gaps are addressed through

appropriate action (3.20, Developing), and the accountability system is owned by the

community and is continuously enhanced to ensure that management structures and

mechanism are responsive to the emerging learning needs of the community (3.20,
 3
Developing). The indicator that marked the lowest is the accountability assessment

criteria and tools, feedback mechanism, and information collection and validation

techniques and processes are inclusive and collaboratively develop and agreed upon

(3.13, Developing).

Management of Resources deals with the maximized use of available provisions

in one’s organization. In the education set up, resources refer to both human and capital

resources. Human resources mean the labor force, which includes school leaders,

teachers, and other personnel. Capital resources involve structures, equipment, furniture,

and others. Financial resources serve as the third one, which generally refers to funds of

various sources.

Table 8 showed the SBM Level of Practice in terms of Management of Resources.

It is generally described as Developing with a mean of 3.23, which means that the

respondent-schools are currently practicing activities maximizing the organizational

resources, of all possible forms, within the acceptable standards set by the higher

authorities. The indicator that marked the highest individual mean is the regular resource

inventory collaboratively undertaken by learning managers, learning facilitators, and

community stakeholders as basis for resource allocation and mobilization (3.38,

Developing). The lowest mean of 3.18 (Developing) was shared by three indicators,

namely: (1) regular dialogue for planning and resource programming, that is accessible

and inclusive, continuously engage stakeholders and support implementation of

community education plans; (2) in place is a community-developed resource management

system that drives appropriate behaviors of the stakeholders to ensure judicious,

appropriate and effective use of resources; and (3) regular monitoring, evaluation, and
 3
reporting processes of resource management are collaboratively developed and

implemented by the learning managers, facilitators, and community stakeholders.

Table 8

School-Based Management in Terms of Management of Resources

Indicators Mean Interpretation

1. Regular resource inventory is collaboratively undertaken by 3.38 Developing
learning managers, learning facilitators, and community
stakeholders as basis for resource allocation and
mobilization.
2. A regular dialogue for planning and resource programming, 3.18 Developing
that is accessible and inclusive, continuously engage
stakeholders and support implementation of community
education plans.
3. In place is a community-developed resource management 3.18 Developing
system that drives appropriate behaviors of the stakeholders
to ensure judicious, appropriate, and effective use of
resources.
4. Regular monitoring, evaluation, and reporting processes of 3.18 Developing
resource management are collaboratively developed and
implemented by the learning managers, facilitators, and
community stakeholders.
5. There is a system that manages the network and linkages 3.20 Developing
which strengthen and sustain partnership for improving
resource management.
Average 3.23 Developing

Relative to the management of school resources, a study conducted by O’Shea

(2005) found out that school heads should be good enough in finding resources to support

on-going improvement in their buildings as part of the school’s physical facilities

improvement. Furthermore, the study pointed out that the balance between management

of resources and instructional supervision must be maintained to promote improved

 3
learner achievement and consistently to raise the physical condition of the school without

neglecting the academic performance of its learners.

Teachers’ Performance Rating. The rating of teachers’ performance in

government schools is captured utilizing the Individual Performance Commitment and

Review Form (IPCRF-Teachers). It is a systematic approach for consistent and

continuous work improvement. Just the same way teachers grade learners and give them

feedback to improve their performance, the IPCRF gives all employees a means to gauge

their performance and seek improvement (DepEd Order No. 2, s. 2015).

Table 9

Teachers’ Performance Rating as Grouped into 55 Respondent Schools

Indicators Frequency Percentage

4.500 - 5.00 (Outstanding) 2 3.70
3.500 - 4.499 (Very Satisfactory) 53 96.30
2.500 - 3.499 (Satisfactory) 0 0.00
1.500 - 2.499 (Unsatisfactory) 0 0.00
1.000 - 1.499 (Poor) 0 0.00
Total 55 100.00

Teachers’ Performance Ratings are presented in this study by computing the mean

scores of the teacher-respondents per school, thus having 55 groups in assessing teachers’

performance in the workplace. Table 9 shows that the majority of the teachers obtained a

rating of Very Satisfactory (96.30%) and a little percentage (3.70%) within the

Outstanding performance range. The data mean that the big majority of teachers are
 3
performing their tasks in the workplace exceeding expectations set by the Department of

Education, that all goals, objectives, and targets are achieved above the established

standards (DepEd Order No. 2, s. 2015).

School Heads’ Performance Rating. School Heads’ Performance Rating is

measured using the so-called Office Performance Commitment and Review Form

(OPCRF). Per DepEd Order No. 2, s. 2015, it is an office performance rating, too, and is

a shared undertaking between the head of agency and the employees that allows an open

discussion of job expectations, key result areas, objectives, and how this aligns to the

overall department goals. The school heads OPCRF provides a venue for agreement on

standards of performance and behaviors which lead to professional and personal growth

in the organization.

Table 10 presents that the greater majority of the school head-respondents are

performing within the Outstanding level (81.80%) and only a few marked a Very

Satisfactory performance (18.20%). These figures mean that most of the school heads’

performance represents an extraordinary level of achievement and commitment in terms

of quality and time, technical skills and knowledge, ingenuity, creativity, and initiative.

As DepEd describes it, employees with outstanding performance level are demonstrating

exceptional job mastery in all major areas of responsibility. Employee achievements and

contributions to the organization are of marked excellence.

