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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Educational leaders plays a vital role in the success of the school. They are

the cornerstone on which learning communities function and grow. In a rapidly

changing work environment requires administrators to demonstrate traits and

attitude that will make them effective leaders in their school organization .Education

plays an important role in equipping an individual with the necessary knowledge and

skills to become productive member of a society. For this matter, effective school

administrators are expected to be academically goal oriented and supervise

instructional and co-curricular practices accordingly.

A leadership style is a leader’s method of providing direction, implementing

plans, and motivating people. Leaders and their leadership skills also play an

important role in the growth of any organization. Leadership refers to the process of

influencing the behavior of people in a manner that they strive willingly and

enthusiastically towards the achievement of group objectives. A leader should have

the ability to maintain good interpersonal relations with the followers or subordinates

and motivate them to help in achieving the organizational objectives.

Leadership is one of the keys in achieving school goals and objectives. As

cited by Rapatan (2014), good leaders never give their leadership away. However,

leaders do share both the rewards and responsibility in leading. Responsibility

without authority disables rather than empowers followers. There should be a

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balance between delegated authority and responsibility. Good leaders should know

the principle of delegation. Learning effective delegation creates harmonious

relationship in an institution or organization especially in the school. Good leaders

should set SMART (specific, measurable, attainable, reliable, and time-bounded)

goals, clear expectations, and distinguish between execution and formulation.

In leadership, school heads should know how to drive the team because it is

superior to individual effort. Team involves more people, thus affording more

resources, ideas and energy than would an individual. It maximizes a leader’s

potential and minimizes weaknesses. Strength and weaknesses are more exposed

in individuals. In the modern perspective, leadership can be transformational or

transactional. Transformational leadership empowers followers by allowing them to

accept challenges, such as taking on and “owning” a new project. This means that

leaders do not ask more of followers when they know the followers can accomplish.

Followers might still feel a sense of risk in accepting what they see as a challenge.

However, a transformational leader does what is necessary to ensure that real risk is

low.

The leader makes certain that empowered followers have the resources,

skills, and knowledge they need to succeed, (Taylor and Rowan, 2012).On the other

hand, transactional leadership is proactive. It works to change the organizational

culture by implementing new ideas. Employees achieve objectives through higher

ideals and moral values. Similarly, it motivates followers by encouraging them to put

group interests first. Each behavior is directed to each individual to express

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consideration and support. Promote creative and innovative ideas to solve problems

(Odumeru and Ifeanyi, 2013).

In every organization, leadership is a typical element (Ronquillo, 2014).

Each organization has objectives and goals, and the various methods by which

these objectives, achieved or not achieved, are often a direct result of leadership

styles and attributes of the people in charge. Many, if not most of the prominent

leadership theories are applied in different schools in the country.

According to Marquis and Huston (2006), leadership is a dynamic element of

change. It occurs outside of an organizational context and is defined as the process

of moving a group or groups in some directions through mostly non-coercive means.

Leadership is said to be dynamic because it is essential to make the better world

today that creates changes in the society.

Background of the Study

School principals are the key leaders in our educational system. They are

responsible of carrying out the school vision and mission. School principals play

integral roles in making schools function smoothly. They are involved in all aspect of

the school operation. They are the leaders responsible in providing leadership in the

development and implementation of all educational programs and projects in the

school.

Republic Act No. 9155, chapter 1 Section No. 7, Letter E. Paragraph 3 states

that consistent with the national educational policies, plans and standards, the

school heads shall have the authority, Responsibility and Accountability (AuRA) in

managing all affairs of the school. Thus, the success and failure of the school
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depends of the kind of school principal it has. Hence, school leadership in the

context of SBM is very challenging. It requires a paradigm shift, from the traditional

way of management. It also requires change, collegiality, teamwork, and even

efficiency and effectiveness.

The managing style of the leaders is essential to the success of the

teamwork. In many, cases leaders are not aware of the main needs and wants of

their subordinates, or they fail to understand the difference between the individuals

involved in the team. As a result, due to the various issues that were not identified in

time among team members result in the decreasing productivity of team members.

According to Sashkin (2012) one way to resolve the puzzle of leadership is to

simply insist that the way one has defined and measured leadership is the correct

and only way to do so. Many writers on leadership have taken this approach and

many continue to use simple, unsubstantiated assertion as their answer to the

question of the nature of leadership. Some take a different approach and suggest

that all three of the leadership aspects personality, behavior, and the situational

context must be taken into consideration to fully understand leadership.

Thus, this study aims to determine the leadership practices of the school

heads in Division of Quezon and its impact to the organizational effectiveness.

Theoretical Framework

Bass and Avolio’s Full Range Leadership Model (1994) is a general

leadership theory focusing on the behaviour of leaders towards the workforce in

different work situations. According to the theory, leaders can influence their
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subordinated by expanding their understanding of the importance of tasks, making

them realize to keep organizational and team goals above he individual interest, and

incorporating their development needs. It aimed at developing positive change in

subordinates and their development as future leaders. This theory increases the

motivation level, performance, and morale of subordinates.

Bass and Avolio’s Full Range Leadership Model (FRLM) contends that there

are three types of leaders who express unique sets of traits that are tied specifically

to their leadership styles. The first leadership style, transformational leadership.

Transformational leaders are often marked by their ability to instill intrinsic motivation

within their followers, foster growth and development within their subordinates.

Create a positive working environment, push for a shared vision, and provide

mentoring and guidance to followers.

Transactional leadership is the next referenced leadership style and is the

most common leadership style found in many organizations. Transactional leaders

focus on supervision, organization, and performance and instill compliance within

the organization through the use of both rewards and punishment, also known as

‘carrots and stick’. Transactional leaders usually lead in this fashion because they

are interested in preserving the status quo.

The final leadership form is laissez-faire leadership, this is generally seen as

the worst form of leadership one can have. Laissez-faire leaders are often marked

by a distinct lack of leadership, allowing followers to establish rules on their own and

have a larger say in deciding which policies are best for the organization. As such,
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laissez-faire leaders generally only get involved when things take a turn for the

worse in organizations.

Management people not only manage; they also lead (Martires, 2003). As

leaders, they take the initiative and engage their followers in interactions toward the

achievement of certain goals. Over a period of time, leaders and followers could

transform each other toward a higher level of expectations and achievement. The

leadership process thereby provides an avenue for growth not only for the leader but

for the followers as well.

James Macgregor Burns introduced the concept of transformational

leadership in 1978 in his descriptive research on political leaders, but its usage has

spread into organizational psychology and management with further modifications by

B.M Bass and J.B Avolio (Jung &Sosik, 2002).

Within the context of Maslow's hierarchy of needs, transactional leadership

works at the basic levels of need satisfaction, where transactional leaders focus on

the lower levels of the hierarchy. Transactional leaders use an exchange model, with

rewards being given for good work or positive outcomes. Conversely, people with

this leadership style also can punish poor work or negative outcomes, until the

problem is corrected. One way that transactional leadership focuses on lower level

needs is by stressing specific task performance (Hargis, et.al, 2012: 60).

