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TOPIC: ACADEMIC MANAGEMENT PROFICIENCY AND LEADERSHIP OF

SCHOOL HEADS
BY: RAYMOND ABANES / BAUAN EAST

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literature and studies which have connecting linkages with

the present study.

The data collected provided the researcher the concrete ideas on how problems

were addressed and the corresponding treatment applied. Accordingly, the concepts

and ideas written by researchers which relate with the present study will be given

considerations in the analysis and interpretations in the succeeding chapter.

Conceptual Literature

Education research shows that most school variables, considered separately,

have at most small effects on learning. The real payoff comes when individual variables

combine to reach critical mass. Creating the conditions under which that can occur is

the job of the principal. Every leader has a vital role to play in the growth and

development of his or her organization. Leadership in schools has been a major cause

for concern, not only in our Philippine society but on a global level.

Role is a prescribed or expected behavior associated with a particular position or

status in a group or a school. A school head is the expected to show patterns of

behaviors and responsibilities associated with a headship position within a school. A

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school head that is in charge of a school has a lot of responsibilities to accomplish. For

example, developing strategic vision and direction of the school development,

management of staff, students and finances, supervision of the implementation of

school curriculum and developing the relationship with the wider community (Business

Dictionary, 2013).

On top of that, recent research findings such as Meador (2013) show that a good

school head is the one who always leads by example, is positive, enthusiastic, has high

energy, initiative, tolerance for ambiguity, sense of humour, analytical ability, and

common sense and have a hand in the day to day activities of the school, and listen to

what their constituents are saying. An effective leader is available to teachers, staff

members, parents, students, and community members. Good leaders stay calm in

difficult situations, thinks before they act, and puts the needs of the school before

themselves. An effective leader steps up to fill in gaps as needed, even if it isn’t a part

of their daily routine.

According to Vicera (2019), leaders are symbolically seen as bulwarks, as they

are totally responsible for the success of their organization. Although the school

comprises of various entities of leadership, the principal plays a dominant role, one that

is inextricably linked to the growth and development of the school. The role of the

modern principal/school heads has evolved from management-oriented to instruction-

based functions. The actions of modern principals should be rooted in the goal of

improving teaching and learning. Accordingly, the accountability efforts in education

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have increased, and there has been an increased interest in the significance of effective

management or leadership style, this can be seen with the Department of

Education’s establishment and implementation of the Results-Based Performance

Management System (RPMS), which aims to ensure organizational effectiveness and

track individual improvement and efficiency by cascading the institutional

accountabilities to the various levels, units and individual personnel.

School heads have roles and responsibilities to be accomplished in their

respective schools. They are empowered to direct control and guide all the existing

programs and projects for the system. In the execution of the heads policies and

reforms, they observe principles, doctrine and rules as prescribed by the Constitution

and Department Orders or Memorandums issued by the Department of Education

(DepEd) from time to time. One of these educational policies which have been the

guidepost of the school heads in the School Based Management (SBM) Program as

incorporated in the Republic Act 9155 also known as Governance of Basic Education

Act of 2001 (DepEd, 2001). In this, the school head is a person responsible for the

administrative and instructional supervision of the school or cluster of schools. It is an

act instituting the governance of basic education. The school shall be the heart of the

formal education system; it is where children learn. Thereby, the school shall have a

single aim of providing the best possible basic education for all learners.

The concept of principals embracing their roles as instructional leaders is of

paramount importance in a new era of school management if they wish to improve the
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performance levels of the students in their charge. Although public schools operate

under the mandate of the Education Act, the principal is held accountable for the total

success (or failure) of the school he or she manages. The success (or failure) of any

school is intertwined with the type of leadership which governs the institution, which

holds true for fortune five companies. The failure of a school is never levied against

teachers and this has always been in the case in school administration. This is equally

true when there is success in an educational institution, suggesting that the principal

has an overarching role of the institution. Hence, if a school is excelling academically, it

may be inferred that the leader has embraced aspects of instructional leadership and is

in control of the management of that institution. The literature review provides pertinent

details on instructional leadership and its influence on academic performance. (Heaven

and Bourne, 2016)

