BUILDING CAPABILITIES OF THE NEOPHYTE

SCHOOL HEADS: INITIATIVES AND NEEDS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 901-908
Document ID: 2023PEMJ1302
DOI: 10.5281/zenodo.10036641
Manuscript Accepted: 2023-23-10
Psych Educ, 2023, 14: 901-908, Document ID:2023 PEMJ1302, doi:10.5281/zenodo.10036641, ISSN 2822-4353
Research Article

Building Capabilities of the Neophyte School Heads: Initiatives and Needs

Margarita S. Licayan*, Asuncion P. Pabalan
For affiliations and correspondence, see the last page.
Abstract
This research focused on identifying the initiatives in place to foster the development of neophyte
school heads' capabilities, understanding their specific needs, and proposing a framework for
improvement during the academic year 2022-2023. The study uncovered that mentoring programs,
professional development courses, networking opportunities, online resources, and in-service support
collectively played a pivotal role in equipping neophyte school heads with the skills and
competencies essential for effective instructional leadership and achieving positive educational
outcomes. Furthermore, the research identified a set of critical needs among neophyte school heads,
including Leadership and Management Skills, Understanding Education Policies, Financial
Management, Teacher Development and Evaluation, Communication and Stakeholder Engagement,
Data-Driven Decision Making, Professional Networking and Collaboration, as well as Emotional
Intelligence and Self-Care. Addressing these specific needs through tailored professional
development programs and ongoing support emerges as a key strategy to enhance their capabilities as
school leaders. In conclusion, the study underscores the significance of professional development
initiatives for neophyte school heads who often lack the essential skills and experience required for
effective school management. It advocates for investments in specialized training, mentorship, and
facilitating access to pertinent resources as pivotal steps towards ensuring their success in leadership
roles. To this end, it offers recommendations for the development of comprehensive professional
development programs, the establishment of collaborative networks, and the allocation of adequate
resources to empower neophyte school heads, ultimately leading to improved educational outcomes.

Keywords: educational outcomes, initiatives for development, instructional leadership neophyte school
heads, professional development, school management, specific needs

Introduction ment and training as educational leaders.

