School Administrators' Leadership Styles, Attributes and Functions Towards Education-Progression Driven Era by Dr. Bernard Evangelicom v. Jamon
School Administrators' Leadership Styles, Attributes and Functions Towards Education-Progression Driven Era by Dr. Bernard Evangelicom v. Jamon
School Administrators' Leadership Styles, Attributes and Functions Towards Education-Progression Driven Era by Dr. Bernard Evangelicom v. Jamon
A Dissertation
Presented to
The Graduate School of
CEBU TECHNOLOGICAL UNIVERSITY
Main Campus, R. Palma Street
Cebu City, Philippines
In Partial Fulfillment
of the Requirements for the Degree
DOCTOR IN DEVELOPMENT EDUCATION
FEBRUARY 2017
ii
APPROVAL SHEET
This Dissertation entitled: SCHOOL ADMINISTRATORS LEADERSHIP
STYLES, ATTRIBUTES AND FUNCTIONS TOWARDS EDUCATION
PROGRESSION-DRIVEN ERA, prepared and submitted by BERNARD
EVANGELICOM V. JAMON in partial fulfillment of the requirements for the degree
in DOCTOR IN DEVELOPMENT EDUCATION has been examined and is
recommended for acceptance and approval for Oral Examination.
ABSTRACT
DEDICATION
The researcher humbly dedicates this work to Evelyn, Jess, James and Mary
ACKNOWLEDGMENT
The researcher is profoundly grateful to Almighty God for guiding him and
for giving him strength to cope-with all the challenges that life offers to him. He
also grateful to Almighty God for all the blessing He showered to him as he traverse
He would like to acknowledge Dr. Adoracion A. Lawas, his adviser for her
guidance and professional advice to further enhance his work. He is also grateful
the Dean of Graduate School; to Dr. Perla N. Tenerife, Dr. Adora A. Villaganas,
Dr. Wilma C. Giango, Dr. Reynaldo T. Gabales and Dr. Teresita T. Rojas for their
Superintendent of Talisay City Division for her approval to his request that he may
be allowed to conduct study in her beloved division. He can also never forget the
gathering of data.
The researcher is very much grateful for his students, mentors, colleagues,
friends and family members for their support and encouragement that became the
Finally, he would like to extend his gratitude to his best friend, lover and
constant companion, Ms. Mary Grace M. Cabanes for her unending support and
love to the researcher. The researcher is so grateful that Ms. Cabanes was there
from the beginning up the end of all the challenges they both meet in life.
vi
TABLE OF CONTENTS
Page
TITLE PAGE.....i
APPROVAL SHEET........ii
ABSTRACT...iii
DEDICATION...iv
ACKNOWLEDGMENTv
TABLE OF CONTENTS........................................................................................vi
LIST OF FIGURES..x
LIST OF TABLES....xi
INTRODUCTION
Theoretical Background...................................................................3
THE PROBLEM
Research Environment.................................................15
Subjects/Respondents...................................................................17
Research Instruments....................................................................17
Scoring Procedures...19
DEFINITION OF TERMS..21
Related Literature..23
Years of Experience.36
Knowledge.45
Skill.47
Attitude...49
Basic Education51
Education Governance52
Significant Difference...58
Attributes58
Knowledge.58
Skill.59
Attitude...60
viii
Functions..62
Basic Education...62
Education Governance...63
RECOMMENDATIONS
Summary of Findings.71
Conclusions.74
Recommendations.75
General Introduction..77
Rationale.....77
Objectives82
Scheme of Implementation...83
School Administrators..84
Introduction..85
Scheme of Implementation...86
BIBLIOGRAPHY...................................................................................99
APPENDICES.......................................................................................101
Superintendent...102
B. Questionnaire..................................................................103
CURRICULUM VITAE...........................................................................114
x
LIST OF FIGURES
1 Conceptual Framework...10
School Administrator...79
xi
LIST OF TABLES
Knowledge......45
Skill...47
Attitude.49
Basic Education..51
Education Governance............53
xii
in Terms of Knowledge.58
in Terms of Skill.....59
in Terms of Attitude..60
School Administrators65
Chapter 1
INTRODUCTION
Leadership they say is a universal phenomenon and has been the subject
of continuous research. The definitions about leadership are complex, elusive and
somewhat contradictory. Others believe that people oriented leaders are most
effective, however, some believe that the result of every leaders action determines
the school leader. He makes decisions in behalf of the school with the help of
teachers, students, parents and other stakeholders. But among all of those who
help him, he is the one in command of all the activities and carries all
challenges to achieve the goals of the institution he serves. He also faces different
problems, either these problems come from the teachers, students, community or
other stakeholders.
The other term for a school head is administrator. Manager is not the
chosen term because it is businesslike than administrator. Boss is not also a good
term it is less formal than that of administrator or leader. He runs the smallest unit
of the educational organization: The School. His duty is to identify the needs of the
2
school, determine the important improvements, and have plans to address the
be able to effectively deal with the problems that may arise as he leads his
respective school. Also, as school administrator he may possess some of the skills
that are necessary for effective leadership, but that is not enough. He should also
possess knowledge, skills and attitude that differ them from their subordinates.
qualities/attributes that set him apart from the other teachers who may also do the
job.
This research will ascertain the leadership styles, attributes and functions
of a school administrator and how he works to attain the goals, mission, and vision
Hopefully, this research will be able to come-up with the leadership styles
Theoretical Background
and functions across a variety of situation, thus this research is anchored on the
following theories:
The Great Man Theory suggests that the capacity to lead is inborn. This
theory can be summarized in a phrase, Great leaders are born, not made. The
notion Great Man was used for the reason that during that time, leadership was
(Cherry, 2016).
the biography of great men. For him, effective leaders are those gifted with divine
(2016), he wrote, You must admit the genesis of great men depends on the long
series of complex influences which has produced the race in which he appears,
and the social state into which that race has slowly grown Before he can remake
Some beliefs of the trait theory of leadership are certain traits produce
Shriberg and Shriberg (2011) explained that the trait theory of leadership,
generally considered the first modern theory of leadership, became popular during
the second half of the twentieth century and despite scholarly criticism, has
continued to be popular. The theory states that leadership traits are innate to
leaders and potential leaders. Although the traits may vary, the most common are
assumption that people in leadership positions would display more leadership traits
than those of subordinates. The researchers found, however, was that there were
different few traits that could be used to distinguish between leaders and followers.
Stogdill (1974) identified the leadership traits qualities which include: age,
to task competence, physical vitality, intelligence, strong skills for dealing with
needs of others.
5
characteristics that an individual possesses. This also claims that anybody can
Behavioral theory
This theory, in contrast with Great Man Theory believes that leaders are
made, rather than born. The behavioral theory believes that there are two types of
leaders, namely; The Task Oriented Leader and The People oriented Leader. The
task oriented leaders are focusing their behaviors on the organizational structure,
the operating procedure, and they like to keep control. Task oriented leaders are
still concerned with their staffs motivation. Task oriented leaders are focused on
people oriented leaders are focused on their behaviors on ensuring that the inner
needs of the people are satisfied. Thus, they will seek to motivate their staff through
emphasizing the human relation. People oriented leaders focus the tasks and the
results; they just achieve them through different means. The people oriented
connecting the follower's sense of identity and self to the project and the collective
6
identity of the organization; being a role model for followers that inspires them and
makes them interested; challenging followers to take greater ownership for their
work, and understanding the strengths and weaknesses of followers, so the leader
can align followers with tasks that enhance their performance (Odumeru, 2013).
refers to the degree to which the leader behaves in admirable ways and displays
convictions and takes stands that cause followers to identify with the leader who
has a clear set of values and acts as a role model for the followers. The second is
Inspirational motivation which is the degree to which the leader articulates a vision
that appeals and inspires the followers with optimism about future goals, and offers
meaning for the current tasks at hand. The third is Intellectual stimulation which is
see how they connect [to the leader, the organization, each other, and the goal]
they can creatively overcome any obstacles in the way of the mission. The fourth
and the last is Personal and individual attention which is the degree to which the
leader attends to each individual follower's needs and acts as a mentor or coach
and gives respect to and appreciation of the individual's contribution to the team.
