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STUDENT - 1

The way our school heads feel about their job and their place of work determines

how motivated they are. Motivated school heads are the property of the institution,

directly related to the success of the organization. School heads’ motivation is

intangible, difficult to measure, and very difficult to control, but very easy to organize if

done right. It's all about purpose, energy, and patience whether it is about self-

improvement or the functioning of our organization. Motivated school heads do not need

to be told how things are done, they take action, they are eager to take on more

responsibilities, they are newer and better.

The teaching profession is one of the most critical professions in society. School

heads play an essential role in shaping the nation by providing education and guidance

to teachers, learners, parents and stakeholders. Moreover, the performance of the

school heads is vital to the success of the educational system. In an increasingly global

community, there are myriad opportunities and challenges in the engagement of school

heads in meaningful performance and development; who delivers professional learning;

how school heads participate in learning that makes a difference to outcomes; and

when these development opportunities transpire. Thus, recognition of the school heads’

performance and professional development drive advances in teachers’ practice and

ultimate impact on pupils’ outcomes.

Furthermore, intervention programs are essential for all school heads to improve

the quality of teachers’ performance and school operation. Knowledgeable school

heads will give good feedback to their teachers, learners, parents and stakeholders at
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school. School heads will help the teacher accomplish learning outcomes on how to

teach learners to reach their goals. In addition, school heads are the best driving force

and a good tool for learning success to increase teachers’ ability on subject content,

pedagogical content, knowledge, and teaching skills.

School heads are the main driver for the survival of the institution. It is important

for school managers and leaders of the organization to learn, understand and effectively

deal with the needs of their teachers; as school heads, it is necessary to allow the

organization to prosper in the next century. He also disputes that low performing school

heads may spend less effort on their jobs, avoid the workplace as much as possible, get

out of the organization and produce a low level of activity. If so, school heads are

encouraged; they help organizations survive in rapidly changing workplaces. The most

difficult task of school heads’ management is to motivate teachers; because what

motivates teachers is constantly changing. School managers are basically able to

ensure that tasks or tasks are performed by teachers in the right way. They are always

looking for ways to create a conducive environment in which teachers work at their

appropriate levels to achieve company goals. School heads who are willing to work

harder can make or break a school.

Excellent school heads’ performance is typically achieved through enthusiasm,

competence, effectiveness, and dedication to the profession. School heads have a dual

responsibility of imparting knowledge and overcoming barriers that impede the learning

process. Consequently, creativity and diligent practice are essential for effective

supervision and management. School heads are a critical component of the teaching-

learning process and school operation and play a vital role in shaping the youth for the
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betterment of their families, communities, and society as a whole. They are often

likened to candles that illuminate the path for others, and take pride in contributing to

the success of their teachers and students.

The performance of school heads is greatly affected by their age, length of

service and educational attainment. Sex and civil status in particular do not affect a

school heads’ performance. Furthermore, a school head’s job performance is greatly

influenced by their self-concept, work attitudes, and educational preparations.

The school heads who graduated with other degrees, have moderate perception

on the implementation of academic programs. Therefore, administrators must

implement planned changes to effect on the recruitment of employees.

The role of facilitating quality subordinate-superior communication at various

levels effectively employing a wide range of communication channels has been praised

in terms of its positive contribution in boosting employee morale. The two specific

advantages of such a practice relate to offering employees a chance to raise their

concerns and put across their points regarding various aspects of their jobs, as well as,

supplying them with the feeling of engagement and appreciation.

Offering training and development programs that effectively contributes to

personal and professional growth of individuals is another effective school heads

strategy. At the same time, she warned that in order for aspects of training and

development initiatives to be increased, ideally they need to be devised and

implemented by a third party with relevant competency and experience.

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Alternative working patterns such as job-rotating, job-sharing, and flexible

working have been branded as effective school heads’ tools. The motivational aspects

of alternative working patterns along with its other benefits are being appreciated by

increasing numbers of organizations, however, at the same time; many organizations

are left behind from benefiting from such opportunities.