Academic Management

The school heads take the initiatives of improving the quality of basic education

by ensuring that the values, needs and aspirations of the learners are achieved. School

heads make their decisions on what is best for the learners they serve. One of the areas

that school heads would always target in their management is on academic areas. The

upliftment of academic area is an important vehicle in accomplishing the vision and

mission of the school system. To provide the structural design of academic

enhancement, the school heads prepare the goals or objectives to be observed. The

objectives indicate the categorization of subject matter, use of instructional materials,

strategies/techniques to be utilized and evaluate measures. (Briggs, 2010) Leadership,

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on the other hand focuses attention on the future or what needs to be done. Its focus is

on vision and empowerment and reaching goals (Lalonde, 2010)

The heads of schools manage administrative and academic affairs of the schools

in order to improve the quality and expand the quantity of education. Therefore,

academic management is the prime responsibility of secondary school heads.

Academic management practices lead the secondary school heads to enhance the

performance of students as well as teaching staff. Academic management is the base of

an institutional process. It consists of planning and management of admissions,

curriculum, instruction, conduct of internal and external examinations, and management

of co-curricular activities. (Saeed Ahmad, 2013)

According to Kibler (2011), school heads academic management proficiency is

justified by their creativity in planning activities. Creativity in planning means making

things interesting, suggesting, devising, investing, experimenting and providing

something new creative administrator encourages growth and brings new and original

ways of doing things into the programs of managing, teaching and learning. For

instance, the utilization of the innovative ideas, recycling processes and integration of

technological ideas and equipment enrich learnings of the children. In addition,

managing academic affairs can be more effective through scientific processes. Scientific

management and supervision spring out from the idea that improvement of instruction

may be based on measurable and controllable data. When scientific ideas are injected

in academic management, the basic rules and principles are not only discovered but

they are also applied and organized to a teaching-learning situation.

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According to Mobegi, Ondigi and Oburu (2010), school heads should take up

their roles as quality assurance officers in their schools and ensure that there is

adequate departmental supervision. They should introduce staff appraisal through

locally designed forms to enhance standards and engage in evaluative class

observation to ensure that a variety of teaching methods apart from class discussion is

utilized. School heads should devise school income generating activities to alleviate

current financial problems that result in student absenteeism, transfers, indiscipline and

inadequate facilities. They should frequently invite quality assurance officers to advice

on school affairs and community relations. These steps thus add to the academic

performance of the school.

School heads academic competence is secured in the attainment of functional

literacy. This includes on the essential abilities in linguistics fluency and scientific-

numerical competence. In Philippines basic education, mastery of these essentials

implies the Filipino, English, Science and Mathematics are indispensable learning areas

in restructured curriculum. They are considered the basic tool subjects. In general, time

allotment for these subjects and the other related content areas are adjusted not to

burden the learners but to gain mastery of basic education competencies and to help

them contextualize content.

The ideal school manager knows that the particular disciplines on learning areas

are taught effectively with the choice of instructional materials and resources – be it
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conventional and technological teaching aids. The advent of technological devices has

almost influence a wide range of human activities from laboratory and technological

fields definitely has gained activities in the classroom. (Parker, 2012) To make

technology available instructional tool requires school heads effort and resourcefulness.

Access to these material, introduces the teacher, students, and community people

around different educational improvement.

In addition, Cotton (2013) cited the idea that effective instructional leadership

involved principals who were intensely involved in curricular and instructional issues that

directly impacts on students’ achievement. With instructional improvement at the top of

a principal’s priority list, there is the autonomy to ensure that the major issues or

concerns are addressed in the educational setting. Short and Spencer (2012) opined

that instructional leadership included various elements which were extremely important

if principals hoped to accomplish academic success. The principal should be able to

prioritize according to the needs of the institution. Prioritization may be deemed as a

simplistic notion, but it is indeed a mammoth task for principals to know what tasks to

prioritize, as the scope of their job appears to be unlimited or infinite. This simple, but

profound terminology “prioritization” suggests that teaching and learning must be the

consistent focus of the school administrator as he or she performs the myriads of roles

embedded in principal ship. One recognizes that all principals have to demonstrate the

ability to strike the balance between management and vision and other duties, in an

effort to make classroom instruction and practice their main focus.

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School heads has something to do with the affectivity of the instructional

materials and also the effect of this to the pupils. In enumeration, UNESCO (2011)

points out that the rapid expansion of students enrolments, led to inadequate resources

which resulted into difficulties in creating expected outcomes. This has made school

management to be more complex and difficult enterprise now than few decades ago.