This fulfils and enhances each individual team members' need for self-fulfillment,
growth.
7
leadership, leaders using the transactional approach are not looking to change the
future, they are looking to merely keep things the same. These leaders pay
attention to followers' work in order to find faults and deviations. This type of
works at the basic levels of need satisfaction, where transactional leaders focus
on the lower levels of the hierarchy. Transactional leaders use an exchange model,
with rewards being given for good work or positive outcomes. Conversely, people
with this leadership style also can punish poor work or negative outcomes, until
the problem is corrected. One way that transactional leadership focuses on lower
thinking ideas. These types of leaders focus on contingent reward (also known as
when the set goals are accomplished on-time, ahead of time, or to keep
8
quality or quantity falls below production standards or goals and tasks are not met
wait for issues to come up before fixing the problems. With transactional leadership
being applied to the lower-level needs and being more managerial in style, it is a
(Odumeru, 2013).
leadership. The first is that transactional leaders use reward and punishments to
gain compliance from their followers. They are extrinsic motivators that bring
minimal compliance from followers. They accept goals, structure, and the culture
oriented. The second is that transactional leaders tend to be directive and action-
oriented. The third is that transactional leaders are willing to work within existing
systems and negotiate to attain goals of the organization. They tend to think inside
the box when solving problems. The fourth is that transactional leadership is
9
primarily passive. The behaviors most associated with this type of leadership are
establishing the criteria for rewarding followers and maintaining the status quo.
subordinates while transactional leader usually uses the carrot and stick
boosts the morale of his subordinates by being the role model while the
SCHOOL ADMINISTRATOR
Figure 1
Conceptual Framework
11
THE PROBLEM
Statement of the Problem
This research study ascertained the leadership styles, attributes, functions
as well as the issues and concerns encountered by the elementary and secondary
Division, Talisay City, Cebu during School Year 2016-2017 as basis for designing
2.1. knowledge,
2.3. attitude?
following functions:
5. What are the issues and concerns encountered by the school administrators?
12
can be designed?
Null Hypothesis
the school administrators in leading the progression driven era can make a
to the following:
present school administrators who run the schools of the Department of Education.
In addition, this research would help the Department of Education in selecting the
school administrators.
leadership styles, attributes and functions in leading the progression driven era of
education. This will help school administrators on what attributes should they
Teachers. This research can be beneficial to the teachers who are aspiring
Students. This research is also beneficial to the students for they are the
center of the educative process, and their welfare must first be considered among
others, thus, a school administrator must possess the attributes that will cater the
The first stage of the study was the visualization, identification and
Dissertation Agendum professor for the approval of the title and the problem. After
her approval of the title and problems, he then crafted the Chapters 1 and 2 of his
research.
After the researcher successful crafting his chapters 1 and 2, the Research
Agendum professor then assigned him to an adviser and provided him the names
The researcher then consulted his adviser for recommendation for the
enrichment of his research. After the completion of the chapters 1 and 2, he then
presented his research to the research to the committee for evaluation and
The next step he did was that he sent a request letter to the Schools Division
secondary level and to the selected teachers of secondary and elementary level.
interpreted and analyzed the data with the guidance of his adviser and his
statistician. Thereafter, he started writing his chapters 3, 4 and 5. Next, he had the
Oral Defense of his research to the research committee for evaluation and
recommendation.
The next thing he did after the Oral Defense was the finalization of his
finalization of his manuscript, he submitted his manuscript to the censor for editing.
The last thing that he did was the finalization of the manuscript for the signing of
his manuscript for the distribution of the copies of his finalized manuscript to the
Research Environment
Talisay City was the research locale of the study. It was founded in 1684 as
In 2000 the municipality was converted into a city. The municipality is now
linked to Cebu City via South Coastal Highway from Lawaan which opened in
2004. This brought some recent investment in form of malls and subdivisions.
The Division of Talisay was founded in 2001 when Talisay City was
Figure 2
Research Environment
17
Respondents
both elementary and secondary public schools of Talisay City Division which could
Table 1
ELEMENTARY 18
SECONDARY 12
TOTAL 30
Table 2
ELEMENTARY 90
SECONDARY 60
TOTAL 150
Instruments
necessary data. Some parts of survey questionnaire were paralleled from the
gathering:
1. Preliminary Preparation
This study utilized the following statistical formula in the treatment of the data:
2. Weighted Mean. This was utilized to analyze and interpret the responses
of the respondents.
3. Mode. This was used to assess and evaluate the attributes that were
5. Z-Test. This was used to find the significant difference between the mean
Scoring Procedures
the following:
highly perceived
perceived
less perceived
possessed
possessed
less possessed
20
highly complied
complied
less complied
21
DEFINITION OF TERMS
The following terms are operationally used in this research for better
school administrator
Leader. A person who influences others towards the achievement of the mission,
Leadership Style. This is the way the school administrator leads his school
years of experience)
Coordination with the private Schools in the Locality, Action Research, and
Student. This is any individual seeking basic literacy skills and functional life skills
or support services for the improvement of the quality of his/her life (R.A. 9155)
Teacher. This refers to all persons engaged at the elementary and secondary
levels whether on full time or part-time basis, including industrial arts or vocational
functions in all schools in the aforesaid levels and qualified to practice teaching
This chapter discusses the different related literature that are similarly
Related Literature
Act of 2001 defines School Head as a person responsible for the administrative
law (R.A. 9155), the school head shall have authority, accountability and
(1) Setting the mission, vision, goals and objectives of the school;
(3) Implementing the school curriculum and being accountable for higher
learning outcomes;
plan;
learning outcomes;
needs;
(11) Accepting donations, gifts, bequests and grants for the purpose of
authorities.
Mentioning another law, the Education Act of 1982 or Batas Pambansa 232,
the school administrators have certain special rights under Section 12. These
Eric Sheninger (2011) in his blog in The Huffington Post, he discussed the
qualities of Effective Principals citing Dr. James Strong. In his blog he gave his
thoughts of what good principals do. The following are his thoughts:
school is all about. School leaders do not always do the best in terms of
telling teachers that they are doing good work when they are not. Being a direct
teachers and students accountable for learning. Great principals see solutions, not
just problems.
Risky, but not too risky: Principals have to be willing to try new things and
have a mindset to keep trying until improvement is the end result. They need a
backstop of support that allows them to fail in these efforts. The most effective
decision makers take risks, but do not bet the farm or take quantum leaps without
the students, can better identify areas where teachers can improve, and set the
tone for practices to be emulated throughout the building. The human factor is
people the way they would like to be treated. How we smile, say hello, and engage
addressing problems head on with a positive attitude. When hiring new staff,
principals need to go to great efforts to hire educators that align best with the vision
of the school.
Cares about students and staff: Effective principals never give up on kids
and their support staff. They are the epitome of instructional leadership and will
show teachers how to become more effective based on evaluative data. As noted
by Dr. Strong, the elements above are important at a personal level. He then
curriculum & instruction. The most effective teachers seamlessly use multiple
instructional strategies during a lesson and good principals can identify them.
inducting & supporting current staff, providing meaningful opportunities for growth,
long learning.
Principal. According to her, principals who are highly effective are more likely to
have more than three years of leadership experience overall, have at least three
rather than just delegate paperwork, have a clear sense of instructional goals, give
informal teacher evaluations or classroom visits and give feedback afterwards, and
have school boards and superintendents who exhibit a clear vision of what
constitutes a good school and create a framework that gives principals both
effective principals have standardized test scores that are 5 to 10 percentile points
higher than schools led by an average principal, fewer student and teacher
replaced with more effective teachers, and principals who are more likely to stay
Moreover, Krasnoff (2015) citing Hull (2012) stated that effective principals
support teachers. She noted that teachers say that principals provide instructional
support by emphasizing the value of research based strategies and applying them
28
Krasnoff (2015) stated that research and practice confirm that there is little chance
of creating and sustaining a high quality learning environment without a skilled and
clearly shown that the principal is a key ingredient in the performance of the school,
especially if that school enrolls a large number of low-performing and/or poor and
less experienced and less effective principals. And, while effective principals tend
increases for all children in every school to succeed as learners, there is broad
propelling student learning, they need the training, skills, and experience to focus
focus on supporting the principal as the instructional leader must collect and act
be instructional leaders, only ongoing assessment of their behaviors and skills will
Levine Nelson, et al. (2007) citing Levine (2005, p. 13) stated that school
methods, technology, and the use of time and space. They have to recruit and
retain top staff members and educate newcomers and veterans alike to understand
continuing change. Furthermore, One of the key roles for any administrator is to
transform and inspire the efforts of the teachers (Hoy and Hoy, 2003 as cited by
Nelson, et al. 2007). In addition, school administrators are responsible for schools,
and must exert leadership and accept consequences for educational outcomes.
