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MANAGEMENT COMPETECNCIES OF SCHOOL HEADS IN THE DIVISION OF

PANGASINAN 1: BASIS FOR CAPABILITY DEVELOPMENT PROGRAM

THE PROBLEM

Background of the Study

The effect of globalization on education today has called for survival measures of

education in all nations, both developed and underdeveloped, and all organizations that

continuously seeking ways to strive for sustainable development. Over the past two decades,

countries worldwide have substantially increased investment in education, primarily channeled

toward initiatives to improve access to schooling and expand associated inputs—classrooms,

teachers, textbooks—to serve a growing number of students. However, learning levels remain

low and, despite gains in education spending and enrollment, many countries suffer from high

rates of teacher absenteeism, leakages in funding, mismanagement, low accountability, and poor

parental engagement.

Responding to this scenario, Armstrong (2013) suggests that this survival can basically

be ensured through adequate work supervision as one of strategic survival approaches. As a

manager in any organization, Hunsaker & Hunsaker (2012) emphasized that one must ensure that

objectives are met and also that employees learn how to enhance their performance through

regular appraisals and supervision and at the same time, an effective and efficient way of

leading the people working in the organization.

The proper functioning of any organization depends, to a very large extent on the ability

of whoever is the leader who effectively utilizes both the material and human resources to

achieve the goals of the organization. An ideal leader knows how to mobilize human and material
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resources and create the necessary climate for productivity. Therefore, leadership is of particular

importance in the organization to the extent that without it, goals may be difficult to attain. It is

essential to point out that leadership is the process of influencing the activities of an organized

group towards goal-setting and goal achievement.

Leadership has long been seen as a key factor in organizational effectiveness, and the

interest in educational leadership has increased over recent decades. This is due to a number of

reasons, often related to changes in the educational system, such as the growing awareness of and

interest in the phenomenon of globalization of educational policy and practices. This has

inevitably led to the growth in the importance of the school leader and his/her individual role and

therefore, to a greater interest, in leadership as a key factor in school effectiveness and

improvement.

The success of an organization depends not only on how the organization exploits its

human capital and competencies but also on how it stimulates commitment to the organization

(Nguni, 2016). The committed employees who are highly motivated to contribute their time and

energy to the pursuit of organizational goals are increasingly acknowledged to be the primary

asset available to an organization. Thus, an efficient and effective leaders are needed to manage

and supervise the front-liners in achieving the main goals of the organizations.

It is the researcher’s observation as an educator that most school leaders including head

teachers are not that very effective in their instructional supervision and application of leadership

styles. These appear to have slowed down the quality of education in public secondary schools in

Pangasinan. As a result, teachers and students are not motivated to perform their respective

duties. Anti-social behaviors’ such as examination malpractice, negative leadership behaviors,

and unco-operative attitudes by teachers have therefore become the order of the day in public
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secondary schools. This has become th current challenge as most schools hardly achieve their

stated objectives due to perceived head teachers and school heads’ ineffectiveness in discharging

their administrative duties.

Since no educational institution can outlive its teachers, it is therefore important to

establish teachers’ perception of head teachers’ leadership effectiveness in administrative duties

in their schools. Thus, the researcher felt inclined to make a study regarding the

teachers’/educators’ perception of head teachers effectiveness in their leadership duties.

Objectives of the study

1. To determine the demographic profile of the respondents.

2. To determine the leaderships styles of the head teachers.

3. To assess the level of perceived effectiveness of the head teachers’ leadership

effectiveness by the respondents.

4. To determine if there is a significant relationship between the leadership styles used by

the head teachers and the level of perceived effectiveness of the head teachers by the

respondent.

Statement of the Problem

The study aims to answer to the following specific problems.

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

a. age;

b. sex;

c. civil status;
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d. highest educational attainment; and

e. length of service?

2. What is the leadership styles of the school head teachers as to:

a. transformational;

b. transactional; and

c. laissez-faire?