The school head is, therefore, in a difficult position, being expected to improve the

students’ academic performance in a period of diminishing resources. However,

achievement in students’ academic performance in schools cannot be achieved if

schools heads are not in fully committed to play their roles effectively.

According to Coombs (2015) Education consists of two components. He

classified these two components into inputs and outputs. According to him, inputs

consist of human and material resources and outputs are the outcomes of the

educational process. Both the inputs and outputs form a dynamic organic whole and if

one wants to investigate and assess the students’ academic performance, effects of

one component on the other must be examined. The school heads are the vital input in

educational realm. MOEC (2017) points out that their major responsibilities in schools is

to provide professional leadership that would lead to the achievement of educational

objectives which is revealed in terms of students outcomes (output).

Academic Proficiency

Providing academic proficiency cannot be the sole responsibility of the school

heads. The efficient and effective implementation of the curriculum depends a great
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deal in the support system that is provided to the school. For this matter, teachers who

implement the curriculum should be trained, instructional materials, equipment and

facilities should be made available. Enabling policies and school heads’ support should

be provided and facilitate the work of the teacher. Community support is usually

secured to augment and improve the existing resources. (Collis, 2019)

Reeves (2017) asked on his article as to where do principals have the greatest

impact as instructional leaders? The answer to this dilemma is not to burn principals to

a symbolic cinder in a seemingly heroic, but ultimately futile, attempt to complete a list

of tasks. Such a perspective assumes that school leadership is nothing more than a

carnival game of bopping clowns on the head as they spring up from the board. Rather

than flailing at every instructional leadership demand as if it were of equal importance,

principals must engage in leadership leverage—the selective application of the

principal’s time, intellect, energy, and authority in those few areas in which building-wide

consistency is imperative. Effective leadership leverage depends upon four essential

leadership practices:

a. The creation of a consistent definition of proficiency for students, teachers, and

leaders;

b. Public reporting on progress toward proficiency;

c. Continuous professional reflection on the gap between the ideal state of proficiency

and the present reality of a school; and

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d. The establishment of a moral imperative for consistency in academic and behavioral

expectations for students.

Consistently defining proficiency is important for students as well as for teachers.

Kim Marshall (2017), leadership developer for New Leaders for New Schools and the

editor of The Marshall Memo, uses a “mini-observation rubric” that allows teachers and

principals to provide consistent and specific feedback. When a principal and two

teachers all observe the same phenomenon while observing a classroom, it is

impossible for a teacher to claim that the principal is arbitrary or subjective. Marshall

models for teachers the clarity, specificity, and fairness in defining instructional

proficiency that teacher in turn should provide for their students.

The pursuit for a successful academic outcome is extended to classroom setting.

It includes operation and control of activities such details as seating attendance, use of

instruction materials, classroom courtesies require foresight and planning. A well-

managed class is conducive to mental growth and development. Learning becomes

interesting and enjoyable under favorable working conditions. Unhygienic conditions

affect the health as well as the learning of the pupils. Teacher is likewise affected – that

is, she can teach effectively only when conditions around her are favorable. Pleasant

classroom inspire both teachers and learners to do their best. School heads make

several classroom visits and observation to find if the atmosphere of proper teaching

and learning are appropriately established.

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With the school heads guidance and direction classrooms become the center of

learning processes. The teacher, who takes charge of learning situation do their best to

meet the needs of the students. The students’ performances will reflect the learning

outputs. Thereby, the success of classroom activities depends on the abilities and joint

effort of both school heads and teachers. They take care of two aspects of classroom

management namely the academic learning and discipline. The prospective teacher will

gain more insight through the principles and practices and suggestions provided to them

by their heads of school. Constructive and innovative ideas are worth trying in

classroom management. (Baron, 2011)

School leaders can facilitate the development of students’ educational

competence to face challenges. Farr (2011) asserted that when school leadership is

strategically examined, factors such as classroom management; school environment

(i.e., internal and external to the school); and academic performance emerge. School

leadership practices (i.e., those of principals and teachers) can change the academic

trajectory of a school. Danielson (2010) emphasized that change itself comes from the

collective efforts of teachers, schools, and communities. The school is an organization

of learning and knowledge development within the community. School performance

centers on academic achievement, and teachers are the core component of such

achievement. School leadership assists in managing and shaping the flow of cultural

information to support students’ academic progress. School leaders who are action

oriented and response centered can help teachers to be role models who embody
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values and success in teaching and learning (Farr, 2011; Spillane, 2015; Townsend,

2010).