The school, as a potent institution in society, has its
primary function to provide education to all learners.
At the center is the school head, who is multi-tasked to
organize all its stakeholders, supervise mentors and
learners, implement educational policies, and manage
the physical resources of the institution (Porter, 2019).
School heads are vital players in schools as they play
significant roles in the teaching and learning process.
A learned school head must also understand the
different legal bases of every program, project, and
activity. He or she should know how to apply these in
all undertakings within school operations. A smart
school head finds pleasure in valuing the ideas and
opinions of talented teachers (Macadatar, 2020).
Moreover, a school head knows how to empower
teachers in the delivery of quality instruction and carry
out educational programs, projects, and other school
services.
In this manner, the school head must be excellent in
leadership to manage the school well and to carry out
excellently his or her duties and responsibilities.
Hausiku (2015), maintained that to improve learning
performance in schools, the focus has to be on the
school heads’ develop
Licayan & Pabalan
Today, school heads face great challenges in their
chosen field of endeavor. With all the challenges like
personnel management, allocation of resources,
learners’ learning capabilities and the like, faced by
school leaders, the question of how best to support
new principals in meeting these challenges is
something to consider. The leadership abilities of new
school leaders matter more today than ever, with
increasing accoun tab ility and add ition al
responsibilities (Huffman , 2017).
Meanwhile, novice school heads work extensively as
they are challenged to address and resolve many issues
simultaneously. Indeed, it is a fact that school
leadership is a complex role involving many
interdependent factors and influences. Hence, newly
appointed school heads must know the factors that will
help them establish patterns, attitudes, and success
behaviors as school administrators before they are sent
to the battlefield.
Consequently, mentoring and coaching new school
heads and other training helped transform their
leadership performance - being equipped with the
skills that developed their competence. Both
mentoring and coaching are seen as ways of building
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Research Article
the capabilities of a leader such as a school head.
Gray (2018) posited that mentoring school leaders
helped develop their values and beliefs related to
learning and school supervision, which enabled them
to be more effective in running the school.
The researcher, who considered herself a new school
head, had already been exposed to various issues and
problems. The reported experiences of those newly
installed school heads who struggled in their first three
years prompted her to undertake this research to
propose a framework that will help neophyte school
heads be more prepared, more confident, and more
competent in the new task. The researcher believed as
well that developing an onboarding program for the
neophyte school heads in the Division of Bohol would
prepare them for their school leadership roles.
Furthermore, the results and findings of the study
hopefully help identify the needs of the neophyte
school heads, particularly on the enhancement of their
skills and competence. Most importantly, the proposed
framework may prepare and help them become
effective and efficient school leaders in their
respective workstations.
Research Questions
The main purpose of this study was to identify the
needs of the neophyte school heads that would
contribute and develop their leadership skills and
competence for their new roles in the school for the
academic year 2022-2023. Specifically, it sought to
answer the following questions:
1. What initiatives are in place to build the capabilities
of neophyte school heads?
2. What are the identified needs of neophyte school
heads in enhancing their capabilities as school leaders?
3. What framework can be proposed to address the
identified needs of neophyte school heads and enhance
their capabilities as school leaders?
Methodology
Research Design
To gather the necessary data, the researcher shall use a
single
descriptive survey research design to explore the
newly – installed school heads’ thoughts and
experiences about mentoring-coaching practices they
have received or experienced. A descriptive survey
Licayan & Pabalan
design aims to systematically obtain information to
describe a phenomenon, situation or population. It will
also identify the challenges they have encountered in
their new role as school heads or principals and how
these experiences led them to become more competent
and resilient school leaders.
Research Environment
The study was conducted in the province of Bohol.
Bohol province has three congressional districts:
Congressional District 1, Congressional District 2, and
Congressional District 3. Overall, there are 58 districts
in the entire province. Bohol Island lies southeast of
Cebu Island and southwest of Leyte Island in the
Central Visayas region.
Research Participants
The researcher willfully considered 30 neophyte
school heads, both elementary and secondary public
schools, who came from the three Congressional
Districts of Bohol Division. This study employed
purposive sampling to select these neophyte school
heads who have been practicing their administrative
tasks for 1 to 3 school years.
In order to determine the qualified candidates for this
study, the researcher consulted the school’s district
supervisors. The school district supervisors provided
the names of the newly-installed heads from each
district. After having the list of participants, the
researcher automatically determined at least 30
participants from the entire Bohol province.
Table 1. Distribution of Participants
Research Instrument
The researcher used an open-ended survey
questionnaire form to gather pertinent data in order to
answer the problems identified in the study’s statement
of the problem (SOP). The said survey questionnaire
was presented to the panel of examiners during the
proposal period for their comments, suggestions, and
approval.
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Research Article

Data Gathering Procedure

inaccurate and incomplete responses to the survey
The researcher asked permission from the Schools
questions.
Division Superintendent of Bohol Division and the
Schools District Supervisors of all three districts by
Data Analysis
presenting a letter duly signed by the research adviser
and the dean of the College of Education – Graduate
The researcher utilized thematic analysis to explore the
Studies.
essence of the participant’s responses. The transcribed
data were analyzed and interpreted using Creswell’s
Upon approval, the researcher interviewed the
identified school heads, with five years and below step process, identified as an effective qualitative
administrative experience, from the three methodology. The participant’s responses were
congressional districts of the Division of Bohol. Using scrutinized manually and read many times and
the interview guide, the researcher threw each question highlighted the keywords as the researcher examined
and some of the interviewees’ responses were the details of the responses.
supported with follow-up questions.
The next step was to review the data to gain a general
Ethical Considerations sense of the texts. At this point, the researcher
determined the sufficient themes derived from the
In observance of the ethical procedures in conducting current responses. Next, the responses were divided
research, the researcher faithfully adhered to the into text segments to identify codes, at the same time,
highest ethical standards. The manuscript was examined these codes for any overlap and redundancy.
submitted for review to the Holy Name University’s After such, the researcher analyzed the data again to
Ethics Review Board. Before conducting the determine if any new code emerged. Specific quotes
interview, the researcher complied with all the from the participants that supported the codes were
requirements for conducting the study, such as a identified and highlighted during this process.
permission letter and endorsement from the Schools
Division Superintendent and many others.
Results and Discussion
A consent form was given to the participants for them
to decide whether they agree with the terms and
This section discusses the themes found in the
conditions of the study. The said form emphasized that
interview of the lived experiences of neophyte school
participation in the survey is voluntary; hence, they
principals. The findings from the series of interviews
could withdraw or stop participating in the interview
were retrieved and analyzed through the utilization of
sessions at any time.
narrative analysis.
The data collected were properly encoded through
open-ended responses, categories were created to In this section, the data is presented to answer the
narrow the field, accounted each participant’s research questions raised in this study. Key findings
responses and comments, and finally, accurate coding are synthesized in narratives and matrixes of
was done for proper accounting and recording of the participants’ answers.
information gathered.
Table 1. Initiatives of DepEd for the Neophyte School
The study’s inclusion criteria focused on the school Heads.
heads who are currently practicing their task for 1 - 3
years in the three congressional districts of Bohol,
school heads who have completed their Bachelor's or
Master's degree in education or any related field, and
who were willing to participate in the study and
provide honest and accurate responses to the survey
questions.

