Cecille Tarusan Dissertation

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MARINDUQUE STATE COLLEGE

GRADUATE SCHOOL 1
Extension of Graduate Programs to Quezonian Educational College Inc.
Atimonan, Quezon
Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter discusses the overview of the study conveying necessary background
information, identifying specific topic and its significance to the many people in education
industry. This also serves as a preview on what will be the outcome of this study.
Introduction
COVID-19 had forced us to make 360 degrees turn. It is referred to as a pandemic, which
implies a negative impact on society. The term "new normal" became widely used to describe a
different state of affairs. However, the new normal presented an opportunity for DepEd to
deliver personnel training more efficiently. Leaders have been forced to adapt as a result of this
situation. While there appear to be impediments to continuing with traditional operations and
practices in various aspects of society, leaders in both the public and private sectors are coping
by maximizing available resources and remaining responsive despite the challenges of the
current circumstances.
Thus, governance and operations ensure the organization's ability to continuously
improve and be strategic in managing the environment in which teaching and learning occurs.
Domain 2 of the Philippine Professional Standards for School Heads (PPSSH), Managing School
Operations and Resources, focuses on the role of school heads in managing school systems and
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processes. This Domain demonstrates the school leaders' commitment to ensuring efficiency,
effectiveness, and fairness in carrying out functions in order to maximize organizational health.
In this domain, school administrators comprehend and apply laws, policies, guidelines, and
issuances pertaining to the management of human, financial, and material resources. They should
assist in the establishment of a culture of transparency and accountability in the continuous
provision of basic education services.
The overall operation of their schools is the responsibility of the principals as stated in
the Republic Act 9155. State statutes outline some of their duties and responsibilities. Through
their principal evaluation criteria and procedures, states and school districts have also established
expectations for principals. As schools became more accountable for their students' performance
on national and state assessments in the latter part of the twentieth century, principals' duties and
responsibilities evolved. Principals took on increased responsibility for teaching and learning in
their schools. Their responsibility to monitor instruction increased, as did their responsibility to
assist teachers in improving their teaching. Principals discovered the need to evaluate instruction
and assist teachers as they worked to improve their instructional techniques as their
responsibilities changed more effectively.
On the other hand, the emergence of the dreaded COVID-19 altered the education system
of the country and the entire world. The government decided not to allow face-to-face learning in
the delivery of instruction due to the risk of being exposed to the virus. The Basic Education
Learning Continuity Plan (BE-LCP), a set of educational initiatives implemented by the
Department of Education (DepEd) of the Philippines through DepEd Order No. 12, s. 2020
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responds to the basic education challenges of COVID-19. As a result, school principals play a
critical role in ensuring that all students have access to a supportive and respectful learning
environment (Philippine Professional Standards for School Principals) (DepEd Order No. 24, s.
2020). The five leadership areas that school leaders must embody demonstrate the characteristics
of a twenty-first-century school leader. These include strategic leadership, oversight of school
operations and finances, a focus on teaching and learning, self-improvement, and the
development of professional networks (Valenzuela & Buenvinida, 2021).
Managing School Operations and Resources consists of six strands: records management,
financial management, managing school facilities and equipment, staff management, disaster
preparedness, mitigation, resiliency, and emerging opportunities and challenges. Management,
according to Valdez (2012), must ensure that facilities and resources are always available,
sufficient, and in good working order. This will improve the performance of students and
teachers, allowing the school to fulfill its mission of providing high-quality education.
Furthermore, Akpabio's (2015) study revealed that the physical environment is a major
determinant in the achievement of the school's objectives, implying that school administrators
should conduct a comprehensive facility needs assessment.
Ezeubor et al. (2018), on the other hand, conducted a study focusing on principals' staff
personnel administrative strategies for fostering teacher-job satisfaction and discovered that
principals must outsource funds internally or externally to provide teachers with a safe working
environment that allows them to demonstrate their best qualitative teaching. This research is
related to this study because both seek to determine the practices expected of a school manager
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in order to ensure that the welfare of the staff is properly managed, resulting in their satisfaction
in performing their responsibilities.
School leaders must not only be knowledgeable about identifying these challenges and
opportunities, but they must also manage, capacitate, and empower school personnel to ensure
that equality and equity are realized. This new normal in education will provide opportunities for
school leaders to put their management skills to the test, specifically in decision-making. With
this situation, school leaders must consider alternative solutions to ensure that no child falls
behind and that education continues during this time of health crisis.
On this basis, the study decided to focus on the practices of school leaders, particularly in
managing school operations and management during this critical period. Given the importance of
these management competencies in the continuous implementation of the curriculum, it is critical
that school leaders be allowed to reflect on and determine their practices in the management of
school operations and management.

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Statement of the Problem
This study aims to determine the school operations and management practices of
elementary school heads in CALABARZON and performance using the Philippine Professional
Standards for School heads with an end view of developing a school heads performance
development framework. Specifically, this study seeks to answer the following subproblems:
1. What is the demographic profile of elementary school head respondents in terms of the
following:
1.1. Designation title;
1.2. Sex;
1.3. Educational attainment; and
1.4. Length of service?
2. What is the level of school operations and management practices of elementary school
heads when they are grouped into demographic profile in terms of the following:
2.1. Access;
2.2. Equity;
2.3. Quality; and
2.4. Resiliency and well-being?
3. Is there a significant difference in the level of school operations and management
practices of the elementary school heads when they are grouped into demographic
profile?
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4. What is the level of performance of elementary school heads as to Professional
Standards for School Heads in terms of the following domain:
4.1. Leading strategically;
4.2. Managing school operations and resources;
4.3. Focusing on teaching and learning;
4.4. Developing self and others; and
4.5. Building connections?
5. Is there a significant difference in the level of performance of elementary school heads
as to Professional Standards for School Heads when they are grouped in demographic
profile?
6. What are the challenges encountered by the elementary school heads in school
operation and management in term of:
6.1 records management;
6.2 financial management;
6.3 managing school facilities and equipment;
6.4 staff management;
6.5 disaster preparedness?
7. Is there a significant relationship between the level of performance of elementary
school heads as to Professional Standards for School Heads and the challenges
encountered school operation and management?

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8. What school heads performance development framework can be made based on the
findings of the study?
Hypotheses
1. There is no significant difference in the level of school operations and management
practices of the elementary school heads when they are grouped into demographic
profile.
2. There is no significant difference in the level of performance of elementary school heads
as to Professional Standards for School Heads when they are grouped in demographic
profile.
3. There is no significant relationship between the level of performance of elementary
school heads as to Professional Standards for School Heads and the challenges
encountered school operation and management.
Significance of the Study
The study may shed light on the level of school operations and management practices of
elementary school heads in the CALABARZON region, as well as their performance using the
Philippine Professional Standards for School Heads, with the goal of developing a framework for
school head performance development. Specifically, the research results may benefit the
following:
Department of Education- The findings of this study can be used as a reference by the
department in developing school heads' capability training in school operation and

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management. This will also aid the department in the creation of orders and memoranda
pertaining to the job descriptions of school principals and other legal matters.
Schools Division Offices- The study's findings will help the various school divisions in the
Philippines guide newly installed school heads as well as those who have been in service
for a while. Furthermore, the study's findings will aid each office in the implementation
of the program under the Philippine Professional Standards for School Principals.
School Heads- The study's findings could be used by school administrators to help them do their
jobs better and improve school operations and management. It will assist school
administrators in the proper management of resources such as records management,
financial management, managing school facilities and equipment, staff management,
disaster preparedness, and disaster mitigation and resiliency.
Teachers- The study's findings will help teachers understand the roles and responsibilities of
school principals. Furthermore, the study's findings will provide aspiring school leaders
with prior knowledge of the roles and responsibilities they may face along the way to
becoming principals.
Stakeholders- The findings will assist stakeholders in determining their primary responsibilities
in the education system and how they may contribute to school governance development.
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Future Researchers- The study's findings may be used as a reference by future researchers
conducting similar studies on school management and curriculum development. They
may plan similar studies in a different location and with a different population. Data from
this research may be used as a reference in future studies.
Scope and Delimitations of the Study
This study focuses on the school operations and management practices of elementary
school heads in CALABARZON, as well as their performance using the Philippine Professional
Standards for School Heads, with the goal of developing a framework for school head
performance development. The respondents are drawn from various school divisions throughout
the CALABARZON region. Furthermore, this study focused on the relationship between the
level of school operations and management practices of elementary school heads and their
performance as Professional Standards for School Heads. Furthermore, the researcher
differentiates the experience of school heads in school operations and management practices,
level of performance, and demographic challenges encountered. Furthermore, the study is

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limited to responses from school principals using a researcher-created questionnaire to collect
the necessary data for this study.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter deals with the review of related literature and studies. This is done to
construct, refine and evaluate the present study and it also presents a discussion on the relation of
various studies to the present study.
Related Literature
Profile of the Elementary School Heads

