Saber Final For Checking

Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.

GRADUATE SCHOOL
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao
ADMINISTRATIVE PRACTICES OF THE SECONDARY

SCHOOL HEADS OF MAGUINDANAO-I
A Master Thesis
Presented to
The Faculty of the Graduate Studies
GANI L. ABPI COLLEGE, INCORPORATED
In Partial Fulfillment
Of the requirements for the Degree
Master of Arts in Education
Major in Educational Management
by
SABER A. MANGACOP
2021
APPROVAL SHEET
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IN PARTIAL FULFILLMENT of the requirements for the degree, MASTER

OF ARTS IN EDUCATION (MAED) Major in Educational Management,
this thesis entitled, “Administrative Practices of Secondary School Heads of
Maguindanao-I”, prepared and submitted by SABER A. MANGACOP, is
hereby endorsed.
PANGI P. BALUBUGAN, Ph.D.
Adviser/Statistician
PANGI P. BALUBUGAN, Ph.D.

English Reader
This thesis has passed the standards set by the Gani L. Abpi College Inc.,
College of Graduate Studies and has been APPROVED on _____________ by
this panel of Examiners.
PINTO E. DALATEN, DPA BAIPINA M. BALUBUGAN, PH.D.

Chairman Member
MONELA M. MUA, DPA PANGI P. BALUBUGAN, Ph.D.

Member Member
DR. NAYZA L. JIMLOK

MBHTE Representative
ACCEPTED IN PARTIAL FULFILLMENT of the requirements for the degree,

MASTER OF ARTS IN EDUCATION (MAED) Major in EDUCATION
MANAGEMENT.
MONELA M. MUA, DPA YSMAEL NASSER S. ABPI, C.E

Dean, College of Graduate Studies School President
ACKNOWLEDGEMENT
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This study wouldn’t be possible without the help of the people extended
their endless support. The researcher would like to extend his utmost
appreciation to the following who contributed their effort, time and ideas to
make this study meaningful:
Bai Meriam Ampatuan-Kawit, Al Hadja, Schools Division
Superintendent for giving permission from her good office that I may be
allowed to conduct this study;
Secondary School Heads and Teachers, the ten schools namely;
AMPATUAN NHS, DATU ABDULLAH CAMINO NHS, DATU MAMALO NHS,
DATU PIANG NHS, DATU SAUDI UY AMPATUAN NHS, DATU UNSAY NHS,
GUINDOLUNGAN NHS, MAGUINDANAO NHS, MAMASAPANO NHS,
SAPAKAN NHS, for the generosity and assistance in administering the
research questionnaires their respective schools;
Dr. Monela S. Mua, Dean of Graduate College, for the motivation and
guidance to make this study possible;
Respecio, for her very nice persuasion to pursue on this study;
Dr. Pangi P. Balubugan, adviser, for being approachable, patient and
enthusiastic in giving suggestion and inputs for the development of this

study;
Dr. Baipina M. Balubugan, statistician, for being kind, helpful,

approachable, and
motivating the researcher to make this paper complete and correct;
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to his Co-Teacher for more delightful moral advice, encourage and full
support to
realize his dreams
To His Family, for giving support from spiritual and financial;
above all to almighty ALLAH (SWT), the most powerful for showering
countless
blessing, wisdom, strength and courage in surprising challenges in this
biggest cherished dream.
SABER A. MANGACOP
Researcher
DEDICATION
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This study is cordially dedicated to my beloved and supportive Ina and Ama, my
solely brothers, sisters and especially to my wife who became my inspiration to do my work
excessively
SABER A. MANGACOP
TABLE OF CONTENTS
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Page
Title Page
Transmittal Sheet
Approval Sheet
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures
List of Appendices
CHAPTER I INSTRUCTION
Background of the Study

Statement of Problem
Research Hypotheses
Theoretical and Conceptual framework of the Study
Significance of the Study
Scope and Limitation
Definition of Term
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
School Management
Instructional Assessment
Personnel Assessment
Secondary School Heads
Secondary School Teacher
CHAPTER III RESEARCH METHODOLOGY
Research Design
Locale of the Study
Respondents of the Study
Sampling technique
Data Gathering Instrument
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Data Gathering Procedure

Statistical Tools/treatment
CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
The profile of the Respondents

Age profile
Sex profile
Highest Educational Attainment Profile
Number of Years in Service Profile
The Extent Practices of Secondary School Heads in Maguindanao 1
Division
in Terms of:
School Management
Extent of Administrative Practices as perceived by the School Heads
Extent of Administrative Practices as perceived by the Teachers
Extent of Administrative Practices of the Public Secondary School
Heads
as perceived by themselves and teachers
CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Conclusion
Recommendation
Summary
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
No. Title
Page
1. Frequency Distribution on The Respondents’ Profile on Age
2. Frequency Distribution on The Respondents’ Profile on Sex
3. Frequency Distribution on The Respondents’ Profile on Educational

Attainment
4. Frequency Distribution on The Respondents’ Profile on Number of

Years in Service
5. Mean Rating on The Extent Practices of Secondary School Heads

in Maguindanao 1 Division in Terms of School Management
6. Mean Rating on The Extent Practices of Secondary School Heads

in Maguindanao 1 Division in Terms of Instructional Assessment
7. Mean Rating on The Extent of Practices of Secondary School Heads

in Maguindanao 1 Division in Terms of Personnel Assessment
8 Extent of Administrative Practices as Perceived by the School Heads
9 Extent of Administrative Practices as Perceived by the Teachers
10 Significant Analysis of the Extent of Administrative Practices of the

Public Secondary School Heads as perceived by themselves and teachers
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LIST OF FIGURES
Figure
Page
1 Distribution of the Respondents
2 Theoretical Framework of the Study
3 Map of the Maguindanao I Division Showing the Locale of

Study
THESIS OF APPENDICES
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Appendices
Page
A Letter of the Schools Division Superintendent
B Letter of the School Administrator
C Survey Questionnaire
D Photo Documentation
E Curriculum Vitae
THESIS ABSTRACT
MANGACOP, SABER A. 2021. “Administrative Practices of the

Secondary School Heads of Maguindanao I”. Master’s Thesis. Graduate
School. Gani L. Abpi College, Incorporated.
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Adviser: PANGI P. BALUBUGAN, PhD
This study was conducted to determine the extent of administrative
practices of school administrators in the public secondary schools in the
Division of Maguindanao I. Administrative practices were measured in terms
of school management, instructional assessment, and personnel assessment
based on the perception of that school administrators themselves and the
teachers. Using an adopted survey questionnaire from the study of
Sulaiman & Ulambai (2015), a descriptive method of research was used.
Results of the study show that majority of the school administrators
in the public secondary schools in Maguindanao I were males and half of
them were 51 years old and above. Similarly, nearly half of them were
having Doctorate degrees and most of there were in the service for more
than 20 years. On the other hand, female dominated the male teachers in
terms of numbers. Most of them have ages ranging from 21 years old to 40
years old. More than half of them were Baccalaureate degree holders and
were in the service for a period of 1 to 10 years.
Based on the results, school administrators assessed themselves that
the indicators on school management, instructional assessment, and
personnel assessment were “always observed” which means that they were
always observed and practiced most
of the time. The same assessment was given by the teacher-
respondents to their school administrators. This implies that the school