Transactional leaders are effective in getting specific tasks completed by managing

each portion individually.

Martires (2003) discussed the different types of theories of leadership. These

are as follows:
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1. Trait or Great Man Theory. Leadership ability is innate. This theory

suggests that leadership is determined by certain individual personality traits, social

traits and significant physical characteristics. Examples of these are Winston

Churchill, Napoleon Bonaparte, and Mahatma Gandhi. A few Filipino counterparts

are Jose P. Rizal, Apolinario Mabini, and Carlos P. Romulo.

2. Environmental Theory. The environmental concept posits that

leadership skills are acquired. Whatever leadership potential one is born gets only

dissipated when it is not given a chance to flourish and develop. A person is trained

and developed as a leader through seminars, travels, and actual immersions in

leadership roles like being assigned or elected head of an organization.

3. Behavioral Theory. The behavioral approach postulates that leaders

adopt a particular leadership style which exerts tremendous impact over individual

and group behavior. Sharma (1982: 217) as cited by Martires (2003: 138) define the

four types of leadership as far as the behavioral theory is concerned: Dictatorial

leader, Authoritarian leader, Democratic or participative leader, and Laissez-faire or

free rein leader.

4. Situational or Contingency Theory- The situation calls for the

emergence of a leader. Philippine President Corazon C. Aquino is a very apt

example of a political leader who was “push to save the situation”.

5. The Theory of Shared Leadership. Responsibility for the success of the

group rests upon all the members, not only upon the designated leader. Leadership

functions can be performed by any member of the group, as well as by the

designated leader for the group to achieve its goal.

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Conceptual Framework

Based on the theoretical framework of the study, the following variables were

considered.

Independent Variable Dependent Variable

Leadership Practices
Organizational
 Inspirational motivation
Effectiveness (School-
 Idealized influence Based Management)
 Intellectual simulation  Leadership and
 Individualized Governance
consideration  Curriculum and
 Management by Learning
Exception (MBE)  Accountability and
 Contingent Reward Continuous
(CR) Improvement
 hands-off approach  Management and
Resources

Figure 1. The Research Paradigm

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Statement of the Problem

The study aims to determine the leadership practices of the school heads and

the organizational effectiveness in the Division of Quezon. Specifically, it seeks to

find the answers to the following questions:

1. What is the level of leadership practices of the school heads in the Division of

Quezon in terms of:

1.1. inspirational motivation,

1.2. idealized influence,

1.3. intellectual simulation,

1.4. individualized consideration,

1.5. management by exception (MBE),

1.6. contingent reward (CR), and

1.7. hands-off approach?

2. What is the level of organizational effectiveness in terms of School-Based

Management practices as to:

2.1. leadership and governance,

2.2. curriculum and learning,

2.3. Accountability and continuous improvement, and

2.4. management and resources?

3. Is there a significant relationship between the level of leadership practices

and the organizational effectiveness of school heads in the Division of

Quezon?
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4. What training could be made from the results of the study to improve the

organizational effectiveness of school heads?

Hypothesis

The study posits the hypothesis that:

There is no significant relationship between the level of leadership practices

and the organizational effectiveness of school heads in the Division of Quezon.

Significance of the Study

The main focus of the study is to determine the leadership practices of

school heads in relation to organizational effectiveness using the school-based

management level of practices in the Division of Quezon. The results provides

insights and information beneficial to the following:

Officials of the Education Department. This study will help the DepEd design new

seminars and trainings on leadership skills as well as in transforming the

educational community to increase achievements and for the improvement

of the curriculum;

School Heads. This will be a mind-opener on the new facet of leadership to help

them improve practices that create changes in their leadership and face

difficulties of the reforms in education program.

Teachers. This study will help them to be more aware on the type of leadership

used by the school heads and also a great help on pursuing their career in

educational management;
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Students. This study will help them to know the leadership style of school

administrators in the initial implementation of K to 12 programs that they

may be used by in the future.

Future Researchers. This study will give them ideas and insights that may be

helpful in their research study.

Definition of Terms

For better understanding of the study, the following terms are hereby defined:

Accountability and Continuous Improvement. A clear, transparent,

inclusive,and responsive accountability system is in place, collaboratively developed

by community stakeholders, which monitors expected and actual performance,

continually addresses the gaps, and ensures a venue for feedback and redress.

Contingent Reward. is an active form of management that is effective in a

wide variety of situations. It recognizes the inherent transactional nature of most

supervisor-subordinate situations and encourages leaders to “contract with

employees to achieve desired outcomes.

Curriculum and Learning. The learning system collaboratively developed

and continuously improved, anchored on the community and learner’s contexts and

aspiration.

Hands-off Approach. Absence of leadership.

Idealized Influence. The leader acts strong role model for their organization

and leads by example.

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Individual Consideration. The leaders who acts as coaches, teachers and

mentors to their followers.

Inspirational Motivation. The leaders who motivate and inspire followers to

commit to the vision of the organization.

Intellectual Simulation. The leaders who encourage innovation and

creativity through challenging the normal belief or views of their followers.

Laissez-faire Leadership. The absence of leadership. A leader that avoids

making decisions and carrying out their supervisory responsibilities

exemplifies it.

Leadership and Governance. A network of leadership that provides the

vision and direction to the education system making it relevant and responsive to the

contexts of diverse communities.

Management and Resources. Resources are collectively and judiciously

mobilized and manage with transparency, effectiveness, and efficiency.

Management by Exception. Is a recognized and often effective way of

managing system, processes, resources and in some circumstances, even people

School-Based Management. School-Based Management(SBM) is a strategy

to improve education by transferring significant decision- making authority from state

and district offices to individual schools

Transactional Leadership. Is the most common leadership style found in

many organizations. This focus on supervision, organization, and performance and

instill compliance within the organization through the use of both rewards and

punishment, also known as “carrots and stick”.

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Transformational Leadership. Is a leadership style in which leaders

encourage, inspire and motivate employees to innovate and create change that will

help grow and shape the future success of the company.

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Chapter 2

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

The Full-Range Leadership Model (FRLM) evolved directly from the work of

James MacGregor Burns. In 1978, Burns argued that leadership was either

transactional or transformational. Transactional leaders lead through social

exchanges , transformational leaders develop their followers and motivate and /or

inspire them to achieve extraordinary levels of success. This last offering was critical

as it explained those situation in which followers exceeded all expectations-even

their own- to achieve success.

Zenger and Folkman (2004) agreed on the above definition of

leadership. These authors believe that leadership is ultimately about producing

results. Leaders can have a talent and character, but unless they produce sustained,

impressive results for the organization, they simply are not good leaders, the authors

added. They enumerated the ten tasks of extraordinary leaders, to wit:

1. establish stretched goals for their people;

2. take personal responsibility for the outcomes of the group;

3. provide ongoing feedback and coaching to their people;

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4. set lofty targets for the group to achieve;

5. personally sponsor an initiative or action;

6. initiate new programs, projects, processes, client relationships, or

technology;

7. focus on organization goals and ensure that they are translated into

actions;

8. operate with speed and intensity;

9. champion the cause of the customer; and

10. balance long-term and short-term objectives

Principle of Leadership

From the original writing of Greenleaf in 1977, Spears (2004) listed the main

principles of leadership:

1. Listening. Leaders are often valued for their communication skills and listen

intently to others and help reinforce the will of their followers by using this skill.