 3
Table 10

School Heads’ Performance Rating

Indicators Frequency Percentage

4.500 - 5.00 (Outstanding) 45 81.80
3.500 - 4.499 (Very Satisfactory) 10 18.20
2.500 - 3.499 (Satisfactory) 0 0.00
1.500 - 2.499 (Unsatisfactory) 0 0.00
1.000 - 1.499 (Poor) 0 0.00
Total 55 100.00

School’s Organizational Culture

Organizational Culture is defined as the beliefs and values that have existed in an

organization for a long time and to the beliefs of the staff and the foreseen values of their

work that influenced their attitudes and behaviors (Lawal & Oguntuashe, 2012). In a

similar note from the words of Tsai (2018), organizational culture is the belief that can

guide staff in knowing what to do and what not to do, including practices, values, and

assumptions about their work, wherein the central values of an organization first start

with its leadership, which will then evolve to a leadership style. In this study,

organizational culture is quantified into five dimensions (Sashkin & Rosenbach, 2013) to

wit: (1) managing change; (2) achieving goals; (3) coordinating teamwork; (4) building a

strong culture; and (5) customer orientation. Each of the functions is supported by the

values and beliefs that are commonly valued and appreciated by the organization's

members.
 3
Table 11

School’s Organizational Culture in Terms of Managing Change

Indicators Mean Interpretation

1. People are flexible and adaptable when changes are 3.96 High
necessary.
2. People feel that most change is the result of pressures 3.41 Average
imposed from higher up in the organization.
3. People are always looking for new ways to better serve 3.94 High
clients and customers.
4. People have access to timely and accurate information 3.83 High
about what's really happening in the organization and why.
5. People believe that their concerns and anxieties during 3.70 High
periods of change are heard and taken into consideration.
Average 3.77 High

Managing Change pertains to the action of the organization to adapt and deal

effectively with changes in its environment (Sashkin & Rosenbach, 2013). It reflects the

organizational reactions on the diversities of the elements surround it.

Table 11 showed that the school’s organizational culture in terms of managing

change is generally in the High per responses of the teacher-respondents, with a mean of

3.77. This level means that the people in school are capable of adapting to the changes

introduced in schools as time pass by. The highest individual mean was recorded by the

indicator of having flexible and adaptable people when changes are necessary (3.96,

High) while the lowest individual mean was noted by the indicator of having people feel

that most change is the result of pressures imposed from higher up in the organization

(3.41, Average).

Schools are highly expected by the public to be an institution ready to face the

challenges of time. The education sector should always set its best foot forward in

adopting to various changes that the time dictates without compromising the quality of
 3
services it delivers to its clienteles, in this premise, it will gain trust as a strong

organization capable of molding future holistic individuals. In the study of Sandoval

(2001), it is noted that parents are pulling out their children from schools because they

seem the schools so static, cited lack of future progress of their children in schools, in

addition to the teachers being poorly trained to teach learners with special needs. The

study suggested that to save schools from such dilemma, school accomplishments,

achievements, and advocacies should be communicated well to the majority of school

stakeholders in a regular period.

Table 12

School’s Organizational Culture in Terms of Achieving Goals

Indicators Mean Interpretation

1. Individuals and teams have clearly defined goals that relate 3.97 High
to the goals and mission of the business.
2. People and teams are often expected to reach goals which 3.59 High
they believe are unattainable.
3. Everyone knows and understands our business objectives 4.16 High
and priorities.
4. Individuals and teams are measured and rewarded 3.79 High
according to how well goals are achieved.
5. Individuals, teams, and functional areas often have 3.41 Average
incompatible goals.
Average 3.79 High

Achieving Goals refers to the unit’s action in aiming to achieve the organizational

goals for clients or customers important to promote school success (Sashkin &

Rosenbach, 2013). It serves as the guiding light of an organization on what to

accomplish to serve the purpose of the collective actions.

 3
In terms of achieving goals, as showed in Table 12, the school’s organizational

climate according to the teacher-respondents is generally High with a computed mean of

3.79. This level means that the school is performing within the acceptable standards in

pursuit of accomplishing the task to reach its goals for the academe. Among the five

indicators, the highest mean of 3.97 (High) was recorded in the statement that individuals

and teams have clearly defined goals that relate to the goals and mission of the business,

while the lowest mean of 3.41 (Average) was recorded for the premise that individuals,

teams, and functional areas often have incompatible goals.

Coordinated Teamwork aims to produce long term organizational survival

depending upon the efforts of individuals and groups within the organization which are

tied up together with one goal and one vision for the organization (Sashkin & Rosenbach,

2013). It holds the premise ‘no man is an island’, that we need one another to achieve

better results in all life’s endeavors.

School’s organizational culture in terms of coordinating team as shown in Table

13 revealed that it is in the High with a mean of 3.72. This level implies that the school

values and practices collaborative initiatives to attain its goals and vision. Among the

nine indicators, the highest means were recorded by the premises that (1) people believe

in teamwork, the "what's in it for us" approach rather than "what's in it for me” [4.17,

High] and (2) managers at all levels work together as a team to achieve results for the

organization [4.07, High]. On the other hand, lowest means were recorded by the

indicators: (1) people lack the interpersonal and technical skills they need to work

effectively in teams [2.97, Average] and (2) teams often lack the authority needed to get

the job done effectively [3.01, Average].

 4
Table 13

School’s Organizational Culture in Terms of Coordinating Team

Indicators Mean Interpretation

1. Teams often lack the authority needed to get the job done
3.01 Average
effectively.
2. People value and make use of one another's unique
3.80 High
strengths and different abilities.
3. People believe in teamwork, the "what's in it for us"
4.17 High
approach rather than "what's in it for me."
4. People have a clear idea of why and how to proceed
3.95 High
throughout the process of change.
5. People lack the interpersonal and technical skills they need
2.97 Average
to work effectively in teams.
6. Individuals and teams participate in defining specific goals. 3.72 High
7. People believe they can influence and affect their work
3.79 High
place through their ideas and involvement.
8. People believe in working together collaboratively,
3.96 High
preferring cooperation over competition.
9. Managers at all levels work together as a team to achieve
results for the organization. 4.07 High
Average 3.72 High

Building a Strong Culture aims to promote the importance of remembering that

stability is not the same as effectiveness. This domain of organization culture symbolizes

the strength of the culture to survive the length of time (Sashkin & Rosenbach, 2013).

Sustainability is the essence of this matter to perpetuate the existence of the organization

and to cover the vast series of generations to come.