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administrators were truly dedicated to implement the quality standards of
being school leaders in order to deliver quality basic education in this part of
the country.
With these results, it was found out that there was no significant
difference between the assessment of both school administrators and
teachers in terms of their administrative practices in the public secondary
schools in the Division of Maguindanao I. Thus, both group of respondents
agreed that the school administrators were doing their best in implementing
the standards set by the Department of Education in managing the schools.
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CHAPTER I
INTRODUCTON
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Education is one of the vital considerations in achieving development
in a certain country. The country is being challenged on how they will
deliver quality education to the learners. Thus, DepEd Good administration
is one of the factors in achieving better education. As school administrators,
having the qualities such as providing effective instructional leadership,
make strategic decision, resolving conflicts and many more that can help in
relating themselves with the responsibilities and challenges of an educator.
The encyclopedia of education (2008) stated that "educational
administration is concerned with the overall direction and support of the
students. It includes the leadership of the school. The head of an institution
is expected to possess the specialized skills related to management,
curriculum, coordination, staff utilization, scheduling and supervises all
mother activities carried out under the school banner." Administration is
very vital for education sector. Without proper coordination and
administration of all the stakeholders in the field of education, it is
impossible to imagine the achievements of objectives and goals set in the
beginning. An administrator is like a supervisor who observes everything so
that nothing goes out of the way, trying to discover all the elements that are
in conflict with the objectives set at the beginning.
According to Mohnaty, (2010), the educational administration always
deals with the management of things and human relations, based on a set of
basic principles and aimed at educating children and young people. The
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educational administration must perform a series of functions, such as
planning, organization, management, motivation, control, coordination,
decision-making, evaluation, registration and reporting, etc. to make the
educational process more effective. Administrative administration is a key
function for achieving educational goals.
All school administrators want their students and teachers as well
as their communities to succeed in their life. The supervisory function is one
of the capabilities of a faculty operation that has been and continues to be a
completely challenging aspect of management. This assignment entails a
continuous method of helping instructors to enhance their educational
performance according to the professional code set up by means of the
educational sector. Educational supervisor are the main administrators at
educational institutions. The principal or head teacher is the most common
type of educational supervisor
School administration is one of major part of education system.
Administrator a person whose job is to manage a company or school to
control the use of mechanisms of organization such as rules and regulations
to face a variety of issues on a daily basis. Principal as an administrator a
person one of responsible to improving the school which can be improve the
quality of education is by raising the quality of teacher either by the
improving the instruction provide by existing teachers.
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That reason where the school continuously seek the most and
effective way of strategies to improve the goals to insure the futures better
life of every students in our school. Also, to make right decision of
administrator.
Education is one of very important tools of how to improving our
living life style on disadvantage community, particularly processing on
young people to develop their mind. In our nation Filipino families, they
have a lowest living standard. That why their vision the education is one of
the instruments to changes their life and education is one way for succeed,
means for a better and healthy life style in future.
Schools as organization have a set of goal and performance
standards which they want to achieve and therefore management becomes
the key aspect through which these goals can be achieve for enhanced
performance. That means the public school were designed to ensure that all
students receive access to free and comprehensive basic education.
However, school in poor area faces of difficult to attending school. The
student may be less prepared for school and often struggle with family
problems. Funding issues and the stress of working in an underserved area
can also affect the quality of education.
Teacher is a person who helps the student to acquire knowledge,
competence or virtue. In fact, the capacities of teacher are to deal with
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change, learn from it, and help students learn from it, and help students
learn from it will be critical for future development of society.
This study aimed to determine the extent of the administrative
practices of the school heads in the public secondary schools in
Maguindanao 1 Division.
Statement of the Problem
This study aimed to determine the extent of administrative practices
of public secondary school heads in the Division of Maguindanao I
Specifically, it sought to answer the following questions:
1. What is the Socio - demographic profile of the respondents in terms
of:
1.1 age,
1.2 sex,
1.3 highest educational attainment and
1.4 number of years in service?
2. To what extent is the practices of secondary school heads in
Maguindanao 1 Division in terms of:
2.1 school management;
2.2 instructional assessment and
2.3 personnel assessment?
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3. To what extent is the administrative practices of secondary school
heads as perceived by the:
3.1 school heads; and
3.2 teachers?
4. Is there any significant difference in the administrative practices of
the public secondary school heads as perceived by themselves and
the teachers?
Hypothesis
H0:
There is no significant difference in the administrative practices of
school heads as perceived by themselves and the teachers.
H1:
There is a significant difference in the administrative practices of
school heads as perceived by themselves and the teachers.
Theoretical/ Conceptual Framework
Spillane (2010) emphasized that distributed leadership is constructed
on the interactions of multiple leaders, followers, and their situations as
reliable elements of leadership practices and ways of thinking about
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leadership and practical methods for school leaders to improve school
performance. Distributed leadership strategies have been linked to rapid
success in improving school performance through responsive leadership
approaches and supportive interactions with followers. The use of
distributive leadership strategies should help school leaders to develop the
skills and confidence necessary to share responsibilities and be willing to
learn from others to achieve optimum academic performance.
Management can be defined as a process of coordinating, directing,
and guiding the effort of member of the organization towards achievement of
organization goal (Mullins, 2005). Means a process because it comprises a
series of actions that lead to the achievement of organization objectives such
as planning, organization, staffing, directing, and controlling.
School leadership requires knowledge, preparation, training, and
continued professional development to facilitate the interactive participation
of students. Farr (2011) identified six leadership strategies that have proven
successful in increasing students’ academic performance: setting big goals,
getting students invested in their learning, planning purposefully,
adjusting as necessary, improving, and working tirelessly. Stumbo and
McWalters (2010) also noted that effective leadership facilitates the
emergence of manageable and sustainable effort when teachers and
principals work with students to help them to achieve academic success. An
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effective school system that supports the positive actions of leaders and
teachers can help in decreasing students’ poor academic performance.
School leadership entails guidance, support, and behaviors essential
to change overall performance of a school. Yukl (2010) asserted that
leadership is an evolving and influential process that leads to the
achievement of a desired purpose. Leadership involves inspiring and
supporting others to achieve a vision based upon clear personal and
professional values. Schools should offer all children a foundation for
learning, educational achievement, and development of their social skills.
Leithwood, Jantzi, and Steinbach (2015) discussed the importance of
accountability and standards in school leaders who work toward a vision of
education that combines the societal, system administration, and
environmental influences on leadership. Such leadership should be geared
toward improved teachers’ skills, knowledge, and ability. Leaders’
competence and efficacy play a role in the quality of the school environment
and its impact on student learning.
Therefore, maintaining student learning is a priority requiring that
school leaders respond positively to changes in the management and
development of teaching methods, classroom organization and management,
and delivery of the curriculum.
Conceptual Framework
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Figure 1 showed the conceptual framework of the study which
is composed of independent and dependent variables respectively. The
independent variables include the school management, instructional
assessment, and personnel assessment while the dependent variables are
the extent of the administrative practices.
Independent Variables Dependent Variables
 School Management Administrative Practices of
 Instructional Assessment Secondary School Heads as
 Personnel Assessment perceived by School Heads and
Teachers
Figure 1. The Conceptual Framework of the Study
Significance of the Study
This study is vital to the secondary school heads and teachers in
improving the performances specially in managing the improvement of their
school.
It also helps the secondary school heads to evaluate their selves on
their administrative practices imposed in their respective jurisdiction.
The teachers will be given a chance to express their perception and
observation on the practices imposed by their respective school heads.

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Insights from the study might lead to a new leadership knowledge for
school heads and teachers, the development of new teaching techniques,
and recommendations for the implementation of distributed leadership to
improve school management, culture, vision, and performance.
Scope and Delimitation
This study is limited only in determining the extent of administrative
practices of secondary school head in the Division of Maguindanao 1.
Further, this study will test the significant difference of the
administrative practices of the secondary schools heads as perceived by
themselves and the teachers.
Definition of Terms
The following terms were operationally defined for easy and consistent
understanding for the readers.
Administrative Practices refers to the process or system used by the
school administrators to improve the secondary schools in terms of school
management, instructional assessment, and personnel assessment in
secondary schools of Maguindanao 1 Division.
Age it refers to the length of time that a person has lived or the
number of years something has been alive or in existence.
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Sex it refers to the biological differences between male and female
secondary school heads, it can refer to the role of male and female as a
school head and a teacher of secondary school of Maguindanao I Division.
Highest Educational attainment it refers to the school head and
teachers of Maguindanao I division to completed their schooling such as
bachelor degree, Masters Degree and Doctorate degree.
Years in Service it refers to the number of years in a Particular
school when need to report to work as a head or teacher in Secondary
School of Maguindanao 1 Division.
Secondary Schools it refers to between elementary school and
college is an educational institution where the second stage of the three-
schooling period in selected secondary schools in the Division of
Maguindanao I. namely; Ampatuan NHS, Datu Abdullah Camino NHS, Datu
Mamalo Nhs, Datu Piang NHS, Datu Saudi Uy Ampatuan NHS, Datu Unsay
NHS, Guindulungan Nhs, Maguindanao NHS, Mamasapano NHS, Sapakan
NHS.
School Leadership System Practices refers to the process or strategy
employed by the school head, or teacher administer the certain school on its
all aspects.
Secondary School development refers to improvement of secondary
schools in Maguindanao 1 division in terms of Physical Facilities, Teacher’s
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Performance and Student’s Performance process or strategies employed by
the school head, or teacher to evaluate schools’ teacher’s in developing
students that could improve their academic achievement.
School management refers to the process of enlisting and guiding the
talent and energies of teachers, students, and parents to achieve common
educational goals.
Personnel Assessment refers to systematic collecting of data of
teachers particularly the teachers and classroom advisers for avoiding unfair
discrimination in work and provide equal opportunity for all.
Instructional Assessment refers to process or strategies employed by
the school head, or teacher to evaluate schools’ teacher’s performance in
terms of teaching.
Secondary School Head refers to higher position and managing
supervisors of selected secondary schools of Maguindanao I division.
Secondary School Teacher refer to instruct students in junior. They
conduct classes in academic subject and skill in secondary school of
Maguindanao I Division.
CHAPTER II
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REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents various literatures and studies from different
authors which have essential bearing in this study. The readers will get to
understand the variables in this study through the reading presented.
School Management
The encyclopedia of education (2013) stated that educational
administration is concerned with the overall direction and support of the
students. It includes the leadership of the school. The head of an institution
is expected to possess the specialized skills related to management,
curriculum, coordination, staff utilization, scheduling and supervises all
mother activities carried out under the school banner.
Administration is very vital for education sector. Without proper
coordination and administration of all the stakeholders in the field of
education, it is impossible to imagine the achievements of objectives and
goals set in the beginning. According to Verma, R. (2005), "educational
administration is composed of two words viz educational and
administration. The first word 'educational' means the activities performed
for educating an individual, the second word 'administration' is a sort of
service being rendered for educating an individual. An administrator is like a
supervisor who observes everything so that nothing goes out of the way,
trying to discover all the elements that are in conflict with the objectives set
at the beginning.
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According to Mohnaty.B, (2014), the educational administration
always deals with the management of things and human relations, based on
a set of basic principles and aimed at educating children and young people.
The educational administration must perform a series of functions, such as
planning, organization, management, motivation, control, coordination,
decision-making, evaluation, registration and reporting, etc. to make the
educational process more effective. Administrative administration is a key
function for achieving educational goals.
According to Rue and Byars (2000), "management is a form of work
that involves the coordination of the resources of an organization (land,
labour and capital) to achieve the objectives of the organization".
The administrators must respect those conditions which are essential
for the welfare of institution or administrative agency it should direct,
explain the importance of leadership (Afridi, 1998).
According to Whistler (1996) there are some rules for leadership that
must have qualifies these rules of the game.
According to Khan, (2000b) before examining the recruitment of head
teacher, it will be useful to take a look at the different levels of the
educational department. The teacher training projects are providing
management training to heads above than hundred teacher training
institutions in the country. The need for management development is
underlined by the government, but so far it is not translated into action.