School leadership and management is one factor contributing to students’

academic underperformance. To decrease students’ academic underperformance,

Danielson (2010) and Farr (2011) asserted that school leaders must be effective, self-

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” 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 thus promoting good strategies across the school community.

From Yin (2011), teaching strategies are plans for managing the learning

environment in order to provide learning opportunities and meet the objective. School

heads follow-up techniques and strategies utilized by teachers. They should be ware of

the details of each of the strategy. For instance, the inquiry approach is utilized by

starting with a problem analysis or by showing filmstrips, pictures and projectors. The

strategy and approach that one chooses require the implementer to prepare the

sequencing of the lessons in such a way as to follow the students to work independently

at their own pace. It becomes a wonderful experience for the students to be deeply

involved in conceptualizing and developing their capabilities and skills. At the end, the
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students having been guided throughout the class activities acquire a feeling of

satisfaction and the opportunity to aim in bringing beyond the classroom.

Academic Leadership

Academic management proficiency of the school heads can be enhanced

through proper leadership. As a leader, a school head perceives the group as a whole

and realizes the extent to which morale as feelings of satisfaction can change within the

group. A group of the staff may change from working effectively to seeking ways of task

responsibility. The effective leader understands that all feelings, emotions and reaction

of members of the group. This situation has profound effect on the school head and

staff relationship. (McWalters, 2015)

Leaders who can provide the necessary leadership when managing the teachers’

performance can have a large impact on their school’s work environment and if the

impact is positive, it may lead to teachers practicing and displaying desired behaviors in

the workplace, especially in their commitment towards the school organizations

(Hallinger and Heck, 1996a; Ponnusamy, 2010). Weber (2016) proved this in a study

when he explained to increase teachers’ commitment towards the schools; leaders

need set high expectation on teachers’ performance. Hence, for teachers to become

more committed to the school, school leaders need to practice effective leadership

behavior. Principals have been found to affect the type of instruction teachers’ use in

their classrooms through their actions as instructional leaders (Blase & Blase, 1998;

Blase & Roberts, 1994; King, 1991; Sheppard, 1996; Smith & Andrews, 1989).
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The position of principal was chosen for investigation because it has been

identified as an important component of an effective school (Cotton, 2013; Goodwin,

Cunningham, & Childress, 2013; Hallinger & Heck, 2016). The U.S. Department of

Education (2000) released a report portraying the principal’s importance by listing

ineffective principals as one of the barriers to improving teaching.

On the other hand, change in teachers’ instructional practices refers to the

amount of change in teachers’ instructional practices over the previous two school

years, 2006-2007 and 2007-2008. Changes in teachers’ instructional practices were

conceptualized as decreasing over the past two school years, increasing over the past

two school years, remaining the same over the past two school years, or teachers did

not use the practice during the last two school years.

The importance of teachers’ instructional practices is demonstrated by current

studies devoted to analyzing the effect of teacher quality on student achievement.

Teacher quality refers to the characteristics and qualifications held by teachers

(Stronge, 2012).

Kaplan and Owings (2012a) stated, “Staffing schools with highly qualified

teachers who have strong teaching skills has become a national concern”. They

asserted that principals are responsible for hiring these individuals, further highlighting

the need to examine how principals influence teachers.

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Elmore (2019) asserted that principals are expected to possess the skills and

knowledge to improve teacher instruction and student achievement. According to

Lashway (2013) and Tucker (2013), the standards and accountability movement has

increased the importance of the principal’s role in school effectiveness.

More than ever before, principals are considered essential to the success of

schools (Cotton, 2013; Goodwin et al., 2013). Principals are expected to be strong

instructional leaders (Tucker, 2013; Wahlstrom & Louis, 2018). Knowing how principals

influence the classroom instruction of teachers could aid principals in dealing with the

rigorous demands set forth by the NCLB Act and state accountability systems.