Table 14 showed that the school’s organizational culture in terms of building a

strong culture according to the teacher-respondents’ perception is in the High, recording

a mean of 3.60. This finding reveals that the schools are doing acceptable actions to make

the schools’ advocacies remarkable on the eyes of its stakeholders and of the public as

well. Highest individual means were recorded by the indicators: (1) everyone strongly

believes in a set of shared values about how people should work together to solve
 4
common problems and reach mutual objectives [3.93, High] and (2) we constantly stretch

our goals, to continuously improve [3.81, High]. Lowest means were noted by the

indicators: (1) people sometimes compromise company policies or principles to reach

operational goals [3.40, Average] and (2) people believe that change happens too quickly

and causes too much disruption [3.00, Average].

Table 14

School’s Organizational Culture in Terms of Building a Strong Culture

Indicators Mean Interpretation

1. People sometimes compromise company policies or 3.40 Average
principles to reach operational goals.
2. People believe that change happens too quickly and causes 3.00 Average
too much disruption.
3. People know what's expected of them and understand their 3.71 High
impact on other people, teams and functions.
4. Business decisions are most often made on the basis of 3.75 High
facts, not just perceptions or assumptions.
5. We constantly stretch our goals, to continuously improve. 3.81 High
6. Everyone strongly believes in a set of shared values about 3.93 High
how people should work together to solve common
problems and reach mutual objectives.
Average 3.60 High

Customer Orientation aims to promote the importance of valuing customer

satisfaction function in organizational success (Sashkin & Rosenbach, 2013). Delivering

quality services based on the mandated and/or expected standards is given a premium on

this particular domain.

School’s organizational culture in terms of customer orientation, in Table 15,

recorded a general mean of 3.69 interpreted as High. This level means that the teacher-

respondents believe that their schools are satisfactorily meeting the expectations of their
 4
stakeholders in terms of the quality of services they are delivering to them. The indicator

stating that the school is giving the highest priority and support to meeting the needs of

clients and customers and to solving their problems marked the highest mean of 4.28

(High) while the indicator saying people often see customer and client problems as

someone else's responsibility recorded the lowest mean of 2.86 (Average).

Table 15

School’s Organizational Culture in Terms of Customer Orientation

Indicators Mean Interpretation

1. We give the highest priority and support to meeting the 4.28 High
needs of clients and customers and to solving their
problems.
2. Our policies and procedures help us to provide the service 3.89 High
our customers want and need.
3. People often see customer and client problems as someone 2.86 Average
else's responsibility.
4. Employees who do the best job of serving customers are 3.71 High
more likely than other employees to be recognized or
rewarded.
5. When customers have problems with the products or 3.71 High
service they receive, those problems are almost always
resolved to their satisfaction.
Average 3.69 High

Principals’ Performance

Principals’ Test refers to a mechanism for selecting school heads in the public

education sector, which was initiated in the year 2009 coined as the National Qualifying

Examination for Principals (NQEP). At present, DepEd’s NEAP administers and

conducts the test in coordination with the Schools Divisions Offices (SDOs) through the

Regional Offices (ROs). The domains included in this examination are stated under the

National Competency-Based Standards for School Heads (NCBSSH) as enclosed in

 4
DepEd Order No. 32, s. 2010, covering seven key domains of school heads’

competencies, such as: (1) school leadership; (2) instructional leadership; (3) creating

student-centered learning climate; (4) human resources management and professional

development; (5) parent-involvement and community partnership; (6) school

management and operations; and (7) personal and professional attributes and

interpersonal effectiveness.

Table 16

Principals’ Performance in the Principals’ Test

Indicators Frequency Percentage

Passer 33 60.00

Non-Passer 22 40.00

Total 55 100.00

In this study, the performance of the school head-respondents is quantified using

the two-scale Passed or Failed. School principals who are already Principal-item holders

before the administration of the Principals’ Test in 2009 were classified as Passers for

this study. Table 16 presented that the bigger majority of the school heads are Passers

(60%) and less than half are Non-Passers (40%). These two percentages show that most

of the school head-respondents are currently exhibiting among themselves in their

respective stations the competencies as school leaders and managers within the bound of

the NCBSSH of DepEd.

 4
Impact of School Heads’ Professional Competencies on School Outcome

On this part, the impact of school heads’ professional competencies namely: (1)

Instructional Supervision; (2) Professional Development Practice; and (3) Management

Behavior were tested on the school outcome. School Outcome as used in this study refers

to the positive outputs of the schools with regards to achieving its target goals which

would include SBM Level of Practice, school heads’ performance, teachers’

performance, and school heads’ performance in the Principals’ Test reaching the target

standards for advanced, proficient, and poor performance in their respective duties and

responsibilities. The null hypothesis, which states that school heads’ professional

competencies, do not have a significant impact on the school outcome was tested as per

the specific dimension of the school outcome.

School Heads’ Professional Competencies and School-Based Management

Practices. SBM is very significant (Conley, 1993) as it serves as more than an enabling

mechanism for other institutional goals to materialize. He clearly stated that educational

restructuring, such as SBM, needs to dovetail with the goals of systemic reform. To

determine the impact of school heads’ professional competencies on the SBM practices of

the schools, the data were subjected to correlation and regression analysis, and the data

gathered is summarized in Table 17. The null hypothesis stating that the school heads’

professional competencies do not have a significant impact on the school outcome in

terms of SBM Practice was tested.

Results of the correlation and regression analysis revealed that all the three

dimensions of school heads’ professional competencies are correlated with the SBM

practices of the schools in varying extent. This was shown by the obtained coefficients
 4
which are non-zero. The three dimensions correlated positively which means that in

general, the higher the level of the instructional supervision skills (B = 0.50) of the school

heads, the better the professional development practice (B = 0.32) skills, and the higher

the management behavior (B = 0.11), the higher the SBM level of practices of the

schools. No variable recorded a negative coefficient. This figure means that all the three

dimensions of school heads’ professional competencies are producing sound impacts on

the SBM practices of the schools.

