CHAPTER 1

THE PROBLEM

Introduction

A strong leader must build stronger relationships with all

development stakeholders. When followers don't seem motivated or

devoted enough, the leader's sensible viewpoint may be enforced. Good

school productivity, which improves teacher and organizational

performance, is the result of effective school leadership. (Okinyi et al.

2015), Many leaders believe that being a leader is both a skill and an

acquired trait.

When choosing a school principal or other school administrator, it

is essential to understand how leadership styles affect organizational

success. Some leaders have excelled in their fields and have shown a

strong commitment to democratic leadership. On the other hand, some

people who practice authoritarian leadership have had great success

with their philosophy and strategy. Effective leadership is devotedly

required during these changes to guide the business through

challenging transformations (Gunawardena, 2015).

Therefore, it can be difficult to say that a certain leadership style is

moral. Numerous businesses are now required to follow constant

direction, modification, and adaptability due to the chaotic and

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unpredictable environment change. To help people through these difficult

changes, effective leadership is desperately needed.

Due to the ever-changing process, education has undergone a

major shift in recent years in terms of its scope and diversity. A society's

ability to develop the necessary information and skills depends on the

quality of primary and secondary education. Hence, the effectiveness of

school teachers is crucial to students' education, knowledge transfer,

outcomes, and many other factors. Through good leadership, the

administrator must guarantee the performance of the teachers. The fact

that school principals have received training in a variety of ways that are

used in their administrative procedures can help to explain the

influential role that they play (Alagheband, 1997).

However, the role played by principals in primary and secondary

schools is an important factor that improves student and teacher

performance, thereby encouraging better work results for teachers

(Yenenew, 2012). It is on this premise that the researcher wishes to

conduct this study on leadership styles and challenges among school

administrators.
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Theoretical Framework

This study anchored on the Transformational Leadership Theory

by James Mac Gregor Burns (1978). This theory was first introduced in

transforming leadership in his descriptive research on political leaders,

but this term is now used in organizational psychology as well.

Transformational leaders focus on helping members of the group support

one another and provide them with the support, guidance, and

inspiration. This theory relates to the present study for it focuses on the

diverse functions and leadership styles that the school administrators

practiced.

Transformational leadership is defined as a leadership approach

that causes change in individuals and social systems. In its ideal form, it

creates valuable and positive change in the followers with the end goal of

developing followers into leaders. Schools are having many facets of

organization within its level of leadership and performance. The

attainment of educational aspiration is facilitated by competent

leadership. To carry out a successful high-quality institution within a

sophisticated environment stipulates that the school head as a leader

attribute a huge rage of leadership credentials and strong relationship

both in and out of school.

Leadership is the process of influencing people to act for the

accomplishment of specified objectives. A leader is a person who

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motivates a group of people to achieve its tasks and maintain team unity

throughout the process. Educational leaders play important role with the

intention to make teaching and learning more effective and to give quality

education to students. Most educational experts consider administrators

as the driving force and main source of the organizational development

and academic growth of students.

Conceptual Framework

The theory on transformational leadership relates to the

study on leadership styles as well as the challenges encountered by the

school administrators. The leadership practices of school principals not

only affect teachers’ performance but also influences students’

achievements. The impact of principals on students’ achievements is not

as direct and obvious as that of teachers; nonetheless, principals affect

students’ achievement through their leadership styles.

This study follows the INPUT-PROCESS-OUTPUT (IPO) Model as

shown in Figure 1. The first box, INPUT consisted of the profile of the

respondents as to age, sex, number of years as school administrators

and highest educational attainment; the extent of leadership styles

among school administrators; and the challenges encountered by them.

The second box, the PROCESS consisted of the administration of

survey questionnaire, focus grouped discussions and key informant

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interview (KII) while the third box, the OUTPUT consisted of the proposed

action plan.

INPUT PROCESS
OUTPUT

A. Demographi 1.Administration
Proposed Action
c Profile of survey
questionnaires Plan
1. Age
2. sex, 2. Organization
3. number of of School
years as responses
administrato through
rs FGD/KII
4. Highest
Educational
Attainment
B. Extent of
Implementation

C. Extent of
Challenges
encountered

Figure 1. Conceptual Paradigm of the Study.

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Statement of the Problem

This study aims to assess the leadership styles and challenges

encountered by the school administrators as basis for an action plan for

School year 2022-2023. Specifically, it sought answers to the following

questions:

1. What is the profile of the respondents in terms of:

1.1 Age;
1.2 Sex;
1.3 Number of Years as School Administrator; and
1.4 Highest Educational Attainment?

2. What is the extent of leadership styles among school administrators?

3. What is the extent of challenges encountered by the school

administrators?

4. Is there a significant relationship between the extent of leadership

styles and challenges encountered by the school administrators?

5. Is there a significant difference on the extent of leadership styles

among school administrators when grouped according to the variables of

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age, sex, number of years as administrator and highest educational

attainment?

6. What action plan can be proposed from the study?

Hypothesis of the Study

The following hypotheses were tested at 0.05 level of significance:

1. There is no significant relationship between the extent of leadership

styles and challenges encountered by the school administrators.

2. There is no significant difference on the extent of leadership styles

among school administrators when grouped according to the

variables of age, sex, number of years as administrator and highest

educational attainment.

Significance of the Study

The result of this study will be beneficial to the following.

DepEd Key Officials. Findings of this study will provide DepEd

officials data as basis in evaluating the school heads behavior to provide

decision in transferring the school administrator and determine the

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opportunities to make them effective in administering and supervising

their schools and innovate classroom instruction.

School Administrators. School heads will have the basis and

significant knowledge of their teacher’s possession, leadership behavior

as well as their school atmosphere and teacher’s performance. In view of

this awareness, they will have all the chance to enhance their level of

leadership behavior and performance and become an innovative school

administration as a manager in the future.

Teachers. The results of this study will generate a route for the

teachers to appraise their performance as well as to evaluate their school

heads leadership behavior and the atmosphere of the school.

Future Researchers. The results of this study can make the

future researchers as their source of related information in accordance to

their topic or problem they wanted to do or research.

Scope and Limitation of the Study

The study focused on the leadership styles and challenges

encountered by the school administrators for school Year 2022-2023.

The participants of the study were the school administrators in the

Division of Camiguin. The indicators and challenges found in the study

were included.

Definition of Terms
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The following terms were defined operationally to give the reader a

clear understanding of the study.

Age. This is used to describe how long a person has existed or

lived. The respondent's lifetime forms the foundation of this

investigation.

Challenges. This refers to the problems, issues and challenges

encountered by the head of office or school administrators.

Leadership. Leadership is the ability of an individual or a group of

individuals to influence and guide followers or other members of an

organization.

Number of Years as School Administrator. It refers to the overall

length of services offered to the work regardless of the form of the activity

or the duration of the work periods.

Position/Designation. It is the selection and designation of a

person to hold an official office.

School Administrators. This refers to the head of office in a

learning institution who handled the school's administrative, fiscal and

auxiliary services.

Sex. This refers to either a male or a female individual person.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies. It includes

the intensive readings of the researchers from publication, books,

articles, and internet.

Leadership Styles

Effective leadership begins with the development of a school-wide

vision of commitment to high standards and the success of all students.

The principal helps to spell out that vision and get all others on board

with it. The influence of leadership styles and practices of school heads

towards teachers’ performance in school have multihued areas of

responsibilities including human resources, financial resources,

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educational activities of students and teachers, external relations, well-

being of students and teachers.