The challenges of instructional leadership are rooted in the principal-agent

problem. Galal (2012) defines the principalagent problem as being at the core of any

education reform. The principal (e.g., a ministry official, school principal) is interested in

particular outcomes (such as good quality education), but has to rely on an agent (e.g.,

teachers) to obtain these outcomes. Chapman (2018) states that the focus on the

principal agent problem places more concern with influencing the educational process in

classrooms, where the real activities of learning occur. Lockheed and Verspoor (2011)

observe that many of the teaching practices in developing countries are not conducive

to student learning. Teaching practices often involve instruction for the whole class that

emphasizes lectures by the teacher who then has students copy from the blackboard

while offering them few opportunities to ask questions or participate in learning (Fuller
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and Heyneman, 2009). Classroom teaching in developing countries is also

characterized by student memorization of texts with few opportunities to work actively

with the material, and little ongoing monitoring and assessment of student learning

through homework, classroom quizzes, or tests. The principal as instructional leader is

charged to implement innovative teaching methods that engage students in more active

rather than passive learning.

Leaders and members of the school system, see the importance of delegating

activities to promote school academic performance. Every act if delegation is rooted in

the relationship that exists between the subordinate and the leader. They show mutual

confidence and respect for one another particularly in the transaction of activities.

Delegation of activities by school heads to those concerned is task enrichment. The

person to receive the task is committed, motivated and inclined to perform the activity

with tact and interest.

More than ever, in today’s climate of heightened expectations, principal or school

heads are in the hot seat to improve the teaching and learning. They need to

educational missionaries, instructional at curriculum leaders, assessment experts and

community buildings. (2012) They have knowledge and skills in facility managing public

relations special program administrator and expert of legal policy mandates and

initiatives. They are expected to break the offer-conflicting interest of parents, teachers

and students and they need to be sensitive to the widening range of students’ needs.
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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, making adjustments 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 effective

school system that supports the positive actions of leaders and teachers can help to

decrease students’ poor academic performance.

School leadership entails guidance, support, and behaviors essential to change

overall performance of a school. Yukl (2012) 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 (2012) 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

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school leaders respond positively to changes in the management and development of

teaching methods, classroom organization and management, and delivery of the

curriculum.

A range of critics including principal themselves raise a literacy of concerns about

the quality and effectiveness of the academic preparations typically provided at school-

based programs. The criticisms are hardly new but deeper analyses of strengths and

weaknesses of the school based programs and what can be done to improve and enrich

them. There should be a clear picture of what is and is not known about the specific

features and program attributes that can influence leader’s beliefs and behavior in ways

that improve teaching-learning processes. (2012)

Increasingly, principals are also being pushed (not so gently) into instructional

and community leadership roles. Mendels (2012) believes that today’s principals need

to be focused on instruction and not building management. A principal needs to manage

this cacophony of demands requires building principals to have exceptional oral

communication skills. They spend upwards of 70 – 80% of their time in interpersonal

communication, most of which is face-to-face and by telephone. Add to this the volume

of daily e-mail communication and their tasks become even more complex (Lunenburg,

2010).

Educational leaders must guide their schools through the challenges posed by an

increasingly complex environment. Curriculum standards, achievement benchmarks,

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programmatic requirements and other policy directives from many sources generate

complicated and unpredictable requirements for schools. Principals must respond to

increasing diversity in student characteristics, including cultural background and

immigration status, income disparities, physical and mental disabilities, and variation in

learning capacities. They must manage new collaborations with other social agencies

that serve children. Rapid developments in technologies for teaching and

communication require adjustments in the internal workings of schools. These are just a

few of the conditions that make schooling more challenging and leadership more

essential. (Leithwood and Riehl, 2013).

The principal’s preparation and development has intensified innovation in both

leadership development programs and programs structures. Programmatic approaches

to leadership development vary some reforms emphasizing leadership and

management skills over academic proficiency instructions deeply and demonstrate

leadership potential. Differentiating the school programs requires research into the

implementation and coherence program features.

Research Literature

Chumacera’s study (2017), deals on refining principalship toward strengthening

implementation of school-based management. The descriptive method of research was

used in the study applying survey technique to find out the personal and interpersonal

values and work attitudes of principals. The researcher made questionnaires were
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utilized to determine the management skills, functions, roles, and current status of the

implementation of school-based management program.

The respondents of the study were fifty-six (56) principal, fourteen (14)

supervisors and two hundred seventy (270) public elementary school teachers in the

Division of Lipa City. The data gathered were statistically treated. The study showed

that the school principals possessed positive values, right attitudes and behavior need

in performing the tasks and responsibilities in the school system. It also showed that the

school principals effectively employed their management skills, functions and roles in

the school organizations as assessed by the three groups of respondents. The

implementation of SBM practices with reference to student’s needs, decision making

process and recognition of staff were highly evident.