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Such like, national education policy 1998-2010 establishes. 1. To increase
the effectiveness of the system through the institutionalization of in-service
training of teachers, teachers and educational administrators (GOP 1998). 2.
Institutionalize the monitoring and evaluation process at lower levels and
higher levels (GOP 1998)
School leadership and management is one factor contributing to
students’ academic underperformance. Management is defined as the
process of achievement and the organization's goal through the coordinated
execution of five specific functions: organization, planning, personnel
management, management and control. The goal could be anything that
organization tries to reach.
According to Richard (1986), "management is a process or function
common to all human organizations and institutions". Armed forces, public
services, educational systems, hospitals and companies of all kinds are just
some of the environments that are necessary to operate.
Gupta, (1987) has described the concept of management that
indicates the good control is the hallmark of all successful actions. It is not
merely academic knowledge, but the knowledge of all other related issues
which are important for those who responsible for administrative issues.
According to Terry & Franklin, (2000) the role of administration,
"management is a distinct process consisting of planning, organization,
action and control activities, carried out to determine and achieve the goals
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set with the use of human beings and other resources". In addition to above
mentioned activities, the administration puts orders into efforts through the
combination of isolated events in meaningful relationships.
According to Sultan, A. (2003) the main purposes of the educational
administration are indicated below: - 1. Frame policies and programs for
development of human beings and for enhancement of teaching and
learning situations. 2. To achieve the effective development of human
qualities use appropriate materials. 3. Run the schedule organizational
activities to achieve its goals. 4. The management make sure the growth of
adults and children all those involved in organizational activities.
Sultana & Bashir (2005) they described the achievement of the
objectives the economy of resources and their conservation and the optimal
use of resources as important objectives of the educational administration.
Supervision is a service activity that help in professionally growth of
teachers and to do their jobs better. Sultana & Bashir (2005) affirm that "the
surveillance service is particularly interested in education and its
improvement, it is directly related to the learning process and teaching,
while the administrator is responsible for the supply of syllabus books,
school buildings, selection of educational material and appointment of
educators”.
To decrease students’ academic underperformance, Danielson (2010)
and Farr (2011) asserted that school leaders must be effective, self-
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confident, resilient, and committed to excellence. Effective school leadership
is critical in promoting positive relationships between teachers and
students. Farr deemed that “great teaching is leadership” (p. 30) that
combines the applicability and capability of leadership principles employed
in the transfer of knowledge. When school staff members use their
knowledge and skills, they facilitate dialogue, communication, coordination,
and collaboration across the school community.
Lezotte (2001), one of the key ingredients of an effective school is
having a competent instructive leadership. Lezotte described that the strong
leading instructors are proactive and seek help in forming group leadership
and a culture that fosters learning and professional growth. In an effective
school, the principal acts as an instructive leader and communicates
effectively and persistently and models the school's mission with staff,
parents and students.
Instructional leadership resides with the principal to effectively
manage resources and staff. Leithwood (1994) discussed the development
and importance of instructional leadership in school management and
supervision. Instructional leadership accentuates the behavioral traits of
teachers that influence students’ performance. Loeb, Elfers, and Plecki
(2010) asserted that school leaders must have or develop the competence to
become knowledgeable in instructional strategies and effective methods of
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content delivery. They noted that the supervision of teachers should be
viewed as instructional leadership’s efforts to improve classroom
management. The principal serves as the team leader who assesses and
evaluates improvements in instruction and the quality of student learning.
Leithwood (1994) and Loeb et al. (2010) contended that school
leadership comprises not only formal authority but also expert knowledge of
instruction, teaching, management, and safety within schools. Supervising
teaching staff and managing schools require knowledge, application, and the
development of methods in instructional leadership to enhance
commitment, morale, and motivation. Instructional leadership entails being
responsible for developing teachers’ capabilities and paying attention to
administrative matters such as budgeting, building maintenance, and
school nutritional programs. This level of administrative support allows
principals to focus their energy and time on academic performance.
Leithwood (1994) noted that a major concern of instructional leadership is to
maintain momentum in the quality of instruction, staff morale, and
motivation. Instructional leadership seeks to establish a level of commitment
that reflects the values, beliefs, and influences of the teaching staff on the
development of realistic and simple instructional techniques to improve
learning. Instructional leadership builds relationships between core teaching
staff and parent-teacher associations. Spillane et al. (2000) discussed
the effectiveness of instructional leaders and stated that even though
principals have full responsibility for the overall functioning of schools,

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teachers are critical to the development and delivery of instruction. Keeping
in mind the core constituting elements of both administrative practice and
instructional practice, we can sketch several possible pathways by which
administration and instruction might relate [13]. First, school
administrative practice might relate chiefly to any one element of the
instructional unit. For example, school administrative practice as captured
in the performance of a school organizational routine such as a school
assembly might focus on motivating students to take their mathematics
learning seriously by recognizing exemplary academic performance or
improvement in performance over time. Similarly, school administrative
practice might encourage and reward teacher performance by recognizing
and praising particular staff for exemplary classroom work. Second, school
administrative practice might relate directly to two, rather than one, element
of the instructional unit, attending simultaneously to teacher and student,
teacher and materials, and student and materials. For example, a lesson
plan review routine where the school principal or grade level team regularly
reviews the lesson plans teachers purport to use, which is common in some
schools and school systems, focuses mostly on teacher and materials.
School administrative practice might relate directly to all three
elements of the instructional unit, attending simultaneously to teacher,
students, and materials. Consider by way of example the Writing Folder
Review Routine at Hillside Elementary in Chicago [55,56]. This
organizational routine, designed to improve the quality of writing instruction

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at Hillside, involved a monthly review of students’ writing folders. Each
month, teachers sent students’ writing folders along with their evaluations
of the students’ work to their principal for that month. The principal read
the folders, providing written feedback to both students and teachers,
recognizing exemplary work, identifying areas in need of improvement and
offering suggestions for addressing these improvement needs. In the design
and performance of the Writing Folder Review routine, we observe school
administrative practice relating to all three elements of the instructional unit
simultaneously. Specifically, the Writing Folder Review Routine connected
administrative practice with teachers, students, and material
simultaneously as the principal provided students with feedback on their
writing and teachers with feedback about their writing instruction.
Similarly, teacher evaluation or supervision routines can, depending on
their design and performance, address all three elements of the instructional
unit. If the observer attends to not only what the teacher does, but also what
students do, and the material under discussion. Learning Walk and Lesson
Study routines also tend to focus on all three elements of the instructional
unit together though the extent to which they do depends in important
measure on their design and ultimately on their Societies 2015, 5 286
performance on the ground: Some elements of the instructional unit such as
what the teacher does, the quality of the students’ intellectual work, or the
academic content can be privileged over other aspects in design and/or in
performance of organizational routines such as lesson study, learning walks,
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and teacher supervisions. We might hypothesize that school administrative
practice that engages more elements of the instructional unit are likely to
have a stronger influence on instructional practice than administrative
practice that engages fewer elements [48]. Motivating students and teachers
about the same intellectual material, for example, more than likely increases
the influence of the writing folder routine on instruction than if the routine
had targeted only one element of the instructional unit. Imagine if school
leaders had designed a different organizational routine, such as regularly
reviewing teacher lesson plans for writing; administrative practice would
have focused mostly on teachers and materials, just two elements of the
instructional unit. Acknowledging these different pathways, we might
conceptualize the directness of relations between school administrative
practice and instructional practice in at least two ways. First, we might
consider relations that involve more elements of the instructional unit as
being more direct as they simultaneously engage more constituting elements
of instruction. We might hypothesize then that administrative practice that
related to all three elements (i.e., teacher, student, and materials) of the
instructional unit simultaneously and coherently are likely to have a more
potent influence on instruction than administrative practice that focuses on
a single element. Second, we might argue that administrative practice that
relates directly to the actual performance of instruction by directly observing
it (e.g., Learning Walks, teacher supervision or evaluation) involve a more
direct relation than administrative practice that relates indirectly (e.g.,
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reviewing teachers’ lesson plans). Framing relations between school
administration and instruction in this way underscores that direct relations
between school administration and instruction can take multiple forms and
that the degree of directness is not simply a function of being up close and
in the classroom. My discussion to this point has focused on direct
relations between administrative practice and instructional practice.
Relations between the two practices, however, may also be indirect in that
they focus on what is referred to in the depiction of the instructional unit in
Figure 2 as “context”. In Figure 3, I use “school organizational
infrastructure” instead of context and confine my discussion to the school
infrastructure rather than the school system infrastructure more broadly
[57,58]. Figure 3 frames administrative practice that focuses on designing,
redesigning, and maintaining the school organizational infrastructure as
having an indirect relationship with instructional practice. These indirect
relations may be just as influential on instruction as direct relations in that
they can create conditions that enable teachers to improve their teaching
practice by learning from one another, among other things.
Prior to the recent wave of new measures, and even today, most
teacher evaluation is based on principals’ assessment of teachers. These
evaluations are far less specific than either the value added or instrumental
measures but this lack of specificity may allow for a fuller view of teaching.
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Both value-added measures and instrumental measures may fail to measure
important teacher contributions. If this oversight is the case, teachers may
receive the wrong signals about how best to improve their own performance.
Similarly, personnel policies that are determined by these measures may
misapply high stakes consequences such as teacher promotions, role
assignments and dismissals. One way of exploring the diversity of teacher
contributions and better understanding the extent to which value-added
and other measures are capturing quality teaching is to investigate the
priorities of local school administrators who engage in subjective or
standards-based teacher evaluation. Subjective teacher evaluation refers to
holistic administrator judgments based on flexible criteria. Standard-based
teacher evaluations link those judgments to a more fixed set of standards
that define a competency model of effective teaching (Heneman, Milanowski,
Kimball, & Odden, 2006).
Many emerging teacher evaluation systems leverage administrator
perspectives of one or both types, at least in part (e.g. Denver’s ProComp,
New Haven Public Schools’ TEVAL). Administrators’ more holistic judgments
about teachers are valued in part because they can capture aspects of job
performance that may be missed by formal evaluation instruments.
Administrators are also essential actors because they play a critical role as
mentors in formative evaluation systems. Research on administrators’
evaluations of teachers has generally focused on whether they predict value
added measures of teacher effectiveness.