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Majority of the school heads in the CALABARZON region possess graduate level acuity
and orientation that would one way or another may contribute and aid them in their supervision
and administrative functions. The seminars and trainings oriented them and equipped them with
the needed and appropriate knowledge, techniques, and practices in influencing people. The
School heads of the CALABARZON region public schools are very much knowledgeable and
aware of the practices and techniques needed to influence their personnel in achieving goals and
task (Panganiban, 2018).
Velarde (2010) should equip themselves with managerial skills and long-term
experiences important in leading the school to meet the goals and objectives, in accordance with
the duty and responsibility of school heads. Velarde also emphasizes the importance of
instructional leadership skills in school leaders for faculty support, as well as communication
with stakeholders and the community. School leaders are the schools' pilots, promoting the use
of learner-centered materials such as Module, Enrichment Activities, and Strategic Intervention
Material (SIM) to reduce failure, repetition, and drop-out rates.
Torio-Betco (2010) agreed that leadership is an important part of management, with a
focus on the human aspect- the psychosocial aspect system. The concept of leadership implies
subordination. It involves interpersonal relationships, and more specifically, leaders suggest
differential influence among individuals in social, particularly organizational relationships.
Leadership is the process of facilitating an individual's or a group's goal achievement in a
specific situation. The leader must understand himself/herself, his/her needs and motives, as
these will be reflected in his/her behavior; he/she must understand the situation into which he/she
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will channel leadership functions and train others to do the same. Thus, the most important skill
for the leader is decision-making; not that he makes decisions, but that he knows how to help his
groups make good decisions. It may be beneficial, but decisions must be made.
On the other hand, several issues have been identified that have a negative impact on the
effectiveness of school principals in carrying out their duties. The most serious ones are an
insufficient budget, the presence of school personnel with vested interests, uncooperative school
personnel, a problem with school site ownership, vandalism on school facilities and projects,
poor communication and management of information systems, a lack of understanding and
support from top management, a remote school site, drop-out, enrolment competitions, and
gender issues (Cabansag, 2013). It will happen if and only if the school principal performs at
least very satisfactorily (VS) in their roles. As a result, it was suggested that a program be
implemented to improve the performance of the school principal as an educator, leader, manager,
inner person role, and educational attainment (Magnaye, 2014).
According to Bullecer (2014), the school principal should provide competent
leadership so that teachers and staff are motivated to work to their full potential. There are many
expectations of the principal, and he should be thoroughly trained and competent on the job. The
principal should demonstrate effective management skills so that he can be relied on to make
sound decisions and solve problems that arise in the day-to-day administration of the school. The
principal is expected to be effective in communications and human relations so that he can work
with the staff and guide them in achieving the system's goals. The principal's strong leadership is
critical in achieving educational goals and achieving excellence. It is a unique factor that
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significantly contributes to the achievement of the basic education mission. Being an
instructional leader and administrative manager necessitates men and women with effective
management skills and competence. With all the demands, challenges and opportunities for
service open to school administrators are very important to assess their background and
preparedness as a school managers.
Cacnio (2011), on the other hand, emphasized the importance of school leaders creating a
desirable organizational climate in order to foster a positive teacher-school leader relationship. It
also provides an opportunity for teachers to grow as school leaders. Teachers may motivate
students to complete tasks under the supervision of the principal. Furthermore, De Jesus (2010)
defined leadership skills as a pattern of motives or behavior rather than a set of traits. According
to the author, successful leaders have a high need for power, a low need for affiliation, and a
high level of what is known as activity inhibition (one might call it self-control).
Schools are nothing more than a means of destroying educational quality without the
leadership of school administrators. Leadership is comprised of four P's, namely, person,
participant, performance, and perspective (Gavino and Portugal, 2013).
School Operations and Management Practices