Schools need effective leaders who can encourage learning, support and reward
good teaching, and ensure schools serve the community (Smylie and Hart, 1999;
Blas and Blas, 2001; Fullan, 2001; Creighton, 2005 as cited by Nelson, et al.
Morrison (2013) cited the studies David Woods and Chris Husbands and
Dr. Chris Brown that had conclusions shared by successful leaders. He shared
that they have consistent, high expectations and are very ambitious for the success
30
of their pupils; they constantly demonstrate that disadvantage need not be a barrier
very effective professional development of all staff; they are expert at assessment
and the tracking of pupil progress with appropriate support and intervention based
upon a detailed knowledge of individual pupils; they are highly inclusive, having
complete regard for the progress and personal development of every pupil; they
develop individual students through promoting rich opportunities for learning both
within and out of the classroom; they cultivate a range of partnerships particularly
with parents, business and the community to support pupil learning and progress;
and they are robust and rigorous in terms of self-evaluation and data analysis with
a school principal; namely: shaping a vision of academic success for all students,
that safety, a cooperative spirit and other foundations of fruitful interaction prevail;
cultivating leadership in others so that teachers and other adults assume their parts
their best and students to learn to their utmost; and managing people, data and
In the abstract of the research of Barrett and Bayer (2014) The Influence of
passion for teaching and providing educators with the motivation to engage
in this research.
approaches to teaching.
Chapter 3
This chapter provides the data gathered by the researcher, the analysis of
those data and the interpretation of the results. The data are presented through
tables for simpler presentation so that it could be more appreciative to the reader.
Personal. This section presents the elementary and secondary teachers profile
Age and Gender. Age and gender play vital roles in analyzing the responses of the
respondents in terms of who and which age dominates the leadership roles in
schools and who and which age dominates the teaching world.
Table 3
Age F % F % F % F %
61-70
0 0 1 3.33 1 0.67 3 2.00
51-60
2 6.67 2 6.67 3 2.00 9 6.00
41-50
3 10.00 15 50.00 5 3.33 8 5.33
31-40
2 6.67 4 13.33 8 5.33 64 42.67
20-30
1 3.33 0 0 10 6.67 39 26.00
Total
8 26.67 22 73.33 27 18.00 123 82.00
Legend
F - Frequency
% - Percentage
33
As what is reflected in Table 3, only one (1) or only 3.33 percent of school
administrator is between ages 20-30. On the other hand, the school administrators
who age 31-40 are only six (6) or 20.00 percent of the total respondents. Most
school administrators, based on the survey are between 41-50 years old or 60.00
percent of the total respondents. The school administrators who are between 51-
60 years old are only 4, who are only 13.33 percent of the respondents. Lastly, the
school administrator who is between 61-70 years old is only one (1) or 3.33 percent
of the total respondents. On the other hand, with regard to teacher respondents
age, 32.67 percent who are 49 out of 150 respondents are between 20-30 years
old. The data also reveal that majority of the respondents who are 72 or 48.00
percent are between 31-40 years old. Teachers who are 41-50 years of age are
only 13 or 8.67 percent. The teachers who age 41-50 years old are not at par from
the teachers who age between 51-60 years old. The teachers who age 51-60 years
old are only 12 or 8.00 percent of the total teacher respondents. Lastly, the
teachers who age 61-70 years old are only four (4) or 2.67 percent among the
respondents.
knowledge about teaching, management and leadership, and wisdom to lead his
fellow teachers. However, this does not mean that someone must reach that age
before reaching 40. Furthermore, majority of the respondent teachers are between
34
20-40 years of age. This only proves that schools nowadays are dominated by the
teachers in the 21st century due to the robust increase of pupils and students. Two
for the K to 12 Curriculum. This paved the way for the young teachers to be hired
to be the part of the teaching force of the Department of Education (DepEd). This
year, the new DepEd Secretary, Dr. Leonor Briones announced that the
Mathematics. Thus, it is expected that most teachers of the DepEd will be young
and full of energy due to the high demand in this profession. In fact, some
professionals just like engineers, nurses and graduates of business course are
With regard to the gender of the school administrators, eight (8) or 26.67 percent
of the respondents are male, while 22 or 73.33 percent are female. On the
teachers gender, there are 24 male teacher respondents who are 18 percent of
the total respondents, while teacher female respondents are 123 or 82.00 percent,
comprising the majority of the total respondents. The data gathered prove that
most teachers are female and the ratio among male and female teachers is almost
1:4. This means that female teachers are dominant in the teaching profession.
The data also reveal that most school administrators are female while only
few school administrators are male. The data contradict the usual clich that most
leaders are men while most subordinates are women. However, in education it is
the reverse. Female is the dominant gender in all educational systems because
35
only few men are entering the craft. The reason probably why women dominate
notices, most teachers are women, and since most teachers are women, they have
dominate. However, men are not discriminated in this craft; they are given equal
opportunity to grow and become leaders, it is that only few among many women
Using the data of the gender of the school administrators and teachers, he
surmises that since more teachers are female, they have more likely the chance
male and female teachers have equal opportunity in promotion and professional
growth, the female teachers have the higher chance of being promoted due to their
number.
advantage in the promotion- that is probably why there are more female
administrators than that of male. They are promoted, not only probably based on
imperative to determine their years of experience. This Table presents the years
Table 4
Years in Service F % F %
26-30 0 0 6 4.00
private or in public institution. Based on the Table, only one (1) or 3.33 percent
(7) who are 23.33 percent of the total school administrators. The majority of school
43.33 percent of the total respondents. Continuing, seven (7) or 23.33 percent of
37
the school administrators have at least 16-20 years of experience, while only two
(2) or 6.67 percent have the experience between 21-25 years. On one hand, 37.33
percent of the teacher respondents have at least 1-5 years of experience. On the
other hand, 53 or 35 percent of the teachers have 6-10 years of experience while
those who have 11-15 years of experience are 15 or 10.00 percent of the total
respondents. The teachers who have 16-20 years of experience are 13 or 8.67
percent while teachers who have 21-25 years of experience are represented by
4.67 percent of the respondents. The teachers who have the most experience are
The data revealed that the majority of the school administrators have
already more than 11 years of experience. This proves that the ladder to being a
school administrator is not easy. It needs experience to lead teachers who are also
intelligent and may be experienced than them. Thus, leading a school with less
on the data, 26.66% of school administrators of Talisay City Division have less
than ten (10) years of experience. They may have the potentials in leading the
schools or may have the leadership attributes that made them exceptional among
their subordinates. In addition, the data are very clear that if someone wishes to
The data also reveal that no school administrator has more than 26 years
of experience. The researcher surmises that they have not yet reached those
38
number of years of experience due to their age as revealed on the ages of the
administrators are between 41-50 years of age in having more than 26 years of
It can be deduced from the data that most of the teacher respondents have
ten (10) or less years of experience which if added will be totaled to 109 out of 150
respondents or 72.66 percent. This proves that many young teachers have now
been teaching at the Department of Education in Talisay City Division. This is due
to the mass hiring of teachers due to robust increase of students and pupils and to
can also be credited to the governments effort in improving the education system
of the Philippines. The governments effort is now felt by many teachers because
of the massive increase of teachers in the government. However, more gaps must
be filled, such as classrooms, books and other school facilities that may improve
Department of Education is already a huge leap for the government in its effort in
their quality of life. The Presidents gesture really proves that the entire government
is very much willing to improve the quality of education and also improve the lives
of the teachers who are toiling to give the best education for the future leaders of
our nation.