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For instance, Jacob and Lefgren (2008) use survey measures to find
that principals can directly identify very high and low value-added teachers.
A substantial body of research has also linked subjective and standards-
based principal evaluations with objective teacher value added measures in
practice (e.g. Holtzapple, 2003; Gallagher, 2004; Milanowski, 2004; Rockoff
& Speroni, 2011).
In addition, Rockoff and colleagues (2012) find evidence that
principals make use of new information about teachers’ value-added
effectiveness to inform their personnel decisions. Collectively, these studies
indicate that principals are concerned with, and are capable of partially
identifying, teachers’ value-added performance, but they provide limited
information about principals’ personnel priorities more broadly. A few
studies explore additional teacher characteristics that may be valued by
administrators. Harris and Sass (2009) survey principals in order to identify
a variety of teacher traits that they believe are important to teaching. Among
these traits, they find that principals’ assessments of teachers’ subject
knowledge, teaching skill, and intelligence are associated with value added
effectiveness, while their assessment of teachers’ interpersonal skills are
not.
In a related vein, Jacob and Lefgren (2008) find that survey-reported
principal ratings of teachers are substantially better predictors of parent
requests for teachers than value added measures. Finally, Jacob and Walsh
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(2011) identify associations between subjective evaluations determined in
practice by administrators and observable teacher characteristics, including
attendance, experience, and credentials.
These studies do not, however, examine the import of explicit
evaluation criteria in contexts where local administrators have unrestricted
autonomy over personnel decisions. This is important because we may learn
more about the relative priorities’ administrators ascribe to different
evaluation criteria in contexts where they are fully responsible for making
tradeoffs between them.
In current practice, administrators’ subjective evaluations tend to do a
poor job of distinguishing between effective and ineffective teachers
(Weisberg, Sexton, Mulhern, & Keeling., 2009). However, this may be a
product of the nature of existing evaluations systems. Rules surrounding
administrators’ capacity to conduct evaluations or implement high stakes
differentiation are often complex, ambiguous, and limiting — either overall
or in particular aspects of evaluation (Hess & Loup, 2008; Price, 2009;
Ballou, 2000). Under these circumstances, they may have little incentive to
provide honest feedback as part of formal teacher assessments.
Administrators do take action to dismiss less effective teachers and
promote more effective teachers when they are empowered to do so (Jacob
2010; Chingos & West, 2011; Rockoff et al., 2012). Thus, it seems likely that
both subjective evaluations and personnel decisions made by administrators
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who have greater autonomy will yield more credible insights into what they
actually value.
Moreover, because emerging evaluation reforms are providing schools
greater discretion in teacher personnel management, it is increasingly
important to understand administrators’ perspectives in this regard. A
better understanding of the teacher contributions that administrators
consider in their personnel decisions may improve the design of emerging
evaluation systems. Investigations of administrator practices can help to
illuminate not only what they care about, but what they can observe and
how they act upon those observations.
While the measures utilized in teacher evaluation system are
ultimately discretionary, additional insights into administrators’
perspectives and professional judgments offer two key benefits. First, they
can inform the selection of measures and professional standards considered
in evaluations. Second, they may identify common disconnects between
desirable standards and the priorities of local school leaders who will be
responsible for their implementation.
Teacher evaluation is at the center of current education policy reform.
Most evaluation systems rely at least in part on principals’ assessments of
teachers, and their discretionary judgments carry substantial weight.
However, we know relatively little about what they value when determining
evaluations and high stakes personnel decisions. Using unique data from an
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independently managed public charter school district, explore the extent to
which autonomous school administrators’ formative evaluations of teachers
predict a variety of future personnel decisions. also assess the extent to
which their evaluations predict alternative measures of teacher
performance, including student and parent evaluations of individual
teachers in the same and future school years.
The Federal Race to the Top Initiative has spurred development and
implementation of new teacher evaluation systems as a key lever for
improving school effectiveness and raising student achievement. Evaluation
systems may improve the quality of teaching via two key mechanisms. First,
they may identify and promote effective teaching practices that help teachers
to improve (Taylor & Tyler, 2011). Second, they may facilitate personnel
practices and policies that support the retention of more effective teachers
and the dismissal of less effective teachers, as well as more optimal
assignment of teachers to jobs in which they can have the most positive
effect (Boyd, Lankford, Loeb, & Wyckoff, 2011; Rockoff, Staiger, Kane, &
Taylor, 2012)
Secondary School Heads
In Secondary education institution, the principal as an administrative
head is charged with the responsibilities of coordinating resources and staff
effort for the achievement of the school goals. Ezeocha cited in obi, (2004)
stated that administrators by virtue of their position are leader and the
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quality of their leadership with regards to personnel determine to a large
extent their success or failure. The teaching process can only be achieved
through effective staff personnel administration which is anchored on the
principal skills and competencies to ensure that staff especially the teacher
work with commitment and devotion while attaining to their needs and
aspiration.
Emumenu (2009), identified principal as the administrative head of a
school, he said that principal assign duties to teacher and supervises them
so that the objectives of the school can be achieved. The principal as the
person at the helm of affairs in the school occupies a unique position,
he/she exercise influence on the improvement of education. He/she
interpret policies, execute instructional program, sees to staff development
and ensures adequate and proper management of the school.
Althassan (2014) stated the staff professional administrative practices
include: orientation, decision making, delegation of duties, supervision, staff
professional development and motivation. Also, the principal’ disposition in
promoting and enhancing cordial relationship in the school through proper
coordination of various motivational practices to boast teacher’ moral
towards their performance of their instructional role is quite expedient.
(Melville & Wallace, 2007), and to improve student learning (Brown, Boyle,
et aI., 2000). Hill (1995) saw an educator's continued learning as central to
the role of department head. Although the leadership aspects of their role
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are important, they shield a true reflection of the position and its
responsibilities. Their job involves the management of people and resources,
and it is often overloaded with less meaningful, more mundane tasks that
frustrate and burn out even the most effective department head (Mayers &
Zepeda, 2002). Despite the development of the construct of teacher
leadership, the evolution of the role of department head. has not progressed
to meet the demands of their environment. Since its inception in the early
part of the century, the role has remained limited to largely bureaucratic
and managerial tasks, leading to frustrations and isolation (Schmidt, 2000).
The role involves managing a budget, ordering materials, timetabling,
mediating between various parties, providing information, and being a link
between administration and teachers. These administrative duties take up
much of the limited release time that department heads are given for their
role (Glover, Miller, Gambling, Gough, & Johnson, 1999). Regardless of the
frustrations that arise from the challenges of managing and leading,
department heads have evolved to be significant teacher leaders in their
schools (Aubrey-Hopkins & James, 2002). Pounder (2006) suggested that
the traditional idea of the department head is outdated and must be
replaced with a more effective teacher leadership concept which can embody
the process of change in instructional practices and curricular efforts. He
extended his analysis of the department head to suggest that the new
teacher leadership model should focus on mentoring and coaching,
professional development opportunities, school level decision-making, and
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reflective inquiry. Fullan (1993) contended that "teacher leadership
encompasses inter-related domains of cOITul1itment and knowledge,
including commitments of moral purpose and continuous learning and
knowledge of teaching and learning, educational contexts, collegiality, and
the change process" (p. 246). Yet another perspective by Muijs and Harris
(2006) emphasized the importance of distributed leadership and the
transition to the development of a shared culture, a set of shared values,
and a unifying vision among the whole school. They also suggested that
strong leadership, clear roles, trust, and a focus on collaboration and
professional development will support teacher leaders (Muijs & Harris,
2007).
School leadership requires the collaborative efforts of principals,