An effective leader is also an effective listener.

2. Empathy. Leaders seek to identify with their followers and often go out of their

way to help others feel accepted and valued in an organization.

3. Healing. Leaders often assist others in overcoming emotional difficulties; they

seek ways in which they can help others to realize their full potential by

overcoming personal grief or distress.

4. Awareness. This characteristic aids the leader in understanding issues

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involving ethics and values. Leaders who are self-aware (i.e., aware of their

role and how it works with the organization and others in it), and aware of their

organizational environs become stronger and more effective.

5. Persuasion. Leaders often rely on persuasion rather than authoritative

positional authority when making decisions and leading the school.

6. Conceptualization. The ability to examine and eventually solve problems

requires leaders to take a thoughtful and holistic approach to the entirety of a

situation and not just the elemental steps of a given moment. In essence, they

are required to focus simultaneously on both the “here and now” elements of

their organization and the “big picture.”

7. Stewardship. This characteristic is intricately tied to the greater concept of

leadership, as it centers on the commitment to serving the needs of others.

This element of stewardship conveys that leaders “invest” in those they serve

in order to yield advantageous organizational progress and achieve goals on

behalf of the organization.

8. Building community. Leaders often set examples for others so that, in return,

others become servant leaders themselves. Servant leaders build smaller

communities in the institutions where they work. This power of diffusion is also

an important element of servant leadership.

9. Commitment to the growth of the people. Leaders are nurturers and place a

great emphasis on ensuring that the followers realize their worth and overall

value on an organization and individuals.

10. Foresight. Leader must rely to certain degree of intuition based on experiences
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from the past element of the present.

Seven Qualities of a Leader

Thomas (2004) said that leader is the person (with leadership qualities) who

has the appropriate knowledge and skill to lead a group to achieve its ends willingly.

Personality and character cannot be left out of leadership. There are certain generic

leadership traits and seven important ones such as, enthusiasm, integrity,

toughness, fairness, warmth, humility and confidence.

1. Enthusiasm- the passion to lead people toward the organizational goals and

objectives.

2. Integrity- both personal wholeness and sticking to values outside, primary

goodness and truth. This quality makes people trust a leader.

3. Toughness- demanding, with high standards, resilient, tenacious and with the

aim of being respected.

4. Fairness- impartial, rewarding/penalizing performance without “favorite”, treating

individuals differently but equally.

5. Warmth- the heart as well as the mind being engaged, loving what is being done

and caring for people.

6. Humility- the opposite or arrogance, being listener and without an overwhelming

ego.

7. Confidence- being self-reliant, autonomous with compassion to the people

inside and outside the organization.

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Personality of a Leader

According to Bligh (2009) there are five personalities which a leader must

possess:

1. Intelligence - Intellectual ability has been positively associated with cognitive

reasoning skills, the capacity to articulate ideas and thoughts to others, and the

perceptual ability to recognize important situational factors. It focuses on the link

between intelligence and a leader’s development of good problem-solving skills,

the ability to adequately assess social situations, and the ability to understand

complex organizational issues.

2. Determination or Perseverance - Leadership is often a difficult, thankless, long,

and arduous process. Perhaps as a result of this fact, a great deal of research

has suggested that leaders must be determined to complete a task or get a job

done, even in the face of adversity or when there is less than overwhelming

support from others. Leaders show initiative and drive and frequently constitute

the motivational energy behind a project or social change movement.

3. Sociability - Sociability is defined as a leader’s desire for high-quality social

relationships and the ability to maintain and restore positive relationships in

difficult times that often involve adversity and crisis. Across studies, leaders often

demonstrate the ability to be friendly, extraverted (outgoing), courteous, tactful,

and diplomatic.
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4. Self-Confidence - Having high self-esteem, a positive regard for one’s own ability

to lead, and to assure that one’s vision or purpose is the right one for all to help a

leader influence others.

5. Integrity - The fifth factor, integrity, addresses the finding that leaders tend to be

honest and trustworthy, inspiring others to respect them and trust them with

important decisions and resources.

In addition, Calderon (2000: 133) mentioned that these five personalities of a

leader are embraced by the Filipinos. Calderon also added that Filipino leaders

advocate the following qualities of a leader: high mental ability, honesty (very

important), credibility, experience, firmness in his convictions, righteousness, self-

sacrifice, knowledge ability, willingness to take risk, and vision (ability to see what

will happen in the future through the analysis of events), with good human relations,

and with technical skill.

Qualities and personalities of a leaders always coincide with each other as

cited above. Qualities cannot set apart from personalities of a leader because there

is essential to lead people toward the main goal of the organization.

Behavior of a Leader

In the article written by Folkman (2010) says that there are nine behaviors of

a leader inspire and motivate others, driving for results, strategic perspective,

collaboration, walk the talk, trust, develops and supports others, building

relationships, and courage.

To be more specific on the abovementioned behavior, the following are the

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clarifications:

1. Inspiring and Motivating Others- Leaders who are effective at inspiring and

motivating others have a high level of energy and enthusiasm. They also

energize the team to achieve difficult goals and increase the level of

performance of everyone on the team.

2. Driving for Results- Leaders who are effective at driving for results are

skillful at getting people to stay focused on and stretch for the highest

priority goals.

3. Strategic Perspective-Leaders who provide their team with a definite sense

of direction and purpose tend to have more satisfied and committed

employees. These leaders paint a clear perspective between the overall

picture and the details of day-to-day activities.

4. Collaboration- Leaders who promote high level of cooperation between their

work group and other groups create a positive and productive atmosphere

in the organization.

5. Walk the Talk-Leaders need to be role models and set a good example for

their work group.

6. Trust-Leaders can engender trust by becoming aware of the concerns,

aspirations, and circumstances of others. The reality is that, they tend to

trust their friends more than their enemies.

7. Developing and Supporting Others-Leaders can promote greater employee

development by creating a learning environment in which people are

encouraged to learn from mistakes, take the time to analyze their

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successes, and understand what goes well.

8. Building Relationships-Leaders who stay in touch with issues and concerns

of individuals in the work group have employees with higher levels of

employee satisfaction and commitment.

9. Courage-The leaders with the highest level of employee satisfaction and

commitment are courageous.