39
transactional.
Table 5
X
Style Approach VD
N=30
I encourage my subordinates to participate
2.90 WM
and be involved in all activities.
Behavioral I observe my subordinates positive and
2.93 WM
negative behavior.
I listen to my subordinates concerns. 2.77 WM
I coach and mentor my subordinates in
attaining the mission, vision and core values 3.00 WM
of the Department of Education.
I have a charisma as a leader that makes my
2.70 WM
Transformational subordinates follow.
I motivate and inspire my subordinates. 3.00 WM
I challenge my subordinates intellectually. 2.63 WM
I attend to each of my subordinates needs.
2.40 WM
I use reward and punishment to make my
2.87 WM
subordinates follow.
I give specific instructions and I always want
2.30 M
things to be done immediately.
Transactional
I am willing to work for the benefit of the
2.97 WM
institution without counting the cost.
I want to preserve and maintain the culture of
2.67 WM
the Department of Education as an institution.
Legend
WM - Well-Manifested
M - Manifested
LM - Less-Manifested
X - Weighted Mean
N -Total frequency
40
negative behavior and listening to their subordinates concerns. With regard to the
style by coaching and mentoring their subordinates in attaining the mission, vision
that makes their subordinates follow; motivating and inspiring their subordinates;
administrators perceive that they well-manifested the style by using reward and
benefit of the institution without counting the cost and having the desire to preserve
transactional leadership, only one approach in which they perceive that they
manifested and that is giving specific instructions and always wanting things to be
done immediately.
leadership styles. The most common styles that they all well-manifested are
coaching and mentoring their subordinates in attaining the mission, vision and core
subordinates. The styles in which they all well-manifested are not peculiar in
the fulfillment of the mission, vision and core values of the institution they are
serving. The mission, vision and core values are guides on where direction each
school administrator must lead. School administrators are also bound to help their
subordinates attain such mission, vision and core values because the success of
the schools depend on them. A school administrator who does not coach or mentor
also be his failure as well. As school administrator, he must also motivate and
subordinates must be encouraged and motivated so that they will not be felt alone
create an unending ripple to the subordinates to follow the things that he is doing.
He may also lead them without controlling because he already had become a good
witnessed the former Regional Director of the Department of Education pick-up the
pieces of trash; when he saw his superior doing such thing, he followed him without
a word coming from her to do the same thing. In other words, one good deed done
by a leader can create a lasting impact to his subordinates; thus inspiring and
concerns, in having the charisma as a leader that makes their subordinates follow,
42
subordinates needs, in willingness to work for the benefit of the institution without
counting the cost, and in desiring to preserve and maintain the culture of the
to their limit because they are the direct implementers of the curriculum; thus, the
administrators. They may be asked by their superiors, How did you help your
questions may be some of the relevant questions that school administrators must
may know how to coach them and on how to adjust with them, because whether
they like it or not, they are dealing with people who are different from each other.
They all come from different walks of life and undergo different trainings. Thus,
school administrators must be sensitive with their attitudes, whether good or bad.
effectively lead their subordinates. Furthermore, charisma can also be the asset of
school administrators. Some say that charismatic leaders are leaders who are
loved by their subordinates. Charisma is a special charm that only few possess.
Though no one knows how to measure charisma or to what extent leaders should
have it, one thing is for sure, leaders who possess it have a sense of power to
43
leaders, school administrators must attend to the needs of their subordinates. They
have different concerns and needs, whether from parents, students, or most often
times to their leaders. School administrators must be good in finding ways to help
their subordinates. In School Based Management, these are what they call
School administrators, as what other leaders must have is the ear to listen
to their subordinates concerns, whether from a teacher asking him to accept his
late report or from a student requesting that he may transfer in other school one
month before the school year ends. In other words, school administrators must be
open-minded and are willing to listen to all concerns of all their subordinates
they can produce better results in their decisions because they go through strict
scrutiny and different opinions were solicited to make better decisions for the
benefit of the school, especially for the students, who are the center of the
educative process.
intellectually. This must be done by them because they are not just leading people
with emotion, but people with intellect; and the fact they are leading teachers, in
which school administrators must find ways on how to stimulate them intellectually.
Teachers as we know are creative and talented, not just because they need to, but
never utilize the creativity and talents of his subordinates, they may feel bored or
burned-out because their expectations are not met by the leaders they trust and
respect.
the cost. School administrators have Herculean tasks. Their functions and roles
are not only limited for the improvement of teachers performance; they are also
school fund, community linkages and many more. So, in order to accomplish all
those functions or roles, they must work hard to be able to be effective and efficient.
activities, thus, these are additional tasks on their hand. In spite of these, they are
still not counting the amount of their work. As good soldiers, they follow the DepEd
Education is a debatable issue, because there are still some moves to change the
older cultures that are now quite obsolete or not applicable for the modern teachers
and students, the school administrators still perceive that the old days must
remain. The preservation and maintenance of the culture probably does not
students, but they are probably referring to the preservation and maintenance of
culture of respect of teachers towards them, the students views to teachers and
to them as models and paragons of virtue, and the novelty of teaching profession.
modern needs of the society, but part of it as what school administrators view must
be preserved and maintained for the future generations to adopt. The values tested
by time are still the core foundation of the educational system. Educational system
administrators are the guardians of the system that contributes a lot to society.
because they lead academic institutions that creativity, wit and intelligence are
highly demanded.
Table 6
TEACHERS
Attributes SCHOOL ADMINISTRATORS
Knowledge X VD X VD
N=30 N=150
Creative 2.93 WP 1.99 P
Reader 1.97 P 1.89 P
Intelligence 2.80 WP 2.05 P
Average
2.57 WP 1.98 P
Mean
46
Legend
WP - Well-Possessed
P - Possessed
LP - Less-Possessed
X - Weighted Mean
N -Total frequency
VD - Verbal Description
possessed creativity and intelligence while they believe that they possess the
attribute of being a reader. On the other hand, teachers perceive that their school
Based on the data, there are quite difference with the perception of the
school administrators and teachers have the same perception that school
average mean on the perception of the school administrators and teachers, the
school administrators responses got the average mean of 2.57 which can be
difference between both respondent groups perception, it can still be stated that
likely be successful in terms of decision making and innovation because they have
administrators, they most likely gained their intelligence from different mediums,
but what is more important is that they use their intelligence in righteous ways.
47
Table 7
SCHOOL
Attributes TEACHERS
ADMINISTRATORS
Skill X VD X VD
N=30 N=150
Time- management 2.43 WP 1.86 P
Relationship building 2.93 WP 2.01 P
Sharing vision 3.00 WP 2.16 P
Rewarding 2.93 WP 1.67 P
Fair Decisiveness 2.83 WP 1.75 P
Consistency 2.37 WP 1.99 P
Competence 3.00 WP 2.01 P
Conducts effective meeting 2.63 WP 2.01 P
Speaking skills 2.33 WP 1.91 P
Empowerment 3.0 WP 2.07 P
Ability to inspire others 2.73 WP 1.92 P
Takes responsibility 3.00 WP 2.07 P
Takes risk 3.00 WP 2.09 P
Resourceful 3.00 WP 1.81 P
Organized 2.77 WP 2.19 P
Helps others to succeed 2.97 WP 1.83 P
Coaching people 2.93 WP 1.85 P
Average Mean 2.81 WP 1.95 P
Legend
WP - Well-Possessed
P - Possessed
LP - Less-Possessed
X - Weighted Mean
N -Total frequency
VD - Verbal Description
possessed the different skills in leading their respective schools. On the contrary,
teachers believe that their school administrators possessed all those skills.
48
The data reveal that there are polar differences on the perception of the
the school administrators responses have the average mean of 2.81 which can be
All of the school administrators said that they well-possessed the skills of
through experience, taking a responsibility is standing firm for the decisions made,
taking risk is someones courage gamble for something that he thinks is correct or
teachers perception are different from the school administrators. Teachers believe
fair enough to say that the self- evaluation of school administrators on their skills
Though the perceptions of the school administrators are different from the
Attitude. Walter Scott said, For success, attitude is equally important as ability.