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Traditional public school principals are responsible for more than just teaching and
learning. Many of whom are former teachers, spend the majority of their time managing non-
instructional domains such as fire drills, budgeting, school food, field trips, and sports. As a
result of this process, they become increasingly disconnected from both students and, more
importantly, teachers' instructional practices. School operations managers are in charge of all
day-to-day operations at their school. They oversee everything from curriculum to facilities, and
they frequently play a key role in developing new initiatives or programs to improve the quality
of education provided by their institution. School operations managers may also be in charge of
staff management, such as hiring decisions, performance evaluations, and other aspects of
employee management.
To be successful in their roles within a school district, school leaders must direct several
managerial tasks. School management and operational systems, resource management, policies
and procedures, distributed leadership, and supervision are some of the major tasks. While each
school leader may approach the implementation and oversight of each category differently, they
must ensure that each component is properly managed. One of the most important aspects to
consider when establishing a new principal is management and operational systems (Open
Academy, 2019).
Management and operational systems have many facets. To understand how to evaluate
them, a school leader must first understand what they are. Mosaica Education (2015) compiled
an extensive list of management and operational areas for school leaders. (1) Financial Services,
(2) Marketing, Public Relations, and Communications, (3) Human Resources, (4) Facilities, (5)
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Technology, and (6) Educational Programming and Staff Development are the broad categories.
There are numerous aspects of what the school leader is responsible for under each of these
components. To begin, the school leader must understand where the school stands in each of
these areas. The school leader should then identify the current monitoring measures in place or
develop monitoring procedures. Action plans, committee meetings, timelines, and schedules are
examples of procedures. To assess each of these areas' success, school leaders should connect
each item to the school vision. Once stakeholders understand how the operational component
relates to the school vision, they can begin to assess its effectiveness in assisting the school in
achieving its vision.
A school leader must first understand what school-based policies are in order to
understand every situations in the school. School leaders should read all district policy
documents. They should become acquainted with their school district's student code of conduct.
It may take a little longer for the school leader to understand the policies in place if they are new
to the district. It may also be advantageous for the school leader to consult with other school
leaders or a mentor in order to better understand the policies in place and how they may impact
their ability to make decisions in the school.
Thus, school operations and management addressed access, equity, quality, resiliency,
and well-being, all of which are critical aspects of school management.
Access
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Access refers to availability or admission. According to the Oxford Advanced Learner
Dictionary of Current English, access is defined as the ability or right to use or see something
(Hornby, 2015). Access to basic education can then be defined as a child's ability or right to
enroll or register for a basic education class.
Human rights are defined as rights that everyone has. These are permanent and necessary
rights. Every child, including those with disabilities, has the right to a free and high-quality
primary and secondary education. The Universal Declaration of Human Rights is an international
treaty that declares education to be a fundamental human right. Exclusionary practices of any
kind are a violation of human rights. All children have the universal right to free,
nondiscriminatory primary education. Millions of people worldwide are unable to obtain an
education due to armed conflict and other forms of violence. Fighting has the potential to destroy
or damage educational facilities, make it unsafe to travel to and from school, and result in
frequent, prolonged, or permanent school closures as well as the loss of educational materials
and personnel. This is sometimes the result of targeted attacks on educational facilities, students,
and educators (ICRC, 2020).
Likewise, Oni et al. (2016) stated that basic education is the most important requirement
for individual and societal development. The individual child must have access to it and acquire
it in a qualitative manner. The sum total of all the knowledge, attitude, skills, and competences
that children today acquire has been declared to be declining. Every stakeholder, including the
teacher, the student, the community, and the government/owner, bears some of the blame. Rather
than simply assigning blame, it is necessary to investigate ways to improve access to and the
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quality of basic education. This research defines access and quality. The role of the head teacher
in improving access to and the quality of basic education is also discussed.
Leaders of educational institutions play critical roles in the achievement and success of
the entire educational system. To achieve success through having children who can read and
write and later impact the society in which they live, there must be access to high-quality
education provision. Before ascending to higher levels, an individual product of an education
system must first possess the foundation.
Basic education entails more than just completing the first twelve (12) years of schooling;
it entails raising happy children who are prepared to learn the fundamentals of literacy,
numeracy, life skills, and how to learn. The National Policy on Education has established
conditions to promote educational access. Success at the primary level puts a strain on higher
levels of learning. The number of primary schools available dictates the need at the junior
secondary level, and so on. As a result, not all lower-level products are readily absorbed at the
higher level.
The quality of any educational system is primarily determined by the performance of its
products - such an education system must be capable of producing individuals who are useful to
themselves, to society, and who are prepared to meet global challenges. The fact is that a greater
proportion of basic education products cannot stand on their own and contribute to the
achievement of national goals and objectives. In other words, our schools appear ineffective,
resulting in low quality. This puts pressure on school administrators' leadership roles to
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positively influence the people they work with in order to produce successful students through
quality education.
Equity
For more than a half-century, the international community has affirmed education as a
social transformative tool and a fundamental human right in conventions, statutes, and
resolutions. For example, the establishment of the Sustainable Development Goals (2015-2030),
as a follow-up to the Millennium Development Goals (2000-2015), recognizes education as an
essential conduit for people to realize their capabilities while completing the primary school
cycle. However, while the international community has yet to recognize education's potential as
a catalyst for development, greater inequalities in access to education exist for different social
classes in different parts of developing countries in the face of increasing social, economic,
political, and cultural challenges (Arkorful, 2020).
Nowhere has the role of school leaders been more visible than during the coronavirus
(COVID-19) pandemic, with generalised lockdowns and school closures in countries all over the
world, according to Whang (2021). They were responsible not only for coordinating measures to
maintain learning continuity during the lockdown and school closures, but also for ensuring a
safe learning environment when schools were allowed to reopen. The most recent Education
Indicators in Focus brief focuses on the roles and salaries of school principals in public
institutions, and examines how their responsibilities, working hours, and compensation differ
across countries (based on data collected before the surge of the pandemic).
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Good school leadership creates nurturing learning environments that help children grow
and develop. To foster such an environment, school leaders must navigate and promote
collaboration among a diverse set of stakeholders, including education authorities, teachers,
students, parents, and local communities. School leaders serve as the glue that holds everyone
together.
School leaders are expected to be more flexible in managing school resources during the
COVID-19 crisis in order to keep up with constantly changing guidelines and circumstances.
Leadership and management have always been the primary responsibilities of school principals:
official documents in two-thirds of OECD countries explicitly state this. Human resources,
financial resources, educational activities of students and teachers, external relations, student and
teacher well-being, and teaching students are all responsibilities of school heads. They are also
expected to make more complex decisions during the COVID-19 crisis, which were not
previously required. For example, in Chile, school principals are responsible for various
arrangements for school reopening, which necessitates closer collaboration with numerous
stakeholders.
Likewise, principals are regarded as key actors in the successful and effective operation
and direction of all administrative functions in schools. They are responsible for ensuring the
smooth operation of school systems, representing the school in the community, and precisely
implementing educational policies. Principals also serve as role models for teachers and other
professional staff in terms of ethical and professional development. Finally, principals have an
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indirect but significant impact on students' learning by meeting their diverse needs and abilities,
as well as legislating and establishing school systems and policies (Khaleel, etal., 2021).
The scope and extent of school principals' responsibilities are defined differently in
different countries. School heads, for example, are required to teach students at the lower
secondary level in slightly less than half of OECD countries and economies, despite teaching
fewer hours than teachers. Individual school heads within a country may teach even fewer hours
or none at all, depending on school characteristics such as size, geographical location, and
socioeconomic status of the region. In some countries, the pandemic has increased the actual
scope of their responsibilities. For example, in Norway, school leaders could decide how to use
additional government funding to assist vulnerable students in compensating for learning loss
through initiatives such as homework assistance programs, summer schools, and more teacher
hires.
Thus, the increased workload caused by the pandemic, as well as the increased
collaboration among stakeholders, may necessitate school leaders working longer hours than
required by law. Overtime compensation is not always provided financially. Only eight OECD
and partner countries provide additional pay to school leaders who work longer hours at the
lower secondary level. Instead, school principals may be compensated for exceptional
performance, as is the case in roughly half of OECD and partner countries. The performance of
students determines eligibility for an outstanding performance allowance in many of these
countries. However, how eligibility for this type of allowance will be determined in the context
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of school closures may be uncertain, as disruptions in students' learning may have harmed
overall academic performance.
School principals serve as the link between educational authorities, teachers, students,
and communities. When the heart fails, the entire system fails, just as it does in our own bodies.
School administrators have been under tremendous pressure to put together an emergency
response to schooling in the midst of a pandemic. In times of crisis, they require more time and
energy than ever before to focus on the immediate challenges. This could be accomplished by
temporarily adjusting administrative workloads for school heads or compensating them for the
increased volume of work. During difficult times, it is critical that school leaders are encouraged,
supported, and recognized for their efforts, as they play a critical role in ensuring that learning
continues, even from a distance (Whang, 2021).
Similarly, Leithwood (2021) stated that when guided by a well-developed framework of
successful school leadership, the results show that most of the practices and dispositions in the
framework can be implemented in ways that contribute to more equitable conditions and
outcomes for students. A few of these practices and dispositions appear to contribute
significantly to the development of more equitable schools, and several additional practices and
dispositions associated with equitable leadership merit mastery by equitably-oriented leaders.
Building productive partnerships among parents, schools, and the larger community, as well as
encouraging teachers to engage in forms of instruction with all students that are both ambitious
and culturally responsive, are among the particularly significant practices. Leaders are more
likely to be effective when they adopt a critical perspective on their schools' policies, practices,
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and procedures and develop a deep understanding of the students' families' cultures, norms,
values, and expectations.
Quality
Quality is the ability of something to perform or serve the purpose for which it was
intended or designed. It refers to the ability to meet the needs of customers, either in terms of
products (pupils) or services rendered (Aina and Oyetakin, 2015). As a result, there is a value
spectrum ranging from the highest levels of excellence or superiority. Every institution is
responsible for providing a high-quality education. Fitness for purpose, value for money,
perfection, and excellence are characteristics of quality.
Education policy should be supported by front-line educational actors (teachers). Efforts
to improve educational quality must be implemented gradually and in accordance with a strategic
plan. Teaching supervision is one method used to improve teachers' professionalism. The
primary method of fostering teacher professionalism is coaching, which includes (1) developing
teachers' knowledge by encouraging them to pursue higher education, (2) developing teaching
strategies by assisting them in developing learning devices, and (3) developing teacher code of
ethics by providing role models (Burhanudin, 2017).
Principals play an important role in the delivery of high-quality education. Their
responsibilities include ensuring that educational strategies are in place to support viable learning
for all students. They act as a facilitator, guide, and advocate for high-quality instructional
practices. Great principals understand that improved test scores are important, but they also
understand that quality leadership is essential for increasing student achievement. Because the
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principal is the educational leader in schools, it is critical that they have a working knowledge of
effective instructional strategies and understand the needs of their students and teachers. School
principals also play an important role in improving student achievement by assisting, directing,
and supporting effective instructional strategies. They must be willing to collaborate with staff in
order to determine appropriate instructional systems and to support teachers through active
participation, coordinated effort, and effective leadership.
On the other hand, principals have difficult responsibilities as educational institution
leaders because they must understand leadership theories and apply them skillfully in practical
situations at their workplace. In carrying out their activities, they will encounter numerous
educational issues, whether administrative or academic in nature (Burhanudin, 2017). As formal
education frequently focuses on teaching and learning situations, issues concerning teacher
professionalism arise, and headmasters are the primary component in educational institution
leadership. As a result, this article focuses on the efforts of the headmaster in developing teacher
professionalism, teaching, and managing their classes to make them more dynamic.
The quality of teaching-learning activities, where the integration of teacher and student
vision is reflected in two-way and communicative teaching-learning activities, determines the
success of education programs, whether non-formal or formal. One of the primary
responsibilities of teachers is to create a conducive learning environment so that students are
motivated to study well and enjoyably. The realization of this condition is inextricably linked to
the role of the headmaster as a school supervisor, who is responsible for conducting evaluation
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and correction on teaching-learning programs planned and implemented by teachers as educators
(Munawar, 2017).
Resiliency and Well-being
The education sector has seen some rapid and unexpected changes, particularly in school
policies and implementations that are incoherent and unsuitable for the demands and
expectations of school stakeholders. Furthermore, internal and external obstacles and non-ideal
situations such as a lack of resources, a negative school climate, lower motivation, organizational
conflicts, cultural issues, depersonalization, or resistance to change surround today's schools. All
of these factors contribute to severe organizational stress and the spread of organizational viruses
at the school level. The current study conceptualizes a resilient leadership model with reference
to the school system in the face of chaos and complexity by examining the non-ideal situations
affecting today's schools (Ozmusal, 2017).
Although describing resilient leaders appears difficult, we can say that resilient leaders do
not seek excuses to struggle against difficulties, and when less-than-ideal situations arise, they
shake but stand firm. Such leaders are expected to be like a tree that can withstand a storm run in
downpour, a dam that can withstand strong waves, or a flower that can bloom in the snow. But,
at the very least, they are mentally, emotionally, socially, ethically, and physically strong people
who have overcome adversity. In turn, resilient leadership can be defined as demonstrating a
high level of effort to overcome both internal and external obstacles that the organization faces,
as well as generating different solutions despite the fact that the organization is affected by many
non-ideal situations.
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School leadership today entails not only work in the classroom but also work in the
community. For the principals, this has been a double challenge that extends their role from
policy implementation to leadership in and out of the classroom. Furthermore, from an
international perspective, local site management, increased accountability, the tension between
management and leadership, altered relationships with the community, and dilemmas related to
school choice have significantly altered the role of principal. Furthermore, during the education
reform process, school principals appear to be mediating agents standing at the school door, from
extra-school to intra-school environments. Another challenge for them is to act as a bridge
between the demands of a national reform policy and teachers' perceptions and expectations
(Shaked & Schechter, 2017).
Performance of Elementary School Heads
The value of education as a means of achieving success in life is widely acknowledged. It
creates many opportunities and assists people in thinking, feeling, and acting in ways that
contribute to their success (Caballes & Peregrino, 2021). This was highlighted in an article
published by Asian College, which stated that education is a tool that provides people with
knowledge, skills, technology, and information that allows them to understand their rights and
responsibilities to their families, communities, and country. It broadens one's vision and outlook
in order to see into the future.
As a result, countries all over the world are constantly strengthening their education
systems to ensure that every citizen receives a quality education. Quality education is at the heart
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of both personal and community development; its mission is to enable all learners, without
exception, to fully develop all of their talents and realize their creative potential, including
personal responsibility and achievement of personal goals (Alleem, 2018).. As a result, countries
all over the world are constantly strengthening their education systems to ensure that every
citizen receives a quality education. Quality education is at the heart of both personal and
community development; its mission is to enable all learners, without exception, to fully develop
all of their talents and realize their creative potential, including personal responsibility and
achievement of personal goals (Alleem, 2018). It is emphasized that the learners are at the heart
of education, and their full potential must be developed in order to thrive in a fast-changing
world.
The role of school principals is one of many factors that have a significant impact on
educational quality. School heads play an important role in ensuring the quality of education
provided by the school. It is stressed that learners are at the heart of education, and their full
potential must be developed in order to thrive in a rapidly changing world. The role of school
principals is one of many factors that have a significant impact on educational quality. School
heads play an important role in ensuring the school's educational quality.
They function as an educational leader, facilitator, and manager, guiding and managing
high-quality instructional practices. School heads are responsible for ensuring that everyone in
the school works effectively, efficiently, and collaboratively, and that all aspects are in place.
Similarly, effective school leaders are strong educators who focus their efforts on central issues
such as learning, teaching, and continuous school improvement. School leaders must guide their
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schools through the goal-setting process, which includes analyzing student achievement data,
identifying areas for improvement, and initiating change initiatives (Pepito & Acibar, 2019). The
Philippine educational system recognized and supported the influence of school principals in
improving educational quality by elevating school performance.
As a result, Section 2 paragraph C of the Republic Act 10533 or Enhanced Basic
Education Act of 2013 clearly states that Superintendents, Principals, Subject Area Coordinators,
and other Instructional Leaders must also attend workshops and trainings to improve their skills
as academic, administrative, and community leaders (Official Gazette, 2013). As the School
Heads are responsible for the overall operations of their schools, it is critical that they equip
themselves with the necessary skills and competencies that will be their weapon in running their
schools and ensuring that quality education is met. School leaders' competencies and
qualifications, such as their educational attainment, trainings attended, years of experience as a
school leader, and position, can all have an impact on their performance as a school leader.
Hence, these factors are always taken into account, particularly when ranking School heads.
However, some studies argue that only a school leader's personal attitude makes them effective
as a school leader.
To determine performance, the Department of Education implemented the Results-Based
Performance Management System (RPMS), which focuses on performance measures in relation
to a targeted milestone and provides a credible and verifiable basis for assessing organizational
outcomes and the collective performance of government employees. To reflect the
accomplishments of his or her office, the School heads complete the Office Performance
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Commitment and Review Form, or OPCRF. The OPCRF must be accompanied by reports,
documents, or other outputs that demonstrate actual performance (Lapus, 2007 as cited by Pepito
& Acibar, 2021).
On the other hand, when it comes to education, the entire community is always
concerned about how the school performs. As a result, the government and the Department of
Education are evaluating school performance based on their missions and visions. Similarly,
school performance is a major concern for students, parents, teachers, and authorities in many
other countries around the world (DepEd, 2010). As a result, education is everyone's concern in
the community.
When most people hear the term "school performance," they immediately think of the
concept of educational accountability. Accountability in education typically refers to the process
of assessing school performance in accordance with established guidelines. School performance
is primarily measured by students' academic achievement and how well the school adheres to
department of education standards, which are based on the school's mission and vision
(Babineau, 2017). As a result of the decentralization trends in management settings in education,
many schools around the world have adopted School-based Management as a national education
policy. Many education leaders and experts are drawn to School-based Management (SBM)
because it produces numerous positive outcomes such as improved student academic
performance, increased parental and community participation in children's education, and, most
importantly, empowers local leaders, among others. As a result, the centralized and bureaucratic
system was deconstructed and rebuilt to make way for a decentralized management system.
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Philippine Professional Standards for School Heads (PPSSH)
The PPSSH establishes professional standards for a quality school principal. It will serve
as a public statement of school leaders' professional accountability. It outlines what school
leaders are expected to know, be able to do, and value as they advance in their careers. It
establishes a common language for the high-impact leadership expected of school principals in
order to guide individual professional reflections as well as professional discussions among
educational leaders and other stakeholders, as well as to inform the provision of professional
learning and development for school principals.
On the other hand, a variety of factors influence school principals' professional
competencies. These factors would include increased demand on administrative and instructional
roles in ensuring school effectiveness and performance quality. Even traditional pedagogical
approaches to principal leadership did not provide a sufficient answer to the question of what
competencies an effective school manager possesses. Hoekstra (2014) found that principals have
the competencies of developing others' achievement, impact, and influence in their journey to
turn around failed schools in her study Key Leadership Competencies Demonstrated by
Principals in Two Turnaround Schools.
Due to the limited number of qualifiers and passers of the Department of Education's
(DepEd) Principals' Test, the demand for qualified school heads has recently increased
dramatically. The DepEd uses this national qualifying assessment test to predict and determine
the level of capacity and readiness of aspiring school leaders in public schools. The Principals'
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Test condenses the original seven dimensions into four that serve as the total of school leaders'
responsibilities and roles in public schools (DepEd Order No. 32, s. 2010). Meanwhile, school
leaders' roles and responsibilities are thought to be limitless. Their dedication and passion for
service extends even to the point of sacrificing their own families and life principles.
Furthermore, the professional leadership competencies of school heads/principals serve
as school success indicators. Having competent school leaders would enable a specific school to
meet their performance targets and promote positive school outcomes. In a public [government]
school, the school heads are empowered as leaders and managers to direct the implementation
and evaluation of all school projects and activities for a given school year. These are the
activities included in their three-year Annual Improvement Plan (AIP) derived from the School
Improvement Plan (SIP).
The school performance of the school heads is assessed, evaluated, and monitored using
School-Based Management (SBM) practices. That their ability and competency in performing
their tasks and roles as efficient and effective school leaders would be reflected in each of the
practices they would achieve. In addition, school leaders are responsible for keeping the
workplace safe and friendly (Cabigao, 2019). It would entail instilling a sense of camaraderie
and mutual respect among teachers-co-teachers and other school personnel. This task is not easy
for school leaders who are sometimes reassigned to different schools, because each school is an
independent entity with its own peculiarities, such as an organizational culture that was
established before they arrived at the school.