The modification of various national and global structures in

education and the alter characteristics of our 21st century learners

demand a call for the reweighing of our professional criterion for our

school heads and supervisors. Quality learning resultant are catalyzed by

quality teachers, who are advocated by efficient school leaders. School

principals are the chief leaders in our educational system. They are

accountable of carrying out the school vision and mission. School

Principals engage constitutional position in making schools function

sophisticatedly. They are convoluted in all facets of the school’s

operation. They are the leaders amenable in providing leadership in the

evolution and implementation of all educational programs and projects in

the school. They play a dynamic function in attaining the government’s

aspiration to deliver quality basic education.

According to Jesus V. Muring, ESP II of Managok Elementary

School in DepEd Division of Malaybalay City in his article: THE

CHALLENGING ROLES OF A SCHOOL PRINCIPAL, said that School

principals have to face new challenges brought forth by advances in

technology and higher expectations on education from the community,

these include the use of information technology to support teaching and

learning; adaptation of the school curriculum to suit the ability and

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disposition of the young children as to maximize their potential and not

to give up on each individual pupil; increasing community expectations

for improvements to the educational system and the quality of learning

processes and outcomes; a growing awareness of teacher

professionalism; globalization of the world economy and the emergence of

a knowledge-based economy which demands workers with multiple

intelligence and creativity; life-long learning and the notion of school as a

learning organization.

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 depends of the kind of

school principal it has. It simply means that the lives of the school

principals are packed with challenges. What matters most is the manner

how these are dealt with. 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. These new challenges require school

principals to take on new leadership skills in quality development and

quality assurance. They also highlight the need for more focused and
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systematic school leadership training and development programs to

enhance the quality of school leadership they already possess.

The government through the Department of Education should take

into account the training needs of the school principals in the context of

School-Based Management down to its minute details to fully capacitate

them towards the full implementation of the program as it captures the

whole educational system.

Leadership in education can play an integral role in creating a

positive school culture. It can also influence student learning and

achievement. Effective school leadership is increasingly viewed as the key

to far-reaching education transformation. With the right leadership

approach, education heads can turn an average school into a successful

one. Here are effective leadership styles in education that will prepare

you to lead for impact.

The OECD report, Improving School Leadership suggests that

effective school management generally comes from engagement in

instructional leadership. There’s a growing body of evidence which shows

that schools with instructional leadership outperform others. This

coaching style of leadership concentrates on student learning outcomes

by improving teaching quality. To realize this goal, school leaders adopt

the responsibility for the professional development of teachers.

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Instructional leadership involves the practice of planning, evaluation,

coordination and improvement of teaching and learning.

According to the Australian Institute for Teaching and School

Leadership, instructional leaders define the school’s mission, manage the

instructional program, promote high expectations and provide incentives

for teachers and students. Working directly with teachers, instructional

leaders evaluate teacher performance and help advance their skills

through mentoring and coaching. Becoming an instructional leader

entails time spent solving pedagogical problems, taking action to improve

teachers’ instruction, as well as holding teachers accountable for

improving their instructional skills. This pursuit to improve learning

within the school community requires leaders to have an in-depth

understanding of pedagogy and practice themselves.

Taking a collaborative approach, transformational leaders empower

their school teams to have a say in decision-making processes and

enable collective goal-setting. Through role modelling, these leaders

create a culture of innovation and improvement and a shared sense of

purpose. This sets the foundations for growth and success.

Transformational leaders are able to influence school outcomes by

outlining high-performance expectations, developing people through

individual support, building productive relationships and providing

instructional support. According to researcher Bernard Bass, the four

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attributes of transformational leadership are defined as idealized

influence, inspirational motivation, intellectual stimulation and

individualized consideration.

Transformational leaders instill trust, admiration, loyalty and

respect – which inspires teacher motivation, morale and performance.

The influence exerted by transformational leaders has been described as

“the generating of feelings.” Using charisma, compassion and emotional

intelligence (EI), transformational leaders are able to monitor and

manage not only their own emotions but those of others as well. This

gives them the ability to energize their teams and drive successes.

Studies have shown that transformational leadership has a direct

impact on teacher performance, with teachers willingly taking steps to

improve their classroom practice. The findings also show that

transformational leadership increases teacher job satisfaction and

strengthens their commitment to professional growth. The result is

improved student outcomes and lasting progress across the school

system.

This type of leadership is about facilitating the learning process,

rather than directing it. At the core of the constructivist approach is that

learners control their own learning, not teachers. Acknowledging that

every learner understands, processes and gives meaning to lessons

through their own reality, constructivism places a priority on customized

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teaching approaches that take into consideration individual learning

needs. School leaders who embrace the constructivist model shift the

focus within their school, from knowledge as a product to knowing as a

process. Instruction and curriculum design under their leadership

encourages the sharing of big ideas and challenging other’s perspectives.

The classroom is seen as a place where ‘inquiry and co-construction

dominate.’

Constructivist leaders expect teachers to engage in reflective

practices and processes with their students and peers. The purpose of

reflection is to challenge previous assumptions about teaching and

learning and to rethink and reframe student participation. Constructivist

leadership is about immersing teachers in a culture of learning and

enabling them to take risks. It’s not about dictating to teachers on how

to deliver instructions – it’s about educating teachers that we are all

learners.

This participatory style of leadership pushes the ego aside and

considers the needs of others, rather than focus on self-interest. The

philosophy behind servant leadership is that a “great leader must first

serve others and that this simple fact is central to his or her greatness:

true leadership emerges from those whose primary motivation is a desire

to help others.” School leaders who practice servant leadership maintain

high expectations; however, they also help teachers and students to

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develop their skills to improve their performance. These leaders instill the

desire for improvement while maintaining a focus on both results and

relationships.

The former president of the Robert K. Greenleaf Center for Servant

Leadership identified the ten characteristics of servant leaders as:

listening, empathy, healing, awareness, persuasion, conceptualization,

foresight, stewardship, commitment to the growth of people, and building

community. Servant leaders are able to cultivate high-performance

teachers by removing barriers, providing resources and opening

communication channels with the whole school community. Sharing the

power in decision-making, servant leaders motivate and persuade their

school community to fulfil their long-standing vision. By engaging with

teachers and students on what the school’s future should look like,

servant leaders can implement structural changes that keep an eye on

the bigger picture. Research shows that in the long-term servant

leadership creates a positive and productive school environment.

On the other hand, whether we like it or not, we live in an era of

technology -rapid change and commercial upheaval (Morgan Philips

Group, 2020). Today, businesses and organizations face stiff global

competition, diverse customer expectations, the need to restructure and

using human resources. New managerial talents are required for

increased employee performance, achieving organizational goals (Maitlis

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& Christianson, 2014). New technology and digital learning continuously

transform primary and secondary school work and administrative

processes among employees. These transformations also required

significant changes on all school teachers to enhance students’ outcomes

and attitudes. The challenge leadership here is to balance several types

of teachers’ behavior and find which behavior component is most useful

in a given situation to obtain the best performance from them. There has

been an increase in recent research that indicates that a change

orientation may be a core component of leadership (Amanchukwu et al.,

2015). Moreover, Mikkelsen and Olsen, (2019) found that change-

oriented leadership influences employees’ work performance directly and

indirectly. They further suggested that a high level of change-oriented

leadership increases the employees' job involvement, which improves

employees' work performance. The investigation of change-oriented

leadership is critical nowadays because of the tremendous rate of change

in public and private schools. However, Teachers' performance might be

labeled in numerous methods to demonstrate accomplishing or doing a

given assignment (Robert Tim, 1998).

The most influential part of employees' performance is setting

proper work strategies and delegating responsibilities in schools.