General Functions of a Leader

According to Calderon (2000) there are six general functions of a leader. It

has been summarized as follows:

1. Planning- making plans for activities of the organizations.

2. Organizing - putting the structure of the organization.

3. Staffing - assigning personnel to different positions.

4. Directing - guiding the activities of the organization.

5. Coordinating- systematizing the activities of the group.

6. Budgeting - estimating the income and expenses of the organization.

These six general functions are similar to the functions of the school heads

inside the school organization. These are not performed alone by the leader but they

are usually done under the direction and supervision of the managers and leaders.
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The School Heads as Learning Leader

In one of the seminars attended by the researcher, Rapatan (2014) discussed

the role of principal as learning leader. Rapatan differentiated leaders from

managers. Based on the presentation, leaders have followers not subordinates;

Leaders usually perform charismatic transformational style of leadership; deal with

people and have quiet styles that give credit to others; risk seek and consider it

natural to encounter problems; and their followers work to gain extrinsic reward. On

the other hand, managers have subordinates who will generally do as they are told

because they have been promised a reward; get paid to get things done; and avoid

conflict and risk taking. These types of managers are authoritarian transactional

leaders, the author explained.

Effective school leadership includes three roles: instructional, change, and

administrative. Instructional role focuses on improving current instructional practices;

change focuses on the altering instructional practices themselves and their

supporting systems; and administrative focuses on maintaining an orderly

environment, budgeting, and support functions.

School Heads as Curriculum Leader

As far as curriculum is concerned, school heads are the key persons to

implement it. Sorenson, et al. (2011) as cited by Rapatan (2014:) stated that the

school leader is also a curriculum leader. A well-articulated curriculum is critical to

school growth and improvement (Marzano, et.al., 2005).

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Part of the role of school head is to design and plan the best curriculum that

will fit to the needs of the students in the locality. Pursuant to Republic Act No.

10533 (2013:3), the DepEd shall formulate the designs and details of the enhanced

basic education curriculum. The said curriculum shall be learner-centered, inclusive

and developmentally appropriate; relevant, responsive and research-based; gender

and culture-sensitive; contextualized and global; use pedagogical approaches that

are constructivist, inquiry-based, reflective, collaborative and integrative; and adhere

to the principle of mother tongue-based multilingual education (MTB-MLE).

School Heads as Planner for School Improvement

According to Tuviera-Lecaroz (2014), the better project and management

evaluation (M&E) helps to develop more effective teams. It focuses on quality

assuring outputs and does not get distracted by the day-to-day implementation.

It is important to identify the key elements that should go into project and

management and evaluation plans. It is essential to develop a project and M&E for a

specific intervention in the curriculum, instruction or faculty. It is also important to

develop and manage an M&E system appropriate for the needs of the school.

Organizing and equipping teachers may help to develop better project plan and

monitor and evaluate key interventions of the school.

Similarly, Ching (2014) stresses that instructional supervision as part of

planning school improvement may support the teachers to improve them in terms of

teaching, decision- making as well as professional and personal development.

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School Heads as Manager and Leader of Disruptive Innovations

Disruptive innovation is part of the school culture (Andrada, 2014). It is part of

the human activity inside and outside the school. The role of school leader in

fostering innovations is to develop the culture of innovation and sustain the culture of

innovation.

In developing the culture of innovation, the school head shall share leadership

and governance. School head shall create a climate for reflection and critical

thinking. In addition, school head shall welcome divergent ideas; celebrate diversity

and create opportunities for learning from conflict.

On the other hand, to sustain the culture of innovation, school leader shall

create a sense of urgency (Ching, 2014). Leader creates an appetizer for bad news

and encourages risk-taking (Rapatan 2014). There are some areas of education for

innovation according to Andrada (2014). Firstly, provision of multiple channels of

access to basic education; Secondly, provision of diverse opportunities to learners to

complete their basic education; Thirdly, creating an education program inclusive and

sensitive to the diverse cultural context of children and their learning needs; Lastly,

offering an education program rich, challenging and demanding as it seeks to realize

the potential of every child.

Transactional leaders are concerned with processes rather than forward-

thinking ideas. These types of leaders focus on contingent reward (also known as

contingent positive reinforcement) or contingent penalization (also known as

contingent negative reinforcement). Contingent rewards (such as praise) are given

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when the set goals are accomplished on-time, ahead of time, or to keep

subordinates working at a good pace at different times throughout completion.

Contingent punishments (such as suspensions) are given when performance quality

or quantity falls below production standards or goals and tasks are not met at all.

Often, contingent punishments are handed down on a management-by-exception

basis, in which the exception is something going wrong. Within management-by-

exception, there are active and passive routes. Active management-by-exception

means that the leader continually looks at each subordinate performance and makes

changes to the subordinate work to make corrections throughout the process.

Passive management-by-exception leaders wait for issues to come up before fixing

the problems. With transactional leadership being applied to the lower-level needs

and being more managerial in style, it is a foundation for transformational leadership

which applies to higher-level needs, added by Hargis,et.al. (2012:66).

Leadership Practices of School Heads

Today, as never before, the society experiences a pressing need for

leadership. This need for leadership can be felt in the homes, business

organizations, private and public associations, and in government institutions.

According to Tracy and Chee (2013), the society needs two types of leadership, the

transformational leadership and transactional leadership.

Transformational Leadership

According to Kauppi (2014), transformational leadership is defined as a

leadership approach that causes change in individuals and social systems. In its
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ideal form, it creates valuable and positive change in the followers with the end goal

of developing followers into leaders. Enacted in its authentic form, transformational

leadership enhances the motivation, morale and performance of followers through a

variety of mechanisms. These include connecting the follower sense of identity and

self to the mission and the collective identity of the organization; being a role model

for followers that inspires them; challenging followers to take greater ownership for

their work, and understanding the strengths and weaknesses of followers, so the

leader can align followers with tasks that optimize their performance.

The above author also cited the element of transformational leadership

originally formulated by Burns in 1978. These are the following:

1. Individualized Consideration – It is the degree to which the leader attends to

each follower needs, acts as a mentor or coach to the follower and listens to

the follower concerns and needs. The leader gives empathy and support,

keeps communication open and places challenges before the followers.

This also encompasses the need for respect and celebrates the individual

contribution that each follower can make to the team.

2. Intellectual Stimulation – It is the degree of the leader that challenges

assumptions, takes risks, and solicits follower ideas. Leaders with this style

stimulate and encourage creativity in their followers. They nurture and

develop people who think independently. For such a leader, learning is a

value and unexpected situations are seen as opportunities to learn. The

followers ask questions, think deeply about things and figure out better ways

to execute their tasks.

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3. Inspirational Motivation – It is the degree to which the leader articulates a

vision that is appealing and inspiring to followers. Leaders with inspirational

motivation challenge followers with high standards, communicate optimism

about future goals, and provide meaning for the task at hand. Followers

need to have a strong sense of purpose if they are to be motivated to act.

Purpose and meaning provide the energy that drives a group forward. The

visionary aspects of leadership are supported by communication skills that

make the vision understandable, precise, powerful and engaging.

4. Idealized Influence – This provides a role model for high ethical behavior,

instills pride, gains respect and trust. As a development tool,

transformational leadership has spread already in all sectors of western

societies, including governmental organizations.