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Tsai (2018) defines organizational culture as "the belief that can guide staff in knowing
what to do and what not to do, including practices, values, and assumptions about their work,"
where the central values of an organization begin with its leadership and evolve to a leadership
style. This idea simply means that organizational culture has always been a part of the school
community as a result of what they have learned from previous school leaders and colleagues. In
this premise, the school community has an understanding of what is and is not effective. Thus,
the PPSSH will help the school heads to handle problems and challenges encountered in the
implementation of programs, projects, and activities. The five domains of the PPSSH are
carefully explained below by the researcher.
a. Leading Strategically
Understanding how personal or teamwork supports the organizational vision and
communicating this to others, developing long-term plans for the service or organizational area
that are future-focused, or considering the impact of decisions across an entire service and/or
organization are all examples of strategic leadership.
Leading Strategically in the PPSSH emphasizes the role of school leaders in setting the
direction, goals, and objectives of their schools and ensuring that these are understood and
embraced by all stakeholders. This Domain includes the school leaders' commitment to a
strategic course of action that is consistent with institutional goals in order to maximize
organizational performance. In this domain, school leaders are expected to identify and
comprehend relevant sources of information such as existing laws, policies, research, feedback,
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and contexts, as well as establish connections and alignment between them. School
administrators should have a thorough understanding of their schools' current and desired states.
They should assist in the execution of various collaborative strategies with stakeholders in order
to respond appropriately to schools' dynamic and rapidly changing needs.
According to Cavalho, etal. (2021) strategy and strategic leadership are critical issues.
However, strategy as a field of study has been largely ignored in the literature on educational
leadership. The majority of the theoretical and empirical work on strategy and strategic
leadership in the last few decades has been related to non-educational settings, and scholarship
devoted to these issues in education remains limited. The goal of this scoping review was to
provide a thorough overview of relevant research on strategy and strategic leadership, as well as
to identify any gaps in the literature that could inform future research agendas and evidence for
practice.
Strategy and strategic planning became interchangeable terms. However, strategy and
planning are distinct concepts, with strategy encompassing more than the execution of a plan.
Both phases of plan design and plan implementation are interconnected, and the quality of the
second phase is heavily dependent on the quality of the first (Meyers & VanGronigen, 2019).
Planning and acting are intertwined and must flow from the strategy. Planning based on a
coherent strategy necessitates that the school's goals be challenged, that current and future
environmental influences inform strategy development, that there be a clear and well-articulated
vision of what the school should look like in the future, and that planning be long-term and
holistic.
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Strategic leadership is unavoidably important in strategically focused schools. Strategic
leadership is defined as "leadership strategies and behaviors relating to the initiation,
development, implementation, monitoring, and evaluation of strategic actions within an
educational institution, taking into account the unique context (past, present, and future) and
availability of physical, financial, and human resources." As a result, key elements of strategic
leadership include: 1) acting proactive in response to contextual changes; 2) leading school
analysis and response to changing environment; 3) leading planning and action for school
effectiveness and improvement in the face of contextual challenges; and 4) leading monitoring
and evaluation processes to inform strategic decision making (Cheng, 2010). This brings a
complex and dynamic view of strategic leadership to the arena, as it is a complex social activity
that takes into account significant historical, economic, technological, cultural, social, and
political influences and challenges.
Managing School Operation and Resources
Teachers are the most important resources in schools. Building and supporting teachers'
instructional capacity is an important theme in school improvement. Educational leaders play a
critical role in developing such capacity and must use it to best meet the needs of students. When
teachers are in the right place and have the time to teach with materials that have a positive
impact on student learning, the principal can focus on supporting the teachers (Baldanza, 2017).
Staffing the school entails recruiting, selecting, assigning, and relocating students. or removal
Effective educational leaders are intimately involved in every aspect of the staffing process. It all
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begins with the right teacher in the right place teaching the right content and continues with
induction and mentoring.
Cranston (2020), on the other hand, stated that the job of school leader has become
increasingly difficult. The job entails solving increasingly complex problems and completing
increasingly large amounts of paperwork. Unfortunately, the most frequently mentioned reasons
for school leaders questioning their career choice are employee management, preparing and
justifying resource projections (both personnel and financial), and the complexities involved in
operating facilities safely and legally.
To safeguard and manage a school's resources, secure and thorough internal controls
must be in place. The school principal must be consistent in his or her use of sound financial and
resource management procedures. Furthermore, internal controls must be timely, reasonable, and
realistic in order to protect the school's resources. For managing school resources, school leaders
should implement three types of internal controls. Preventative controls are implemented to
prevent errors or issues from occurring; detective controls are implemented to identify errors
after they have occurred; and corrective controls are implemented to identify and correct issues
that have occurred.
On the other hand, the practice of planning, scheduling, and allocating people, money,
and technology to a project or program is known as resource management. It is, in essence, the
process of allocating resources to maximize organizational value. Good resource management
ensures that the appropriate resources are available at the appropriate time for the appropriate
work. Resource management is critical for organizations to ensure that they are optimizing and
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allocating resources to the right initiatives – those that are aligned with corporate strategy and
add the most value. The enterprise is better positioned to respond quickly to customer demands
and change by minimizing waste and duplication, streamlining and automating processes, and
maximizing and speeding throughput. Better resource management is required for program and
project delivery.
The COVID-19 pandemic is spreading uncontrollably around the world, affecting school
operations and management. This virus has altered every aspect of our socioeconomic and
political lives (Vlados, 2020). It has created a passage to a new phase of global evolution. One
year after the pandemic outbreak, and despite the feelings of hope that the beginning of
vaccinations raised, the number of new instances and the number of deaths globally, are leaving
no space for complacency.
The tight isolation measures that were suddenly taken to mitigate the viral spread and
contagion of COVID-19, violated basic psychological needs, such as competence, autonomy and
affiliation. The pandemic has had a serious impact on mental health, exacerbating preexisting
psychopathology (Green, etal., 2020). Although more research on the effects of COVID-19 on
mental health is needed (Mahase, 2020), there are legitimate concerns about an increase in
depression, anxiety, and substance abuse (Liu et al., 2020). Domestic violence is said to have
already increased significantly around the world (Graham-Harrison et al., 2020). Moreover, the
economic impact of this sanitary crisis has been severe, and is expected to worsen, especially for
those that were already financially vulnerable (Policy Scotland, 2020).