Teachers foster a culture of collaboration and creative problem solving,

establishing an effective mechanism for curriculum implementation, and

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having instructional leadership qualities that hold them accountable for

students' success (Yenenew, 2012). They will next work on getting plans

for effective teaching, communicating those plans, continuously

monitoring students’ progress, and closely working with parents. Thus,

it suggests that both principal and school teachers perform a leadership

role in their respective domains as a chain. Hence, Teachers are valuable

resources for the educational development utilize by principals, so every

principal is responsible for teachers' performance (Adepoju ,1996).

The principal's leadership style is critical in school administration,

as the principal controls the school's resources and ensures that they are

used effectively to accomplish educational goals (Adeyemi, 2006). Despite

the fact that leadership is an essential characteristic in both public and

private educational environments, which has been strangely overlooked

to help highlight its significance in many developing countries. In

contrast, only a few studies focused on the concept of principal’s

leadership style and teachers' performance (Albugami, 2020; Chen,

2017). These studies were mainly investigated the three important

leadership styles; Democratic, Autocratic, and laizzes friendly (Jay,

2014). However, no study so has been examined the change-oriented

leadership style in school settings. Thus, this research intends to

address this gap to examine the effect of leadership style has on the
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influence that teachers' peers have on their performance in public

primary and secondary schools.

Teachers' performance is a vital component of the students'

outcome (Curricula and Co-Curricula) in the school, which heavily

impacts countries' education. It has a chain of effects from childhood

education to the country's economic development.

Furthermore, teachers’ perceptions of principals’ leadership

behaviors contribute effectively to selecting and recruiting principals for

school leadership positions. Principals’ lack of essential leadership skills

is one problem many school systems face.

Strategic leadership is based on long-range planning. Through

analysis, evaluation and monitoring, strategic leaders assess current

school performance and take the necessary steps to improve future

results. These leaders not only set the direction of the school by having

an organizational vision, they create frameworks, set up interventions,

allocate resources and maintain systems for reforms to take place. There

are seven guiding principles of strategic leaders. Rather than focusing on

day-to-day issues, strategic leaders are future-orientated and prepare for

an uncertain destiny. These leaders base their decisions on evidence and

research. Drawing on data that demonstrates school learning outcomes,

strategic leaders will respond with the most suitable approach – whether

that’s staff training, reviewing policies and procedures, or fostering a

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culture based on achievements. Innovation is at the heart of a strategic

leader’s mission – they’re always looking for ways to improve the school

environment – whether that’s relationship building, embracing diversity

or creating partnerships with parents. Strategic leaders invest in

partnerships across the school community and use the power of

collective thinking to build a values-based school were transparency,

ethics and accountability are the cornerstones of their leadership.

If there’s one thing that anyone in any position of authority must

be willing to provide in order to inspire action and achievement, it’s

leadership. In order to consider the role of teachers and administration

who guide a school’s policies we must consider what are the most crucial

best practices for school leadership. How can we make a school the most

successful it can be?

Firstly, what would a successful school look like? Clearly it would

mean different things to different educators, but a successful school

places a priority on future-focused learning, seeks to guide its staff and

students toward having a passion for learning, and for growing creatively

and collaboratively. Additionally, a successful school endeavors to model

and encourage best practices as something that doesn’t just fall to

executive staff to handle. In other words, a successful school realizes

that true leadership is the business of everyone under its roof—teachers,

executive staff, and students alike working together to make their school
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exceptional. This is at the heart of the true meaning of success in any

school setting. Nevertheless, it is often the school’s leaders who pave the

way, and the truth is students and teachers perform better when

directed by high-quality leaders.

Part of being a good leader is being visible. Principals and other

leaders shouldn’t be visible only to students or teachers who have done

something wrong. They must inspire as many students and teachers as

they can. Leaders should also demonstrate their concern for student and

teacher achievement in many ways. They can’t expect students and

teachers to care about their performance if they don’t show that they

care.

Challenges Faced by School Administrators

1. Attend Activities

Leaders should attend sports events, of course, but they must also

attend events that would otherwise have low levels of attendance for

example, debating, theatre and music groups, eisteddfods etc. They need

to show they’re interested in what all of the students do. If leaders have

school pride, the students and teachers might too.

2. Be Accessible
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Leaders, whether they’re principals or heads of departments,

should always be willing and able to meet with teachers. People should

be prioritized over paperwork. Leaders should be so personable that

teachers are comfortable approaching them with their concerns. They

should also introduce themselves to students and remember their names

so students regard them as people, not just enforcers of discipline. The

true mark of a principal who cares, is that they know the name of every

student who attends their school. A challenging task, but one that

builds relationships.

3. Be Poised

Dealing with an angry parent can be a huge challenge, leaders

must do everything they can to make sure that teachers and students

don’t let negative emotions impair their performance. That means they

must be poised both in public and private even when there is bad news

to be heard or a difficult decision to be made. In (difficult) situations,

always stay calm and confident to maintain morale and confidence in the

school community.

4. Be Positive

Constructive school leadership best practices include making

people feel like they’re making a positive contribution to the school while

simultaneously advising them how they can improve their performance.

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Leaders meeting with teachers and/or students should first tell them

what they’re doing right. They should be able to say three positive things

about someone’s performance before getting into constructive criticism.

The goal is to get people to want to improve, and bad morale can cause

adults to quit jobs and students to quit studying.

5. Formulate a Vision

Everyone in school leadership wants to improve the learners’

academic performance, but it takes a strong leader to formulate an

achievable vision to accomplish that. The vision must be accompanied by

a list of actionable steps needed to achieve the vision. The steps might

include meetings with students and their parents to point toward the

right courses, using more tutors, and training teachers in new

instructional methods.

6. Communicate Effectively

Formulating a vision is inadequate if it’s not communicated well.

The vision statement of a principal must be communicated to everyone

impacted by the vision, including teachers, students, and parents. That

means updating teachers, students, and parents regularly on the

progress of the vision statement and the steps needed to achieve it. In

addition, effective leaders prioritize returning emails, phone calls, and

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texts as soon as possible over paperwork and other administrative

responsibilities that don’t have a pressing deadline.

7. Never Stop Learning

Leaders should attend conferences that are the most likely to

improve their skills and knowledge. That might mean forsaking the

traditional conferences and seeking out new ones. Leaders should apply

the same logic to teachers. Show your employees that you’re also willing

to learn, take input and change directions, if necessary.

8. Be Forthright

Forthright and candid are better words than honest because, of

course, you never want to be dishonest. We’re talking about always

telling teachers, parents, and school community the truth about the

school. If you need more money to achieve your vision, tell the

community the options you have. You might need to cut part of the

budget substantially. If student performance regressed, be candid about

this and seek a solution. If a previous decision was wrong, admit your

mistake. Great leaders take responsibility for mistakes and bad news.

9. Train Future Leaders

Great leaders will inspire people who work under them if they give

those who have grown professionally more responsibility and leadership

roles. The school is better off if it has two great leaders instead of one, 10
 25

instead of five. Great leaders also look for people who can fill future

leadership positions. Great principals, for example, look for talented and

dedicated staff.

10. Listen

Innumerable studies have shown that listening is one of the most

important qualities of a great leader. If a teacher comes to you with a

problem, listen and then ask the teacher what they think should be

done. The Listen to your teachers and students. Learn their talents,

interests and passions and then delegate accordingly.