Thus in leadership, attitude may be a key factor the success of school leaders.
Table 8
SCHOOL
Attributes TEACHERS
ADMINISTRATORS
Attitude X VD X VD
N=30 N=150
Self-motivated 2.43 WP 1.79 P
Optimism & Positivity 2.73 WP 1.88 P
Courage 2.90 WP 1.98 P
Humor 2.10 P 2.16 P
Integrity 3.00 WP 1.93 P
Loyal 3.00 WP 2.05 P
Humility 2.90 WP 2.01 P
Honesty and Transparency 3.00 WP 1.59 LP
Listening 2.67 WP 1.87 P
Empathy and Compassion 2.60 WP 2.07 P
Clarity 2.53 WP 2.09 P
Open-minded 2.80 WP 1.80 P
Flexible 2.93 WP 2.15 P
Independent 3.00 WP 2.00 P
Focused 2.57 WP 2.21 P
Seeks out advice 2.97 WP 2.07 P
Confidence 2.87 WP 1.85 P
Accountable 3.00 WP 1.95 P
Character 2.73 WP 2.06 P
Passion 3.00 WP 1.99 P
Respectable 3.00 WP 2.13 P
Charisma 2.17 WP 2.01 P
Discipline 2.53 WP 2.31 P
Maturity 2.77 WP 2.11 P
Reasonable 2.30 P 2.11 P
Authenticity 2.63 WP 1.84 P
Respect for others 2.57 WP 2.00 P
Commitment 3.00 WP 2.08 P
Patience 2.70 WP 1.94 P
Average Mean 2.74 WP 2.0 P
Legend
WP - Well-Possessed
P - Possessed
LP - Less-Possessed
X - Weighted Mean
N -Total frequency
VD -Verbal Description
50
possessed the attitude needed by the school administrators, except one; that is
hand, teachers are believe that their school administrators possessed all the
attitudes, except honesty and transparency in which teachers perceive that their
are for the researcher are the most important attitudes that school leaders must
political forces that would try to sway their decision making; having the passion
makes the job of being school administrator is not a job but a calling; being
respectable is gaining the respect of others without even asking for it; and, being
committed to the job is someones dedication to the job and willingness to take
falls on well-possessed, while the teacher responses have the average mean of
Developmental.
51
Basic Education. The Basic Education functions are the roles of school
Table 9
SCHOOL
Functions TEACHERS
ADMINISTRATORS
Basic Education X VD X VD
N=30 N=150
prepare and implement School
3.00 WC 2.01 C
Improvement Plan (SIP).
prepare Annual Improvement Plan (AIP),
Annual Procurement Plan (APP), Project
Procurement Management Plan (PPMP),
3.00 WC 1.83 C
and Monthly Maintenance and Other
Operating Expenses (MOOE) Budget
Request.
adopt and implement annual plans and
3.00 WC 2.04 C
budget.
plan and manage the performance of all
2.77 WC 2.09 C
personnel.
prepare and submit accurate reports on
2.87 WC 2.20 C
time in a year (SF 1,2,3,5,PAR,SCF48).
achieve zero (0) number of times tardy in
2.40 WC 2.24 C
a year.
complete 100% of the required attendance
both academic and non-academic 3.00 WC 1.91 C
activities in a year.
Average Mean 2.86 WC 2.05 C
Legend
WC - Well-Complied
C - Complied
LC - Less-Complied
X - Weighted Mean
N -Total frequency
VD -Verbal Description
On the other hand, teacher believe that school administrators complied their
respective functions.
By looking into the average mean of the respondent groups, the school
administrators responses got the average mean of 2.86 which can be verbally
mean of 2.05 which can be interpreted as complied. The two means on the school
their perceptions.
Table 10
SCHOOL
Functions TEACHERS
ADMINISTRATORS
Education Governance X VD X VD
N=30 N=150
organize and monitor different programs,
activities and projects (PAPs) to attain 2.73 WC 1.95 C
desired learning outcomes.
implement and monitor PAPs to achieve
performance indicators using goals and
targets in the following in Participation, 2.93 WC 1.95 C
Drop-outs, Cohort Survival and
Completion
observe classes among the 25% of the
total number of teachers in school every 2.77 WC 1.59 LC
quarter.
provide technical assistance to Master
Teachers and/or Department 2.73 WC 2.14 C
Heads/Subject Coordinators.
inspect and evaluate the school physical
3.00 WC 2.20 C
plant and equipment/facilities.
submit a complete school MOOE
1.33 C 1.33 LC
liquidation report every month.
post updated copies of liquidation report
and other financial resources in the 3.00 WC 2.12 C
transparency board.
conduct In-service Training of Teachers
(INSET) based on Teachers Strengths 2.60 WC 2.29 C
and Needs Assessment (TSNA).
propose teachers to attend seminars and
3.00 WC 2.09 C
trainings.
prepare and submit appropriate teaching
3.00 WC 1.35 LC
and ancillary loads of teachers.
use conflict management of school-based
3.00 WC 2.21 C
personnel efficiently and effectively.
ensure compliance with the Child
3.00 WC 1.87 C
Protection Policy of the Department.
Average Mean 2.76 WC 1.92 C
54
Legend
WC - Well-Complied
C - Complied
LC - Less-Complied
X - Weighted Mean
N -Total frequency
VD -Verbal Description
governance, Table 10 reveals that school administrators perceive that they well-
complied the all the functions, except in submitting a complete school MOOE
liquidation report every month in which they complied. On the other hand, teachers
perceive that school administrators complied with all their functions except in
observing classes among the 25% of the total number of teachers in school every
quarter, in submitting a complete school MOOE liquidation report every month and
Table 11
SCHOOL
Functions TEACHERS
ADMINISTRATORS
WC - Well-Complied
C - Complied
LC - Less-Complied
X - Weighted Mean
N -Total frequency
VD -Verbal Description
complied all their functions in regulatory and developmental. On the other hand,
teachers perceive that school administrators complied with all the functions in
on the perception in the given functions, the average mean is 1.99 in which the
action research based on school needs in which majority believe that they observe
functions, teacher have quite polar view. The well-compliance of the school
administrators to their functions are quite a Herculean task because they will have
to perform different functions. The functions given to them are too many to deal
with. The Department of Education must therefore revisit the functions of school
respective functions, they are leaders who are capable of redesigning their school
systems. With their knowledge of their functions or roles, the researcher would like
to borrow the words of Barrett and Beyer (2004) that principals or school
administrators can already increase the demands of teaching and learning and can
school administrators are fully aware of their functions, they lead their schools in
resource assessment, methods, technology, and the use of time and space.
57
their school administrators, most believe that their school administrators complied
with most of the different functions or roles of school administrators. However, one
of action research based on school needs and provide interventions. With this
their subordinates that they conduct such research and provide such intervention.
Communicating to their subordinates that they conduct such research and provide
order for their subordinates to be fully aware of what their school administrators
are doing. Moreover, sharing to their subordinates that they perform such function
may be helpful on their part because the result of their research may be helpful on
their part for the teachers may help them find such intervention and help solve the
Krasnoff (2015), effective principals support teachers. She further said that
research based strategies and applying them effectively to their own school. With
performance.
58
the school administrators to their attributes and functions and the teachers
Attributes. Table 12, 13 and 14 present the Significant Difference between the
Table 12
As reflected in the Table, the population 1 sample which are the school
administrators has a mean of 2.566666667 while the population 2 which are the
teachers has the mean of 1.976666667. The Z-Test was used to calculate the
significant difference between the perceptions of the school administrators with the
59
level of significance of 0.05 using the Two-Tail Test, in which lower critical value is
Value of 1.93897896. Therefore, the null hypothesis with regard to the perception
confirmed.