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It has been widely documented that children from low socioeconomic backgrounds are
more likely to have poor physical and mental health (Klipker et al. 2018). The abrupt and urgent
adoption of new technologies for virtual learning, as well as the shifts between in-person and
online teaching that occurred in the spring, caused confusion and a significant mental burden for
teachers and school leaders (Argyropoulou et al., 2021). They faced significant disruptions to
their job routine, schedule, and presence in the lives of students. Teaching and learning became
stressful factors, with scarce equipment and digital competencies in many cases, and principals
attempting to find solutions to enable students to continue learning and families to remain
connected to the school community (Anderson, etal., 2020).
Concurrently, from the start of the pandemic, principals confronted the same issues as
everyone else in trying to find balance in new ways of living and working, as well as managing
their own anxieties and doubts (Brackett & Cipriano, 2020). Anxiety was primarily related to the
fear of becoming infected with COVID-19, either themselves or their employees, students, and
their families, as well as time management in connection to personal, family, and professional
demands.
Principals reported increased stress while working remotely from home, having difficulty
"breaking from work," being unable to separate the working day from their personal life, and
spending numerous hours at night and on weekends trying to manage their schools and care for
all members of the school community (Brackett et al., 2020). While working from home,
principals faced additional challenges such as limited contact with colleagues, insufficient access
to resources, and poor communication from top management and local authority leaders.
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In many cases, particularly in low-income communities, principals' obligations stretched
beyond strictly "academic" work, prioritizing the fundamental necessities, as well as the health
and psychological needs of their school community members, and only afterwards, instructional
matters (Kaul et al. 2020). Furthermore, current data indicates the difficulties of educational
professionals in monitoring students' compliance with the measure of physical distance while
schools were open, as well as the difficulty of children, particularly those in primary school, in
adhering to this measure (Di Pietro et al., 2020).
Focusing on Teaching and Learning
This Domain highlights the school leaders' commitment to providing instructional
leadership in order to improve teacher competence and learner outcomes. In this domain, school
leaders are supposed to provide technical help on curriculum, practice, and performance-related
education. They should also foster a learner-centered atmosphere in which all students have
access to inclusive, outstanding, relevant, and liberating education.
The primary commitment of a school leader is to increase student learning. As a result,
improving instructional practice among staff members should be at the top of your priority list.
However, before digging through data and adjusting the school's criteria, school leaders should
keep in mind that developing a healthy school culture can have a significant impact on the
school's success (Wagner, 2016).
As a result of the standards and accountability movement, Cabunilla (2019) observed that
today's principals are driven to become more active instructional leaders, and they must have
good instructional abilities and knowledge of teaching and learning. With the shift in
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responsibility, many principals realized the need to develop more effective methods of assisting
teachers as they strove to enhance their instructional practices.
In Siahaan, etal. (202), principal in carrying out its function to improve the quality of
school requires an understanding of managerial mastery, the ability to plan, organize,
communicate, motivate, direct and supervise and be carried out continuously on all elements of
education. Improving educational quality must begin with a commitment by all school
components to modify and improve their performance in order to satisfy the school's primary
consumers. Schools are obligated to consistently improve educational quality in order to meet
the needs of the community. Improving the quality of education in a school necessitates the
involvement and empowerment of all educational components, as well as the application of the
notion of education as a system. If the educational process is not adequately managed, education
as a system does not deliver quality output and outcomes.
In order to carry out leadership tasks and increase quality, principals must have good
managerial understanding and mastery, such as the capacity to plan, organize, communicate,
motivate, direct, and oversee, as well as follow up on school activities. Understanding school
quality management necessitates a focus on customer satisfaction (students), involvement of all
school members, the existence of education quality standards, viewing education as a system,
and making ongoing improvements to school quality.
Developing Self and Others
A teacher's and principal's relationship can be controversial at times (Meador, 2019). By
definition, a principal must be different things at different times for different situations. They can
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be encouraging, demanding, reprimanding, evasive, ubiquitous, and a variety of other things
depending on what a teacher requires to maximize their potential. Teachers must understand that
the principle will play whatever role is required to assist a teacher in growing and improving.
Many parts of educational leadership rely on relationships. Every situation involving
school leaders, according to Northouse (2015), necessitates some kind of relationship behavior.
Trust, collaboration, professional learning communities, dispersed leadership, supervision,
mentorship, coaching, and family, school-community partnerships are current educational
concepts that emphasize the relational element of the school leader position. Furthermore, the
greater engagement of parents and community people in educational processes necessitates
deeper partnerships among school leaders than ever before.
A teacher must also understand the importance of developing a trusted connection with
their principal. Trust is a two-way street earned through merit and based on actions over time.
Teachers must make a serious effort to gain the trust of their principal. After all, there is only one
of them, yet there is an entire building full of teachers vying for the same position. There is no
single deed that will lead to the development of a trustworthy relationship, but rather a series of
behaviors over time to earn that trust. The twenty-five suggestions below can help instructors
develop a trustworthy connection with their principal.
According to Lasater (2016) teachers who are leaders rather than followers are trusted by
principals. Taking the initiative to satisfy a need is an example of leadership. It could mean
mentoring a teacher who is poor in an area where you are strong, or it could involve drafting and
supervising grants for school reform. Similarly, principals value teachers who are dependable.
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They anticipate that their teachers will adhere to all reporting and departure protocols. When
they are going to be gone, it is critical to notify them as soon as possible. Teachers that arrive
early, remain late, and almost never miss a day are extremely useful. Furthermore, principals
believe that teachers are well-organized. Chaos results from a lack of organization. A teacher's
room should be clutter-free and well-spaced. Organization enables a teacher to do more on a
daily basis while also minimizing interruptions in the classroom. Furthermore, principals have
faith in well-prepared instructors. They want teachers that work hard, have their materials ready
before each session, and have gone through the curriculum with their students before class
begins. A lack of preparation will reduce the overall quality of the session and impede student
learning.
On the other side, principals value teachers who demonstrate professionalism at all times.
Professionalism encompasses acceptable clothes, how they conduct themselves inside and
outside of the classroom, how they address students, teachers, and parents, and so on.
Professionalism is the capacity to conduct yourself in a way that reflects well on the school you
represent. They have faith in teachers who are adaptable and capable of dealing effectively with
unusual situations. Teachers must be flexible in their approach. They must adjust to their
students' strengths and weaknesses. They must be skilled problem solvers who can remain calm
in stressful conditions.
Teachers who make themselves ready to help in any situation are trusted by principals.
Many teachers give their time to advise challenging students, assist other teachers with projects,
and work in the concession stand at sporting events. Every school has a variety of areas where
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teachers are needed to assist. Teachers who enjoy their employment and look forward to going to
work each day are trusted by principals. Teachers should have a positive attitude—there will be
difficult days and it will be difficult to maintain a happy attitude, but constant negativity will
damage the job that you are doing, which will ultimately have a bad impact on the pupils that
teachers teach.
Building Connections
Every school has a distinct school climate. Most people can immediately figure out what
the school climate is like. This is accomplished through schoolwork and learning, participation in
school activities, and involvement in school and community events. School climate can change
over time, either for the better or for the worse. The common views and attitudes regarding the
school comprise the school atmosphere. Every day at school, stakeholders reflect on shared
values and attitudes. The school atmosphere determines how the school as an institution operates
(Morse, 2016).
Stakeholder perceptions, student accomplishment, relationships, the school environment,
school leadership, and a variety of other factors all contribute to a school's success. School
climates may also take into account the school's norms, goals, interpersonal connections,
learning experiences, and organizational structures. Each school's climate is unique and reflects
the greater school community of stakeholders that it serves. School atmosphere is an important
factor in determining school effectiveness and the success of educational reform programs.
School environment consists of a number of intra-school features that separate schools from one
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another and influence the behaviors of school stakeholders. These connected school features and
characteristics reflect the total school and can influence the school's level of success.
All stakeholders in the school community are involved in the effort to maintain a pleasant
school climate. According to Mitchell and Bradshaw (2013), school climate is a vital component
of a successful and effective educational environment. The common views, values, and attitudes
that impact relationships between students, teachers, and administrators have been termed as
school atmosphere. Without these common beliefs, values, and attitudes, a school can gradually
establish a negative and unhealthy school climate.
A number of issues have been studied, including low staff morale, environmental faults,
inconsistent procedures, and a lack of reform programs, all of which contribute to a negative
school climate. Knowing about potential barriers to a positive school climate allows for informed
improvements to be made to improve school climate. Students, school professionals such as
teachers, administrators, and support staff, as well as parents, are all stakeholders in school
climate. Although research on stakeholder perceptions of school climate, which are crucial to the
environment within a school, is sparse, there is considerable interest in the study of climate
within a school context.
Challenges Encountered by the School Heads in School Operations and Management
The key obstacles faced by school principals in doing so include a lack of knowledge and
skills to lead and manage the school, as well as an inability to inspire collaborative work in the
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schools. Thus, school principals are required to play an important role in monitoring instructional
methods, conducting systematic and frequent classroom visits, mentoring and coaching
colleagues, holding regular staff meetings, and offering feedback to instructors on teaching
learning problems (Hiwot & Bezabih, 2019).
Furthermore, Wagner (2021) stated that there are difficulties with school operations. One
of the main issues faced by school principals is handling the excess amount of paperwork.
Paperwork is one of the most frustrating aspects of being a principal nowadays. As principal,
they cannot always get away with such paperwork. Furthermore, the administration would
constantly face objections concerning class scheduling. These might come from anyone linked
with the school. This comprises teachers, students, and non-teaching personnel in general.
Similarly, the COVID-19 epidemic has had an impact on the school system, as it has on
all other aspects of life in the world and in Turkey. The COVID-19 epidemic has had an impact
not only on children's life, but also on education and learning-teaching environments and
approaches. Because schools were closed in Turkey, the education process was disrupted, and
children began learning at home. The epidemic has disrupted children's typical school-centered
education, but this does not indicate that their learning-teaching process will be halted. COVID-
19 pandemic has been described as the world's new normal, affecting education and teaching
procedures and causing numerous challenges.
Most nations have temporarily shuttered educational institutions to limit the spread of the
COVID-19 pandemic (Aytac, 2020). Since the COVID-19 pandemic breakout in December
2019, 107 countries have closed schools as of March 18, 2020. The shutdown of schools has
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impacted more than 90% of the world's student population. In this environment, many countries,
including the Philippines, have implemented numerous alternative tactics and procedures to
ensure that education continues uninterrupted (Viner, etal., 2020).
According to this report, school closures avoided only 2-4% of deaths in COVID-19's
most recent modeling experiments. Countries have temporarily paused their study due to the
COVID-19 epidemic and have maintained their education through distance education
applications (Ustun & Ozçiftçi, 2020). The COVID-19 pandemic has presented unprecedented
obstacles and has harmed members of the school community. As a result, the most major effect
of the COVID-19 pandemic has been the cessation of face-to-face instruction in schools and the
shift to distant education approaches.
Related Studies
Educational leadership practices on principal and school district leadership have been
extensively researched, particularly in the United States. Principal and teacher leadership
techniques are being investigated in the Philippines. This case study aims to contribute to the
extensive literature on educational leadership strategies by describing how two Philippine private
secondary schools transitioned into the new Philippine K to 12 Basic Education Curriculum and
how a private school administrator used educational leadership strategies to facilitate such
transitions (Pasia, 2019). According to the findings, the schools focused on delivering in-house
and external faculty trainings, updating school infrastructure, and making administrative
adjustments. In approving, supervising, and directing such transition initiatives, the school
administrator took on several duties that fit into diverse leadership paradigms.
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Given the findings of the study, it is evident that persons at various levels of education
play diverse roles in leadership. However, studies on the functions of private school
administrators, who act as a higher authority than a school principal, as operationally defined in
this study, receive less attention. Meanwhile, with the passage of the Enhanced Basic Education
Act in 2012, the Philippines experienced a drastic shift in its basic education curriculum (RA
10533). Under this law, basic education will now include a mandatory kindergarten and 12 years
of pre-university education, a three-year increase from the previous Basic Education
Curriculum's compulsory ten-year pre-university education. With this dramatic shift in the
history of the Philippine educational system, as well as a lack of understanding of private school
administrators' leadership, it is critical to conduct a study identifying the changes that occurred in
a school during its transition to a new curriculum, as well as the roles played by private school
administrators during the transition.
When school head coaches people who work under the supervision of a superior
executive, the topic of how to influence people frequently comes up, with many people wishing
to learn how to be more influential without knowing exactly what they mean. The typical method
is to discover what 'becoming more influential' looks, sounds, and feels like to those who labor
on other people's turf (Panganiban, 2018). The reason for this is that depending on the context or
culture in which the executive functions, the same term or combination of terms might have
multiple connotations, and they must grasp what influence means within that organization. The
task of becoming more influential can make or break a school leader's future career, making it a
sensitive topic to discuss in public. If this has been identified as a development requirement in
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the appraisal process, executive coaching is a viable alternative to investigate because training
and development can be done in a private setting.
The pandemic, on the other hand, has had an impact on school operations and
management. According to Kerrissey and Edmonson (2020), while the COVID-19 pandemic is
serious, it is unlikely to be the final crisis people will confront in their lifetime, and it is not the
first time that school leaders have been called upon to lead during times of ambiguity. School
leaders have faced challenges ranging from rebuilding after natural catastrophes to assisting
communities in the aftermath of economic, social, and emotional destruction. During these
moments, school leaders have provided clarity and direction, as well as resilience and hope,
while remaining focused on the best possible outcomes for their children and school
communities.
COVID-19 has altered the educational industry in unforeseen ways since its expansion
across the globe. The current condition prevents the educational sector from carrying out its
basic function, which is to teach youngsters. With recovery plans in place to get schools back on
their feet, school administrators are in a difficult position to steer the course of education in the
midst of the crisis. As stated by Harris and Jones (2020), school principals cannot simply return
to the educational leadership techniques they used during the previous period of assurance,
stillness, and predictability. Being a leader during turbulent times requires the ability to chart
unfamiliar waters and move in a new path despite ambiguity.
UNESCO (2020), in collaboration with the Teacher Task Force and the International
Labor Organization, has developed a framework to support school administrators in the safe
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return to school. Recognizing the importance of school leaders, it provided seven critical
dimensions to help them through this difficult period. These components are as follows: social
dialogue and communication; safety and health; psychological and social well-being; teacher
training and learning; teacher deployment, rights, and conditions; financial resources and
investments; and monitoring and evaluation.
The Department of Education (2020) also recognized the importance of school
administrators in ensuring educational continuity throughout the COVID-19 issue. It insisted on
providing professional development to school principals. Based on their preparedness, resources,
and plans, the school principals were educated to implement a variety of learning delivery
prototypes. They were given the opportunity to become acquainted with the many learning
delivery prototypes that they can use based on the capacity and situation of the community in
which they reside. They were prepared to lead the continuation of education in the midst of the
crisis.
Nonetheless, despite such efforts to assist school administrators in leading education
during challenging times, educational leadership today faces numerous problems. School
principals frequently face challenges such as budget constraints and social differences for which
they may not have the appropriate solution (Kruse et al., 2020). In such tough times, there is no
clear roadmap for educational leadership, as Harris (2020) stated. Educational leadership
methods based on lived experience in the face of crises are uncharted ground that must be etched
into current history. According to Euber (2020), experts, particularly in higher education, are
attempting to chronicle people's lived experiences through research in the form of written reports
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and oral histories in order to better comprehend the COVID-19 dilemma. However, he
highlighted that in highly disruptive times, such as the current global crisis, it is impossible to do
study through lived experience. With that challenge, The Lancet (2020) emphasized the
importance of encouraging sustainable research because it is critical not only to the success of
COVID-19 solutions but also to the conditions of all communities worldwide.
Leading in the face of uncertainty may be difficult; there are no easy solutions and
frequently no clear courses to take (Cahapay. 2022). Uncertainty necessitates leaders adapting
fast to a constantly changing circumstance and drawing on various abilities and forms of
leadership. When faced with uncertainty, school administrators must address the urgent while
keeping an eye on the future in order to provide the best possible teaching and learning
environment and outcomes for children. When faced with hardship, some acts distinguish
effective leaders from the rest of the pack. What is necessary is a proactive, inclusive, and honest
strategy that does not downplay or delay information.
Synthesis of the Reviewed Literature and Studies
At least one good outcome of the COVID-19 pandemic has been a heightened
understanding for the value of public schooling. As parents struggle to work with their children
at home owing to school closures, public awareness of the critical caretaking function that
schools serve in society has risen dramatically. As students struggle to learn at home, parents'
appreciation for teachers, their talents, and their vital role in student well-being has grown. As
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communities struggle to care for their most vulnerable children and youth, policymakers must
design new systems for providing crucial services ranging from food to education to health care.
It is also seen to be beneficial to look beyond these immediate challenges to what might
be achievable for education after the COVID-19 epidemic. It is difficult to remember another
time in history when the important role of education in a nation's economic, social, and political
prosperity and stability is so evident and generally accepted by the general public. Now is the
time to map a vision for how education can emerge from this global crisis stronger than ever
before, as well as to offer a strategy for capitalizing on education's newfound support in nearly
every community across the country, particularly in the CALABARZON Region.
As a result, the literature and studies cited in this study will assist the Department of
Education in supporting school heads so that they can better perform their roles in school,
including the improvement of teacher quality and learner achievement the importance of
professional standards in the continuing professional development and advancement of school
heads
Theoretical Framework
This study is anchored in the following theories:
Theory Z- As school operations become more complex, school principals have come to
realize that management techniques must be changed. Principals who can adapt to change will
be most effective as administrators. This model has the potential to improve the quality of
education, to reduce organizational conflict, and to meet the need for an effective
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administrative management process. In theory Z organization provides for very little
supervision, and thus must count heavily on the internalization of the management philosophy by
all the employees. To internalize the philosophy of an organization, principal should design
policies and procedures which can be integrated into the value system of the larger society.
Theory-of-Action of the Role of Professional Standards in Leadership Practice and
Outcome dispositions, and other characteristics required of educational leaders to achieve real
student success in school. The concept of theory of action provides a means to explore
assumptions informing educational policies and practices at systemic, programmatic, and
individual levels. School governance and decentralization policies typically are based on theories
of action that presume that the institutionalization of local school autonomy will have broad
effects on education.
The Trait Theory of leadership focuses on the leader and the traits he exhibits. Certain
types of traits make leaders more effective. Charisma and the ability to passionately articulate
the visions of a leader made people want to follow his lead. Some other examples of traits that
make an effective leader include intelligence, self-confidence, integrity, and determination.
Leadership candidates often take personality assessment tests to pinpoint their traits.
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Conceptual Framework
INPUT PROCESS OUTPUT OUTCOME
1. Demographic profile of
elementary school head
respondents
1.1.Designation title
1.2.Sex
1.3. Educational
Attainment
1.4. Length of service
2. Level of school
operations and management
practices when group into
demographic profile Promote the
2.1. Access -Administration of - continuing school
2.2 .Equity
2.3. Quality researcher-made operations,
School Heads
2.4. Resiliency and well- Questionnaire management
being Performance practices and
3. Level of performance as Development
to Professional Standards -Analysis and instructional
for School Heads Framework leaderships of
3.1. Leading strategically Interpretation of the
3.2. Managing school Data school heads in
operations and resources CALABARZON
management
3.3. Focusing on teaching
and learning
3.4. Developing self and
others
3.5. Building connections
DepEd Order 24, s. 2020
DepEd Order 24, s. 2022
RA 9155
Theory Z
Theory of action
Trait theory
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Figure 2. Research Paradigm
Figure 2 shows the research paradigm. First box contains the input variables which
include demographic profile of the respondents, the level of school operation and management,
the performance of the school heads, and challenges encountered in the operation and
management of the schools. In addition, the researcher includes the different department orders
and laws as legal bases of the study. Moreover, the theories related to the present study is also
included.
In the second box, the researcher put the process which contains the administration of
research questionnaire, data analysis, and its interpretation.
Thus, the study's product is a school head development framework that assists school
heads in administering and managing their schools. The researcher anticipates that this product
will promote the continued functioning of the school, management practices, and school
leadership in CALABARZON.
Terms and Definition
The following terms are defined operationally and conceptually:
Access- In education, the term access typically refers to the ways in which educational
institutions and policies ensure—or at least strive to ensure—that students have equal
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and equitable opportunities to take full advantage of their education. Increasing access
generally requires schools to provide additional services or remove any actual or
potential barriers that might prevent some students from equitable participation in
certain courses or academic programs.
Career and technical education- is a term applied to schools, institutions, and educational
programs that specialize in the skilled trades, applied sciences, modern technologies,
and career preparation. It was formerly (and is still commonly) called vocational
education; however, the term has fallen out of favor with most educators. Career and
technical programs frequently offer both academic and career-oriented courses, and
many provide students with the opportunity to gain work experience through
internships, job shadowing, on-the-job training, and industry-certification
opportunities.
Classroom Observation- is a formal or informal observation of teaching while it is taking place
in a classroom or other learning environment. Typically conducted by fellow teachers,
administrators, or instructional specialists, classroom observations are often used to
provide teachers with constructive critical feedback aimed at improving their
classroom management and instructional techniques. School administrators also
regularly observe teachers as an extension of formal job-performance evaluations.
Code of Ethics- piece of organizational legislation that provides employees with the knowledge,
expectations, responsibilities, and behaviours toward fellow employees, customers,
and suppliers.
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Decision-Making- the action of thinking through a process and coming to a consensus, either
personal, or collaborative, and following through with that action.
Educational Policy- creation, implementation, and revision of educational factors, such as class
size, teacher education, teaching methods, and curriculum.
Leadership Team- is typically a group of administrators, teachers, and other staff members who
make important governance decisions in a school and/or who lead and coordinate
school-improvement initiatives. While most leadership teams are composed of on-staff
administrators and educators, the specific composition of a team can vary widely from
school to school, and the teams may also include student, parent, and community
representatives—a variation that is often called a school-improvement committee or
school-improvement council, among other terms.
School Management- means running the school along the desired educational policies. It takes
into account all aspects of the school (policies, material and human resources,
programmes, activities, equipments etc.) and integrates them into a fruitful whole.
School Operations- refers to the day to day activity of schools to improve the governance,
teaching and learning and other key areas which includes stakeholders’ participation.
Shared Leadership- is the practice of governing a school by expanding the number of people
involved in making important decisions related to the school’s organization, operation,
and academics. In general, shared leadership entails the creation of leadership roles or
decision-making opportunities for teachers, staff members, students, parents, and
community members. Shared leadership is widely seen as an alternative to more

