Republic of the Philippines

COTABATO STATE UNIVERSITY

Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

SCHOOL PRINCIPALS’ LEADERSHIP STYLE AND INSTRUCTIONAL

TECHNICAL ASSISTANCE PROVIDED TO THE TEACHERS AMONG

ELEMENTARY SCHOOL TEACHERS IN BANGSAMORO

AUTONOMOUS REGION IN MUSLIM MINDANAO

A Dissertation Title Proposal

Presented to

The Faculty of the Graduate College

Cotabato State University

In Partial Fulfillment

Of the Requirements for the Degree

Doctor of Philosophy (Ph.D.) Educational Administration

Shaina B. Guiamad

2022
 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Rationale

The leadership of school principal plays a vital role in the success of

an institution (Vernon-Dotson, 2008) as well as in the betterment of student

outcomes (DuFour & Mattos, 2013). The most effective aspect of an

educational institute that enhances teacher commitment is leadership

(Gumus, Bulut, & Bellibas, 2013).

The main job of a principal is to assist in leading, directing, and

coordinating various activities inside the college. The primary responsibility

of the principal is to create and sustain an excellent teaching-learning

environment for the educational programs running in the college. The

principal is also responsible to support the teachers in their teaching

practices. Principals have a critical role to play in achieving the institution's

goals and objectives. Among these responsibilities, principals must give

genuine and effective leadership, resulting in improved professional

presentation among teachers. The principal is responsible to give highly

valued visions that are focused on their day-to-day methods and that serve

to foster a good culture that is supportive of exceptional teacher

performance (Nanson, 2010; Saleem et al., 2020).

This research aims to determine the Principals’ Leadership Styles and

as to how extend do they give instructional technical assistance among

Elementary School Teachers in Bangsamoro Autonomous Region in Muslim

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Mindanao, which would become a big help for the teachers to make their

teaching practices effective and efficient.

Background of the Study

Effective leadership is necessary for the advancement of teachers as

well as society. In the technological advancement of the 21st century, there

are many challenges to compete including worldwide teachers' networks

which demand a great educational leader for educational institutions. There

are three main aspects of a principal's leadership in dealing with

educational and cultural reforms such as increasing participation,

transferring vision, and producing change. The effectiveness of leaders in

the educational sector is valued by their competencies to contribute to

improving the quality of education in the era of technological advancement

(Sungtong, 2007; Abbas et al., 2020).

Education reform has created an urgent need to strong emphasis on

the development of instructional leadership skills; this entails the actions

that school principals shall undertake such as in the assessment of

learning, development and implementation, instructional supervision and

technical assistance to uplift effective teaching and uphold high level

learning among learners (DepEd NCBSSH, 2012).

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

According to Smyth as cited by Inoferio (2014) that school managers

are considered as instructional leaders who are responsible in monitoring

students’ progress, aligning their achievement with curriculum and

instructions, and encouraging collaboration and collegiality of teachers as

part his mandate as a school leader. His perspective supports the idea that

the instructional skills of the school managers greatly affect the whole

curricular achievement of the school. This simply means that the

performance of the school reflects the performance of the school manager.

His technical assistance will help neophyte teachers to be guided as to what,

when and how they deliver instructions; and will also guide experienced

teachers to enrich their instructional performances.

Moreover, the principal is responsible for managing the major

administrative tasks and supervising all student and teachers, and also as

an instructional leader, whereas the principal is expected to share and give

instructional technical assistance to the teachers.

Statement of the Problem

1. What is the extent of manifestation of leadership styles of principals

as perceived by the teacher in the following areas:

a.) Autocratic style

b.) Democratic style

c.) Laissez-faire style

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

2. To what extent do principals deliver the following instructional

technical assistance to their teachers as perceived by the respondent:

a.) teaching and learning

b.) school curriculum implementation

c.) instructional supervision

d.) enhancement of instructional strategies

3. Is there a significant relationship between the extent of manifestation

of principals’ leadership style and the extent of delivery of technical

assistance to teachers?

Conceptual Framework

This research aims to determine the Principals’ Leadership Styles and

as to how extend do they give instructional technical assistance among

Elementary School Teachers in Bangsamoro Autonomous Region in Muslim

Mindanao.
 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Schematic Diagram

Independent Variable Dependent Variable

Principal’s leadership Extent of principal’s

style as perceived by the delivery of instructional
teacher in the following technical assistance
areas: provided to teachers as
perceived by the teacher:
a.) Autocratic style
b.) Democratic a.) teaching and
style learning
b.) school
c.) Laissez-faire
curriculum
style implementation
c.) instructional
supervision
d.) enhancement of
instructional
strategies

Figure 1: Schematic diagram of Conceptual Framework

As shown in Figure 1, the independent variable of the study is the

Principal’s leadership style as perceived by the teacher in the following

areas: a) Autocratic style b) Democratic style c) Laissez-faire style and the

dependent variable is the extent of principal’s delivery of instructional

technical assistance provided to teachers as perceived by the teacher: a)

teaching and learning b) school curriculum implementation c) instructional

supervision d) enhancement of instructional strategies.

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Methodology

This study will use the descriptive statistic method of research.

According to Kaur P, et. Al (2018), descriptive statistics are used to

summarize data in an organized manner by describing the relationship

between variables in a sample or population. It is also correlation since the

study will identify the relationship between principal’s leadership style and

the instructional technical assistance provided to teachers.

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

References:

Department of Education (2012). National Competency-Based Standards for

School Heads.

DuFour, R. & Mattos M. (2013). How do principals really improve schools?

Educational Leadership70(7) 34-40.

Gumus, S., Bulut, O., & Bellibas, M. S. (2013). The relationship between
principal leadership andteacher collaboration in Turkish primary schools: A
multilevel analysis. Education Researchand Perspectives, 40(2013), 1-29.
(PDF) RELATIONSHIP BETWEEN PRINCIPALS' LEADERSHIP STYLES AND
TEACHERS' PROFESSIONAL COMMITMENT IN PUBLIC SCHOOLS OF
ZIARAT, BALOCHISTAN.

Jesusimo A.Inoferio. (2014).Capacitating School Heads in Leadership in the

District of Bacong. Master’s Thesis, Cebu Technological University,
Moalboal, Cebu

Nanson, P.K. (2010). Leadership Styles and Teachers' Performance in

Secondary School in Nakaseke District. (Unpublished MA Thesis), Kampala:
Makerer University.

Sungtong, E. (2007). Leadership Challenges to Public Secondary School

Principals in the Era of Education Reform and Culture Unrest in Boarder
Provenance of Southern Thailand. Faculty of the Graduate School at the
University of Missouri Columbia, USA

Vernon-Dotson, L. (2008). Promoting inclusive education through teacher

leadership teams: A schoolreform initiative. Journal of School Leadership,
18(3), 344-373.
(PDF) RELATIONSHIP BETWEEN PRINCIPALS' LEADERSHIP STYLES AND
TEACHERS' PROFESSIONAL COMMITMENT IN PUBLIC SCHOOLS OF
ZIARAT, BALOCHISTAN.