teachers, parents, students, and other community members. Spillane (2005)
asserted that leadership is responsible for providing teachers with such
support tools and structures as students’ assessment data, teachers’
evaluations, and grade meetings. Barnard (1938) emphasized the
importance of competence, moral integrity, rational stewardship,
professionalism, and a system approach for leading and managing
successfully. Leadership must communicate organizational goals to gain
acceptance and cooperation from stakeholders at all levels. To improve the
academic achievement of students at underperforming schools, leaders need
a vision that will facilitate change in performance routines, structures, and
functions such as classroom management. To date, there has been no
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substantive research on the influence of school leadership practices on
classroom management, school environment, and academic
underperformance in Jamaica’s schools, despite annual assessments and
statistics on school performance. The NEI (2012) identified school leadership
and administrative management as factors contributing to academic
underperformance, which has placed school leadership in a quandary. The
JMoE (2012) is working to improve school leaders’ skills, knowledge, and
coordination and collaboration with stakeholders to reduce students’
underperformance. Applying leadership that will influence teaching staff
entails considering each teacher’s job skills, people skills, and ability to
delivery instruction efficaciously.
Secondary School Teacher
Teacher play an important role in school both academically and by
participating in school administration for ensuring quality education.
Teacher will be attracted to, and stay in, the profession if they feel
they belong and believe they are contributing to the success of their school
and students.
Luis and Kruse (1995) have shown the important role of school-level
leadership in the development of a professional community. Teacher morale,
efficacy, condition of work, and professional autonomy has all been shown
to be crucial to the emotional lives of teachers.
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(Hargreaves, 200) “There is no doubt that teachers themselves prefer
principals who are honest, communicative, participatory, collegial informal,
supportive and demanding and reasonable in their expectation with a clear
vision for the school principal who work with rather than through”. (Day et
al, 2000, p. 20).
In perception of Ojikoto (2013), teachers job performance could be
measured through the rating of his/her activities in terms of performance in
teaching, lesson preparation, lesson presentation, actual teaching, and
commitment to job among others.
Aja-Okarie (2016) defined staff personnel administration as an
important management function concerned with obtaining, developing and
motivating the human resources required by an organization to achieve its
objectives. Staff personnel includes both teaching and non-teaching staff
employed by the government and posted to various schools to teach and
work.
In the thought of Uko, Umosen, and Caleb (2015), teachers’ job
performance refers to the extent to which teachers are committed to
pedagogical delivery and display of moral uprightness as well as academic
excellence in the teaching profession. It is explained as teacher commitment
in the discharge of their duties at any given time in the school directed
towards achieving the daily classroom, school and entire goals of education.
Teacher job performance indices include: their level of attendance to class,
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lesson preparation, presentation delivery among others. It therefore
portends that for teachers to be highly engaged in their job performance,
requires that effected administrative practices should be properly harnessed
by the principal if she/he is to achieve school goals. It is against backdrop
that principal’s personnel administrative for promoting teachers job
performance was investigated.
As the background paper prepared for the ‘Attracting, Developing and
Retaining Effective Teachers Project’ points out (OECD, 2002, p. 6), the
effectiveness of policy responses must be considered. Policies that attract
graduates into teaching but then they do not remain and/or policies that
retain teachers without linkages to professional quality assurance “will
prove costly and do little to improve student learning.” This is good advice. It
makes clear that we need to examine not only leadership practices that
make teachers more satisfied and stay in or continually return to teaching
but also those that lead through the classroom and school to improved
student outcomes. This section will examine the place of teacher satisfaction
and its antecedents (external pressures, leadership, classroom and school
effectiveness, and student outcomes) and consequences (classroom and
school effectiveness, student outcomes, and teacher recruitment,
development and retention).
Teachers will be attracted to, and stay in, the profession if they feel
they belong and believe they are contributing to the success of their school
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and students. Louis and Kruse (1995) have shown the important role of
school-level leadership in the development of a professional community.
Teacher morale, efficacy, conditions of work, and professional autonomy
have all been shown to be crucial to the emotional lives of teachers.
(Hargreaves, 2000) “There is no doubt that teachers themselves prefer
principals who are honest, communicative, participatory, collegial informal,
supportive and demanding and reasonable in their expectations with a clear
vision for the school - principals who work ‘with’ rather than ‘through’.” (Day
et al, 2000, p. 20)
Teachers will try to connect and help. When their efforts are stymied,
they become frustrated. Their typical methods are to structure instruction in
logical ways, focus on what is important for students to learn, and/or
nurture the individuals (Gilbert, 2014). Those students who have different
learning preferences are those whom teachers classify as “difficult” (Gilbert,
2011, 2014). Their perceptions and motivation are more extrinsic. They
prefer an active environment and may prefer a more kinesthetic
instructional approach. Herein lies the problem. Teachers are predominantly
intrinsic in their orientation (Bailey, 1998; Cicinelli, 2013; Gilbert, 2011,
2014) and tend to structure their classrooms and delivery methods
accordingly. The “difficult” students may be “OK” with that environment […]
but only for a time. Learning is enhanced when teacher–student
relationships are strong (Saul, 2015). Relationship building is a crucial and
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integral part of how teachers can respond to students effectively. To do so,
teachers must understand learning and communication preferences
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the methodology that are uses to examine the
administrative practices of secondary school heads in Maguindanao 1
Division.
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This chapter contains a description of the methodology uses in
carrying out this study. The chapter is organizing under the following
sections: Research Design, Locale of the Study, Respondents of the Study,
Sampling Techniques, Data Gathering Instruments, Data Gathering
Procedures and Statistical Tools.
Research Design
This study utilized quantitative research using descriptive
method in the conduct of the study. A survey is assessed as a good method
for this study. Beatty (2003) stated that if survey questions are to generate
valid data, the respondents need to understand the information required
and the format in which the data will be collected. Using a quantitative
method allowed me to collect numeric data about the sample (Creswell,
2003). The survey had to be written in simple, clear, and concise text to
ensure ease of understanding. Nelder (2011) noted that quantitative
methods such as surveys have become a common tool in management
decision making. Allowing for a more objective decision-making based on
evaluation of amassed data and concluding results.
Quantitative method enables a good collation of numeric information
about the sample. Creswell (2009) suggested that quantitative researchers
use random sampling, which means that each individual in the target
population has an equal chance to be selected for inclusion in the study
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sample. Random sampling ensures that the participants can give adequate
responses that are representative of the target population.
Bansal and Corley (2012) stated that quantitative research requires
careful preparation and planning. Quantitative methods are flexible and
help researchers to understand the cause and effect of possible
relationships between and among the variables (Creswell, 2009).
The research design was correlational, which enabled me to identify
any relationships between or among the variables. Correlational research
facilitates investigations into the extent to which variations in one variable
are connected to variations in one or more other variables (Leedy & Ormrod,
2005).
The application of closed-ended questions facilitated the compilation
of data describing school leadership practices (i.e., those of principals and
teachers) on classroom management, school environment, and academic
underperformance.
Locale of the study
The study was conducted in the selected secondary schools of
Maguindanao 1 division that was chosen using the sampling technique that
was applied in this study.
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Figure 2. Map of the Location where the study will be conducted.
Respondents of the study
The respondents of this study were the selected school heads and
teachers in the division of Maguindanao 1. The researcher will use the
sloven’s formula in determining the appropriate number of respondents to
not sacrifice the validity of result of the study.
Table I. Distribution of the Respondents
Schools School Heads Teachers