According to Gepila (2020) it is imperative to capitalize on

developing and improving teachers’ competence to better transform and

strike change not only in the lives of the learners but as well as, in the

society at large. Cognitive competencies cover the teacher’s self-

cognition, learners-cognition, and cognition of the teaching-learning

process. On the other hand, emotional competencies are based on

interests, values, and attitudes which helped to improve the personal

effectiveness of the teachers. Finally, practical competency refers to

teacher’s competence in relation to the actual, scholarly and

collaborative dealings with students, classrooms, schools and the

society. He also cited in the abstract of his research that Teachers are

catalysts of national development. With them, the nation is able to

produce and develop learners, who may lead the country to development
 26

and progress. Enhancing teachers’ quality and upholding quality

teaching standards, therefore, should be given utmost importance for the

long term and sustainable nation building.

In the case of the Philippines, teachers’ competence is assessed

through Philippine Professional Standards for Teachers (PPST), a new

framework that was adopted from its former paradigm, National

Competency-Based Teacher Standards (NCBTS) through DepEd Order

no. 42, s. 2017 investigation revealed that most of them assessed

themselves as highly proficient in managing the learning environment

and proficient only in coping up with learners’ diversity. Hence, there is

an identified gap in terms of the teachers’ needs to improve learners’

diversity management. Through the domains of the PPST, in sum, they

considered themselves as proficient only. As a result, continued personal

and institutional efforts are highly recommended to help teachers

improve their competence in the profession and eventually the

community at large.

The single greatest purpose of schools is the academic achievement

for all students. One of the single greatest influences on student

achievement is school climate. Effective educational leaders cultivate an

inclusive, caring, and supportive school community that promotes the

academic success and well-being of each student. A building-level

education leader applies knowledge that promotes the success of every

 27

student by sustaining a school culture and instructional program

conducive to student learning through collaboration, trust, and a

personalized learning environment with high expectations for students;

creating and evaluating a comprehensive, rigorous and coherent

curricular and instructional school program and developing and

supervising the instructional and leadership capacity of school staff.

Because school climate matters and is essential to a positive learning

environment; principals must be aware of how factors both inside and

outside the school can affect school climate.

Leadership behavior includes human relations that should play the

major role in solidifying and keeping the process going on for achieving

great results. Teachers are to have solid and robust “shock absorbers”,

and to keep operational for as the longest time as possible. Human

Relationship in the classroom comes first. Most of the minor clashes

which occur in the classroom between peers or –worse- between the

teacher and the students are due to misunderstanding in the broad

sense of the word. We agree that the teacher-student relationship is

getting complicated owing to several varied reasons depending on age,

gender, district, social scale, culture, education and so on. Controlling

and managing a class full of students requires from the teacher

tremendous and calculated effort. Besides her trustful knowledge

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abilities recognized by the students, she needs to be alert all the time

because the students are different in everything.

A great leader understands that his or her success largely rests on

the productivity of his or her team. Although an effective leader is

essential for any school to excel, a leader alone cannot ensure the

success of the entire organization. Further, a leader that forges ahead

alone with his or her own ideas is not truly a leader. When a team works

hard out of fear, the success will be temporary as job satisfaction will be

low and turnover will be high. Moreover, students can feel a culture of

fear and intimidation, and research has consistently shown a positive

school culture along with productive relationships is strongly linked to

student success. With these pieces in mind, a leader who is not invested

in collaborative decision-making will not find success. In contrast, a

leader who understands the value in collaborative decision-making will

constantly seek input and consider multiple viewpoints in making all

critical decisions. Decision-making logically should consider input from

those who will be responsible for direct implementation and have

expertise related to the decision. With regard to showing value for

teachers’ feedback, actions speak louder than words. That is, a leader’s

behavior is what defines a leader as opposed to their beliefs and words. A

strong leader hires the best and values the expertise of these individuals.

As part of a student-first focus, successful principals aim to hire

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individuals who have more knowledge than them in key areas needed to

move the building forward. The principal builds the school culture and

models how stakeholders interact with one another, but cannot be

expected to be the expert in all areas. Therefore, successful principals

must hire people who are “smarter” than them in select skills. The job

thereafter is to assemble the areas like a puzzle that works together to

build a school that provides students and the community with the

resources necessary to excel.

Instructional leadership, control and conflict

Schools are prone to conflicts and breakdown in communication

especially in an age where all role-players are aware of their rights.

School-based conflict can be ignited by a number of aspects. Yet school

principals as managers, are expected to be able to creatively address

conflicts in their schools. School managers and leaders need to under-

stand what is entailed in conflict management and need high conflict

competence to be able to be effective in their schools. When conflict man-

agers have determined and defined the nature of the conflict in a conflict

situation, they try and find ways of resolving it. Various conflict writers

have highlighted various ways of resolving these conflict situations. Many

of these are relevant in school situation. Effective school principals will

have the qualities highlighted in conflict literature.

Age
 30

Sex

Number of Years as School Administrators

Highest Educational attainment

All aforesaid literature and studies were used to formulate

concepts, and supported the findings of the present study.

CHAPTER 3

METHODOLOGY
 31

This chapter presents the research design, locale of the study,

respondents of the study, research instrument, validity and reliability of

the instrument, data gathering procedure, treatment of data, statistical

treatment, and ethical considerations.

Research Design

This study utilized the quantitative-descriptive survey method of

research with survey questionnaire as the main instrument in data

gathering. In addition, the researcher also conducted focus group

discussion (FGD) and key informant interview (KII) to validate responses

in the survey questionnaire. This research design is compatible with the

purpose of this study in assessing the leadership styles and challenges

encountered by the school administrators.

Locale of the study

This study was conducted in the Division of Camiguin to

elementary and secondary school heads/administrators in the

 32

Department of Education, Camiguin. The schools were either located

near the highway or distances from the highway.

Participants of the study

The participants of the study were the 42 school administrators/

school heads of the different schools in the division of Camiguin for

school year 2022-2023.

Research Instrument

The researcher-made questionnaire of survey form composed of

three parts. Part 1 solicited about the participants profile as to age, sex,

number of years as school administrators and highest educational

attainment. Part 2 consisted of indicators on the extent of leadership

styles among school administrators and Part 3 on the extent of

challenges encountered by them.

Validity and Reliability of the instrument

The survey questionnaire undergone content validity by experts

with the evaluation scoring of Retain (3), Revise (2), and Delete (1). The

indicators were found to earn a very reliable response since the school

administrators who were not part of the respondents were requested to

evaluate the content of the questionnaire. The researcher ensured

observance to the health and safety protocol against COVID-19 while

conducting the validity of the instrument.

 33

Data Gathering Procedure

The researchers asked permission from the Office of the

Department of Education Division of Camiguin to conduct the study.

After the said approval, the researcher also sought approval from the

principals of the schools in Guinsiliban District. After granted approval,

the instrument was personally distributed and or sent through google

form, retrieved, tallied, analyzed and interpreted.

Scoring Guidelines

To quantify the answers on the extent of leadership styles among

school administrators, the following score guide was utilized.

Table 1

Scoring Guidelines on Extent of Leadership Styles

Arbitrary Statistical Qualitative Interpretation
values limit description
4 3.26 -4.00 High Extent Always manifested
Moderate
3 2.51 - 3.25 Sometimes manifested
Extent
2 1.76 - 2.50 Less Extent Rarely manifested
1 1.00 - 1.75 No Extent Never manifested

Table 2
Scoring Guidelines on Extent of Challenges
Arbitrary Statistical Qualitative Interpretation
values limit description
 34

4 3.26 -4.00 High Extent Always challenged

Moderate
3 2.51 - 3.25 Sometimes challenged
Extent
2 1.76 - 2.50 Less Extent Rarely challenged
1 1.00 - 1.75 No Extent Never challenged

Statistical Tools

The following statistical tools were used to answer the specific

problems:

Problem 1. To determine the profile of the respondents, frequency

counts and percentages were used.

