Ocampo, Darlene e - Dem-601 - Final-Task - Statistics

Republic of the Philippines
BULACAN AGRICULTURAL STATE COLLEGE

Institute of Education
Pinaod, San Ildefonso, Bulacan, Philippines
Cert. No. 19.67.PH212501.00
ADVANCED EDUCATIONAL STATISTICS

DEM-601
NAME: Ocampo, Darlene E. A.Y/TERM: 1st Semester (2023-
2024)
SECTION: PhD - A
FINAL TASK
1. A researcher wants to determine the professional competencies of Elementary School
Principals of the Schools Division of San Jose del Monte
a. What would be the best title for this?

Teachers’ and Administrative Officers’ Perceptions on the School-Based Management and
Professional Competencies of Elementary School Principals in the City Schools Division of San
Jose del Monte
b. Write the statement of the problem.
1. How may the demographic profile of the administrative officer-respondents be described in

terms of:
1.1 sex; and
1.2 position?
2. How may the demographic profile of the teacher respondents be described in terms of:
2.1 sex; and
2.2 education?
3. How may the school-based management and professional competencies of Elementary
principals in the Division of City Schools as perceived by the administrative officer and
teacher respondents be described in terms of:
3.1 school leadership;
3.2 management resources;
3.3 professional development practice; and
3.4 instructional supervision?
4. How may the principals’ school-based management as perceived by the administrative

officer and teacher-respondents be described in terms of:
4.1 school leadership; and
Cert. No. 19.67.PH212501.00
4.2 management resources?
5. How may the principal’s professional competencies as perceived by the administrative

officers and teacher-respondents be described in terms of:
6. Is there a significant difference between the perceptions of the teachers and administrative
officers as regard to the school-based management and professional competencies of
Elementary School Principals in the Schools Division of San Jose del Monte in terms of:
6.1 school leadership;
6.2 management resources;
7. Is there a significant difference between the school-based management and professional

competencies of the principals in Schools Division of San Jose del Monte as perceived by
the teacher and the administrative officers?
8. Is there a significant difference between school-based management and professional

competencies of Elementary school principals in the Schools Division of San Jose del
Monte?
9. Is there a significant relationship between the school-based management and professional

competencies of the principal in the Schools Division of San Jose del Monte as perceived
by the administrative officer-and-teacher-respondents?
c. What would be the null hypothesis?
1. There is no significant difference between the perceptions of the administrative

officer and teacher respondents as regard to the professional competencies of
Elementary school principals of the Schools Division of San Jose del Monte in
terms of school leadership, management resources, professional development
practice and instructional supervision.
2. There is no significant difference between the school-based management and

professional competencies of the principal in the Schools Division of San Jose
del Monte as perceived by the teacher and the administrative officer
respondents.
Cert. No. 19.67.PH212501.00
3. There is no significant difference between school-based management and

professional competencies of Elementary school principals in the Schools
Division of San Jose del Monte.
4. There is no significant relationship between the school-based management and