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traditional forms of school governance in which the principal or administrative team
exercises executive authority and makes most governance decisions without
necessarily soliciting advice, feedback, or participation from others in the school or
community.
Theory X- theory developed by Douglas McGregor that managers believe that subordinates
dislike work, lack ambition, do not take responsibility, and prefer to be led rather than
lead.
Theory Y- theory developed by Douglas McGregor that managers believe that subordinates are
willing to work, accept responsibility, and are capable of self-control and self-
direction.
Chapter III
RESEARCH METHODOLOGY
This chapter discusses the research designs used in this study, the location, the population
and samples, the research instrument, the data collection procedure, and the statistical analysis of
the data collected for this study.
Research Design
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This quantitative study employs a descriptive-causal comparative-correlational research
design.
The researcher chose a descriptive design for this study because she wants to describe the
profile of the respondents as well as the level of school operation and management, performance
level, and challenges faced by elementary school heads in the CALABARZON region.
Similarly, this study employs a causal-comparative design because the researcher will
compare the level of school operation and management as well as the performance level of the
school heads based on their profile variables.
Furthermore, the study employs a correlational design to determine the significant
relationship between the level of school operation and management and the performance of
school heads, as well as the relationship between the level of school operation and management
and the challenges faced by respondent-schools.
Research Locale
This research will be conducted in the CALABARZON region, with one school division
office chosen from Cavite, Laguna, Batangas, Rizal, and Quezon Provinces. The researcher
selects schools in various SDOs that have achieved level 3 in school-based management (SBM).
In Cavite, there are fourteen (14) SBM level 3 schools, fifty (50) in Laguna, thirteen (13) in
Batangas, five (5) in Rizal, and two (2) in Quezon Province, for a total of 84 schools in the
CALABARZON region.
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Figure 1. Map of DepEd Region IV-A CALABARZON