1. Ampatuan NHS 1 6
2. Datu Abdullah Camino NHS 1 5
3. Datu Mamalo NHS 1 6
4. Datu Piang NHS 1 10
5. Datu Saudi Uy Ampatuan NHS 1 5
6. Datu Unsay NHS 1 4
7. Guindolungan NHS 1 8
8. Maguindanao NHS 1 16
9. Mamasapano NHS 1 6
10. Sapakan NHS 1 5

N=10 N= 71
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Sampling Technique
This study used the simple random sampling technique in selecting
the respondent. The researcher selected first the secondary schools using
the said techniques before selecting the respondent that will be involved in
the study.
Research Instruments
To gather information for this study, the researcher adopted a survey
made from the study of Sulaiman and Ulambai questionnaires. This consist
of two (2) parts. Part 1 obtain responses on the extent of practices of
Secondary School Heads in Maguindanao 1 Division in terms of School
Management, Instructional Assessment and Personnel Assessment. Part 2 is
testing the significant differences in the extent of administrative practices of
the secondary school heads as perceived by themselves and teachers
respectively.
To test the validity and reliability of the research, the reliability test
using alpha Cronbach method are test and results reveal to have an alpha
coefficient of 0.63 suggesting that the items have relatively high internal
consistency, which means that the items are reliable and are accept while
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for validating the survey questionnaire has sought an expert in education
whose specialization is in the line with the same field.
For the extent of administrative practices of school heads and
improvement of secondary school.
Range Scale Verbal Qualitative
Description
3.46 – 4.00 4 Strongly Agree The administrative

practices
of the school heads is
always observed and
is observable 76-
100%.
2.46 – 3.45 3 Agree The administrative
practices
moderately observed
and is observable 51-
75%.
1.46 – 2.45 2 Disagree The administrative
practices
always observed and
is observable 26-
50%.
1.00 – 1.45 1 Strongly Disagree The administrative
practices
always observed and
is observable 1 –
25%.
Data Gathering Procedures
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The researcher sent a request permission from the School Division
Superintendent with the intension to conduct his study in Maguindanao 1
Division and approve letter together with request permission for the
respondents and forward to various secondary school heads asking them to
conduct the distribution of the questionnaires.
The researcher personally distributed and administers the
questionnaire to the respondents by following the safety protocol during the
time where the head of school schedule to allow the researcher. Then, the
researcher will immediately collect the response of the respondent after they
have answered the questionnaire.
The responses of the filled-up instruments are tail and tabulate for
statistical analysis using Statistical Packages for Social Sciences. After
which, these will be going to analyze and interpret.
The compute responses of the respondents will be presents in tabular
form. Then, interpret and analyze to answer the research problems.
Statistical Treatment
The data gathered is collected, tabulate and submit to statistician for
data analysis and interpretation.
Frequency and Percentage will be use to describe the demographic
profile of the respondents in terms of age, sex, educational attainment, and
number of years in service.
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Furthermore, mean is use to describe both the extent of practices of
secondary school heads in Maguindanao 1 Division in terms of School
Management, Instructional Assessment and Personnel Assessment.
To test the significant differences of two variables, the researcher will
use the z-test
wherein the formula is illustrated below;
(X −μ0 )
Z=
s
Wherein:
Z = Z-test u0 = mean
X = Sample average s = standard deviation
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data gathered
from the respondents.
The Respondents’ Profile
The table 2 presented the frequency distribution of the age of
respondents for both school heads and the teachers in public secondary
schools of Division of Maguindanao I.
Table 2.
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Frequency Distribution on The Respondents’ Profile on Age
Age School Heads Teachers

f % f %
21-30 0 0 25 35.21
31- 40 1 10 25 35.21
41- 50 4 40 18 25.35
51- above 5 50 3 4.23
Total 10 100 71 100
The result reveals that out of ten (10) Secondary School Heads in
Maguindanao I Division, five (5) of were from Fifty-one (51) and above with a
percent of 50%. In addition, ages from 41 to 50 with 40% and those who are
from 31 to 40 ages were rated 10%. Lastly, there is no respondent who were
from ages 21 to 30.
It shows that the school heads who were aged 51 and above are more
populated were older age were expert to performed the administrative
practices of school as a school head because of their more experienced on
handling school and more encountered problems of school where imposed
practices from school management, instructional assessment and personnel
assessment. While the younger school heads would have to work a harder to
acquired position and more experiences needed to expert impose school
administrative practices.
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On the other hand, the result on the teachers age it shows that
35.21% of the total respondent were ranging their ages from 21 to 30, and
31 to 40 years old respectively, 25.35 % of the total teacher’s respondent
ranging their ages from 42 to 50 years old and 4.23 % of the total teacher’s
respondent ranging their 51 above.
It also showed that most of the teacher’s respondent of this study
were ranging their ages from 21 to 40 years olds.
Table 3 presented the frequency distribution of the respondent profile on
their sex for both school heads and teachers in the public secondary school
of the Division of Maguindanao I.
Table 3
Frequency Distribution on the Respondents’ Profile on Sex
Sex School Heads Teachers

f % f %
Male 7 70 35 49.30
Female 3 30 36 50.70
Total 10 100 71 100
It reveals in the result that out of 10 secondary school heads in
Maguindanao I division, seven (7) of them were males which 70% of rate,
while the three (3) of them were females and has a rate of 30%. Evidently,
more designated were male as the school heads than the female. It is
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because men school heads can easily to handle in particular school, and
strongly imposed the administrative practices of School in terms of school
management, instructional and personnel assessment.
In teachers, I had more female respondents with a frequency of 36
persons and a percentage of 50.70, while the male respondents had a
frequency of 35 persons and a percentage of 49.30. It reveals that the male
respondents are lesser than the female respondents. It means that the
female teachers were more likely to be hired, because the female teacher’s
vision in their work are not only about job but better job, they do the job
with passionate. In addition, they talks so much and more openly in their
work than the male teachers, they are also creative and hardworking.
Table 4 presented the frequency distribution of the respondents profile on
their educational attainment for both school heads and teachers in the
public secondary schools of the Division of Maguindanao I.
Table 4
Frequency Distribution on the Respondents’ Profile on Educational
Attainment
Age School Heads Teachers

f % f %
College Degree 43 60.56
With Master’s Units 3 30 19 26.76
Master’s Degree 3 30 9 12.68
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Doctorate Degree 4 40
Total 10 100 71 100
The result reveals that out of 10 secondary school heads in public
secondary schools in the Division of Maguindanao I, four (4) or forty percent
(40%) of them has a doctorate degree, and three (3) or thirty percent of them
has already their master’s degree and a masters unit. Meanwhile there is no
respondent in the college degree. This result showed that a large number of
respondents were already a doctor’s degree, and it implies that when the
heads is already a full pledge doctor he/she can easily run his/her school
towards the development due to the different learning’s and experiences they
have encountered in their life as a school heads. On the other hand, the
school heads that are full pledge masters and with at least unit in mastered
degree were tied and it means that the school heads having at least masters
unit.
Table 5 presented the frequency distribution of the respondent’s profile on
their number of years in service for both teachers and school heads of public
secondary school heads in the Division of Maguindanao I.
Table 5
Frequency Distribution on the Respondents’ Profile on Number of Years
in Service
Years in Service School Heads Teachers

f % f %
1 – 10 2 20 44 61.97
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11 – 20 2 20 18 25.35
21 – 30 3 30 9 12.68
31 – 40 3 30
Total 10 100 71 100
The table reveals that out of 10 secondary school heads four (4) or
forty percent of them were ranging the number of years they already
rendered from 1 – 20 years, and six (6) or sixty percent of them were ranging
there service rendered from 21 – 40 years . It only means that most of the
school heads were older in their field of work and has a capacity to do their
task in managing their respective field of assignment. Evidence, more
rendered services means that more experiences and it could help them to be
able to imposed best administrative practices.
While the teacher’s respondents who were rendered services from at at
least 1-10 years in service has a forty four (44) total teachers and has a
percentage of 61.97. Meanwhile, teachers who rendered services from 11-21
years and 21-30 years in service were eighteen (18) and nine (9) teachers
respectively. Lastly, there is no recorded respondent in the years of services
from 31 years and above. It means that most of the teachers in the public
secondary schools in the Division of Maguindanao I were newly hired and
fresh from their field of work.
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Table 6 presented the extent of administrative practices of public secondary
school heads in the Division of Maguindanao I in terms of School
Management.
Table 6
Mean Rating on The Extent Practices of Secondary School Heads in
Maguindanao 1 Division in Terms of School Management
School Management Mean Verbal Description
1.Knowledgeable of policies, procedures

and regulation. 3.68 Strongly Agree
2. Provides effective leadership 3.59 Strongly Agree
3. Monitor teachers’ professional 3.54 Strongly Agree
development
4. Ensure that teachers work according to
school educational goal 3.58 Strongly Agree
5. Address issues promptly and 3.57 Strongly Agree
effectively
6. Ensure that there is clarity concerning
the responsibility for coordinating the 3.46 Strongly Agree
curriculum
7. Consult teachers when deciding 3.62 Strongly Agree
issues and concern
8. Inform teachers about possibilities for
updating their knowledge and skills 3.51 Strongly Agree
9.Transparency for all school 3.53 Strongly Agree
accountabilities
10. Implements appropriate strategies 3.56 Strongly
Agree
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to achieve the objectives
Over All Mean 3.564 Strongly Agree
Legends:
Range Scale Verbal Interpretation
3.46 – 4.00 4 Strongly Agree The administrative practices

always observed and is
observable 76-100%.
2.46 – 3.45 3 Agree The administrative practice
moderately observed and is
observable 51-75%.
1.46 – 2.45 2 Disagree The administrative practices
of the school heads is always
observed and is observable
26-50%.
1.00 – 1.45 1 Strongly Disagree The administrative practices
observable 1 – 25%.
The table reveals that all of the indicators included in the School
management were always observed and it is observable in the range of 76-
100 percent. The indicators that got the highest mean was Knowledge of
policies, procedures and regulation which has a 3.68 mean and it is
always observed and the lowest mean was Ensure that there is clarity
concerning the responsibility for coordinating which has a 3.46 mean
and it is always observed also. Moreover, the overall mean of the indicators
is 3.564 and it is always observed. Therefore, in terms of school
management in the secondary schools in the Division of Maguindanao I in
administrative practices was Always observed. This implies that the school
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management of the secondary schools in the division of Maguindanao was
outstanding and observing the standard set by the department of education.
Table 7
Mean Rating on The Extent Practices of Secondary School Heads in
Maguindanao 1 Division in Terms of Instructional Assessment
Instructional Assessment Mean Verbal Description
1.Yearly evaluation for accomplishment