Moreover, its exclusion criteria was focused on the Initiatives to build the capabilities of neophyte school
school heads who have been practicing their roles for heads are crucial for their success in effectively
more than 3 school years and those who were not leading schools.
willing to participate in the study or provided

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Research Article

Training and Workshops. The role of training and
workshops in the development of the skills and
knowledge of new school heads plays a vital role in
developing these skills and knowledge. The Philippine
Professional Standards for School Heads (PPSSH)
provides them with the necessary training to ensure
they have the essential leadership, administration, and
management skills. The results of a study conducted
by Vescio, Ross, and Adams (2008) indicate that
professional development programs emphasizing
instructional leadership affect school leaders'
effectiveness positively. As a result of the study, the
importance of providing school heads with training
opportunities for improving their leadership abilities is
highlighted.
Mentoring Programs. These programs offer new
school heads guidance and support from experienced
administrators. Technical Assistance provide valuable
insights, share best practices, and assist neophyte
leaders in navigating challenges. A study by Ingersoll
and Strong (2011) highlights the importance of
mentoring relationships for new school leaders. It
emphasizes that mentoring can help novice
administrators build their knowledge, improve their
decision-making skills, and develop a support network.
communities can be a valuable means of supporting
professional learning and collaboration within the
educational community.
In-service Support. There is a need for school
districts and educational agencies to provide
continuous in-service support to neophyte school
heads as part of their academic program. In-Service
Training (INSET) supports, regular meetings,
professional learning communities, and access to
district-level resources and technical specialists may
be offered. A study by Supovitz and Maynard (2010)
suggests that sustained professional development, such
as in-service support, is more effective than short-term
interventions for improving school instructional
practice and student achievement. Reference:
Supovitz, J. A., & Maynard, K. A. (2010). The science
of professional development. Teachers College Press.
These initiatives collectively contribute to building the
capabilities of neophyte school heads, enabling them
to effectively lead schools and drive positive
educational outcomes.
Table 2. Needs of the Neophyte School Heads

Professional Development Courses. School heads

who are neophytes in educational leadership and
management will find professional development
courses tailored to their needs invaluable. Capacity
Building for Potential Leaders courses cover various
topics related to school leadership, including strategic
planning, financial management, curriculum
development, personnel management, school
The identified needs of neophyte school heads
improvement, and personnel management. A recent
highlight the areas where they require support and
study by Darling-Hammond et al. (2017) makes a case
development to effectively manage schools. Here's an
for the importance of ongoing professional learning for
expansion of the data along with related studies:
school leaders, indicating that well-designed
professional development can positively impact school Leadership and Management Skills. Developing
leadership practices and student performance. effective leadership and management skills is often
difficult for neophyte school principals. The research
Online Resources and Communities. Neophyte
by Leithwood, Louis, Anderson, and Wahlstrom
school heads can find a wealth of information and
(2004) emphasizes the importance of leadership in
resources on online platforms, discussion forums, and
improving the performance of schools. In this study, it
communities supporting their professional growth.
was found that leadership training programs can
Learning Resources Management and Development
significantly enhance the capabilities of new school
System (LRMDS) platforms like these, new leaders
heads as well as positively affect the academic
can gain access to articles, case studies, webinars, and
performance of the schools.
other relevant materials, enabling them to extend their
knowledge and gain insight into a broader community Understanding Education Policies. The most
of educational leaders. Although there are few studies important part of the job is to understand how to teach
on the impact of online resources on the learning
process for neophyte school heads, research by
Halverson and Sheridan (2014) suggests that online