On the other hand, Khine and Saleh (2009) stressed that transformational

leadership can be easily and readily applied to educational institutions. As such,

there are leaders who are perceived, but not often verified to have experienced or

facilitated positive changes. An improved school climate, increased student

achievement, more involved stakeholders, more rigorous instruction, and/or fluid and

transparent communications are expected to occur instantaneously and boldly once

the label “underperforming” is attached to a school or leader. No matter what the

governing body, geographical region, or setting of an underperforming school are,

there is a common belief that the leader (singular) is solely responsible for changes

to occur.
 28

This common belief is partly correct; however, transformation requires the

leadership of more than one individual for pervasive and lasting change.

Transformational leadership is not limited to the building principal or the school

system superintendent; all educators in a building or school system must contribute

to the evolution from an underperforming school or system to an effective school or

system. 

In Bass (1990) as cited by Gardiner (2000) “The transformational leader asks

followers to transcend their own self-interests for the good of the group,

organization, or society; to consider their longer-term needs to develop themselves,

rather than their needs of the moment; and to become more aware of what is really

important. Hence, followers are converted into leaders”.

In this statement, the representation of transformational leadership moves

governance into a more collaborative reality. It also proves the latter mentioned

article of Folkman (2010) on the collaboration. Through transformational leadership,

a teacher may become school head because of the collaborative effort between

teachers and school heads. The tasks and duties become easier and everyone is

familiar on how to improve the school as well as the teachers, staffs and other

employees. Further, it may create best surroundings that foster cooperation among

and between the educational communities.

 29

Transactional Leadership

Transactional leadership as defined by Tracy and Chee (2013) is a leadership

which gets things done with and through others. This type of leadership is more on

managing rather than leading people. Rapatan (2014) mentioned in the presentation

that transactional leadership is more on policy implementation and follows the

current systems. It is similar to authoritarian leadership and normally the people

work because of reward and incentives.

Further, it is defined by Anheier (2005) as leadership maintaining an

alignment between the organization mission and goals on the one hand, and the

motivation and interests of employees and members in achieving set objectives on

the other.

Transactional leadership, in concept, involves leader-follower exchanges to

achieve the organizational goals or routine performance mutually agreed on by

leaders and followers. Leaders often promise certain rewards or action in exchange

for something from their followers, usually completion of a task, high performance, or

essentially, whatever terms the leader and follower agree on.

Schermerhorn, et al. (2006) cited the four dimensions of leader-follower

exchanges of behavior as they involve transactional leadership.

1. Contingent Reward. A kind of reward in exchange for mutually agreed upon

goal accomplishments.

2. Active Management by Exception. Involves watching for deviations from

organizational rules and standards and taking corrective actions.

 30

3. Passive management by exception. Requires intervening only of standards

not met.

4. Laissez Faire. Involves giving up responsibilities and avoiding decisions.

In this type of leadership, both leaders and followers are benefited as

mentioned by the above author in leader-follower exchange. It has the ability to raise

each other to higher levels of motivation and morality. The traditional manager,

concerned with the day-to-day operations, was termed a transactional leader

(Marquis and Huston, 2006).

In the study conducted by Judge and Piccolo (2004) transformational and

contingent reward leadership generally predicted criteria controlling for the other

leadership dimensions, although transformational leadership failed to predict leader

job performance.

The study of the validity of transformational leadership comprises a broader

cross section of studies than do those of contingent reward leadership. It is thus

possible that there are unique aspects of these non-overlapping studies that affected

the results and therefore confound the comparisons. To investigate this possibility,

the current researcher conducted a separate meta-analysis of transformational

leadership, limiting analyzed studies to those that also included contingent reward

leadership.

On the other hand, Pastor and Mayo (2006) say that transformational

leadership predicts follower satisfaction and performance beyond traditional forms of

leadership. However, little is known about the beliefs system associated with
 31

transformational leaders. Taking a cognitive perspective, the researcher examined

how the managerial beliefs that executives hold about the followers relate to

perceived leadership style of the school manager.

The cognitive perspective is conspicuously underrepresented in the

transformational and transactional leadership literature. A few studies have used a

cognitive approach to explain how transformational leaders motivate subordinates by

engaging subordinate self-concept in the interest of the leader mission (Bono and

Judge, 2000). Likewise, a study conducted by Pastor and Mayo (2006) also focused

on subordinate attributions regarding the charismatic qualities of a leader. Moreover,

Pan and Wu (2006) say that transformational leadership is somehow similar to the

democratic leadership style. It shows cooperation among the members of the

organization. Transformational leadership fosters gender equality, political freedom

and cultural and races equality.

In the study conducted by Gupta and Krishnan (2004) revealed the

relationship between socialization of subordinates, superior self-reported

transformational leadership, and subordinate-rated quality of leader-member

exchange (LMX) relationship. Seven dimensions of socialization (tolerance towards

unethical behaviors, assertiveness, working long hours, doing tasks well,

emphasizing harmonious relationships, self-confidence, and independence) and four

media of socialization (family, school, peers, and media) were studied using a

sample of 102 pairs of managers and subordinates from a large public sector bank

in India. Results reveal that subordinates being socialized to be less assertive

enhance superior transformational leadership. The hypothesis that LMX as

 32

perceived by subordinates would moderate the effect of socialization on

transformational leadership was not supported. However, LMX is positively related to

subordinates being socialized to be self-confident.

The success stories of transformational leaders are multiple. At contrast to

transactional leaders, normally transformational leadership was given extensive

support in most of the organizational setting. As the findings of MacKenzie, et.al.,

(2001) revealed that transformational behaviors had strong association with sales

performance and organizational citizenship behavior than transactional leader

behaviors. In addition, transformational leadership had important effects on creativity

at both the individual and organizational levels (Gumusluoglu and Ilsev, 2009).

Therefore, managers at upper level exercising the transformational leadership may

yield a competitive advantage to the organization (Zhu, et.al., 2005). Extensive

research has been conducted on contemporary leadership styles and their impact on

different constructs; however significant contribution contextualized with Pakistani

environment is yet to be imparted. Therefore, this study was an attempt to determine

the impact of transformational and transactional leadership style on job success and

career satisfaction.

Transformational leadership helps school principals to frame their attitudes to

move their schools forward. It has four major characteristics. Of these, idealized

influence is defined as leader behavior and the follower attributions about the leader.

Inspirational motivation refers to the ways by which transformational leaders

motivate and inspire those around them. Individualized consideration represents the

leader continuing effort to treat individuals as a special person and act as a mentor
 33

who attempts to develop their potential. Finally, intellectual stimulation represents

the leader effort to stimulate followers to be innovative and creative to define

problems and approach them in new ways. It is considered that principals who

demonstrate these major characteristics of transformational leadership have effects

on satisfaction among teachers and better performance at school (Balyer, 2012).

In the above studies, it is clear that transformational leadership is more on the

socialization or good relationship between the school leaders and teachers. It is

similar to mutualism that fosters give and take relationship.