Findings can say that school administrators as well as the teachers believe
that the school administrators of Talisay City Division possess knowledge with
Table 13
administrators which has the mean of 2.814705882 while the population 2 sample
60
are the teachers which has the mean 1.952941176. Using the Z-Test with critical
Two-Tail, with the lower critical of -1.959963985 and upper critical value of
1.959963985, with 0.05 level of significance the test reveals that the perception of
the school administrators and the teacher with regard to the skill of the school
school administrators and the teachers with regard to skill attribute of the school
administrators.
Table 14
with the weighted mean of 2.737931034 while the sample 2 population are the
61
teachers with the mean of 2.001034483. The Z Critical Two-Tail Value is used with
the lower critical value of -1.959963985 and upper critical value of 1.959963985
The Z-Test reveals through the Z-Value of 13.24359979 which is far higher
than the upper critical value of 1.959963985 that there is a significant difference
between the perception of the school administrators and teachers with regard to
the perceptions of the respondent groups with regard to the attitude of the school
administrators.
the school administrators and teachers with regard to the school administrators
groups perception with regard to skill and attitude, thus with these the significant
difference, the null hypothesis is reject with regard to these two general attributes.
difference on the perception of the school administrators and teachers with regard
Developmental.
62
Functions. Table 15, 16 and 17 present the Significant Difference between the
Table 15
The Table shows that the sample 1 population are the school administrators
with the mean of 2.862857143 while the sample 2 population are the teachers with
the mean of 2.045714286. The Z-Critical two tail value with the lower critical value
The test reveals that since the Z-Value of 8.095513218 is greater than the
upper critical value of 1.959963985, the null hypothesis is rejected. Thus, there is
Table 16
Table reveals that the sample 1 population are school administrators with
the mean of 2.7575 while the sample 2 population are the teachers with the mean
of 1.924166667. The Z- Critical Two-Tail value is utilized with the lower critical
value of -1.959963985 and upper critical value of 1.959963985 with 0.05 level of
significance.
The Z-Test reveals through the Z-Value of 5.01172864 which is higher than
between the respondent groups perception with regard to the functions of school
Governance.
Table 17
Developmental
The Table indicates that the sample 1 population are school administrators
with the weighted mean of 2.821666667 while the sample 2 population are the
teachers with the mean of 1.991666667. The Z Critical Two-Tail Value is used with
the lower critical value of -1.959963985 and upper critical value of 1.959963985
The test reveals that since the Z-Value of 3.54107089 is higher than the
upper critical value of 1.959963985, this proves that there is a significant difference
hypothesis is rejected.
65
The sources of these problems and concerns may come people, instructional
materials, school budget or facilities. The Table presents the issues and concerns
Table 18
perceive that they have the problems on teachers punctuality and attendance
works, and on interruption of work due to the meetings, seminars and other
directives from the Division Office. On one hand, 27 or 90.00 percent of the school
administrators believe that they have the problems on the lack of school facilities
blackboards, etc., and on the lack of monitoring from the Division office regarding
problems. The source of those problems come from teachers, the lack of school
budgeting and liquidating of the MOOE, heavy load of paper works, lack of
monitoring from the Division Office and interruption of work due to meetings,
seminars and other directives from the Division Office. With regard to the school
administrators problems regarding their teachers, Hoy and Hoy (2003) as cited by
67
Nelson, et al. (2007) stated that one of the key roles of any school administrator is
to transform and inspire the efforts of the teachers. Thus, if ever some teachers do
not do not come to meetings early or some teachers do not support school
activities or teachers attitude towards work, the school administrators must find
teachers are already part, if not the driving force of all activities. Moreover, another
problems of school administrators are teachers who do not come to class to teach,
the learners and their methodologies in teaching. With these problems, since
school administrators are responsible for schools, they must take the responsibility
for the success or failure of their schools. As leaders, they must encourage
subordinates, support and reward teachers who teach well, and make sure that
teachers are guided towards the attainment of the mission, vision and core values
of the Department of Education. For Fullan (2001), practicing teachers gladly give
their support to administrators who assume the roles of instructional leaders. This
means that when school administrators govern their teachers toward the
support them.
Moreover, most of them find that the lack of school facilities, lack of
are part of their responsibilities as stated in R.A. 9155. The law states that school
68
heads must develop the school education program and school improvement plan;
create an environment within the school that is conducive to teaching and learning;
improve and expand school facilities and provide instructional materials and
have perennial concerns with the stated problem; all they need to do is to find ways
to address those problems from time to time. They may accept donations, gifts,
bequests and grants to help them improve facilities and provide instructional
materials. The Department of Education also, as the institution that govern the
entire public basic education system finds ways to address such problems.
psychology of learning, students and pupils and diverse, and since they are
diverse, they have different values and attitudes that teachers and school
administrators must deal with. If the teachers may discipline learners who violate
school rules and policies, and so the school administrators, through a rigorous
process has the power to discipline students or pupils who violate school rules and
policies. For instance, for first and other offenses, which are not very serious in
nature, a suspension from school not to exceed three (3) days may be authorized
parents must be informed by the teacher or the school principal of any misconduct
on the part of their children for which disciplinary action is necessary (Paragraph
1.1.2, Section 1, Chapter III, Part IV of the DECS Manual). This is only one case
in which the school administrator may impose sanctions to deviant students. The
coordinator/counselor.
from parents. They play the vital role in rearing the future leaders of our country
but sometimes that vital role is ignored by them. Since the school administrators
parents also do not or never monitor their children in school. These concerns are
teachers are their problems, and part of the problems is the lack of support from
parents.
Additional problems that they face is the Budgeting and Liquidating the
Maintenance and Other Operating Expenses (MOOE) and heavy load of paper
works. The MOOE is given monthly in every school, but before they get the MOOE
for the next month, they first must liquidate the MOOE for the previous month.
However, liquidating and budgeting MOOE can be strenuous because the school
administrators are the only persons who have the control of the money and the
money cannot just be spent in anything, because the expected expenses in every
school year are already reflected in the Annual Procurement Plan (AIP) and there
are rules and regulations on how to spend such budget per school. For all
attend to, and liquidating and budgeting MOOE is another burden on their part.
However, they may delegate the purchase, canvass and liquidation to their
teachers or staff, but the responsibility and liability lie in their hands for the MOOE
are under their names. Thus, MOOE is another burden for them in addition to
also problems on the lack of monitoring from the Division Office regarding their
problem is because they perceive that their superiors often visit their schools for
monitoring. As teacher, the researcher notices that supervisors only visit the school
at least once in a year, thus, it is not enough for school administrators also need
to be coached and to be monitored. As leaders, they are also imperfect, and their
time.
work due to meetings, seminars and other directives from the Division Office. They
consider it problem because when they are outside the school, they leave their
respective schools that they manage. Though, they are good soldiers who follow
the directives from the Division Office, the Division Office must also minimize the
calling of the school administrators for they need to run their schools smoothly
are within their respective schools, thus, meetings, seminars and other directives
have little meaning to them because their main function is running a school.
Chapter 4
Summary of Findings
It was established that most school administrators are between 41-50 years
of age. With regard to their gender, majority of them are female who consisted of
73.33 percent of the total respondents. On their experiences, the data showed that
teachers in both elementary and secondary levels are between 20-40 years of age.
On their gender, the majority gender was female. The data showed that the ratio
between male and female teachers was almost 1:4. With regard to their
experiences, 72.66 percent or 109 of total teacher respondents had ten (10) or
to the weighted mean of the school administrators responses, it was found that
according to them is manifested, and that is giving specific instructions and always
through the average mean of 2.57 believe that they well-possessed the attributes
under knowledge. However, teachers through the average mean of 1.98 perceive
attribute, school administrators with the average mean of 2.81 perceived that they
average mean of 1.95 that their school administrators possessed the attributes
under skill. Furthermore, it was also found that school administrators through the
average mean of 2.74 perceive that they well-possessed attitude, while teachers
were consistent through the average mean of 2.0 believe that school
administrators believe that they well-complied this function, while teachers believe
In the test of the significant difference using Z-Test with the upper critical
value of 1.95963985 and lower critical value of -1.95963985 with 0.05 level of
leaders. On the attributes of skill and attitude, the null hypothesis is rejected.