professional competencies of the principal in the Schools Division of San Jose
del Monte as perceived by the administrative officer and teacher respondents.
Schools Division of San Jose del Monte.
d. What statistical tools are appropriate for the study?
1. Frequency and percentage are the statistical tools that will be used to address
statements 1, and 2 of the problem, describing the demographic profile of the respondents.
2. Means are the statistical tools to be used in the statement of the problems 3, 4, and
5.
3. The Independent Samples T-test is the statistical tool that will be employed for
statements 6, 7, and 8 of the problem. This will help determine the differences between the
perceptions of administrative officers and teachers regarding the school-based management
and professional competencies of the principal.
4. The Pearson-r statistical tool will be used in statement of the problem no. 9 to
determine the relationship between the school-based management and professional
competencies of the principal.
e. Using SPSS , how would you answer the statement of the problem?
SOP 1: The statistical tool to be used for statement of the problem no. 1 is frequency and
percentage. To answer this problem, click “Analyze” and proceed to “Descriptive Statistics” then
click “Frequencies”. A dialog box will appear which will prompt you to choose the variables
which need to be analyzed.
Cert. No. 19.67.PH212501.00
SOP 2: The statistical tool to be used for statement of the problem no. 2 is frequency and
percentage. To answer this problem, click “Analyze” and proceed to “Descriptive Statistics” then
click “Frequencies”. A dialog box will appear which will require you to choose the variables
which need to be analyzed for this problem.
Cert. No. 19.67.PH212501.00
SOP 3: The statistical tool to be used for statement of the problem no. 3 is independent samples t-
test. To answer this problem, click “Analyze” and proceed to “Compare Means” then click
“Independent Samples T-test”. A dialog box will appear which will prompt you to choose the
variables which need to be analyzed. (The same process will be performed to the other variables in
SOP 3)
Cert. No. 19.67.PH212501.00
SOP 6, 7, 8: The statistical tool to be used for statement of the problem no. 6,7, and 8 is
independent samples t-test. To answer this problem, click “Analyze” and proceed to “Compare
Means” then click “Independent Samples T-test”. A dialog box will appear which will prompt you
to choose the variables which need to be analyzed.
Cert. No. 19.67.PH212501.00
SOP 9: The statistical tool to be used for statement of the problem no. 9 is Pearson r. To answer
this problem, click “Analyze” and proceed to “Correlate” then click “Bivariate”. A dialog box will
appear which will prompt you to choose the variables which need to be analyzed.
Cert. No. 19.67.PH212501.00
5. Present, analyze and interpret the results.
Teachers’ and Administrative Officers’ Perceptions on the School-Based Management and

Professional Competencies of Elementary School Principals in the Schools Division of San
Jose del Monte
The Teachers’ Demographic Profile
Sex
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Table 3. Demographic Profile of Teacher Respondents According to Sex
Sex Frequency Percentage

Male 31 53.4%
Female 27 46.6%
Total 58 100 %
Table 3 presents the distribution of teacher respondents, categorizing them by sex. Among
the total of 58 respondents, a majority of 31 are identified as male, constituting 53.4% of the
overall population. In contrast, there are 27 female respondents, making up 46.6% of the complete
sample.
This distribution highlights a slightly higher representation of male teachers within the
surveyed group.
Education
Table 4. Demographic Profile of Teacher Respondents According to Education
Education Frequency Percentage

Bachelor’s Degree 13 22.4%
MS/MA Units 3 5.2%
MS/MA Grad 18 31 %
PhD/EdD Units 17 29.3%
PhD/EdD Grad 7 12.1%
Total 58 100%
Table 4 provides a thorough breakdown of instructor respondents, organized by educational
level. The largest group of the 58 total respondents, or 22.4% of them, have a bachelor's degree.
5.2% of the population has taken some Master's or Master of Arts-level coursework. 31% of the
group have succeeded in earning their master's or master of arts degree. Additionally, 12.1% have
Cert. No. 19.67.PH212501.00
received their Doctor of Philosophy or Doctor of Education degree, compared to 29.3% who have
finished some of the required coursework.
These data offer insightful information about the educational backgrounds of the
population of teachers that were surveyed.
Teachers’ and Administrative Officers’ Perception about the Elementary School Principal’s
School-Based Management and Professional Competence
Table 5. Description of Principal’s School-based Management and Professional Competence

ADMINISTRATIVE
TEACHERS
School-Based Management OFFICERS
and Professional Competencies Verbal Verbal
Means Means
Description Description
Very
School Leadership 3.40 Competent 3.55
Competent
Very
Management Resources 3.41 Competent 3.51
Competent
Professional Development
3.35 Competent 3.40 Competent
Practice
Instructional Supervision 3.15 Competent 3.43 Competent
Table 5 presents the Principal's School-based Management and Professional Competence
across four distinct categories: School Leadership, Management Resources, Professional
Development Practice, and Instructional Supervision. In terms of School Leadership, teachers rate
the principal as "Competent," with a mean score of 3.40, indicating a generally positive perception
of their leadership abilities. Administrative officers, on the other hand, offer an even higher
assessment, deeming the principal "Very Competent" with a mean score of 3.55, suggesting a
particularly strong endorsement of their leadership skills.