Transactional leadership is based on bureaucratic authority and

legitimacy within the organization. Transactional leaders emphasize work standards,

assignments, and task-oriented goals. They also tend to focus on task completion

and employee compliance and rely quite heavily on organizational rewards and

punishments to influence employee performance. Transactional leadership is found

significantly related to job success while transformational leadership and job success

are found highly related with career satisfaction. The results of regression analysis

show that job success is more dependent on transformational and transactional

leadership as compared to career satisfaction. Managerial implications are

presented based upon these results (Riaz and Raider, 2010).

Transactional leadership style provides high satisfaction and organizational

identification as compared to transformational leadership styles despite the reason

transactional leaders have substantial influence on the followers (Boseman, 2008).

Transactional leadership is centered on leader-follower exchanges. Followers

 34

perform according to the will and direction of the leaders and leaders positively

reward the efforts. The baseline is reward which can be negative like punitive action,

if followers fail to comply with or it can be positive like praise and recognition, if

subordinates comply with the intent and direction settled by a leader and achieve the

given objectives. Four core facets of transactional leadership as described by

Schermerhorn (2000) are contingent rewards, active management by exception,

passive management by exception and laissez-faire.

This model indicates that leadership studies should be geared towards the

situation not the leader. It is probably more sensible to talk about participative and

autocratic situations than leader who possess these characteristics as leader

behavior alters depending on the situation and a leader can adjust his/her style to

different situations (Mahce, 2003).

Transactional leadership emphasizes on the need and socio-cultural aspect

that have an impact to the leader-follower relationships. These internal factors such

as the availability or scarcity of resources, changes in the society, and a competitive

environment that influences an organization which also in return affects the

leadership of the group as well. Further, it encourages subordinates by appealing to

their interest and offering rewards in exchange of work effort that are contingent

reward and management by exception.

In the study conducted by Gupta and Krishnan (2004) stated that there is a

negative correlation between the seven dimensions or factors of new facet of

leadership. The findings reveal that leader-member exchange as seen by the

 35

subordinates is not significantly related to the frequency of transformational

leadership behaviors exhibited by the leader. These findings have some important

implications for organizations in terms of recruitment strategies, team building, and

human resource policies.

However, the impact of transactional leadership in the private sectors in

Pakistan was significant on the job success and career satisfaction (Raiz and

Haider, 2010).

Leadership Practices in the Implementation of School-Based Management

The reforms conducted in the field of education are directed towards the

changing manner of school management. The change is expressed in the transition

from external supervision of schoolwork to the empowerment of school staff, with a

change of the principal and teacher roles. It requires accountability from school

principles and staff in providing results of teaching and effective functioning of the

school (Jamal, 2014).

Leadership and Governance

A network of leaders who provide vision and direction to the education

system, ensuring that it is relevant and responsive to the contexts of diverse

communities. Leadership and Governance provides a Development Plan developed

collaboratively by school and community stakeholders. The school is organized

around a clear structure and work arrangements that encourage shared leadership

and governance while also defining the roles and responsibilities of the

stakeholders. A leadership network facilitates communication among and between

 36

school and community leaders in order to make informed decisions and solve school

and community-wide learning problems. A long-term program that addresses the

training and development needs of school and community leaders is in place.

School management and leadership based on accurate data results in better

planning and supervision, and thus improved learning for children. Effective school

management necessitates strong leaders and a supportive, engaged community.

Training in resource management, staff monitoring and mentoring, and data

management and utilization is also part of leadership and governance. Real-world

scenarios are used to train school management teams, governing bodies, teachers,

students, and parents to manage a school. Collaborative decision-making builds

strong teams capable of effective planning and improving learner outcomes.

Supriadi and colleagues (2021) defined good school governance as effective

principal leadership used to create appropriate processes, systems, and

management to ensure school sustainability and continuity. The purpose of this

study is to investigate the model of good school governance and to determine the

relationship between good school governance and the principal's decision-making in

school contexts.

School governance refers to the autonomy of schools in managing their

human, financial, and material resources. The school stakeholders are expected to

make sound decisions based on the facts of the school. As a result, the school

principal should advocate for good school governance. Good governance is a

management process that aims to improve the development and accountability of

 37

schools. This is also necessary for the legitimacy of schools as institutions. School

governance exists to improve the effectiveness of school governance performance.

This is a set of responsibilities, practices, policies, and procedures carried out by an

institution in order to provide strategic direction for achieving goals and using

resources in a responsible, accountable, and transparent manner. This means that

implementing good school governance will increase the level of participation,

accountability, and transparency of a vocational school, as well as the level of

effectiveness of school management.

There has been a lot of school disruption since the COVID19 pandemic. As

the COVID-19 crisis worsens and spreads, school leaders must act quickly to

mitigate the disruption caused by children who may be absent from school for the

foreseeable future. School leaders are uniquely positioned to guide families on how

to support their children at home during this unprecedented, fast-moving challenge

because of their respect and personal relationships (UNESCO, 2020).

Davis (2020) noted that there has been much speculation about the long-term

effects of the remote learning challenges that schools around the world have faced

as a result of Covid-19. The pandemic has presented unprecedented challenges, but

it has also served as a catalyst for some stimulating thinking and ideas about the

nature of the future of pedagogy and learning. Educators, school leaders, and

students have responded well and quickly to a new paradigm that has tested and

challenged traditional teaching and learning practices. The education systems are

not known for making rapid changes to how they operate; however, the experience
 38

of adapting teaching and learning in response to the current pandemic has shown

that effective change can occur more quickly than previously thought.

As a response to the ever-changing reality of education during COVID-19,

school leaders must rethink traditional methods of relationship building and look for

new ways to work intentionally to build trust during COVID. As educators navigated

this pandemic, they discovered that being vulnerable and transparent can help to

build trust more effectively and strongly (Altemose & Lampron, 2021). Throughout

this pandemic, it has become clear that focusing on transparency can help to build

trust more effectively and strongly. While school leaders used to try to solve as many

problems as possible for our staff, the sheer magnitude of constant change has

made it impossible to even try.

A school culture that encourages open feedback from teachers to

administrators fosters an environment of continuous improvement for all

stakeholders. Furthermore, trust is formed when school leaders engage in the

feedback process authentically in order to grow into the school leader required by

the stakeholders they serve. Asking for and responding to feedback in public

reinforces the vulnerability required to build trust.

Curriculum and Instruction

Given the circumstances, recent curriculum reform and numerous policy

documents may provide us with guidance to guide curriculum innovation during

COVID-19 (OECD, 2019). According to the OECD Education 2030 project, two
 39

important categories of competencies for future-ready students are "creating new

value" and "reconciling tensions and dilemmas" (OECD, 2018). Creating new value

primarily refers to cultivating creative thinking, whereas reconciling tensions and

dilemmas refers to the ability to apply knowledge, both broad and specialized, to

meet complex demands that go beyond mere knowledge acquisition; it requires

students to master a broad range of disciplinary and interdisciplinary knowledge and

think and act in a more integrated manner to solve problems.