Research Population and Sample
In this study, deliberate sampling, also known as purposeful sampling, is used to identify
research participants. It is a type of non-probability sampling in which researchers use their own
discretion in selecting members of the population to participate in their survey by establishing
respondent-school selection criteria. The criteria below are considered by the researcher in
selecting the respondents on this study:
1. Must be Elementary School Heads, Teacher-in-Charge, Officer-in-Charge, or Head
Teachers;
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2. Must be Male or Female;
3. Must be a small, medium, and large school only;
4. Must be a school from CALABARZON region;
5. School-respondents must be came from the selected top performing Schools Division
Offices in the region.
Research Instrument
A self-constructed research questionnaire is the main instrument to be employed by the
researcher. The questionnaire is divided into four parts, to wit:
Part I: Demographic profile of the respondents
Part II. Level of school operations and management practices of elementary school heads
Part III. Level of performance of respondents as to Professional Standards for School Heads
Part IV. Challenges encountered by the elementary school heads in school operations and
management
Through a review of related literature and studies such as journals, department orders,
memoranda, previous research, books, and magazines, the researcher will collect indicators for
each component. In addition, the researcher will search for studies that have been published
online.
The self-created research questionnaire will also be validated and reliable. It will be given
to twenty (20) non-respondents before being tested using Cronbach Alpha. Before the
questionnaire is implemented, the results will be reported to the research adviser and statistician.
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Data Gathering Procedure
The researcher will create a questionnaire with four sections. The questionnaire will be
presented to an expert panel for content review. The suggestions and comments of these experts
will be considered and incorporated into the research questionnaire. It will be presented to the
experts who reviewed the research questionnaire again after incorporating all comments and
suggestions. Following expert approval, the self-created research questionnaire will be tested for
validity and reliability.
Following its validity, the researcher will write a request letter to the Department of
Education (DepEd) CALABARZON Region, requesting that the study be conducted in the said
region. Following region approval, the researcher requests a division memorandum to include
the target school respondents in the research as participants. To facilitate response consolidation,
a Google link will be included in request letters from regional offices and SDOs. All
communications will be linked to the Google link that the researcher will create. The gathered
data will be treated with utmost confidentiality.
Statistical Treatment of Data
The data to be gathered in this study will be treated using different statistical tool.
To answer sub-problem 1, the researcher will use percentage. The formula is:
f
P= x 100
N
where: P- percentage
f- frequency
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N-sample size
100- constant
To answer sub-problems 2, 4, and 6, the researcher employs weighted mean. The formula is:
x=
∑ fx
N
where: x – weighted mean
∑ fx – summation of frequency multiplied by assign value
N – sample size
To interpret the weighted mean, the following continuum will be used:
Assigned Value Scale Quantitative Description Code