of all school form related to teaching
and learning 3.68 Strongly Agree
2. Assessment of classroom conducive-
ness and proper structuring. 3.51 Strongly Agree
3. Regular evaluation of teachers’
professional attributes and
development. 3.44 Agree
4. Observed/monitored the
learning materials. 3.49 Strongly Agree
5. Observe full implementation of
instructional Materials. 3.49 Strongly Agree
6. Evaluation of teachers’ involvement
on extra-curricular activities. 3.63 Strongly Agree
7. Regular evaluation of teachers’
personalities and instructional
performance. 3.60 Strongly Agree
8. Updated monitoring of accomplishing
of LIS in the system 3.63 Strongly Agree
9. Library facility and learning materials
are available in school 3.53 Strongly Agree
10. Updating of school/division/
region Memorandum 3.56 Strongly Agree
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Legends:

76-100%.
2.46 – 3.45 3 Agree The administrative practices
observable 51-75%.
26-50%.
observable 1 – 25%.
Instructional Assessment. Table 7 presented the extent of administrative
practices of secondary schools in the Division of Maguindanao I in terms of
Instructional Assessment. Likewise, in the school managements all of the
indicators include in the Instructional Assessment were always observed
except for the Regular evaluation of teachers’ professional attributes and
development. The Indicators that has a highest mean was Yearly
evaluation for accomplishment of all school from related to teaching
which has a 3.68 mean and the indicators that has a lowest mean was
Regular evaluation of teachers’ professional attributes and
development which has a mean of 3.44 and it is always observed
respectively. Furthermore, the overall mean of the result is 3.564 and it is
always observed. therefore, the administrative practices of the Secondary
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School in the Division of Maguindanao in terms of Instructional Assessment
were excellently observed.
Table 8
Mean Rating on The Extent of Practices of Secondary School Heads in
Maguindanao 1 Division in Terms of Personnel Assessment
Personnel Assessment Mean Verbal Description
1. Effective recruitment of qualified

personnel. 3.51 Strongly Agree
2. Objective and fair evaluation
of performance and
accomplishment. 3.52 Strongly Agree
3. Promotes and facilitate professional
development. 3.47 Strongly Agree
4. Demonstrate respect for others 3.46 Strongly Agree
5. Effective mentor of personnel
to attain promotion. 3.51 Strongly Agree
6. Manages personnel promotions
and recognitions effectively. 3.51 Strongly Agree
7. Keeps personnel informed
of plan and activities. 3.47 Strongly Agree
8. Effectively address and
resolves conflict 3.52 Strongly Agree
9. Encourages professional
performance and Productivity 3.63 Strongly Agree
10. Deals effectively with
unsatisfactory Performance 3.52 Strongly Agree
Legends:
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76-100%.
observable 51-75%.
observable 26-50%.
observed and is observable 1
– 25%.
The table 8 presented the extent of administrative practices of the secondary
school heads in terms of personnel assessment. The result showed that all
of the indicators included in the personnel assessment were always
observed and it is observable from 76-100 percent. The indicators that got
the highest mean was to Encourages professional performance and
Productivity which has a mean of 3.63 and the indicators that got the
lowest mean was to Demonstrate respect for others which has a 3.46 mean,
and it is always observed. Meanwhile, the overall mean of has a 3.512 and it
also always observed. Therefore, the administrative practices of the
secondary school in terms of Personnel Assessment in the division of
Maguindanao I was outstanding.
Table 9
Extent of Administrative Practices as Perceived by the School Heads
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Mean Verbal Description
School Management 3.56 Strongly Agree
Instructional Assessment 3.62 Strongly Agree
Personnel Assessment 3.40 Strongly Agree
Over All 3.556 Strongly Agree
Legends:

76-100%.
observable 51-75%.
observable 26-50%.
– 25%.
Table 9. Presented the extent of administrative practices of the secondary
school in the division of Maguindanao I as perceived by themselves. It shows
in the table that the categories included in the research were “always
observed” and it is observable from 76-100 percent. This means that most
of the public secondary school heads in the division of Maguindanao I were
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excellent in implementing the quality standards set by the Department of
Education.
Table 10
Extent of Administrative Practices as Perceived by the Teachers
Mean Verbal Description
School Management 3.56 Strongly Agree
Instructional Assessment 3.55 Strongly Agree
Personnel Assessment 3.54 Strongly Agree
Over All 3.55 Strongly Agree
Legends:

76-100%.
observable 51-75%.
observable 26-50%.
– 25%.
Table 10. Presented the extent of administrative practices of the secondary
school heads in the division of Maguindanao I as perceived by teachers. It
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shows in the table that the indicators included in the research were “always
observed” and it is observable from 76-100 percent. This means that most
of the public secondary school heads were appreciated by the teachers in
terms of school management, instructional assessment, and personnel
assessment.
Table 11
Significant Analysis of the Extent of Administrative Practices of the
Public Secondary School Heads as perceived by themselves and
teachers
Variables Mean z(r) z(t) Significance
School Heads 3.593 -2.37 2.654 Not Significant
Teacher 3.55
Level of Significance α = 0.05
Table 11. Presented the significant analysis of the Extent of
Administrative Practices of the Public Secondary School Heads as perceived
by themselves and teachers. It reveals that the z value was -2.37 because
the teachers were more in numbers than the school heads. Moreover, the
level of significance at 0.05 were used in computing the z-tabular of z is
2.654. Since the computed z value of -2.37 is less than the tabular value,
the null hypothesis that “there is no significant difference between the
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administrative practices of public secondary school heads in the division of
Maguindanao I as perceived by themselves and the teachers.
On the contrary, Sultana & Bashir (2005) described the achievement
of the objectives the economy of resources and their conservation and the
optimal use of resources as important objectives of the educational
administration
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
The general purpose of the study was to determine the extent of
Administrative practices of public secondary school heads in the division of
Maguindanao I in terms of School Management, Instructional Assessment,
Personnel Assessment.
To achieve this purpose, an adopted survey questionnaire was used to
find out the extent of Administrative practices of the secondary school heads
in the division of Maguindanao I.
Using the descriptive method of research, the study selected ten (10)
secondary schools in the DepEd across the Division of Maguindanao I
wherein, the ten (10) school heads and seventy-one (71) teachers were
selected as samples of the study. Primary data were obtained from the
respondents through survey questionnaires and personal interviews
conducted by the researchers.
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Descriptive statistics such as means, percentage, frequency counts,
and ranking were used in the analysis of data. Z-test was used to determine
if there is a significant difference between the variables. In hypothesis
testing, the level of significance was set at α = 0.05.
SUMMARY OF FINDINGS
Based on the survey conducted, the following finding has been
generated:
1. On the socio-demographic profile of the respondents.
1.1 Most of the school heads were 51 years old and above and
the teachers ranging their ages from 21-40 years of age.
1.2 Male school heads were dominated by female, while teacher’s
distribution in terms of age were statistically equal.
1.3 Nearby half of the school heads has its doctoral degree, and
majority of teachers were baccalaureate degree only.
1.4 In the year of service, most of the school heads were ranging
their experience 21-40 years and more than half of the
teachers were new in their field as their experience ranging
from 1 to 10 years.
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2. On the extent of administrative practices in the three
categories.
2.1 All of the indicators in the school management were always
observed by the respondent as a practice of the school heads
in the administrative matter. This means that in terms of the
school management the public secondary school heads of the
division of Maguindanao has its best practices.
2.2 The result in the instructional assessment reveals that it is
always observed by themselves and the teachers all of the
indicators in the questionnaires. It implies that in the said
category highly extensive in the implementation is evidence.
2.3 The result generated in the personnel assessment were
similarly to the previous category wherein, all of the
indicators were always observed for both school heads and
the teachers and it means that the practice of the public
secondary school heads were highly extensive.
2.4 It reveals in the result also that there is no significant
difference between the administrative practices of the public
secondary schools in the division of Maguindanao as
perceived by themselves and the teachers.
CONCLUSION
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Based on the survey conducted, the following conclusion has been
generated:
a. The school heads were dominated by the male ranging their
ages from 41 above. While in the teacher’s female and male were
statistically equal in the distribution of the respondents.
Furthermore, most of the teachers included in the study were
new in the service.
b. The school heads were outstanding on how he/she manage the
schools to attain the standards set by the DepED.
c. The instructional and Personnel Assessment were excellently
observed its implementation by the respondents.
d. The extent of administrative practices of the public secondary
school heads in the division of Maguindanao I were high
extensive as perceive by themselves and the teachers.
e. The school heads and the teacher’s observation on the
administrative practices of the public secondary school heads in
the division of Maguindanao I in terms of school Management,
Instruction and Personnel Assessment has no significant
differences.
RECOMMENDATION
In the light of the findings and conclusions in this study, the
following are strongly recommended.
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1. The public secondary school heads should innovate and explore an
administrative practice that best suited to the needs of the students,
teachers, and stakeholders to achieve the continuous development in
the division.
2. The teachers must help the institution to strategies and plan the best
practices that would become effective in the development of the
school.
3. The future researchers should explore the effect of the administrative
practices of public secondary school in the division of Maguindanao I
in terms of the development of the schools.
4. The personnel of the institution should continue to develop their skills
and knowledge professionally by attending the different seminars and
trainings to become innovative and creative in terms of their field of
work.
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APPENDIX A
A Letter of the Schools Division Superintendent
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APPENDIX B
C Letter of the School Administrator
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APPENDIX C
Survey Questionnaire
Position Held: _______________________________________Age: ______ Sex:
______
Highest Educational attainment: _____________________Year in Service:
______
Dear: Respondents,
I am Mr. Saber A. Mangacop a student of Gani L. Abpi College, Inc. (GLACI)
taking up Master of Arts in Education. Currently, I am conducting a
research study entitled “Administrative Practices of the secondary
school heads of Maguindanao I” and your school is being chosen to be one
of the participating schools to generate the needed data of the study. In line
with this, I am asking your full & sincere cooperation in answering the
questionnaire of this study.
Your participation will be a great help to realize the said study. Rest Assure
that your answer will be treated w/ utmost confidentiality in the context of
research ethics.
Respectfully yours,
Mr. Saber A. Mangacop