A closer look at the obtained coefficients, one could glean that of the three

dimensions of school heads’ professional competencies, none were recorded with

associated probability less than the significance level set at .05. These coefficients mean

that three dimensions of school heads’ professional competencies correlated to SBM

level of practices but not to a significant extent.

To determine the magnitude of the influence of the predictor variables on the

SBM practices of schools, the data were subjected to regression analysis, and the results

are summarized in Table 17. Results of the regression run indicate that for every unit

increase in the manifestation of instructional supervision skills, professional development

practice skills, and management behavior skills, the SBM level of practices can be

expected to increase by 0.50, 0.32, and 0.11 respectively. The findings also revealed that

the three dimensions of school heads’ professional competencies are not significant

factors in determining the SBM level of practices of schools. Analysis of the obtained

Beta Coefficients would indicate that among the three dimensions of school head’s

professional competencies, instructional supervision appeared to be the best predictor of

SBM level of practices.

 4
The results of the analysis of variance of the regression of the school heads’

professional competencies on the SBM level of practices of schools revealed an F-ratio of

11.21 with associated probability equal to .000. This figure means that the three

dimensions of school heads’ professional competence have an impact on the SBM level

of practices of schools to a significant extent. The null hypothesis, therefore, is hereby

rejected. It may be safely concluded that the school heads’ professional competencies

exert significant combined impact on the SBM practices of the schools.

Table 17

Regression Analysis of Professional Competencies on School-Based Management Level

of Practice

Unstandardized Standardized
Variables Coefficients Coefficients
B Std. Error Beta t Sig.
(Constant) 0.417 0.494 0.844 0.403
1. Instructional Supervision 0.497 0.334 0.441 1.489 0.143
2. Professional Development Practice 0.317 0.471 0.294 0.673 0.504
3. Management Behavior 0.106 0.454 0.097 0.234 0.816
R-squared = .397
F-value = 11.213
p-value = .000
alpha = 0.05

These findings truly emphasize the importance of school heads’ empowerment in

the school level for its delivery of quality services and addressing the gaps in the

grassroots level. The insights of Wohlstetter (1995) on SBM reflect the inevitable role
 4
that the school heads are playing in their respective stations, having SBM as a political

reform that transfer power (authority) over budget, personnel, and curriculum to

individual schools.

Moreover, Goden et al. (2016) reiterated that the management behaviors of the

school heads are also essential to ensure how they would effectively communicate the

vision and mission of the school to its stakeholders to continuously sustain the smooth

sailing flow of the school leading to quality school performance and school outcomes.

The findings of the study also confirm the idea of Adeyemi (2010) that school leaders

and managers play the vital role in the successful implementation of the plans and

projects of the school which are all aligned to the organizational thrust.

In another study of Ga & Daudb (2014) on the implementation of SBM, results

showed that school principals subjected to the study possessed a high level of setting

school vision and mission using human resource management. Correlation results have

also shown that the more effective the principal performed his/her role, the more to

expect effective school vision and mission implementation and the more efficient human

resource management can be managed, noting a positive direct relationship.

School Heads’ Professional Competencies and Teachers’ Performance. To

determine the impact of school heads’ professional competencies on teachers’

performance rating, the data were subjected to correlation and regression analysis, and

the data gathered is summarized in Table 18. The null hypothesis which states that

school heads’ professional competencies do not have a significant impact on the school

outcome in terms of teachers’ performance was tested.

 4
Results of the correlation and regression analysis revealed that all the three

dimensions of school heads’ professional competencies are correlated with the teachers’

performance in varying extent. This analysis was shown by the obtained coefficients

which are non-zero. The three dimensions correlated positively which means that in

general, the higher the level of the instructional supervision skills (B = 0.01) of the school

heads, the better the professional development practice (B = 0.05) skills, and the higher

the management behavior (B = 0.07), the higher the teachers’ performance rating. No

variable recorded a negative coefficient. This coefficient means that all three dimensions

of school heads’ professional competencies are producing sound impacts on the

teachers’ performance.

Looking closely on the obtained coefficients, one could glean that of the three

dimensions of school heads’ professional competencies, none were recorded with

associated probability less than the significance level set at .05. These computed

coefficients mean that the three dimensions of school heads’ professional competencies

correlated to teachers’ performance rating but not to a significant extent.

To determine the magnitude of the influence of the predictor variables on the

teachers’ performance, the data were subjected to regression analysis, and the results are

summarized in Table 18. Results of the regression run indicate that for every unit

increase in the manifestation of instructional supervision skills, professional development

practice skills, and management behavior skills, the teachers’ performance rating can be

expected to increase by 0.01, 0.05, and 0.07 respectively. The findings also revealed that

the three dimensions of school heads’ professional competencies are not significant

factors in determining the teachers’ performance. Analysis of the obtained Beta

 4
Coefficients would indicate that among the three dimensions of school head’s

professional competencies, management behavior appeared to be the best predictor of

teachers’ performance.

The results of the analysis of variance of the regression of the school heads’

professional competencies on the teachers’ performance revealed an F-ratio of 0.24 with

associated probability equal to 0.87. This figure means that the three dimensions of

school heads’ professional competence have an impact on the teachers’ performance but

not to a significant extent. The null hypothesis, therefore, cannot be rejected. It may be

safely concluded that the school heads’ professional competencies do not exert a

significant combined impact on the teachers’ performance rating.