Problems 2 and 3. To determine the extent of leadership styles

among school administrators and challenges encountered, total average

weighted mean and standard deviation were used.

Problem 4. To determine the significant relationship between the

extent of leadership styles among school administrators and challenges

encountered, Pearson r and t-statistics were used.

Problem 5. To determine the significant differences on the extent of

leadership styles among school administrators when grouped according

to variables, Analysis of Variance (ANOVA-F-Test) was utilized, and to

identify where the significant difference lie, post hoc analysis using

Honestly Significant Difference Test was employed.

Problem 6. An action plan was created to address the findings of

the study.

Ethical Considerations
 35

The researcher asked permission from the participant to gather

information and data and gave assurance of the confidentiality of the

information as well as anonymity of their identity. An informed consent

form was also included in the questionnaire for the participants to

confirm for their willingness to participate on the study.

CHAPTER 4

PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

 36

This chapter presents the data collected from the respondents

about leadership styles and challenges among school administrators for
School Year 2022-2023. The presentation of the data was arranged
according to the statement of the problem.

Problem 1. What is the profile of the respondents in terms of:

1.4 Age;
1.5 Sex;
1.6 Humber of Years as an Administrator; and
1.4 Highest Educational Attainment?

Profile of the Respondents

Table 4 presents the profile of the respondents as to age, sex, and

number of years as school administrators and highest educational

attainment.

Variable of Age
Table 4 reveals that majority of the respondents (24 or 57.14%)

belonged to the age bracket of 41-50 years old, followed by age bracket

51 years old and above (11 or 26.19%) and seven (16.67%) school

administrators whose ages were on below 40 years old.

(Offem, 2021) stated that Age is an indication of how long

something has existed, or how long an epoch of history has a particular

feature. The author argues that if old age is perceived as a synthesis of

 37

the developmental changes in all areas of life, then it can be said with

certainty that intelligence, learning and achievement decrease at some

point in a person's life due to age. The study found that older

academic managers were more effective in administration than younger

ones with similar professional experience. This has been attributed to the

fact that the older managers have more administrative experience as they

have grown in the job over a longer period of time. The study also found

that administrative effectiveness tends to decrease as administrative

experience increases. The author attributed this result to the fact that as

people age, they tend to become obsolete and resistant to the current

changes in management, which are always dynamic.

Variable of Sex

As shown in Table 4, majority of the respondents were females (23

or 54.76%) followed by the male group with 19 or 45.24%.

Based on research conducted by Ismail et al. (2021), many

researchers agreed that gender has a crucial impact on leadership

performance. For example, Bark et al. claimed that female executives

lead slightly more effectively than male executives. Reuvers et al. stated

in their study that employees become more innovative when their male

leaders demonstrate transformative leadership compared to their female

leaders. Nowadays, the role of women in leadership positions is

increasing and becoming an emerging trend worldwide. Many

 38

researchers in the field of organizational leadership and management

have attempted to provide evidence of gender differences in leadership

and their impact on subordinates and the organizational environment.

The results of the studies were contradictory and led to organizations

associating the skills and knowledge of their leaders with their gender

Table 4
Profile of the Respondents (n=42)
Variable Frequency Percentage
(%)
Age (years)

Below 40 7 16.67

41-50 24 57.14

51 and above 11 26.19

Total 42 100.00

Sex

Male 19 45.24
Female 23 54.76
Total 42 100.00

Number of Years as an Administrator

Below 5 12 28.57
6-15 29 69.05
16-25 1 2.38
 39

Total 42 100.00

Highest Educational Attainment

With units in Master’s 39 92.86

Master’s degree 3 7.14

Total 42 100.00

Variable of Number of Years as School Administrators

Majority of the respondents (29 or 69.05%) had the number of

years as school administrator from 6-15 years. Twelve (12) or 28.57%

were having 5 years and below as school administrator and One (1) or

2.38% had 16-25 years as school administrator.

(Offem, C 2021) stated that Age is an indication of how long

something has existed or an era of history having some distinctive

feature while experience declares the accumulation of knowledge or skill

that results from direct participation in events or activities, the content

of direct observation or participation in an event. This is why it is

generally held that ‘experience is the best teacher’. In many conditions

for employment, experience or the number of years a person had work in

similar position plays a very significant role in his employment.

Experience is that professional growth that takes place in the educator

as a result of continued stay, study on the job, and other related process.
 40

Variable of Highest Educational Attainment

Most of the respondents, 39 out of 42 or 92.86% pursued to

professional advancement with units in Master’s and only 3 or 7.14%

were Master’s degree holders

According to (Aquino C. et.al. 2021) research, the result indicates

that the level of leadership practices of school heads is incomparable

when their highest educational attainment is taken into account. This

further implies that school heads that pursued their doctorate degrees

have a higher level of leadership practices than those holders of master’s

degrees. This is in support of Pihie, Sadeghi, and Elias assertion that to

be successful, school leaders should learn as much as possible of

leadership effectiveness by engaging in professional development to

regularly demonstrate their transformational leadership to handle

organizational change. The results of another survey showed that there is

an insignificant relationship between school leaders' professional

qualifications and school leaders' managerial competence, but suggested

that school leaders make full use of their managerial skills and

competencies to ensure the successful operation of their leadership

position and improve it such as the academic quality of teaching and

learning (Mohammed et al., 2020).

 41

Problem 2. What is the extent of leadership styles among school

administrators?

The extent of leadership styles among school administrators is

presented in Table 5 with a total average weighted mean of 3.78

described as high extent. The result has a standard deviation of 0.09

which shows that the responses of the respondents were clustered near

the mean. All the components of the leadership styles such as

Management School-Goals (mean=3.76), Instructional Management

(mean=3.79), Direct Supervision of Instruction in School (mean=3.79),

Accountable Management (mean=3.75) and Bureaucratic Management

(mean=3.69) described high extent.

According to Villar, Pauline Marie S. (2021) Quality public

education requires qualified school leaders. In line with the goal of

strengthening the capacity of all educational stakeholders, public school

leaders, commonly known as school principals, are instrumental in the

overall development of schools and the community. They are both

educators and administrative managers (Republic Act 9155) and their

leadership styles are reflected in their approach to governing and

governing their respective schools. Through the effective leadership of

school leaders, leadership styles and the school climate, school

communities and the surrounding communities will thrive.

 42

Table 5

Summary on Extent of Leadership Styles among Administrators (n=42)

Components Area Standard Qualitative
Mean Deviation description
A. Management School-Goals 3.76 0.18 High Extent
B. Instructional Management 3.79 0.16 High Extent
C. Direct Supervision of Instruction 3.79 0.21 High Extent
in School
D. Accountable Management 3.75 0.19 High Extent
E. Bureaucratic Management 3.69 0.21 High Extent
Total Average Weighted Mean 3.75 0.09 High Extent

Table 5a shows the extent of leadership styles among school

administrators in terms of Management School-Goals is with a total

average weighted mean of 3.78 described as high extent. The standard

deviation value of 0.18 tells that the responses of the respondents were

clustered near the mean.

On top of the six indicators were “I make sure that the professional

development activities of teachers are in accordance with the teaching

goals of the school” and “I ensure that teachers work according to the

school’s educational goals” with mean of 3.86, described as high extent.

The indicators with the lowest values were “I ensure that there is clarity

concerning the responsibility for coordinating the curriculum” and “In

this school, we work on goals and/or a school development plan” with

mean values of 3.71 described as high extent.