Given the pandemic situation, it has become an urgent matter to figure out

how to design courses that, guided by an effective instruction theory, could arouse

student motivation, be suitable for students to study at home, and meet curriculum

reform requirements such as being conducive to students' intellectual development,

while enabling students to cultivate their key competencies and facilitating

systematic knowledge construction (Li, Zhang, Dai & Hu, 2021).

The education of this workforce is multifaceted and challenging due to the

complex nature of healthcare professionals' roles and responsibilities (Kumar, etal.,

2021). It draws on a variety of learning sources, including teachers, peers, and

patients, and may emphasize Work-Integrated Learning. Many of these learning

opportunities have been impacted by the COVID-19 pandemic, particularly those in

large groups or involving in-person interaction with peers and patients. Much of the

curriculum has been converted to an online format, with unknown long-term

consequences. The new format is likely to have an effect on learning pedagogy,

affecting both students and teachers. In comparison to the previous format, where
 40

in-person education may have been the focus, this necessitates a systematic

approach to evaluating online teaching and learning adaptation.

In terms of education in the Philippines, the COVID-19 pandemic has

presented extraordinary challenges and has impacted educational sectors, and no

one knows when it will end. Every country is currently implementing plans and

procedures to contain the virus, but infections are still on the rise. In the educational

context, the new normal should be considered in the planning and implementation of

the "new normal educational policy" in order to sustain and provide quality education

despite lockdown and community quarantine (Tria, 2021).

The fight against the COVID-19 pandemic had far-reaching consequences for

almost every sector of humanity. Travel restrictions (Chinazzi et al., 2020), school

closures (Viner et al., 2020), global economic recession (Fernandes, 2020), political

conflicts (Barrios & Hochberg, 2020), racism (Habibi et al., 2020), and

misinformation and controversies (Enitan et al., 2020), to name a few. The

educational sector has been particularly hard hit. The COVID-19 pandemic is still

active today, and there are no specific vaccines or medications available to combat

it. The sector must adapt to the new normal; if not, educators and students must live

with the disease because viruses are constantly evolving (Denworth, 2020).

However, scientists are still researching and developing vaccines, and are currently

conducting clinical trials (Gautret et al., 2020).

To ensure learning continuity in the aftermath of the COVID-19 pandemic, the

Philippines Department of Education (DepEd) implemented distance learning

 41

modalities. However, DepEd recognizes the difficulties in providing alternative

learning modalities to 27.7 million basic education students. Poor-performing and

marginalized students may fall further behind due to the challenges of distance

learning and unequal access to resources. Prior to the pandemic, concerns were

raised about the quality of basic education in the Philippines, which ranked last in

recent regional and international learning assessments (Yang & Beam, 2021).

DepEd is looking for new ways to address problems in education during the

pandemic, as well as to achieve learning outcomes as students transition to in-

person classes. In collaboration with DepEd, Innovations for Poverty Action (IPA)

proposes to conduct exploratory research on Teaching at the Right Level (TaRL).

TaRL is a potential strategy to address the learning gaps among Filipino students.

Based on this premise, the Department hereby publishes the Most Essential

Learning Competencies (MELCs) to be used nationwide by field implementers and

private schools during the school year 2020-2021. MELCS will allow the department

to tailor instruction to the most important skills that students must learn. It can also

lighten the burden of converting classroom-oriented learning resources into distance

learning resources. Furthermore, by providing ample instructional space, the MELCS

intends to assist schools in navigating the limited number of school days as they

employ multiple delivery schemes. In line with this, because these can serve as a

guide for teachers as they address the instructional needs of students, changes and

improvements in teaching methods can help MELC achieve its goals (Ravina &

Mendoza, 2021).
 42

A number of teachers may struggle to decide which teaching approach to use

and apply in each lesson in order to meet the timeline specified in the MELC for the

topic. As a result, teachers are attempting to determine the best teaching practices

to employ in the teaching-learning process in order to adhere to the MELCs

guidelines. As teachers understand and know the best approaches to teaching

subject content, it is critical to know which of these practices would be the most

effective in terms of MELCS.

While teachers have worked hard to support the Basic Education-Learning

Continuity Plan in the face of the pandemic, DepEd has refused to open the school

year. The competencies have been altered. MELC addressed the issue of fewer

school days. There were numerous questions floating around. The only thing a

teacher can do with the assistance of their school leaders is support and keep up

with their goals (Enriquez, 2020). The implementation of student learning outcomes

continuity across subject areas and grade levels is required. Because the DepEd

Curriculum Guide is inapplicable in this situation, the Department of Education must

devise a method to elicit the most important learning competencies that students

should learn or teachers must deliver to students in the New Normal.

This method of delivering the K-12 curriculum, which focuses on the most

important learning competencies, is possibly the most useful guide that a teacher

can use. Unlike in the past, when each competency had to be taught and strictly

implemented, the MELC is tailored to the current situation. The only issue is that

there is less communication with the students because there is no social interaction
 43

and they can only learn through the module. Teachers will make an attempt to

contact them through Zoom or Google Meet.

Despite technical difficulties in communication between the teacher and the

students because not everyone has the capacity for one, the MELC will speak

through the module. The public school teacher has put in a lot of time and effort to

ensure the education of the students. The modules will be the primary source of

information for the students due to the teachers' close collaboration. As a result, it is

always hoped that the competencies will be truly understood and implemented, as

there is no doubt about their importance.

Difficulties have been encountered in the implementation of MELCs under

modular distance learning. The learners' performance was lower than that of the

other learning modalities (Aksan, 2021). On the other hand, the online blended

approach has yielded positive results in terms of learner performance (Lapitan, etal.

2021).

Using the Discover, Learn, Practice, Collaborate, and Assess five-part

blended learning strategy (DLPCA). The asynchronous component of DLPCA

teaching was accomplished by broadcasting pre-recorded lecture videos on

YouTube, allowing students to study and progress with learning at their own pace.

The synchronous portion of the instruction was delivered via video conferencing

platforms such as Zoom or Google Meet. Prior to its implementation, the DLPCA

strategy was presented and discussed with the students. Overall, the study's
 44

findings and insights will provide valuable resources for future hybrid instruction in

basic education following COVID-19.

Accountability and Continuous Improvement

According to Coca (2015), Continuous Improvement (CI) is a methodology

which continually assesses, analyzes and acts on the improvement of key processes

focusing on both the customer needs and the desired performance that enliven

DepEd’s commitment to build a culture of continuous learning and improvement. It is

in this line that CI’s context is integrated in the learning environment to better

respond to the changing times and to mobilize the vision of shaping a culture that

will have direct and relevant impact to the learners. Further, continuous improvement

is a system used by an organization to improve its organization by monitoring and

analyzing data to create positive changes that improve employee performance in the

future (Lusuegro, 2019). The alignment of a school's or district's goals, people, and

values is required for continuous improvement. This is a continuous process;

continuous improvement is a continuous process of learning, reflecting, monitoring,

and assessing success. The phrase "constant improvement" has become nearly

ubiquitous in a variety of organizational functions and research fields.