Table 18

Regression Analysis of Professional Competencies on Teachers’ Performance Rating

Unstandardized Standardized
Variables Coefficients Coefficients
B Std. Error Beta t Sig.
(Constant) 4.179 0.157 26.592 0
1. Instructional Supervision 0.006 0.106 0.022 0.058 0.954
2. Professional Development Practice 0.045 0.15 0.169 0.303 0.763
3. Management Behavior 0.069 0.145 0.252 0.477 0.636
R-squared = .014
F-value = .240
p-value = .868
alpha = 0.05

Findings of this study negate the generalization of Goden et al. (2016) that the

school heads’ professional competencies are reflected through how they managed and led
 5
the professional growth of teachers and the whole school community as well, and the

result of the study of Riswan (2014) stating that improvement of the leadership

competencies of the school principal, can increase the job performance of teacher

partially. As Riswan (2014) said in full note, the improvement of the leadership of the

principal, culture of organization, competency of teacher and job satisfaction can increase

the job performance of teacher partially and can describe for 86.90% simultaneously.

School Heads’ Professional Competencies and School Heads’ Performance

Rating. To determine the impact of school heads’ professional competencies on their

performance rating, the data were subjected to correlation and regression analysis, and

the data gathered is summarized in Table 19. The null hypothesis, which states that

school heads’ professional competencies do not have a significant impact on the school

heads’ performance, was tested.

Results of the correlation and regression analysis revealed that all the three

dimensions of school heads’ professional competencies are correlated with the school

heads’ performance in varying extent. This analysis was shown by the obtained

coefficients which are non-zero. The three dimensions correlated positively which means

that in general, the higher the level of the instructional supervision skills (B = 0.04) of the

school heads, the better the professional development practice (B = 0.27) skills, and the

higher the management behavior (B = 0.27), the higher the school heads’ performance

rating. No variable recorded a negative coefficient. These obtained coefficients mean

that all three dimensions of school heads’ professional competencies are producing

sound impacts on the school heads’ performance.

 5
Taking into account the obtained coefficients, one could glean that of the three

dimensions of school heads’ professional competencies, none were recorded with

associated probability less than the significance level set at .05. The obtained coefficients

mean that the three dimensions of school heads’ professional competencies correlated to

school heads’ performance rating but not to a significant extent.

To determine the magnitude of the influence of the predictor variables on the

school heads’ performance, the data were subjected to regression analysis, and the results

are summarized in Table 19. Results of the regression run indicate that for every unit

increase in the manifestation of instructional supervision skills, professional development

practice skills, and management behavior skills, the school heads’ performance rating can

be expected to increase by 0.04, 0.27, and 0.27 respectively. The findings also revealed

that the three dimensions of school heads’ professional competencies are not significant

factors in determining the school heads’ performance rating. Analysis of the obtained

Beta Coefficients would indicate that among the three dimensions of school head’s

professional competencies, both professional development practice and management

behavior appeared to be the best predictors of school heads’ performance rating.

The results of the analysis of variance of the regression of the school heads’

professional competencies on the school heads’ performance rating revealed an F-ratio of

1.18 with associated probability equal to 0.33. This analysis means that the three

dimensions of school heads’ professional competence have an impact on the school

heads’ performance rating but not to a significant extent. The null hypothesis, therefore,

cannot be rejected. It may be safely concluded that the school heads’ professional
 5
competencies do not exert a significant combined impact on the school heads’

performance rating.

Table 19

Regression Analysis of Professional Competencies on School Heads’ Performance

Rating

Unstandardized Standardized
Variables Coefficients Coefficients
Std.
B Error Beta t Sig.
(Constant) 4.777 0.174 27.388 0
1. Instructional Supervision 0.035 0.118 0.109 0.294 0.770
2. Professional Development Practice 0.271 0.166 0.889 1.632 0.109
3. Management Behavior 0.271 0.161 0.87 1.688 0.097
R-squared = .065
F-value = 1.177
p-value = .328
alpha = 0.05

The results of the analysis of variance of the regression of the school heads’

professional competencies on the school heads’ performance rating revealed an F-ratio of

1.18 with associated probability equal to 0.33. This analysis means that the three

dimensions of school heads’ professional competence have an impact on the school

heads’ performance rating but not to a significant extent. The null hypothesis, therefore,

cannot be rejected. It may be safely concluded that the school heads’ professional

competencies do not exert a significant combined impact on the school heads’

performance rating.

According to Hartijasti & Afzal (2016) on their study entitled Leadership

Competencies of School Principals: The Case of Urban and Rural Private Schools in
 5
Pakistan, competencies of the school heads are very important in driving the results of

the schools. The study found out that despite having strong personal characters, the

school heads who were subjected in the study lacked professional competencies in the

performance of their duties, thus, one of the reasons why many private schools fail to

retain students to complete a full cycle of basic education.

Impact of School Heads’ Professional Competencies on School’s Organizational

Culture

To determine the impact of school heads’ professional competencies on school’s

organizational commitment, the data were subjected to correlation and regression

analysis, and the data gathered is summarized in Table 20. The null hypothesis states that

school heads’ professional competencies do not have a significant impact on the school’s

organizational culture was tested.

Results of the correlation and regression analysis revealed that all the three

dimensions of school heads’ professional competencies are correlated with the school’s

organizational culture to varying extent. This analysis was shown by the obtained

coefficients which are non-zero. The three dimensions correlated positively which means

that in general, the higher the level of the instructional supervision skills (B = 0.04) of the

school heads, the better the professional development practice (B = 0.07) skills, and the

higher the management behavior (B = 0.11), the higher the school’s organizational

culture. No variable recorded a negative coefficient. This analysis means that all the

three dimensions of school heads’ professional competencies are producing sound

impacts on the school’s organizational culture.

 5
Looking closely on the obtained coefficients, one could glean that of the three

dimensions of school heads’ professional competencies, none were recorded with

associated probability less than the significance level set at .05. These coefficients mean

that the three dimensions of school heads’ professional competencies correlated to

school’s organizational culture but not to a significant extent.