 43

According to Haydar (2014) The schools are open systems. Like

any other system, the school system has inputs, processes, outputs, and

feedback, and there are subsystems that interact with its environment. If

we look at the process, one of the subsystems, we can come across its

subsystems based on four cycle bases; These are management,

education, culture and politics. According to reports prepared as a result

of international examinations, surveys and assessments, in the

educational process the most important factors influencing academic

success are the administration and faculty, principals and teachers that

come to the fore.

Table 5a

Extent of Leadership Styles among Administrators in terms of

Management School-Goals (n=42)
Indicators Mean Qualitative
description
I make sure that the professional development 3.86 High Extent
activities of teachers are in accordance with the
teaching goals of the school.
I ensure that teachers work according to the 3.86 High Extent
school’s educational goals.
I use student performance results to develop the 3.71 High Extent
school’s educational goals.
I take exam results into account in decisions 3.71 High Extent
regarding curriculum development.
I ensure that there is clarity concerning the 3.71 High Extent
responsibility for coordinating the curriculum.
In this school, we work on goals and/or a school 3.71 High Extent
development plan.
 44

Area Mean 3.76 High Extent

Standard Deviation 0.18

The extent of leadership styles among administrators in terms of

Instructional Management is presented in Table 5b with a total average

weighted mean of 3.79 described as high extent. The result has a

standard deviation of 0.16 which shows that the responses of the

respondents were clustered near the mean. The indicators “When a

teacher has problems in his/her classroom, I take the initiative to

discuss matters” and “When a teacher brings up a classroom problem,

we solve the problem together” got the highest average weighted mean of

3.86 with a description of high extent. The lowest two indicators were on

“I inform teachers about possibilities for updating their knowledge and

skills” and “I pay attention to disruptive behavior in classrooms” with an

obtained mean value of 3.71 interpreted as high extent.

According to Alquizar (2013), her study concurs with the theory

and point of view of Lyons (2010) that the characteristics of secondary

school administrators are closely linked to instructional management

leadership, which enables school administrators to run their school more

effectively and remain competitive and productive individuals in society

bring forth. School administrators' concern and care for teachers and

students has a significant impact on school performance and that is

what Instructional Management Leadership Style about.

 45

Table 5b

Extent of Leadership Styles among Administrators in terms of Instructional

Management (n=42)
Indicators Mean Qualitative
description
When a teacher has problems in his/her classroom, I 3.86 High Extent
take the initiative to discuss matters.
When a teacher brings up a classroom problem, we 3.86 High Extent
solve the problem together.
I inform teachers about possibilities for updating 3.71 High Extent
their knowledge and skills.
I pay attention to disruptive behavior in classrooms. 3.71 High Extent
Area Mean 3.79 High Extent
Standard Deviation 0.16

The extent of leadership styles among administrators in terms of

Direct Supervision of Instruction in School is presented in Table 5c with a

total average weighted mean of 3.79 described as high extent. The result

has a standard deviation of 0.21 which shows that the responses of the

respondents were clustered near the mean.

On top of the four indicators was “I check to see whether

classroom activities are in keeping with their educational goals” with a

mean value of 4.0 and “I observe instruction in classrooms” with a mean

value of 3.86 with a description of high extent. Third was “I give teachers

suggestions as to how they can improve their teaching” got a mean of

 46

3.71 interpreted as high extent. The indicator with the lowest mean value

of 3.57 was on “ I monitor students work”.

According to Ampofo et al. (2019) Research has shown that the

direct supervision of school leaders is about improving the conditions

around learning, student development and effective performance of the

teacher's role in the school system (Alemayehu, 2008). A related study by

Glanz, Shulman, and Sullivan (2007) in the United States found that

school principals' direct oversight as part of the instructional oversight

process focuses on identifying pedagogical challenges faced by their

teachers in instructional delivery and to provide them with the support

they need to cope with them. In the Indian context, Tyagi (2010)

emphasized that direct supervision creates a platform for both teachers

and school leaders to use their collective expertise in teacher self-

assessment to fill gaps in teachers' skills, knowledge and competences

identify and thus provide the necessary support for professional

development of teachers. Warman et al. (2021) Pedagogical supervision

means the coordination and continuous guidance of teachers in schools,

both individually and in groups. The poor performance of teachers in

completing school tasks is reflected in their inability to develop curricula

and lesson plans that are sub-optimal, creating an unattractive learning

atmosphere. Class management skills are still lacking, making it difficult

to create a pleasant learning atmosphere. The teacher has not used the
 47

media optimally, so the results in conveying the material to the students

are not optimal. and teachers are less varied in their application of the

learning model, resulting in boredom among students during the

teaching and learning process. If the problem of teacher performance is

not addressed immediately, it will impact the productivity delivered by

the teacher.

Table 5c

Extent of Leadership Styles among Administrators in terms of Direct

Supervision of Instruction in School (n=42)
Indicators Mean Qualitative
description
I check to see whether classroom activities are 4.00 High Extent
in keeping with our educational goals.
I observe instruction in classrooms. 3.86 High Extent
I give teachers suggestions as to how they can 3.71 High Extent
improve their teaching.
I monitor students’ work. 3.57 High Extent
Area Mean 3.79 High Extent
Standard Deviation 0.21

The extent of Leadership Styles among Administrators in terms of

Accountable Management is presented in Table 5d with a total average

weighted mean of 3.79 described as high extent. The result has a

 48

standard deviation of 0.19 which shows that the responses of the

respondents were clustered near the mean.

The indicator with the highest mean value was on “Ensure that the

teaching skills of the staff are always improving” with a mean of 4.00,

described as high extent. Indicator 2, Ensure that approved instructional

approaches are explained to new teachers, and that more experienced

teachers are using these approaches got the mean of 3.86 interpreted as

high extent. The indicator with the lowest value was “Present new ideas

to the parents in a convincing way” having a value of 3.57 interpreted as

high extent.

Research (Lapuz and Pecajas, 2022) suggests that principals are

the authority figures who run the school and are seen as the pillars of

the educational system. Together with their authority, they are

responsible for the results of school operations, programs and projects.

As in Republic Act #9155, school principals have authority,

responsibility, and accountability in the administration of all school

affairs. They are responsible for student learning outcomes, teachers'

personal and professional development, creating a conducive learning

environment and maintaining the networking and linking of internal and

external stakeholders, and school performance. Thus, the success or

failure of the school depends on the type of principal it has. As school

leaders continue to pull out all the stops to guide and protect their
 49

schools during the most significant educational upheavals in living

memory, evidence is emerging around the world of the critical role

leadership plays in governing communities. It created unique challenges

and forced leaders to react to unprecedented events at breakneck speed.

Table 5d

Extent of Leadership Styles among Administrators in terms of Accountable

Management (n=42)
Indicators Mean Qualitative
description
Ensure that the teaching skills of the staff are 4.00 High Extent
always improving.
Ensure that approved instructional approaches 3.86 High Extent
are explained to new teachers, and that more
experienced teachers are using these approaches.
Ensure that teachers are held accountable for the 3.57 High Extent
attainment of the school’s goals.
Present new ideas to the parents in a convincing 3.57 High Extent
way.
Area Mean 3.75 High Extent
Standard Deviation 0.19
The last component on Bureaucratic Management is presented in

Table 5e with a total average weighted mean of 3.69 described as high

extent. The standard deviation value of 0.21 shows that the responses of

the respondents were clustered near the mean. The indicator that got the

highest mean value of 4.00 was “Create an orderly atmosphere in the

school” described as high extent. Indicators 2 and 3 were on “I see to it

that everyone sticks to the rules” and “Resolve problems with the

timetable” got the second highest average weighted mean of 3.71,

described as high extent. The least mean value of 3.45 was “I check for
 50

mistakes and errors in administrative procedures and reports”

interpreted as high extent.