73
In testing the significant difference using Z-Test with the upper critical value
of 1.95963985 and lower critical value of -1.95963985 with 0.05 level of significant
the functions of school administrators. Therefore, the null is rejected. It means that
found that they have the problems on teachers punctuality and attendance during
works, and on interruption of work due to the meetings, seminars and other
directives from the Division Office. On one hand, 27 or 90.00 percent of the school
administrators believed that they had the problems on the lack of school facilities
74
blackboards, etc., and on the lack of monitoring from the Division office regarding
Conclusions
becomes fully qualified for the job, however, years of experience does not preclude
and developmental and regulatory. On the contrary, the teacher perceive that their
school administrators merely complied with those functions. Using the Z-Test to
find the significant difference, the null hypothesis with regard to school
of school administrators in terms of skill and attitude, thus rejecting the null
hypothesis to that extent was the decision. Moreover, on the test of significant
respective schools effectively and efficiently. They also apply different leadership
styles; they have different attributes; they have different functions or roles; and,
they encounter different issues and concerns that may affect their performance as
leaders, but what is most important is that they survive from all the challenges that
they may encounter along the way as leaders of the schools of the Department of
Education.
Recommendations
school administrators.
2. The Division and Central Office must find ways to minimize or if not
managers;
76
their leaders.
schools;
the Department of Education must define the attributes that it finds to its school
administrators; and,
OUTPUT
Plan for School Administrators as basis for their personal, leadership, research
Administrators
The career ladder to being a school administrator is laborious and steep for
only few are chosen to occupy such position. Just for instance, of approximately
The first step to the career ladder is to hold a Bachelors Degree in Education.
This does not matter whether in elementary and secondary education. After
earning the Bachelors Degree in Education, someone must pass the Licensure
Regular Permanent Teacher. The second step is be a successful teacher who has
show his potential to lead his fellow teachers and must have wide array of
leadership skills to be qualified for the job. The next step is apply as school
choosing which he thinks the best person for the job. When someone is considered
anytime and serves for the pleasure of the Schools Division Superintendent. On
the position until retirement, resignation or death, except for being promoted to
higher position or dismissed from service. The last step for the school career ladder
is assuming the position as school administrator. But before assuming the position,
that he will be serving. On that moment, he already assumes the position as school
administrator.
79
The figure below shows the Career Ladder for School Administrator.
Figure 3
80
The researcher proposes four stages for school administrators. The first stage
is the Novice School Administrator Stage in which the school administrator has no
more than two (2) years of administrative experience, has less than or more than
Requirements for any relevant Masters Degree. The possible roles and
with less than 20 teachers, leading the basic education, education governance,
indicated in the IPCRF for School Administrators. The second stage is the Model
School Administrator in which the school administrator has more than two years
but less than five (5) years of administrative experience, has less than or more
than 80 hours relevant leadership training or has at least completed any relevant
responsibilities may include the handling of school with more than 20 teachers,
and other functions that may be indicated in the IPCRF for School Administrators
teachers, head teachers or any other positions. The third stage is the Experienced
School Administrator in which the school administrator has more than five (5) years
81
but less than 10 years of administrative experience, has less than or more than
120 hours relevant leadership training and has at least completed any relevant
Doctorate Degree (Ed.D, Ph.D, DPA, DA). The possible roles and responsibilities
of the Experienced School Administrator includes the handling of school with more
and developmental and other functions that may be indicated in the IPCRF for
required by the Division Office and sitting as a member of the selection committee
in hiring teachers, head teachers or any other positions. The fourth and last stage
which the school administrator has already accumulated at least ten years of
administrative experience, participated less than or more than 160 hours relevant
leadership training or has at least completed any relevant Masters Degree or has
any relevant Doctorate Degree (Ed.D, Ph.D, DPA, DA). The Master School
school with more than 20 teachers, leading the Basic education, education
Though all stages may not be reached by school administrators, they may
likely accomplish at least two of the stages in their school leadership experience.
82
With the stages given, school administrators must continually grow personally and
trainings, seminars and workshops to be more effective and efficient leaders of our
schools. Thus, they may be able to cope-with the challenges that they may face
School Administrators
aims to:
administrators;
Scheme of Implementation
This will serve as the guide for the improvement of school administrators
relationship with others, leadership styles, and functions. This will also try to
EDUCATION PROGRESSION-
ADMINISTRATORS
INTRODUCTION
leaders as they lead their respective schools. The researcher designed different
with all the necessary skills they need to run effectively and efficiently their
in which each section is incorporated with different trainings and workshops that
Development Plan, school administrators will have a full grasp and understanding
SCHEME OF IMPLEMENTATION
Areas of Objectives Strategies Persons Budget Source of Time Expected Actual Remarks
Concern Involved Budget Frame Outcome Accom-
plish-
ment
This section School 1. Schools Venue: Division Through
specifically aims Administrator Division 30,000.00 (MOOE) School
to: s will undergo Superintende Speakers: Maintenan Administ-
develop three (3) Day nt 15,000.00 ce and rators,
school Seminar on 2. Assistant Meals: Other the
administrat Relationship Schools 50,000.00 Operating relations-
ors building with a Division Training Expenses hip them,
personal title: School Superintende kits: and/or teachers,
relationship Administrator nt 10,000.00 (SEF) students,
with s: The Bridge 3. Chief Transporta- Special parents,
teachers, Towards Education tion Education school
students, Unity in Supervisors Allowance Fund personne
Personal parents, School 4. for every 3 days l,
superiors Supervisors participant: superiors
and other 5. Education 10,000.00 and other
stakeholde Supervisors Decoration stakehold
rs 6. DepEd and other -ers are
educate personnel miscellaneo develope
school 7. School us d.
administrat Administrator expenses:
or on s 10,000.00
Human Total
Relations Budget:
and how it 125,000.00
functions;
and,
87
Provide
opportunity
to solve
gaps
encountere
d in school.
Areas of Objectives Strategies Persons Budget Source of Time Expected Actual Remarks
Concern Involved Budget Frame Outcome Accom-
plish-
ment
This section School 1. Schools Venue: Division The
specifically aims Administrator Division 30,000.00 (MOOE) School
to: s will be Superintende Speakers: Maintenan Administr
Educate participating a nt 15,000.00 -ce and ators
school training 2. Assistant Meals: Other view on
administrat workshop for Schools 50,000.00 Operating types of
or on the school Division Training Expenses school
different administrators Superintende kits: and/or leadershi
leadership with a title: nt 10,000.00 (SEF) 3 p will be
Types of styles, Leadership 3. Chief Transporta- Special Days broadene
Leadershi theories Styles: Its Education tion Education d and
p and Impact to the Supervisors Allowance Fund honed
practices; Success of 4. for every and they
Promote Every Leader Supervisors participant: may
modern 5. Education 10,000.00 apply the
paradigm Supervisors Decoration leadershi
of 6. DepEd and other p style
leadership; personnel miscellaneo appropri-
us ate in
88
Areas of Objectives Strategies Persons Budget Source of Time Expected Actual Remarks
Concern Involved Budget Frame Outcome Accom-
plish-
ment
This section The school 1. Schools Venue: Division The
specifically aims administrators Division 30,000.00 (MOOE) school
to: will be Superintende Speakers: Maintenan administr
Make participating a nt 15,000.00 -ce and -ators will
school leadership 2. Assistant Meals: Other be able
administrat seminar Schools 50,000.00 Operating to reflect,
ors reflect workshop that Division Training Expenses if not
on their focuses on Superintende kits: and/or emulate
Leadershi attributes Leadership nt 10,000.00 (SEF) 3 the
p as leaders; Attributes. 3. Chief Transporta- Special Days leadershi
Attributes The title of the Education tion Education p
training Supervisors Allowance Fund attributes
89
Areas of Objectives Strategies Persons Budget Source of Time Expected Actual Remarks
Concern Involved Budget Frame Outcome Accom-
plish-
ment
This section School 1. Schools Venue: Division School
specifically aims administrators Division 30,000.00 (MOOE) Administr
to: , whether Superintende Speakers: Maintenan a-tors are
Orient newly nt 15,000.00 -ce and expected
school installed or 2. Assistant Meals: Other to learn
administrat veteran will Schools 50,000.00 Operating and re-
-ors be required to Division Training Expenses learn
regarding participate in Superintende kits: and/or their
their the seminar. nt 10,000.00 (SEF) different
Functions functions The title of the 3. Chief Transporta- Special functions
of School or roles; seminar will Education tion Education 3 or roles
Administr Discuss be School Supervisors Allowance Fund Days as school
at-ors the Administrator 4. for every leaders.
challenges s Functions Supervisors participant: They are
and issues in the 21st 5. Education 10,000.00 also
that school Century Supervisors Decoration expected
administrat Education. 6. DepEd and other to be
-ors may personnel miscellaneo more
face as 7. School us respons-
they Administrator expenses: ible to
perform s 10,000.00 the roles
their Total that the
functions Budget: Depar-
or roles; 125,000.00 ment of
and, Educatio
Promote n gave
leadership them.