Table 20

Regression Analysis of Professional Competencies on School’s Organizational Culture

Unstandardized Standardized
Variables Coefficients Coefficients
Std.
B Error Beta t Sig.
(Constant) 3.305 0.183 18.048 0
1. Instructional Supervision 0.038 0.124 0.114 0.309 0.758
2. Professional Development Practice 0.067 0.175 0.208 0.382 0.704
3. Management Behavior 0.111 0.169 0.339 0.657 0.514
R-squared = .063
F-value = 1.136
p-value = .343
alpha = 0.05

To determine the magnitude of the influence of the predictor variables on the

school’s organizational culture, the data were subjected to regression analysis, and the

results are summarized in Table 20. Results of the regression run indicate that for every

unit increase in the manifestation of instructional supervision skills, professional

development practice skills, and management behavior skills, the school’s organizational

culture can be expected to increase by 0.04, 0.07, and 0.11 respectively. The findings

also revealed that the three dimensions of school heads’ professional competencies are

not significant factors in determining the school heads’ performance rating. Analysis of
 5
the obtained Beta Coefficients would indicate that among the three dimensions of the

school head’s professional competencies, management behavior appeared to be the best

predictor of school’s organizational culture.

The results of the analysis of variance of the regression of the school heads’

professional competencies on the school’s organizational culture revealed an F-ratio of

1.14 with associated probability equal to 0.34. This analysis means that the three

dimensions of school heads’ professional competence have an impact on the school’s

organizational culture but not to a significant extent. The null hypothesis, therefore,

cannot be rejected. It may be safely concluded that the school heads’ professional

competencies do not exert a significant combined impact on the school’s organizational

culture. The findings of the study posed a challenge to the results of the study of Tsai

(2018) revealing that organizational cultures are significantly (positively) correlated with

leadership behavior and job satisfaction, and leadership behavior was significantly

(positively) correlated with job satisfaction. In his study, organizational cultures of the

schools and the leadership behaviors (competencies) of the school heads are significantly

positively related to one another.

Impact of School Heads’ Professional Competencies on Principal’s Performance

To determine the impact of school heads’ professional competencies on

principals’ performance in the Principals’ Test, the data were subjected to correlation and

regression analysis, and the data gathered is summarized Table 21. The null hypothesis

states that school heads’ professional competencies do not have a significant impact on

the principal’s performance in the Principals’ Test was tested.

 5
Results of the correlation and regression analysis revealed that all the three

dimensions of school heads’ professional competencies are correlated with the

principal’s performance in the Principals’ Test in varying extent. This analysis was

shown by the obtained coefficients which are non-zero. The three dimensions correlated

positively which means that in general, the higher the level of the instructional

supervision skills (B = 0.06) of the school heads, the better the professional development

practice (B = 0.14) skills, and the higher the management behavior (B = 0.16), the higher

the principal’s performance in the Principals’ Test. No variable recorded a negative

coefficient. These coefficients mean that all three dimensions of school heads’

professional competencies are producing sound impacts on the principals’ performance

in the Principals’ Test.

Looking closely on the obtained coefficients, one could glean that of the three

dimensions of school heads’ professional competencies, none were recorded with

associated probability less than the significance level set at .05. These coefficients mean

that the three dimensions of school heads’ professional competencies correlated to

principal’s performance in the Principals’ Test but not to a significant extent.

To determine the magnitude of the influence of the predictor variables on the

principal’s performance in the Principals’ Test, the data were subjected to regression

analysis, and the results are summarized in Table 21. Results of the regression run

indicate that for every unit increase in the manifestation of instructional supervision

skills, professional development practice skills, and management behavior skills, the

principal’s performance in the Principals’ Test can be expected to increase by 0.06, 0.14,

and 0.16 respectively. The findings also revealed that the three dimensions of school
 5
heads’ professional competencies are not significant factors in determining the

principal’s performance in the Principals’ Test. Analysis of the obtained Beta

Coefficients would indicate that among the three dimensions of school head’s

professional competencies, management behavior appeared to be the best predictor of

principal’s performance in the Principals’ Test.

The results of the analysis of variance of the regression of the school heads’

professional competencies on the principal’s performance in the Principals’ Test revealed

an F-ratio of 921 with associated probability equal to 0.44. This analysis means that the

three dimensions of school heads’ professional competence have an impact on the

principal’s performance in the Principals’ Test but not to a significant extent. The null

hypothesis, therefore, cannot be rejected. It may be safely concluded that the school

heads’ professional competencies do not highly exert a significant combined impact on

the principals’ performance in the Principals’ Test.

In a recent study conducted by Ceralde (2015) in the six schools divisions in the

province of Pangasinan, 101 Principals’ Test passers of the 2013 edition were evaluated.

The profile variables such as sex, position before the test, highest educational attainment,

specialization, years in the service, experience in managing school, attitude towards

teaching, emotional intelligence, motivational orientations, and learning strategies were

put into test if these are contributory factors in passing the test. The findings of the study

revealed that the said profile variables but do not significantly predict performance in this

test. Likewise, in this study conducted in DepEd Schools Division of City of Malolos,

findings revealed, too, that School Heads’ Professional Competencies such as

Instructional Supervision, Professional Development Practice, and Management Behavior

 5
have no significant impact on the results of the Principals’ Test and the said competencies

also not predict the performance on the examination.

Table 21

Regression Analysis of Professional Competencies on Principal’s Performance on

Principals’ Test

Unstandardized Standardized
Variables Coefficients Coefficients
B Std. Error Beta t Sig.
(Constant) 0.963 0.154 6.242 0
1. Instructional Supervision 0.057 0.104 0.205 0.55 0.584
2. Professional Development Practice 0.140 0.147 0.523 0.954 0.345
3. Management Behavior 0.155 0.142 0.568 1.093 0.279
R-squared = .051
F-value = 921
p-value = .438
alpha = 0.05

Recommended Policy Guidelines from the Findings of the Study

From the aforementioned results and discussion of the impact of the essential

variables of the study to one another, the following premises are hereby recommended to

form policy guidelines for the purpose of improving the performance indicators of quality

leadership among school principals/ heads.