(Sharma, V. 2017) study revealed a positive relationship between

educator satisfaction and student performance. It was noticed that 63%

Head of Schools encourage and motivate their educators that,

consequently, result in educators’ satisfaction. When educators are

satisfied, they put extra efforts for their students and help them improve

their performance. They show their strong commitment with their

profession which in long-run will uplift learning outcomes of students.

Table 5e

Extent of Leadership Styles among Administrators in terms of Bureaucratic

Management (n=42)
Indicators Mean Qualitative
description
Create an orderly atmosphere in the school. 4.00 High Extent
I see to it that everyone sticks to the rules. 3.71 High Extent
Resolve problems with the timetable. 3.71 High Extent
I stimulate a task-oriented atmosphere in this 3.57 High Extent
school.
I check for mistakes and errors in 3.45 High Extent
administrative procedures and reports.
Area Mean 3.69 High Extent
Standard Deviation 0.21
 51

The extent of Leadership Styles among Administrators in terms of

Bureaucratic Management is presented in table 5e with a total average

weighted mean of 3.69 described as high extent. The result has a

standard deviation of 0.21 which shows that the responses of the

respondents were clustered near the mean. The Extent of Leadership

Styles among Administrators are divided into 5 and among the indicators

in Leadership Styles among Administrators in terms of Bureaucratic

Management indicator 1, Create an orderly atmosphere in the school got

the highest average weighted mean of 4.00% with a description of high

extent. Indicator 2 and 3, I see to it that everyone sticks to the rules and

Resolve problems with the timetable got the second highest average

weighted mean of 3.71% with a description of high extent. The result

further revealed that the respondents stimulate a task-oriented

atmosphere in this school and check for mistakes and errors in

administrative procedures and reports.

Accordingly, Kean et al (2017) stated that bureaucracy comes into

play as it is a model of organizational design based on a legitimate and

formal system of hierarchical authority. Bureaucracy is often seen in the

eyes of many as bureaucracy, extremely rigid and impersonal. The

characterization and relevance of a centralized organizational system are

essential to the development of a bureaucracy. A bureaucratic

organizational system is clearly focused when fully implemented. The

 52

system has a purpose. This concept of functional clarity is considered a

centralized methodology. The big company has a focus. Individuals have

responsibilities and the organization has a focus.

Problem 3. What is the extent of challenges encountered among

administrators?

Table 6 reveals the multiple response on the extent of challenges

encountered among school administrators. Highest in rank was on

“Dealing with time pressured report with high tech application such as

google drive and excel”. According to my interview, school administrators

really encountered difficulty in handling online reports and paper works.

Also, one respondent says that she should learn how to use the

applications, give time to sit down and open the laptop and explore the

online world for her to submit the reports and paperwork’s on time.

Second in rank on the challenges was on late submission of reports

and other needed documents from my colleague-as school administrator,

I will remind them always and talk to them often on the importance of

time submission. Constant follow up is very important and most of all

encourage the teachers to submit the reports.

Third in rank was on the tardiness of teachers. One respondent

says that they will talk to the teacher concern in private and remind
 53

them the importance of time management. Fourth challenges is the non-

compliance of instructional supervision due to overlapping activities. As

school administrator, it is our duty to plan all the activities in school in

order not to miss such activity. Time management of the school head is

the key to development. The last in rank was about the low reading

performance of learners. The school administrators need to intensify the

CNR program. Remedial reading in the classroom need to be religiously

monitored by teachers in order to improve the reading performance of the

learners.

Table 6

Extent of Challenges Encountered among Administrators (Multiple

Response)
Indicators Frequency Rank
Dealing with time pressured report with high 24 1st
tech application such as google drive and excel
Tardiness of teachers 23 2nd
Late submission of reports and other needed 22 3rd
documents from my colleague
Non-compliance of instructional supervision 22 4th
due to overlapping activities
Low reading performance of learners 19 5th

Problem 4. Is there a significant relationship between extent of

leadership styles and challenges among school administrators?

Table 7 presents the relationship between the extent of leadership

styles and challenges among school administrators.

Table 7
 54

Relationship Between Leadership Styles and Challenges among School

Administrators
Comparison t-stat P(T<=t) alpha Statistical Interpretation
two-tail Decision
Leadership 1.40 2.57; p- 0.05 Failed to Not Significant
Styles and value reject Ho
Challenges 0.22

Table 7 reveals the computed t-statistics of 1.40 @ 5 degrees of

freedom (p =0.22< 0.05) of using two tailed tests on +-rejection tails. The

t-value falls in a positive rejection tail. Further, it validates that there is

no significant relationship between leadership styles and challenges

encountered among administrators.

According to the research of Tirri et al. (2021) , the principals of

both countries have been very persistent in their leadership strategies;

the second largest category: school leaders wanted to develop themselves

and their schools and not give up on themselves, the students or the

teachers. As a strategy, it generally related to the professional

development of the school leader. A male Estonian school leader

describes his perseverance in the face of new learning challenges. I'm

kind of entrepreneurial. I think I have eyes open to anything exciting and

I should take on a challenge like this. We cannot ignore interesting

things. It's more about how you give something up. In order for these

things to succeed, you also have to work harder (Raul, Tallinn, EST).

Finnish school principal Jaakko needed perseverance to build a

comprehensive school with a whole new learning environment that is

 55

open, without walls or classrooms. The school was under construction at

the time of the interviews and both students and teachers were

accommodated in temporary buildings. This situation caused both stress

and excitement at school. Jaakko describes his perseverance in this

challenging situation as follows: We are building and expanding the

learning environment in this school. I am sometimes asked about the

pedagogical development here, and I have to say that we are putting our

greatest effort into this transformation of our learning environment. I

need to think about this building from a 30 year perspective...

Problem 5. Is there a significant difference on the extent of

leadership styles among school administrators when grouped

according to age, sex, number of years as an administrator, and

highest educational attainment?

Table 8 shows the significant differences on the extent of

leadership styles among school administrators when grouped according

to age, sex, number of years as school administrator, and highest

educational attainment.

It can be gleaned from the table that there were no significant

differences on the extent of leadership styles among school

 56

administrators in terms of sex, number of years and highest educational

attainment.

According to Inandi et al. (2013) these studies show that

leadership is paramount to successful change. Effective leadership is

also essential to the success of change, and leadership and change are

interrelated. Organizational leaders can use some of these strategies to

overcome resistance to change: Ensure effective communication by

maintaining organizational communication Open channels to inform

organization members of incorrect or insufficient information related to

the change process to enable employees to engage participate in the

planning and implementation of the change, to reward those who will

lose through negotiations after the change, to reduce their resistance, to

understand employees' emotions and ideas about change and to feel

empathy for them help initiate the change process in a different way than

those who resist, assigning important roles to or threatening reluctant

members. It is not necessary to take into account the age, number of

years and education attainment of a school administrators, what matters

most is how they lead the school they assign.

Table 8

T-test Statistics on Variables (Extent of Leadership Styles)

Variable t-stat P(T<=t) Statistical Interpretation
 57

two-tail Decision
Sex 0.018 2.02; p-value Failed to reject Not Significant
0.99 Ho
Highest 0.84 4.30; p-value Failed to reject Not Significant
Educational 0.49 Ho
Attainment
alpha=0.05

Variable of Sex

Table 8 reveals that on variable of sex, there was no significant

difference (t-test =0.018, p=0.99 < 0.05) using two tailed tests on +-
rejection tails. The t-value falls in a positive rejection tail. It means that
there is no significant difference between male (mean 3.75) and female
(mean 3.75) as to the extent of leadership styles among administrators,
since they both perceived similarly in terms of sex.