It was recommended that the School-Based Management program (SBM) of the

school be further analyzed to suit the needs of the system. Principals, teachers and

support personnel should coordinate with each other in implementing the school based

management.

The study of Flores (2013) is focused in managerial and supervisory skills to

secondary school heads in the Division of Occidental Mindoro. One hundred (100)

secondary school heads from public school were the respondents of the study. Different

supervisory and management skills of the school heads were assessed. The
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questionnaire was used to determine the principal’s empowerment of different

managerial areas.

It was revealed in the study that planning and organization were occasionally

performed. Resource personnel and human relationship management obtained the

same weighted mean. With reference to principal’s academic empowerment, the study

showed on occasional performance of the job. The study showed significant differences

between managerial and supervisory skills and practices in line with class observation,

instructional evaluation and curricular supervision.

A study on managerial concept and potential of future elementary school heads

in Area IV of Division of Batangas was conducted by Evangelista (2011). She utilized

one hundred forty-eight (148) teachers who have potentials to become future heads.

The study utilized descriptive research with questionnaire as the main instrument in

gathering data. The gathered data were appropriately analyzed and interpreted using

statistical design.

The study showed that majority of the teachers had managerial potentials as

shown by a very satisfactory results. A few of them have outstanding potentials to be

future school heads. With regards to managerial concepts, the respondents had

knowledge about human relationships and discharging roles and duties of an

administrator. The study showed significant relationship between future school heads

management potentials and managerial concepts.

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It was concluded that the teachers who were to become future school heads

possessed good performance ratings, sufficient potentials, knowledge and skills in

management concepts particularly in human relationship and instructional skills. It was

recommended that future school heads should undergo training, pursue educational

attainment and more readings about roles and responsibilities of school heads.

Reyes’ study (2011) deals on supervisory skills of school managers in the

Division of Lucena City. She used one hundred (100) school heads and teacher

respondents to assess the school heads’ skill on proficiency in supervising school

resources and classroom instruction. These different aspects of supervisory skills in

proficiency and management practices provided them the proper way to handle future

tasks. The school heads possessed sufficient skills to manage their schools.

Evidences showed that school managers, attitudes towards curricular proficiency

relied on self-analysis reports, individual perception based on school performances and

personal testimonies. The personal appraisals are based on school manager’s

observation, guidance and supervisory assistance to staff and other school personnel.

Evaluation was given to students to find out their curricular achievements.

Cacista (2015) focused her study on the supervision of academic proficiency and

practices of elementary school leaders of Mandaue City, Division of Southern

Mindanao. This study determined the degree of affectivity of elementary leaders

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assigned in three types of vocational school in three areas of supervisory management.

The academic areas that were appraised were information dissemination, classroom

instruction and evaluation of instruction. These academic areas were analyzed through

the use of questionnaires wherein the respondents rated their school managers

regarding their management efficiency. It was revealed in the study that evaluation of

instruction was effectively performed as shown by the highest mean score. The

evaluative areas that were effectively performed were program planning and

implementation. According to the researcher, these supervisory academic practices and

skills could be utilized not only in the elementary but as well as secondary and tertiary

level.

A study of Bough (2013) on School Leadership Study Developing Successful

Principals examine the in depth case analyses of eight (8) highly developed school

program models which track the performance of the principal. Their preparedness and

skill practices were analyzed in the said study. The study follows school leadership and

trends to student performance.

It was revealed in the study that successful school leaders influence student

achievement in two important pathways: the support and development of effective

teachers and the implementation of effective organizational curriculum processes. The

consensus is increasingly reflected in preparation of academic requirements which

subscribe to a set of common expectations for the knowledge, skills and disposition of

the school leader.

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It was suggested that additional research is necessary to determine the impact

and relative importance of leadership in such key areas in curriculum and adaptation to

local context.

Murphy (2014) focused his study on principal’s attitudes and behavior in shaping

curricular proficiency. Fifty (50) teachers and school heads composed the respondents

of the study. They were randomly sampled from five (5) secondary schools in the area.

Literature case studies and interviews were utilized in the formulation of questionnaires.