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Moving on to Management Resources, teachers again rate the principal as "Competent,"
assigning a mean score of 3.41, reflecting a satisfactory level of competence in resource
management. In contrast, administrative officers hold an even more favorable view, rating the
principal as "Very Competent" with a mean score of 3.51, indicating a high level of confidence in
their resource management abilities.
In the domain of Professional Development Practice, both teachers and administrative
officers concur in their assessment, deeming the principal as "Competent." Teachers assign a mean
score of 3.35, indicating a reasonable level of proficiency in professional development practices.
Likewise, administrative officers give a similar evaluation, with a mean score of 3.40, reinforcing
the notion of competence in this domain.
Finally, in the area of Instructional Supervision, teachers perceive the principal as
"Competent," offering a mean score of 3.15, suggesting a generally positive assessment of their
supervision abilities. Administrative officers echo this sentiment, rating the principal as
"Competent" with a mean score of 3.43, reinforcing the perception of their proficiency in
instructional supervision. Overall, the assessments suggest that the principal is viewed as
competent across all four evaluated domains, with particularly strong endorsements in School
Leadership, Management Resources, and Instructional Supervision.
Principals’ School-Based Management as Perceived by the Administrative Officer and

Teacher Respondents
Table 6. Respondents’ Perception on Principal’s School-Based Management

School-Based Management
VERBAL DESCRIPTION
Cert. No. 19.67.PH212501.00
MEANS
3.48
School Leadership Competent
3.46
Management Resources
Competent
Table 6 presents the perceptions of the teachers and the administrative officer respondents
on the principal in terms of school-based management. According to the ratings, respondents view
the principal as effective leader with a mean score of 3.48, categorizing them as "Competent" in
School Leadership. Additionally, in the area of Management Resources, respondents also rate
principals positively, giving them a mean score of 3.46, indicating that they are considered
"Competent".
This suggests that principals is skilled in leading the school and using resources effectively.
Principals’ Professional Competencies as Perceived by the Administrative Officer and

Teacher Respondents
Table 7. Respondents’ Perception on Principal’s Professional
Professional Competencies
MEANS VERBAL DESCRIPTION
Professional Development 3.37

Competent
Practice
3.29
Instructional Supervision
Competent
Table 7 presents the perceptions of respondents regarding principal’s professional
competencies. In terms of Professional Development Practice, the mean score of 3.37 suggests that
respondents consider principals to be "Competent" in this area. Similarly, in the domain of
Instructional Supervision, the mean score of 3.29 also categorizes the principal as "Competent".
Cert. No. 19.67.PH212501.00
This implies that respondents believe that the principal is seen as effective in organizing
and facilitating professional growth opportunities for the school's staff and is proficient in
overseeing and guiding the instructional processes within the school.
Differences Between Administrative Officers’ and Teachers’ Perceptions on Principal’s

School-Based Management Competencies in Terms of School Leadership, Management
Resources, Professional Development Practice, and Instructional Supervision
Table 8. T-test Analysis between the perception of Administrative