 On Professional Competencies of School Heads and School-Based

Management (SBM) Level of Practice. This study disclosed that school heads’

professional competencies had combined significant impact on SBM Level of

Practice. Furthermore, the study found out that school heads’ professional

competencies formed a very significant set of predictors for the SBM Level of
 5
Practice of the schools. In line with these findings, since professional

competencies of school heads are good predictors in the improvement of SBM

Level of Practice, continuous capacity-building programs, such as trainings,

seminar, workshops, and the like, for school heads on matters related to: (1)

Instructional Supervision; (2) Professional Development Practice; and (3)

Management Behavior are suggested to develop and implement in order to ensure

effective implementation of SBM principles in government schools.

 On Professional Competencies of School Heads and Teachers’ Performance

Rating. Findings of the study revealed a deviation from the usual studies stating

the direct positive relationship between school heads’ performance and teachers’

performance. This study revealed that professional competencies of school heads

have an impact on the performance rating of teachers but not to a significant

extent, and those professional competencies formed not a significant set of

predictors for teachers’ performance rating. In this regard, teachers’ development

programs such as In-Service Trainings (In-SeT) for Teachers, Learning Action

Cells (LACs), and other capacity-building initiatives should not be anchored

solely on the school heads’ standards. Development programs should be

conceptualized on the actual needs of the teachers in the field and not dependent

on what just the school heads deem necessary. Teachers in the 21st century are

armed with necessary teaching skills, which made them dependent on the

performance of their immediate superiors.

 On Professional Competencies of School Heads and School Heads’

Performance Rating. The study found out that the school heads’ professional
 6
competencies have an impact on school heads’ performance rating but not to a

significant extent, and it formed a not significant set of predictors of the

performance rating. On these premises, enhancement programs for school heads

shall be planned and implemented without leaning much on how they perform in

their respective stations. Their performance rating should not be used as a sole

basis in determining the training and development needs of the school heads, but

rather look into other factors that might further help school heads in becoming

better education leaders and managers.

 On Impact of School Heads’ Professional Competencies on School’s

Organizational Culture. Results of the study showed that school head’s

professional competencies have an impact on the school’s organizational culture

but not to a significant extent. It also formed not a significant set of predictors

for the school’s organizational climate. On these grounds, improving the school’s

organizational culture shall not be solely attributed to the competencies of the

school heads. Other variables in the school setting should be considered to attain

development and/or enhancement of the prevailing conditions. However,

continuous capacity-building programs for school heads as stewards of their

organization should not be neglected considering the findings of this study.

 On Impact of School Heads’ Professional Competencies on School Heads’

Performance in Principals’ Test. Findings of the study revealed that the school

head’s professional competencies have an impact on the Principals’ Test

performance but not to a significant extent. It was also found out that the impact

of the two sets of variables are highly not significant to one another, and not a
 6
significant set of predictors for the school heads’ performance in the Principals’

Test. These findings should be taken seriously into consideration in the

development programs for schools, that school heads programs should not be

based on their performance in the Principals’ Test. Equal opportunities for

development programs and initiatives should be given to school heads whether

they are passers on non-passers of the said qualifying examination.

Summary of Findings

Problem 1: School Heads’ Level of Professional Competencies

The level of professional competencies, in terms of instructional supervision,

professional development practice, and management behavior, of the school heads in the

public [government] elementary and junior high schools in DepEd Schools Division of

City of Malolos are generally Competent as indicated by the average values of 3.93, 3.89,

and 3.84, respectively.

Problem 2: School Outcome

School-Based Management (SBM) Level of Practice. The SBM Level of

Practices of the elementary and junior high schools in DepEd Schools Division of City of

Malolos are generally Developing in terms of the four SBM principles namely School

Leadership (3.24), Curriculum and Instruction (3.16), Accountability and Continuous

Improvement (3.17), and Management of Resources (3.23).

Teachers’ Performance Rating. The majority of teachers in the elementary and

junior high schools in DepEd Schools Division of City of Malolos obtained a rating of
 6
Very Satisfactory (96.30%), and the remaining percentage (3.70%) obtained an

Outstanding performance.

School Heads’ Performance Rating. The greater majority of the school heads in

the elementary and junior high schools in DepEd Schools Division of City of Malolos are

performing within the Outstanding level (81.80%), and only a few marked a Very

Satisfactory performance (18.20%).

Problem 3: School Organizational Culture

The established organizational culture of the elementary and junior high schools

in DepEd Schools Division of City of Malolos was high in terms of managing change

(3.77), Achieving Goals (3.79), Coordinating Teamwork (3.72), Building A Strong

Culture (3.60), and Customer Orientation (3.69).

Problem 4: Principals’ Performance in the Principals’ Test

The majority of the school heads of the elementary and junior high schools in

DepEd Schools Division of City of Malolos are passers (33 school heads, 60%) and less

than half are non-passers (22 school heads, 40%).

Problem 5: Impact of School Heads’ Professional Competencies on School

Outcome

Impact of School Heads’ Professional Competencies on School-Based

Management Level of Practice. Results of the regression analysis revealed that

professional competencies of school heads obtained B coefficients of 0.50, 0.32, and

0.11, respectively, with computed associated probabilities (0.14; 0.50; and 0.82) higher

than the significance level set at .05. The computed F-ratio of 11.21, which was found

significant at .05 alpha indicates that professional competencies of school heads formed
 6
a significant set of predictors for the SBM Level of Practices of the schools. The

findings showed that professional competencies of school heads have combined

significant impact on SBM Level of Practice.

Impact of School Heads’ Professional Competencies on Teachers’

Performance. Results of the regression analysis revealed that professional competencies

of school heads obtained B coefficients of 0.01, 0.05, and 0.07, respectively, and

produced computed associated probabilities (0.95; 0.76; and 0.64) higher than the

significance level set at .05. The findings indicate that professional competencies of

school heads have no significant impact on the performance rating of teachers. The

obtained F-ratio of 0.24, which was found not significant at .05 alpha indicates that

professional competencies of school heads, too, formed not a significant set of predictors

for teachers’ performance rating.