5 4.21-5.00 To a Very Much Extent TVME
4 3.41-4.20 To a Much Extent TME
3 2.61-3.40 To a Moderate Extent TMDE
2 1.81-2.60 To a Less Extent TLE
1 1.00-1.80 To a Least Extent TLSE
To interpret the weighted mean as to challenges encountered, the following continuum will be
used:
Assigned Value Scale Quantitative Description Code

5 4.21-5.00 Strongly Agree SA
4 3.41-4.20 Agree A
3 2.61-3.40 Moderately Agree MA
2 1.81-2.60 Disagree DA
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1 1.00-1.80 Strongly Disagree SDA
To answer the sub-problems 3, 5, and 6 the researcher will employ Two-way Analysis of
Variance (ANOVA). The formula is:
The researcher will follow the following rules:
If the p-value is less than 0.05 level of significance, the researcher will reject the null hypothesis.
If the p-value is greater than 0.05 level of significance, the researcher will accept the null
hypothesis.
To answer sub-problem 7, Pearson’s’ Product Moment of Correlation will be employed. The
formula is:
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To interpret the results of Pearson’s’ Product Moment of Correlation, the following
continuum will be used:
Size of Correlation Interpretation

±1.00 Perfectly positive/ negative correlation
±0.90 – 0.99 Very high positive/ negative correlation
±0.70 – 0.89 High positive/ negative correlation
±0.50 – 0.69 Moderately positive/ negative correlation
±0.30 – 0.49 Low positive/ negative correlation
±0.01 – 0.29 Negligible correlation
0.00 No correlation at all
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MARINDUQUE STATE COLLEGE

THE PROBLEM AND ITS BACKGROUND

Thus, governance and operations ensure the organization's ability to continuously

assist in the establishment of a culture of transparency and accountability in the continuous

provision of basic education services.

responsibilities changed more effectively.

Learning Continuity Plan (BE-LCP), a set of educational initiatives implemented by the

of a twenty-first-century school leader. These include strategic leadership, oversight of school

development of professional networks (Valenzuela & Buenvinida, 2021).

preparedness, mitigation, resiliency, and emerging opportunities and challenges. Management,

should conduct a comprehensive facility needs assessment.

in performing their responsibilities.

these management competencies in the continuous implementation of the curriculum, it is critical

school operations and management.

Statement of the Problem

1.1. Designation title;

1.3. Educational attainment; and

1.4. Length of service?

2.3. Quality; and

2.4. Resiliency and well-being?

3. Is there a significant difference in the level of school operations and management

4. What is the level of performance of elementary school heads as to Professional

Standards for School Heads in terms of the following domain:

4.1. Leading strategically;

4.2. Managing school operations and resources;

4.3. Focusing on teaching and learning;

4.4. Developing self and others; and

4.5. Building connections?

5. Is there a significant difference in the level of performance of elementary school heads

operation and management in term of:

6.1 records management;

6.2 financial management;

6.3 managing school facilities and equipment;

6.4 staff management;

6.5 disaster preparedness?

7. Is there a significant relationship between the level of performance of elementary

encountered school operation and management?

findings of the study?

1. There is no significant difference in the level of school operations and management

2. There is no significant difference in the level of performance of elementary school heads

3. There is no significant relationship between the level of performance of elementary

encountered school operation and management.

Significance of the Study

department in developing school heads' capability training in school operation and

administrators in the proper management of resources such as records management,

financial management, managing school facilities and equipment, staff management,

disaster preparedness, and disaster mitigation and resiliency.

conducting similar studies on school management and curriculum development. They

this research may be used as a reference in future studies.

Scope and Delimitations of the Study

performance as Professional Standards for School Heads. Furthermore, the researcher

level of performance, and demographic challenges encountered. Furthermore, the study is

limited to responses from school principals using a researcher-created questionnaire to collect

the necessary data for this study.

REVIEW OF RELATED LITERATURE AND STUDIES

various studies to the present study.

Profile of the Elementary School Heads

task (Panganiban, 2018).

of learner-centered materials such as Module, Enrichment Activities, and Strategic Intervention

Material (SIM) to reduce failure, repetition, and drop-out rates.

Torio-Betco (2010) agreed that leadership is an important part of management, with a

subordination. It involves interpersonal relationships, and more specifically, leaders suggest