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and guide your staff in compliance with school
policies. New principals should familiarize themselves
with education policies to effectively guide their staff.
A study by Ozga, Dahler-Larsen, Segerholm, and
Simola (2011) examines the impact of education
policies on the leadership of schools based on their
analysis of government policy. Among the benefits of
this study is that it emphasizes the importance of
school heads understanding policy contexts and
engaging in policy implementation to drive school
improvement.
Financial Management. To effectively deal with
school budgets and resources, new school principals
often need training in financial management. It has
been found that school leaders must have skills in
financial management, according to a study by Fullan
(2003). Making strategic decisions regarding
allocating financial resources and understanding how
financial systems work to contribute to improving
schools.
Teacher Development and Evaluation. Supporting
and developing teachers is a critical responsibility of
school principals. A study by Hattie (2009) highlights
the importance of effective teacher evaluation
practices. Providing constructive feedback, fostering
professional development, and promoting a culture of
continuous learning can positively impact teaching
quality and student achievement.
Communication and Stakeholder Engagement.
School heads must communicate effectively with their
stakeholders and engage them. An article by Bryk,
Sebring, Allensworth, Luppescu, and Easton (2010)
emphasizes the importance of maintaining strong
relationships with stakeholders as part of school
improvement efforts. Open and transparent
communication leads to trust and collaboration, which
can lead to positive outcomes for schools in the long
run.
Data-Driven Decision Making. A school head
should consider data when making decisions to inform
their decisions. The use of data to inform school
leadership practices is explored in a study by Datnow,
Park, and Wohlstetter (2007). Data analysis plays a
crucial role in identifying areas for improvement,
monitoring progress, and making decisions based on
robust evidence, and the authors highlight the
importance of data analysis.
Professional Networking and Collaboration. A implement targeted professional development
neophyte school head can benefit from professional
Licayan & Pabalan
networking and collaboration to support their
development. It has been concluded in a study by
Supovitz and Christman (2017) that the importance of
professional learning communities and collaborative
networks for school leaders must be considered.
According to the research, collaborative interactions
facilitate knowledge sharing, stimulate innovation, and
positively contribute to a professional's development.
Emotional Intelligence and Self-Care. To
effectively handle the demands of their role as
neophyte school principals, they should prioritize their
wellbeing and improve their emotional intelligence.
The importance of emotional intelligence for school
leaders has been highlighted by Brackett et al. (2010)
in a study they conducted. There is evidence that
emotional intelligence contributes to a better decision-
making process, the development of relationships, and
a better sense of wellbeing.
Addressing these identified needs through professional
development programs, mentoring, and ongoing
support can enhance the capabilities of neophyte
school principals, enabling them to effectively manage
schools and drive positive educational outcomes.
To sum it up, all these programs, training, and skills
geared towards the personal development of neophyte
principals in public schools don’t guarantee that they
will become as efficient school heads because these
are just infrequent activities.
Conclusion
Professional development initiatives are crucial for
enhancing the capabilities of neophyte school heads.
Neophyte school heads, who are in their early stages of
leadership, often lack the necessary skills and
experience required to effectively manage a school.
Therefore, it is essential to provide them with targeted
training programs, mentorship opportunities, and
access to relevant resources.
By investing in the professional development of
neophyte school heads, educational authorities can
ensure that they have the necessary knowledge and
competencies to lead their schools successfully.
With the results and findings, the following are hereby
recommended by the researcher: (1) Develop
comprehensive and tailored professional development
programs: Educational authorities should design and
initiatives specifically tailored to the needs of
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Research Article
neophyte school heads. These programs should focus
on enhancing their skills in instructional leadership,
school management, curriculum development, and
interpersonal communication. By providing ongoing
training and mentorship opportunities, educational
institutions can empower neophyte school heads with
the knowledge and competencies necessary to excel in
their roles. (2) Establish collaborative networks and
communities of practice: Creating platforms for
neophyte school heads to connect and collaborate with
experienced colleagues and educational experts is
crucial. Educational authorities should encourage the
formation of networks and communities of practice
where neophyte school heads can share experiences,
seek advice, and learn from successful practices. These
collaborative environments foster a supportive culture
that promotes continuous learning and professional
growth. (3) Allocate adequate resources and support:
It is essential to allocate sufficient resources, including
financial support, to meet the needs of neophyte school
heads effectively. Educational authorities should
ensure that neophyte school heads have access to
relevant resources such as professional development
programs, leadership training, research materials, and
administrative support. Additionally, budgetary
provisions should be made to implement these
initiatives at the institutional level. By providing the
necessary resources and support, educational
institutions can empower neophyte school heads to
overcome challenges and achieve their full potential,
leading to improved overall educational outcomes.
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Affiliations and Corresponding Information
Margarita S. Licayan
Bangwalog Elementary School
Department of Education – Philippines
Asuncion P. Pabalan
Holy Name University – Philippines
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