91
response-
bility
among
school
administ-
rators.
Areas of Objectives Strategies Persons Budget Source of Time Expected Actual Remarks
Concern Involved Budget Frame Outcome Accom-
plish-
ment
This section School 1. Schools Venue: Division After the
specifically aims Administrator Division 30,000.00 (MOOE) seminar,
to: s will be Superintende Speakers: Maintenan school
Discuss asked to nt 15,000.00 -ce and adminis-
the participate a 2. Assistant Meals: Other tratorss
different seminar Schools 50,000.00 Operating knowle-
Legal entitled, The Division Training Expenses dge of
Basis of Legal Basis of Superintende kits: and/or law is
Issues Education; Education: Its nt 10,000.00 (SEF) expected
and Promote Impact to 3. Chief Transporta- Special 3 to widen.
Concerns awareness School Education tion Education Days They are
that on the Leadership. Supervisors Allowance Fund also
school different 4. for every expected
adminis- legal The Division Supervisors participant: to be
trators actions that Office shall 5. Education 10,000.00 more
encounter may be commission Supervisors Decoration cautious
taken when lawyers have 6. DepEd and other on the
critical the personnel miscellaneo legal
problems experience 7. School us expense: implicatio
arise that and Administrator 10,000.00 n of their
need legal knowledge on s action.
92
Areas of Objectives Strategies Persons Budget Source of Time Expected Actual Remarks
Concern Involved Budget Frame Outcome Accom-
plish-
ment
This section - The Schools 1. Schools Meals: Division 30 There will
specifically aims Division Division 5,000.00 (MOOE) work- be a
to: Superintende Superintende Transport- Maintenan ing clear
Provide nt will nt ation -ce and days qualifica-
guidelines compose a 2. Assistant 1,000.00 Other upon tion
in choosing team of Schools Other Operating the require-
qualified school Division Miscellan- Expenses issu- ment for
School school administrators Superintende eous and/or ance the
Administr- administer- , supervisors, nt expenses (SEF) of the school
ator ators; parents and 3. Chief 2,000.00 Special memo administr
Applicants Enhance other Education Total Education randu -ator
Selection School stakeholders Supervisors Budget: Fund m aplicants.
Process Administr- to provide 4. 8,000.00 There will
ator guidelines in Supervisors also be a
screening and specific
93
SCHOOL ADMINISTRATORS
Registration: 6:30-7:30 AM
Professor V
University of Bohol
Seminar-Workshop Objectives:
Research;
school; and,
determine school issues and concerns that can the basis for Action
Research.
96
Persons In-Charge
PROGRAM
Day 1
Morning
Afternoon
Day 2
Morning
Afternoon
Day 3
Morning
Afternoon
Day 4
Morning
Afternoon
Day 5
Morning
Afternoon
BIBLIOGRAPHY
Books
Bilbao, Purita P., et al. (2015). The Teaching Profession. Quezon City, Philippines:
LORIMAR PUBLISHING, INC.
Burns, James Macgregor (1978). Leadership. New York USA: Harper and Row,
Publishers.
Nelson, Jack, et al. (2007). Critical Issues in Education- Dialogues and Dialectics.
New York USA: The McGraw-Hill Companies, Inc.
Sizer, Theodore (1992). Horaces Compromise- the Dilemma of the American High
School. United States of America: Theodore Sizer.
Republic Act 9155 also known as Governance of Basic Education Act of 2001.
Electronic Sources
Barrette, Catherine and Breyer, Robert (2014). The Influence of Effective
Leadership on Teaching and Learning.Accessed from http://digitalcommons
.uncfsu.edu/cgi/viewcontent.cgi?article=1028&context=jri
Cherry, Kendra (2016). The Great Man Theory of Leadership. Accessed from
https://www.verywell.com/the-great-man-theory-of-leadership-2795311
APPENDICES
102
Appendix A
Madam:
I have the honor to inform your good office that I, the undersigned is working on
the dissertation study entitled: SCHOOL ADMINISTRATORS ATTRIBUTES
TOWARDS EDUCATION PROGRESSION-DRIVEN ERA as partial fulfilment of
the requirement leading to the degree of Doctor in Education Major in Development
Education at Cebu Technological University.
I will be glad if this request will be given favorable consideration. Thank you
very much and God bless!
Recommending Approval:
Approved:
Appendix B
SURVEY QUESTIONNAIRE
FOR SCHOOL ADMINISTRATOR
Name (optional):________________________________________________
administrator. Use the given scales in rating your answers. Put a check mark on
3- Well manifested
2- Manifested
1- Less manifested
Style 3 2 1
I encourage my subordinates to participate and be involved in all
activities.
I observe my subordinates positive and negative behavior.
I listen to my subordinates concerns.
I coach and mentor my subordinates in attaining the mission,
vision and core values of the Department of Education.
I have a charisma as a leader that makes my subordinates follow.
I motivate and inspire my subordinates.
I challenge my subordinates intellectually.
I attend to each of my subordinates needs.
I use reward and punishment to make my subordinates follow.
I give specific instructions and I always want things to be done
immediately.
I am willing to work for the benefit of the institution without
counting the cost.
I want to preserve and maintain the culture of the Department of
Education as an institution.
104
II. Classify whether you possess each given attribute of a good leader. Use the
given scales in rating your answers. Put a check mark on the box that corresponds
to your answer.
3- Well possessed
2- Possessed
1- Less possessed
Attribute 3 2 1 Attribute 3 2 1
Self-motivated Confidence
Positivity
Courage Character
Humor Passion
Integrity Respectable
Loyal Charisma
Humility Discipline
Time- Maturity
management
Open-minded Resourceful
Flexible Organized
Creative Reader
Independent Patience
Focused Intelligence
Conducts Integrity
effective meeting
is complied. Use the given scales in rating your answers. Put a check mark on the
3- Well-Complied
2- Complied
1- Less-Complied
106
Functions/Roles 3 2 1
IV. Put check mark on the box if you consider the given statement or phrase a
concern/problem of a school administrator and leave the box blank if you do not
Teachers who escape or who go out to school during office or class hours.
etc.)
Expenses (MOOE)
a school administrator.
SURVEY QUESTIONNAIRE
FOR TEACHER
Name (optional):________________________________________________
good leader. Use the given scales in rating your answers. Put a check mark on the
3- Well possessed
2- Possessed
1- Less possessed
Attribute 3 2 1 Attribute 3 2 1
Self-motivated Confidence
Positivity
Courage Character
Humor Passion
Integrity Respectable
Loyal Charisma
Humility Discipline
110
Time- Maturity
management
Open-minded Resourceful
Flexible Organized
Creative Reader
Independent Patience
Focused Intelligence
Conducts Integrity
effective meeting
111
II. Classify whether the success of the functions/roles of your school administrator
is complied. Use the given scales in rating your answers. Put a check mark on the
3- Well-Complied
2- Complied
1- Less-Complied
Functions/Roles 3 2 1
My School Administrator
CURRICULUM VITAE
A. Personal Data
B. Educational Background
C. WORK EXPERIENCE
GeenEd CTRC
Ormoc, Leyte
Review Lecturer
2014 to Present