Bulandan (2012) study concerned the survey of teachers’ perception of

managerial skills in proficiency of school administration in the Division of Canatuan City

in the School Year 2012. The managerial skills involved different categories such as

school organizations, pupil management, classroom management and public

relationship. The respondents composed of selected teachers in the Division of

Cabanatuan City assessed the nature of managerial skills and practices. The

questionnaires and informal interviews were utilized together with the necessary data.

The study showed that management skills and practices were supervisory in

nature while classroom instruction management was more on the administrative

functions. The respondents perceived that school administrators should continue their

management function to a maximum point to obtain effectivity of performance.

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School administrator should concentrate in developing skills most needed like in

the formulation of objectives and their implementation particularly in the planning,

organization, management of school resources and classroom instruction.

A study on classroom management as way of improving students’ academic

performance was conducted by Retan (2012) in the Division of Bohol. He selected one

hundred teacher (100) respondents to answer the questionnaire. The study showed a

mean in keeping records as awareness to past and present students’ performances.

Another classroom appraisal was focusing on the day’s specific activity which reflected

teachers’ non-verbal behavior and discipline. It was suggested that conferences should

be conducted for the professional development of both school manager and teachers, in

effect; instruction is improved for the benefit of the learners.

Leaders who can provide the necessary leadership when managing the teachers’

performance can have a large impact on their school’s work environment and if the

impact is positive, it may lead to teachers practicing and displaying desired behaviors in

the workplace, especially in their commitment towards the school organizations which

was revealed in the study entitled “ Influence of School Heads’ Instructional

Competencies on Teachers’ Management in Leyte Division, Philippines” (Goden, et al,

July 2016)

In this, a total of two hundred (200) respondents composed of one hundred fifty

(150) elementary teachers and fifty (50) elementary school heads were tapped as
 26

respondents of the study. A questionnaire was developed to collect data from the

sampled school heads and teachers. On the profile, the civil status and number of years

as school head were significantly related to the instructional competencies of the school

heads. As to instructional competencies, the school heads possessed the competence

in performing their job related to their position. In professional competency, the school

heads were very competent in evaluating the performance of their teachers. On the

hindsight, the instructional competencies of the school heads did not relate or affect

their management behavior.

The study of Villamor (2015) centered on the perceived influence of leadership

skills of school head in Area II, Division of Batangas Province. The respondents were

composed of three hundred eighteen (318) public elementary teachers and ninety-six

(96) school heads. The questionnaires were used to gather needed data. They were

analyzed and interpreted using the appropriate statistical design. The leadership skill of

the school heads were assessed along conceptual, technical and supervisory aspects.

The study showed that motivational factor was satisfactorily developed by school

heads in the management task. The other aspects were satisfactorily achieved as noted

by a composite mean of 4.11.

It appeared that school heads have to intensify leadership skills. A conceptual

model of enhancement program has to be framed based on the analyses of the staff.
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Synthesis

The reviewed literature and studies here broadened and enriched the present

one. The ideas of different authors, writers and researchers contribute much to evolve

the topic on academic management skills of school heads and or princpals. The

procedures and process and design of the cited works collaborate with the current

study.

For instance, the studies of Flores, Evangelista, and Chumacera on School –

Based management programs improve the quality of instruction and school

achievement. This was enhanced by the policies and reforms prepared by the school

managers, thus, the same they happen in the current study. The academic

management skills/proficiency of school heads is tapped to uplift the academic

performance of the learners. These academic management programs are focused on

skills in handling curricular areas, classroom setting utilization of instructional materials

and qualitative instruction. The academic management can be achieved through school

heads leadership. The present study looks into the possibility of uplifting academic

performances through proper leadership.

Moreover, the studies of Bulandan and Goden, et.al provided a clear picture on

the effect of positive behavior and managerial skills of the school heads which affects

the teachers. Its tremendous effect affects the educational system inside the school

because teachers serve as bridge between shool head and students. In this, the study
 28

further emphasizes how important good influence from the principal to the teachers

downward.

The study of Bough and Murphy, on the other hand, injects the roles and

responsibilities of school administrator to promote student’s performances. It is believed

that their studies gain importance in the present study. The group of researchers

worked hard to envision success of school management and supervision aspects in

strengthening educational outcomes. The same thing is done with the present study. An

intensive analysis of the chosen topic gives way in making this current research work

substantial in content, systematic and rich in insights.