Officers and Teachers regarding the Principal’s School-Based
Management and Professional Competencies
School-Based MEAN
Mean Decision Interpretat
Management and Adminis Differ t-value p-value ion
Professional Teachers trative ence
Competencies Officers
School Reject Ho Sig.
3.40 3.55 0.15 2.003 0.046*
Leadership
Management Accept Ho Not Sig.
3.41 3.51 0.096 1.181 0.238
Resources
Professional Accept Ho Not Sig.
Development 3.35 3.40 0.057 .632 0.528
Practice
Instructional Reject Ho Sig.
3.15 3.43 0.276 3.194 0.002**
Supervision
Legend: ** significant difference (p ≤ 0.01)
* significant difference (p ≤ 0.05)
Table 8 presents the results of a T-test analysis comparing the perceptions of administrative
officers and teachers regarding the Principal's School-Based Management Competencies. The table
includes four key competencies: School Leadership, Management Resources, Professional
Development Practice, and Instructional Supervision.
For the competency of School Leadership, teachers rated it at a mean of 3.40, while
administrative officers rated it slightly higher at 3.55. This resulted in a mean difference of 0.15,
Cert. No. 19.67.PH212501.00
with a t-value of 2.003. The p-value of 0.046 indicates a significant difference at the 0.05
significance level.
Moving to Management Resources, teachers provided an average rating of 3.41, while
administrative officers rated it at 3.51. The mean difference was 0.096, with a t-value of 1.181.
However, the p-value of 0.238 suggests that this difference is not statistically significant.
In terms of Professional Development Practice, teachers averaged a rating of 3.35, whereas
administrative officers gave a slightly higher rating of 3.40. The mean difference was 0.057, with a
t-value of 0.632. The p-value of 0.528 indicates no statistically significant difference.
Finally, for Instructional Supervision, teachers scored it at a mean of 3.15, whereas
administrative officers rated it higher at 3.43. This resulted in a mean difference of 0.276, with a t-
value of 3.194. The p-value of 0.002 suggests a highly significant difference at the 0.01
significance level.
In summary, the T-test analysis indicates significant differences in perceptions between
teachers and administrative officers for School Leadership and Instructional Supervision, while no
significant differences were found for Management Resources and Professional Development
Practice.
The investigation demonstrates different views on the principal's competencies among
instructors and non-teaching personnel (administrative officers). There are significant differences
in perceptions, namely on school leadership and instructional supervision. However, in terms of
management resources and professional development practices, both parties largely agree. This
shows that there is a need for better communication and comprehension in some aspects of school
management.
Cert. No. 19.67.PH212501.00
Table 9. T-test Analysis about the Principal’s School-Based

Management and Professional Competencies
MEAN Mean t- p-
Decisio Interpretatio
Teacher Administrati Differenc valu valu
n n
s ve Officers e e e
School-
1.68 0.09 Accept
Based 3.40 3.53 0.12375 Not Sig.
9 2 Ho
Management
Professional
1.91 0.05 Accept
Competencie 3.25 3.41 0.16163 Not Sig.
5 6 Ho
s
Table 9 displays the results of a T-test analysis comparing the perceptions of teachers and
administrative officers regarding the principal's school-based management and professional
Competencies. The first row focuses on school-based management, revealing that teachers gave an
average rating of 3.40, while administrative officers gave a slightly higher rating of 3.53. The
mean difference between these scores is 0.12375. The t-value of 1.689 and p-value of 0.092
indicate that this difference is not statistically significant.
Meanwhile, professional competencies, teachers assigned an average score of 3.25, while
administrative officers provided a slightly higher rating of 3.41. The mean difference in scores is
0.16163. The t-value of 1.915 and p-value of 0.056 indicate that, like with School-Based
Management, the difference in perceptions is not statistically significant.
This implies that both groups generally share similar views about the principal's
performance in these areas.
Differences Between Administrative Officers’ and Teacher’s Perceptions on Principal’s

School-Based Management and Professional Competencies
Table 10. T-test Analysis between the perception of administrative officers
and Teachers regarding the Principal’s School-Based Management and
Cert. No. 19.67.PH212501.00
Professional Competencies
MEAN Mean
t- p- Interpreta
Administrativ Differenc Decision
Teachers value value tion
e Officers e
School-Based
Management
1.94 0.05 Accept
and 3.33 3.47 0.144 Not Sig.
8 2 Ho
Professional
Competencies
Table 10 displays the results of a T-test analysis comparing the perceptions of teachers and
administrative officers concerning the Principal's School-Based Management Competencies. The
table presents the mean scores for both groups, along with the mean difference, t-value, and p-
value.
In this analysis, the overall mean score for School-Based Management was 3.33 for faculty
and 3.47 for administrative officers. The mean difference was 0.144, with a t-value of 1.948. The
p-value is 0.052, which is just above the 0.05 level of significance.
Relationship Between School-based Management and Professional Competencies of
Principal as Perceived by the Teachers and the Administrative Officers
Table 11. Relationship Between School-based Management and Professional Competencies
School-based Management and

Professional Competencies Professional Competencies
School-based Management 0.797**