Impact of School Heads’ Professional Competencies on School Heads’

Performance Rating. Results of the regression analysis revealed that professional

competencies of school heads produced B coefficients of 0.05, 0.27, and 0.27,

respectively, with computed associated probabilities (0.77, 0.11, and 0.10) higher than

the significance level set at .05. The findings indicate that professional competencies of

school heads have no significant impact on school heads’ performance rating. The F-

ratio of 1.178, which was found not significant at .05 alpha indicates that professional

competencies of school heads formed a not significant set of predictors of school heads’

performance rating.

Problem 6: Impact of School Heads’ Professional Competencies on School’s

Organizational Culture
 6
Results of the regression analysis revealed that professional competencies of

school heads produced B coefficients of 0.04, 0.07, and 0.11, respectively, with

computed associated probabilities (0.76, 0.70, and 0.51) all higher than the significance

level set at .05. The findings indicate that professional competencies of school heads

have no significant impact on the school’s organizational culture. The obtained F-ratio

of 1.14, which was found not significant at .05 alpha indicates that professional

competencies of school heads formed a not significant set of predictors for the school’s

organizational climate.

Problem 7: Impact of School Heads’ Professional Competencies on the

Principals’ Performance

Results of the regression analysis revealed that professional competencies of

school heads produced B coefficients of 0.06, 0.14, and 0.16, respectively, with

computed associated probabilities (0.58, 0.35, and 0.28) higher than the significance level

set at .05. The findings indicate that professional competencies of school heads have no

significant impact on the principals’ performance in the Principals’ Test. The obtained F-

ratio of 921, which was found highly not significant at .05 alpha indicates that

professional competencies of school heads formed a not significant set of predictors for

the principals’ performance in the Principals’ Test.

Problem 8: Policy Guidelines in Improving the Performance Indicators of

Quality Leadership among School Principals/ Heads

Suggested policy guidelines were given based on the findings of the study to

further improve the performance indicators of quality leadership among school heads of

the elementary and junior high schools in DepEd Schools Division of City of Malolos.
 6
Conclusions

In light of the findings of the study, the following conclusions are drawn:

1. The school heads’ competent level of professional competencies in terms of

instructional supervision, professional development practice, and management

behavior as evaluated by the public [government] elementary and junior high

school teachers are indications of their effective management of school system.

2. The developing Level of Practice of SBM shows that the elementary and junior

high schools need further initiative for growth and development in all the four

SBM principles namely School Leadership, Curriculum and Instruction,

Accountability and Continuous Improvement, and Management of Resources.

The majority of teachers exemplifying very satisfactory performance pose a

strong indication that school improvement is very much possible, together with

the vast majority of school heads with outstanding performance. With these

groups of personnel as performing human capital, there is a big chance to

continuously achieve improvement of SBM Level of Practice in the succeeding

school years.

3. The schools’ organizational culture of the elementary and junior high schools has

established a high level image to the teacher which reflects the presence of a

positive ambiance in the workplace. This premise could serve as a viable conduit

of improvement of school practices for the next coming school years.

4. Having the majority of school heads of the elementary and junior high schools

who are passers of DepEd Principals’ Test, there is a greater assurance that the
 6
school leaders possess the standard qualifications and competencies needed to

perform duties and responsibilities in such positions.

5. The professional competencies of school heads have a significant impact on

SBM Level of Practice; thus, it formed a significant set of predictors for the level

of practice of the schools. School heads’ competencies are indeed important

contributory factors in the improvement of schools. In the other notes,

professional competencies of school heads have no significant impact, both on

teachers’ performance ratings and school heads’ performance rating, and it

formed a not significant set of predictors for the performance ratings of the two

groups. Performance ratings of teachers and school heads are not solely dependent

on the professional competencies of school leaders. Other factors are affecting

the motivation and skills of school officials and personnel to perform better

beyond expectations in the workplace.

6. The professional competencies of school heads have no significant impact on the

school’s organizational culture and it formed a not significant set of predictors

for the school’s organizational climate. Positive organizational culture is not

dependent on the school heads’ professional competencies, and any failure on the

organizational culture should not directly be counted as school heads’ fault.

7. The professional competencies of school heads have no significant impact on the

Principals’ Test Performance and it formed a not highly significant set of

predictors for the school heads’ performance in the Principals’ Test. Passing the

national qualifying examination to become a School Principal-item holder is an

ideal initiative of the government to select qualified aspirants and to avoid

 6
favoritism and other forms of red tape in the bureaucracy. However, being a

passer should not be construed as a sole measure of professional competencies

among school heads in the field.

8. A review of the existing policy guidelines in improving the performance

indicators of quality leadership among school heads may be necessary to address

the present needs of school leaders and managers.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are hereby humbly suggested:

1. That the school heads continue practicing the competent level of professional

competencies in terms of instructional supervision, professional development

practice, and management behavior. Should there be opportunities for

enhancement of such professional competencies, school heads should grab it.

2. That the performing school heads and teachers, with their exhibited high level of

performance in the workplace, should work hand in hand to further improve the

SBM Level of Practice in school as part of advocating continuous improvement.

3. That the aspiring school heads should pursue valuable endeavors for personal and

professional development programs to prepare themselves holistically in taking

Principals’ Test and other similar qualifying examinations of the government as

future education leaders and managers.

4. That the school should maintain a positive organizational culture, though the

study revealed that school heads’ professional competencies formed a not

 6
significant set of predictors of organizational climate, school heads play a big part

in looking into consideration the other factors that may contribute to its

improvement/enhancement for the benefits of the school system.

5. That the proposed inputs on the policy guidelines be adopted to further improve

the performance indicators of quality leadership among school heads of the

elementary and junior high schools in DepEd Schools Division of City of

Malolos.
 6
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