3. What is the level of perception of the teachers on the head teachers’ effectiveness along

with:

a. instructional supervision;

b. provision of instructional materials; and

c. application of leadership styles?

4. Is there a significant relationship between the teachers’ level of perception the head

teachers’ effectiveness and their leadership styles?

Hypothesis of the Study

At the 0.05 level of significance the hypothesis below will be tested:

1. There is no significant relationship between the teachers’ level of perception the head

teachers’ effectiveness and their leadership styles.

Significance of the Study

This study will be of a great significance to the following:

DEPED Policy Makers. The result of this study will benefit the policy makers in a way

that they could use the findings of this research in conceptualizing enhancement program on

school head teachers’ leadership skills.

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School. The outcomes of this study will serve as a basis for an enhancement program

which will benefit schools and on elevating the quality of education.

Researcher. The result of this study will be able to help the researcher on improving her

efficiency in leading the educator towards better organization and quality education.

Future Researchers. This study can be of a great help to future researchers who may

want to conduct similar study.

METHODOLOGY

Research Design

This study will be utilizing the descriptive-correlational method of research with the

questionnaire as the main data gathering instrument.

Sources of Data

The respondents will be the teachers from different schools in Pangasinan Division 1

Office. The researcher will compute the sample size. The amount of error the researcher can

tolerate is at 5% and the confidence level, the amount of uncertainty that the researcher can

tolerate is 95%. The sample will be determined using random sampling technique to allow for a

representative sample, avoid bias and reduce sampling errors.

Data Gathering Instrument

Questionnaire will be the principal instrument to be used in gathering data. The

questionnaire will serve as data gathering instrument in the assessment of the demographic profile

of the respondents in terms of the aforementioned variables. The items in the questionnaire

will be adopted from the readings of the researcher along books and dissertations. The researcher

personally will distribute the questionnaires and likewise retrieve to ensure 100 percent retrieval.
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Statistical Treatment of Data

The information that will be gathered through the questionnaires will be collected,

analyzed and interpreted to provide answers to the problems embodied in this study. The data

which will be gathered will be subjected to appropriate statistical treatment for interpretation

using the SPSS software.

Different sub-problems will be statistically treated:

For sub-problem 1, along the profile of the respondents in terms of variables, frequency

count and percentage will be used. Frequency count is the most straightforward approach to

working with quantitative data. Items are classified according to a particular scheme and an

arithmetical count is made of the number of items (or tokens) within the text which belong to

each classification (or type) in the scheme. This method tabulates how many times a certain

variable occurs within a calculation.

Sub-problems 2, and 3 will be treated using the average weighted mean. The average

weighted mean is a type of mean that is calculated by multiplying the weight (or probability)

associated with a particular event or outcome with its associated quantitative outcome and then

summing all the products together. It is very useful when calculating a theoretically expected

outcome where each outcome shows a different probability of occurring, which is the key feature

that distinguishes the weighted mean from the arithmetic mean.

To answer sub-problem number 4, the researcher will use Pearson (r) Correlation. Pearson’s

correlation coefficient is the test statistics that measure the statistical relationship, or association,

between two continuous variables.

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BIBLIOGRAPHY

Akpakwu, O. et al (2017). TEACHERS’ PERCEPTION OF PRINCIPALS’ LEADERSHIP

EFFECTIVENESS IN SECONDARY SCHOOLS IN BENUE STATE – NIGERIA

Armstrong, M. (2013). Team Rewards. London Chartered institute of Personnel and

Development.

Asemah, J. I. (2010). Perspectives in educational management and administration. Makurdi:

Destiny Ventures.

Hunsaker, P. L. and Hunsaker, J. (2012). Managing People. Melbourne: Dorling Kindersley Ltd.

Nguni, S., Sleegers, P. & Denessen, E. (2016). Transformational and Transactional Leadership
Effects on Teacher’s Job Satisfaction, Organizational Commitment and Organizational
Citizenship Behaviour in Primary Schools: The Tanzanian Case. School Effectiveness and School
Improvement, 17(2), 145-177.

Electronic References:

www.academia.edu