(<0.001)
Legend: ** = highly significant (p ≤ 0.01) * = significant (p ≤ 0.05)
Numbers not enclosed with parentheses are computed r-value (Correlation Value)
Numbers enclosed with parentheses are probability values
Cert. No. 19.67.PH212501.00
Table 11 illustrates the correlation between School-based Management and Professional
Competencies of the principal. As shown in the table, the computed correlation value (r = 0.797)
indicates a highly significant positive relationship between these two factors. This means that as
School-based Management proficiency increases, there is a strong tendency for Professional
Competencies to also improve. The associated probability value, denoted within parentheses, is
less than 0.001, reinforcing the strength of this relationship. The table implies that when Principals
excel in managing the school, they also tend to exhibit high levels of professional competence.
6. Attach the SPSS generated results.

Cert. No. 19.67.PH212501.00
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Republic of the Philippines

BULACAN AGRICULTURAL STATE COLLEGE

ADVANCED EDUCATIONAL STATISTICS

a. What would be the best title for this?

1. How may the demographic profile of the administrative officer-respondents be described in

4. How may the principals’ school-based management as perceived by the administrative

4.2 management resources?

5. How may the principal’s professional competencies as perceived by the administrative

7. Is there a significant difference between the school-based management and professional

8. Is there a significant difference between school-based management and professional

9. Is there a significant relationship between the school-based management and professional

c. What would be the null hypothesis?

1. There is no significant difference between the perceptions of the administrative

2. There is no significant difference between the school-based management and

3. There is no significant difference between school-based management and

4. There is no significant relationship between the school-based management and

d. What statistical tools are appropriate for the study?

5. Present, analyze and interpret the results.

Teachers’ and Administrative Officers’ Perceptions on the School-Based Management and

The Teachers’ Demographic Profile

Table 3. Demographic Profile of Teacher Respondents According to Sex

Sex Frequency Percentage

Table 4. Demographic Profile of Teacher Respondents According to Education

Education Frequency Percentage

Table 4 provides a thorough breakdown of instructor respondents, organized by educational

finished some of the required coursework.

population of teachers that were surveyed.

Table 5. Description of Principal’s School-based Management and Professional Competence

Instructional Supervision 3.15 Competent 3.43 Competent

Table 5 presents the Principal's School-based Management and Professional Competence

across four distinct categories: School Leadership, Management Resources, Professional

particularly strong endorsement of their leadership skills.

Moving on to Management Resources, teachers again rate the principal as "Competent,"

assigning a mean score of 3.41, reflecting a satisfactory level of competence in resource

their resource management abilities.

In the domain of Professional Development Practice, both teachers and administrative

score of 3.35, indicating a reasonable level of proficiency in professional development practices.

the notion of competence in this domain.

Finally, in the area of Instructional Supervision, teachers perceive the principal as

Leadership, Management Resources, and Instructional Supervision.

Principals’ School-Based Management as Perceived by the Administrative Officer and

Table 6. Respondents’ Perception on Principal’s School-Based Management

Principals’ Professional Competencies as Perceived by the Administrative Officer and

Table 7. Respondents’ Perception on Principal’s Professional

Professional Development 3.37

Table 7 presents the perceptions of respondents regarding principal’s professional

respondents consider principals to be "Competent" in this area. Similarly, in the domain of

overseeing and guiding the instructional processes within the school.

Differences Between Administrative Officers’ and Teachers’ Perceptions on Principal’s

Table 8. T-test Analysis between the perception of Administrative

includes four key competencies: School Leadership, Management Resources, Professional

Development Practice, and Instructional Supervision.

Moving to Management Resources, teachers provided an average rating of 3.41, while

In terms of Professional Development Practice, teachers averaged a rating of 3.35, whereas

t-value of 0.632. The p-value of 0.528 indicates no statistically significant difference.

Finally, for Instructional Supervision, teachers scored it at a mean of 3.15, whereas

In summary, the T-test analysis indicates significant differences in perceptions between

The investigation demonstrates different views on the principal's competencies among

in perceptions, namely on school leadership and instructional supervision. However, in terms of

Table 9. T-test Analysis about the Principal’s School-Based

administrative officers regarding the principal's school-based management and professional

indicate that this difference is not statistically significant.