Researcher
Direction: Please encircle the number that best describe your honest
response on the extent of practices of secondary school heads in
Maguindanao 1 Division in terms of School Management, Instructional
Assessment and Personnel Assessment Using the following scale below.
4 Always [when the condition described is at all times practice]
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3 Sometimes [when the condition described is most of the times practice]

2 Occasionally [when the condition described is rarely practice]
1 Never [when the condition described is never practice]
Part I. Administrative Practices

A. School Management
1. Knowledgeable of policies, procedures

and regulation. 1 2 3
4
2. Provides effective leadership 1 2 3
3. Monitor teachers’ professional development 1 2 3
4. Ensure that teachers work according to
school educational goal 1 2 3
5. Address issues promptly and effectively 1 2 3
6. Ensure that there is clarity concerning the 1 2 3
responsibility for coordinating the curriculum 1 2 3
4
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7. Consult teachers when deciding issues

and concerns. 1 2 3
4
8. Inform teachers about possibilities for updating

their knowledge and skills 1 2 3
4
9. Transparency for all school accountabilities. 1 2 3
10 Implements appropriate strategies to

achieve objectives 1 2 3
4
B. Instructional Assessment
1. Yearly evaluation for accomplishment of all

school form related to teaching and learning 1 2 3
4
2. Assessment of classroom conduciveness and

proper structuring. 1 2 3
4
3. Regular evaluation of teachers’ professional

attributes and development 1 2 3
4
4. Observed/monitored the learning materials 1 2 3
5. Observe full implementation of instructional

Materials 1 2 3
4
6. Evaluation of teachers’ involvement on

extra-curricular activities. 1 2 3
4
7. Regular evaluation of teachers’ personalities
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and instructional performance 1 2 3

4
8. Updated monitoring of accomplishing of LIS
in the system 1 2 3
4
9. Library facility and learning materials are

available in school 1 2 3
4
10. Updating of school/division/region

Memorandum 1 2 3
4
C. Personnel Assessment
1. Effective recruitment of qualified personnel 1 2 3
2. Objective and fair evaluation of performance

and accomplishment 1 2 3
4
3. Promotes and facilitate professional development 1 2 3
4. Demonstrate respect for others 1 2 3
5. Effective mentor of personnel to attain promotion 1 2 3
6. Manages personnel promotions and recognitions

Effectively 1 2 3
4
7. Keeps personnel informed of plan and activities 1 2 3

4
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8. Effectively address and resolves conflict 1 2 3

4
9. Encourages professional performance and

Productivity 1 2 3
4
10. Deals effectively with unsatisfactory

Performance 1` 2 3
4
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APPENDIX D
Photo Documentation
The researcher explains some parts of questionnaire to Sir Haron Umbag the
Planning Officer of Ampatuan NHS
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Principal of Datu Abdullah Camino NHS Answering the survey

Questionnaire (left)
The researcher explains the questionnaires to Planing Officer of Datu
Abdullah Camino NHS (right)
The researcher waits the questionnaire from Sir Norodin T. Kidas the A.PAN
coordinator of Datu Saudi Uy Ampatuan NHS
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The Researcher ask permit and serve questionnaire for Head and Teachers
of Gindulungan NHS
Teachers from Datu Unsay NHS Answering the survey questionnaires.
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Head and Teachers of Maguindanao NHS the Researcher explain some parts
of survey questionnaires.
The researcher explains some part of the survey questionnaire to the

respondents, Principal of Sapakan NHS
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Curriculum Vitae
Personal Data:
Name : Saber A. Mangacop
Nickname : Bheds
Birthdate : May 16, 1980
Place of Birth : Labu-Labu, Shariff Aguak, Maguindanao.
Age: : 40
Home Address : Dimampao, Datu Abdullah Sangki,
Maguindanao
Wife : Sittie S. mangacop
Educational BackGround:
Elementary : Labu-Labu Elementary School
: Labu-Labu, Shariff Aguak, Maguindanao
Secondary : Maguindanao National High School
: Poblacion, Shariff Aguak, Maguindanao
Tertiary : Mindanao Capitol Colleges Inc.
: Ramon Vilo Street, Cotabato City
Degree : Bachelor of Secondary School Major in
History (Social Studies)
Graduate studies : Cotabato City State Polytechnic College
: Cotabato City
: Educational Administration
: Gani l. Abpi College, Incorporated
: Formerly Central Maguindanao Institute
: Buayan, datu Piang, Maguindanao
: Master in Arts
: Educational Administration
: SY 2020 - 2021
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Central Maguindanao institute

GRADUATE STUDIES
APPENDIX
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Central Maguindanao institute

GRADUATE STUDIES
93

Saber Final For Checking

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Central Maguindanao Institute

GANI L. ABPI COLLEGE, INC.

ADMINISTRATIVE PRACTICES OF THE SECONDARY

The Faculty of the Graduate Studies

GANI L. ABPI COLLEGE, INCORPORATED

Buayan, Datu Piang, Maguindanao

Of the requirements for the Degree

Master of Arts in Education

Major in Educational Management

IN PARTIAL FULFILLMENT of the requirements for the degree, MASTER

PANGI P. BALUBUGAN, Ph.D.

PINTO E. DALATEN, DPA BAIPINA M. BALUBUGAN, PH.D.

MONELA M. MUA, DPA PANGI P. BALUBUGAN, Ph.D.

DR. NAYZA L. JIMLOK

ACCEPTED IN PARTIAL FULFILLMENT of the requirements for the degree,

MONELA M. MUA, DPA YSMAEL NASSER S. ABPI, C.E

make this study meaningful:

Bai Meriam Ampatuan-Kawit, Al Hadja, Schools Division

allowed to conduct this study;

Secondary School Heads and Teachers, the ten schools namely;

AMPATUAN NHS, DATU ABDULLAH CAMINO NHS, DATU MAMALO NHS,

GUINDOLUNGAN NHS, MAGUINDANAO NHS, MAMASAPANO NHS,

SAPAKAN NHS, for the generosity and assistance in administering the

research questionnaires their respective schools;

guidance to make this study possible;

Respecio, for her very nice persuasion to pursue on this study;

Dr. Pangi P. Balubugan, adviser, for being approachable, patient and

enthusiastic in giving suggestion and inputs for the development of this

Dr. Baipina M. Balubugan, statistician, for being kind, helpful,

motivating the researcher to make this paper complete and correct;

realize his dreams

To His Family, for giving support from spiritual and financial;

blessing, wisdom, strength and courage in surprising challenges in this

biggest cherished dream.

Background of the Study

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

CHAPTER III RESEARCH METHODOLOGY

Data Gathering Procedure

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF

The profile of the Respondents

CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

1. Frequency Distribution on The Respondents’ Profile on Age

2. Frequency Distribution on The Respondents’ Profile on Sex

3. Frequency Distribution on The Respondents’ Profile on Educational

4. Frequency Distribution on The Respondents’ Profile on Number of

5. Mean Rating on The Extent Practices of Secondary School Heads

6. Mean Rating on The Extent Practices of Secondary School Heads

7. Mean Rating on The Extent of Practices of Secondary School Heads

8 Extent of Administrative Practices as Perceived by the School Heads

9 Extent of Administrative Practices as Perceived by the Teachers

10 Significant Analysis of the Extent of Administrative Practices of the

1 Distribution of the Respondents

2 Theoretical Framework of the Study

3 Map of the Maguindanao I Division Showing the Locale of

A Letter of the Schools Division Superintendent

B Letter of the School Administrator

MANGACOP, SABER A. 2021. “Administrative Practices of the