According to Ismail et al. (2021) The effectiveness of transformative

leadership does not depend on the level of practice, but on the
effectiveness of leadership practice in reducing employees' negative
perceptions of the political environment in their workplace and
enhancing their innovative work behaviors. Gender is revealed as a key
individual characteristic that influences leadership style and has a
significant impact on employees' innovative behavior

Variable of Highest Educational Attainment

Table 8 reveals that on variable of highest educational attainment,

there was no significant difference (t-test = 0.84, p=0.49 < 0.05) using
two tailed tests on +-rejection tails. The t-value falls in a positive
rejection tail. It means that there is no significant difference between
those with master’s units (mean 3.76) and master’s degree holders
(mean 3.71) as to the extent of leadership styles among administrators,
 58

since they both perceived similarly in terms of highest educational

attainment.

The competencies and qualifications of School heads such as their

educational attainment, trainings attended, years of experience as
School head and position are factors that may affect their performance
as a school leader. Hence, these aspects are always given
considerations particularly in ranking School heads. (Peregrino, L. et.al.
2021)

Table 9

Summary in Analysis of Variance (F-Test) on Variables (Extent of

Leadership Styles)
Variables F P-value F Statistical Decision
crit
Age 0.23 0.80 3.24 Failed to reject Ho
Number of years as an Failed to reject Ho
Administrator
1.34 0.27 3.24
alpha =0.05.

Variable of Age
On the variable of age, there is no significant difference (F (2, 39)

=0.23, p=0.80) as tested at 0.05 level of significance on the extent of

leadership styles among administrators. It means that there was not

enough evidence to reject the null hypothesis. The respondents,

regardless of age perceived similarly on the extent of leadership styles.

Variable of Number of Years as School Administrator

 59

On the variable of number of years as an administrator, there was

no significant difference (F (2, 39) =1.34, p=0.27) as tested at 0.05 level of

significance on the extent of their leadership styles. It means that there

was not enough evidence to reject the null hypothesis. It further

validates that regardless of number of years as an administrator, the

respondents perceived similarly on the extent of their leadership styles.

Problem 6. What action plan can be proposed from the study?

To address the findings of this study as well as to help improve

the leadership styles among school administrators, an action plan is

proposed.

Rationale:

This action plan is designed for the School Administrators in the

Department of Education in Camiguin. The main purpose is to help the

school heads enhance their full potential in terms of leadership styles

and address the challenges they are facing in their administration of

their schools. Based from the data, it revealed that the School
 60

Administrators in the Department of Education in Camiguin were having

challenges encountered under their administration.

Table 10

Proposed Action Plan

Objectives Activities Person Targe Resources/ Mode of
Involved t Date Budget Verification
To cope up with Assign non- DepEd Whol MOOE Accomplishme
needed Reports Teaching staff Personnel e year nt report
School round Support
Head from the
DepEd
Orient newly hired Send DepEd Augus MOOE 5000 Proposal,
teachers teachers to Personnel t 2023 attendance
trainings, School Support
seminar Head from the
DepEd
Teachers

Participate in Engage to School Whol MOOE 5000 Proposal,

programs that train programs to Head e year attendance,
school leaders train school round Support meetings
leaders
from the
DepEd
To practice time Monitor DepEd Year Minutes of
management available Personnel Round meetings,
funds and attendance
establish School
priorities Head

Employees and Organize School Augus Support Minutes of

Stakeholders and call Head t 2023 from meeting,
collaboration meetings. community attendance,
Barangay certificates,
linkages and proposal
Officials
stakeholders
 61

Prepared by:

RITA B. SALVANA

CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations.

Summary of Findings

The following were the findings of the study:

 62

Most of the respondents (39 or 92.86%) pursued to their studies

with units in Master’s, majority were females (23 or 54.76), belonged to

age bracket of 41 years old to 50 (24 or 57.14%) and rendered services

for around 6-15 years (29 or 69.05%).

The respondents perceived high extent on their leadership styles

with an obtained total average weighted mean of 3.75. The standard

deviation of 0.09 shows that the responses of the respondents were

clustered near the mean. The five components of their leadership styles

consisted of Management School-Goals (mean=3.76), Instructional

Management (mean=3.79), Direct Supervision of Instruction in School

(mean=3.79), Accountable Management (mean=3.75) and Bureaucratic

Management (mean=3.69) described as high extent.

On Instructional Management, on top of the indicators were on

“When a teacher has problems in his/her classroom, I take the initiative

to discuss matters” and “When a teacher brings up a classroom problem,

we solve the problem together” with mean of 3.86, described as high

extent. The lowest two indicators were on “I inform teachers about

possibilities for updating their knowledge and skills” and “I pay attention

to disruptive behavior in classrooms” with an obtained mean value of

3.71 interpreted as high extent.

 63

On Management School-Goals, on top of the six indicators were “I

make sure that the professional development activities of teachers are in

accordance with the teaching goals of the school” and “I ensure that

teachers work according to the school’s educational goals” with mean of

3.86, described as high extent. The indicators with the lowest values

were “I ensure that there is clarity concerning the responsibility for

coordinating the curriculum” and “In this school, we work on goals and/or

a school development plan” with mean values of 3.71 described as high

extent.

The school administrators always encountered the challenges in their

leadership styles. Highest in rank was on “Dealing with time pressured

report with high technology application such as google drive and excel”.

According to my interview, school administrators really encountered

difficulty in handling online reports and paper works. Also, one

respondent says that she should learn how to use the applications, give

time to sit down and open the laptop and explore the online world for her

to submit the reports and paperwork’s on time.

There was no significant relationship (t-test = 1.40, p =0.22< 0.05)

between leadership styles and challenges encountered by school

administrators of using two tailed tests on +-rejection tails. The t-value

falls in a positive rejection tail.

 64

There were no significant differences on the extent of leadership

styles in terms of age (F (2, 39) =0.23, p=0.80), sex (t-test =0.018, p=0.99

< 0.05), number of years as school administrators (F (2, 39) =1.34,

p=0.27) and highest educational attainment (t-test = 0.84, p=0.49 <

0.05).

Conclusions

Based from the findings of the study, the following were the

conclusions:

1. Most of the respondents pursued to their studies with units in

Master’s, majority were females, belonged to age bracket of 41

years old to 50 years old and rendered services for around 6-15

years.

2. The respondents always manifested their leadership styles with

five components such as Management School-Goals,

Instructional Management, and Direct Supervision of

Instruction in School, Accountable Management and

Bureaucratic Management.

3. The school administrators always encountered the challenges in

their leadership styles.

 65

4. There was no significant relationship between leadership styles

and challenges encountered by school administrators.

5. There were no significant differences on the extent of leadership

styles in terms of age, sex, number of years as school

administrators and highest educational attainment.

Recommendations

Based from the findings and conclusions of the study, the following

were recommended:

1. DepEd-Camiguin Key Officials are encouraged to regularly conduct

and support the programs, projects and activities of teachers

specifically on seminars, trainings, conferences and short term

courses to enhance their leadership styles.

2. The school heads are encouraged to pursue their studies and avail

of graduate programs scholarships to improve their competencies

in managing organization.

3. Teachers are encouraged to pursue their educational studies and

actively participate to trainings, seminars and conferences in order

to improve their competencies in ICT, preparation of school reports

and teaching –learning processes.

4. Future researchers may replicate this study utilizing other

variables and statistical tools.

 66

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