On the other hand, a system of accountability that is clear, transparent,

inclusive, and responsive is in place. developed collaboratively by community

stakeholders, which monitors expected and actual performance, addresses gaps in

real time, and provides a forum for feedback and redress. Community stakeholders
 45

clearly define and agree on the roles and responsibilities of accountable individuals

and collective bodies. Goal achievement is recognized based on a collaboratively

developed performance accountability system; gaps are addressed through

appropriate action. The community-owned accountability system is constantly

improved to ensure that management structures and mechanisms are responsive to

the community's emerging learning needs and demands. Accountability assessment

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

techniques and processes are developed and agreed upon in an inclusive and

collaborative manner. Performance is evaluated in a participatory manner with the

community on a regular basis.

Lachance (2020) said that it is critical that continuous improvement practices

are not neglected or completely abandoned while planning for how to operate safely

during the pandemic especially in the Department of Education. Managing a school

system in a typical year is always difficult, especially coordinating and aligning

multiple programs, personnel, resources, and structures to support the best interests

of students. A typical school year, however, has predictability and regularity. COVID-

19 has introduced a level of turpitude and complication that will place enormous

strain on Philippine's school system capacity.

Continuous improvement is a disciplined and ongoing approach to improving

processes and systems that result in positive student outcomes. It gives educators a

structure for identifying problems, designing interventions specific to those problems,

testing interventions in context, and evaluating effectiveness before scaling up the

intervention. Continuous improvement draws on the knowledge and expertise of

 46

multiple stakeholders to discover, implement, and disseminate evidence-based

changes that work locally to improve student outcomes. Data on changes is

collected and reviewed on a regular basis to ensure that the changes are indeed

improvements and, if not, to make changes to practice. Continuous improvement

has made strides in schools and districts across the country in recent years

Management of Resources

One of the most important responsibilities of school heads is effective

resource management. After receiving funding from the government, public schools

must use it to fund programs and other school necessities. Effective human and

capital resource management is a critical responsibility. School administrators must

not only maximize potentially scarce resources, but also align their resource

management strategy with the overall mission and vision of the school community.

Effective resource management begins when school heads assess their schools to

determine what resources their students and teachers require and ends when they

make those resources available. They must consider many potential areas of

investment throughout the process, from teacher hiring to instructional materials to

technological tools.

Obi & Ogbuagu (2020) noted that the quality of available resources has a

significant impact on an institution's efficiency and effectiveness. Resources are

necessary inputs in the school system that allow educational programs to survive

and improve. Management of these resources is concerned with the planning,

organizing, controlling, and coordinating of educational resources such as human,

 47

material, financial, time, and information in order to improve and achieve secondary

school educational objectives.

Usman (2016) stressed that it is the primary tool for any country's academic

advancement, social mobilization, political survival, and effective national

development. Education investment is a necessary condition for promoting

economic growth and national development. Educational institutions, including

schools, are primarily established and managed to achieve specific stated goals and

objectives. There is no way for an educational institution's goals and objectives to be

met unless certain mechanisms are in place to ensure the institution's success. In

the school system, one of the essential prerequisites for implementing educational

goals and objectives is adequate resource provision, maximum utilization, and

appropriate management of educational resources to avoid waste and improve the

quality of the teaching-learning process in the academic environment.

 48

Chapter 3
RESEARCH METHODOLOGY

This chapter presents the method used by the researcher for the realization of

this study particularly the research design, population and sample, research

instrument, validation of the questionnaire, the data-gathering procedure and the

statistical tool employed.

Research Design

A descriptive-correlational research design is used in this study. A

descriptive-correlational research design is used in this quantitative investigation.

This design aims to describe the relationship among variables rather than to infer

cause and effect relationship. Descriptive correlational studies are useful for

describing how one phenomenon is related to another situations where the

researcher has no control over the independent variables, the variables that are

believed to cause or influence the dependent or outcome variable.

The researcher uses descriptive design to determine the level of leadership

practice of the school heads in the Division of Quezon. Likewise, this study would

like to determine the level of SBM practice as indicator of organizational

effectiveness. Thus, the study also employs correlational research design in order to

determine the significant relationship between the two variables which are

leadership practice and the organizational effectiveness.

 49

Respondent of the Study

The respondents of this study are the selected school heads in the division of

Quezon. The respondents are chosen purposively using the following criteria:

a. Full-pledge principal I, principal II, principal III or principal IV;

b. Elementary or Secondary School Principal;

c. Male or female;

d. At least one year in service as school head; and

e. Willing to participate in the research study.

Research Instruments

The study will be utilizing researcher-made questionnaire to gather data

needed to answer the research problems. These included the school heads

leadership practices in relation to the organizational effectiveness. The research

instrument is consisted of two parts, to wit:

Part I: Leaders Practices of School Heads

Part II: Organizational Effectiveness in terms SBM level of practices

Research Procedure

A two-section questionnaire will be created by the researcher. The

questionnaire's content will be evaluated by an expert team. These experts'

suggestions and perspectives will be assessed and incorporated into the research

questionnaire. After including all comments and ideas, it will be resubmitted to the
 50

professionals that examined the study questionnaire. After expert approval, the self-

created research questionnaire will be evaluated for validity and reliability.

The study questionnaire that was prepared by the researcher will be validated

and confirmed to be reliable. It will be provided to 30 people who did not answer

before getting Cronbach Alpha assessed. The results of the questionnaire will be

presented to the research adviser and statistician prior to its execution. Following

that, the researcher will submit a letter requesting that the study be done in the

Quezon Schools Division.

The researcher next obtains a division memorandum allowing the target

school respondents to participate in the research. A Google link will be provided in

request letters from the office of the superintendent of schools to facilitate answer

consolidation. All conversations will be routed through the researcher's Google

account. The information acquired will be strictly kept by the research and in

accordance with the regulations of the Philippine Data Privacy Act of 2012.

Statistical Treatment of Data

The data to be gathered in this study will be treated using different statistical

tool.

To determine the level of leadership practices and the level of organizational

effectiveness in terms of SBM, the researcher employs weighted mean. The formula

is:

x ̅= (∑fx)/N

where: x̅ – weighted mean

 51

∑fx – summation of frequency multiplied by assign value

N – sample size

To interpret the weighted mean of the leadership practices, 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 of the SBM level of practice, the following continuum

will be used:

Assigned Value Scale Quantitative Description Code

5 4.21-5.00 Advanced A

4 3.41-4.20 Competent C

3 2.61-3.40 Maturing M

2 1.81-2.60 Developing D

1 1.00-1.80 Beginning B

To determine the significant relationships between the leadership practices

and the organizational effectiveness, Pearson’s’ Product Moment of Correlation will

be employed. The formula is:

 52

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

 53

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RA 9155. (2001). AN ACT INSTITUTING A FRAME WORK OF GOVERNANCE

FOR BASIC EDUCATION, ESTABLISHING AUTHORITY AND
ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION, AND
FOR OTHER PURPOSES.Retrieved May 3, 2016 from
http://www.lawphil.net/statutes/repacts/ra2001/ra_9155_2001.html