School heads primarily should be able to maintain the level of their own

motivation at high levels in order to engage in effective motivation of their subordinates.

He recommended school heads to adopt a proactive approach in terms of engaging in

self-motivation practices.

The main challenge of attaining a high level of competence of school heads in

workplaces is identifying what motivates each individual employee taking into account

his or her individual differences. In other words, individual differences have been

specified as the major obstruction for management in engaging in employee motivation

in an effective manner.

The level of competence of school heads in managing school operations and

resources directly links to individual performance that gain to organization performance

and as a catalyst for all individual employees working for the school to enhance their

working performance or to complete tasks in a much better way than they usually do.

From an organization perspective, school heads need to understand the flow of process

in school, it helps them to create a culture where teachers and learners always get

motivated to do better. School heads know that at the heart of every productive and

successful performance lies a thriving organizational culture and hardworking people

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collaborate passionately to produce great results. In the body of literature, various

frameworks are used by the researchers based on theory of effective and highly

proficient management skills of school heads, with only a few dimensions of leadership.

There is a complex and dynamic school environment, where the school head is

the leader of the organization who used to create the environment in which teachers

feel trusted and are empowered to make decisions in the organization which leads to

enhanced motivation level of teachers and ultimately organizational performance are

enhanced. The level of school heads’ performance is a role of individual motivation;

organizational strategy, and structure and resistance to change, is an empirical role

relating motivation in the organization.

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STUDENT - 2

As the Philippines is currently one of the best economies in Asia, it also aims to

build an effective and efficient education system. The government follows the idea that

human development is the process of expanding people's choices and enabling them to

develop their abilities to live fully human lives. Evaluating the performance of school

heads is an important factor contributing to the achievement of educational system

goals. Pursuant to Republic Act No. 9155, known as the Governance of Basic

Education Act of 2001, the Department of Education (DepEd) issued her D.O. No. 44, p.

2015, aims to increase the involvement and engagement of school administrators and

teachers through improved school planning and communication processes to make the

delivery of educational services to learners faster, more efficient and effective.

Additionally, the Department of Education (DepEd) issues a policy on The Learning

Action Cell (LAC) as a K to 12 basic education program school pursuant to Republic Act

No. 10533 or the Enhanced Basic Education Act of 2013. Based on a continuous

professional development strategy to improve teaching, learning and school supervision

for school heads. This policy is part of DepEd's initiative to support the ongoing

professional development of faculty based on lifelong learning principles and his DepEd

commitment to developing teacher potential focused on professional success which will

be primarily headed and supervised by school heads. The school head who is primarily

responsible for the initiation and implementation of the school-based LAC primarily

serves as a professional learning community for their teachers to help improve student

achievement. School heads play an important role in achieving the goals of the

Philippines Vision 2020. However, school heads who are dissatisfied with their work are
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less likely to be engaged, productive and not doing their best. It is very evident that

there were instances that the school faces problems related to school heads’ job

performance in managing the school. A common observation is that public school

school heads are sometimes dissatisfied with their jobs.

According to the DepEd Order No. 36, s. 2013, school heads play a crucial role

in nation-building. As the leader of the lineup of quality teachers, the Philippines can

develop holistic learners who are steeped in values, equipped with 21st-century skills,

and able to propel the country to development and progress. This aligns with the

Department of Education's vision of producing: “Filipino who passionately love their

country and whose values and competencies enable them to realize their full potential

and contribute meaningfully to building the nation”.

In addition, school heads are expected to execute innumerable and crucial tasks

in shaping the youth to become productive members in the community by providing the

necessary school leadership and supervision at par with excellence. Thus, school

heads are part of important key factors for learning. The commitment and dedication of

school heads to work is very important. On this belief, their performance of tasks in the

field should be determined to assess whether high or low. Nevertheless, their

performance can be affected by several factors. School heads’ effectiveness is

understood to be an outcome of effective and better performance of teachers, learners

and other aspects.

The only way for school organizations to get high performing school heads is to

use force for good reinforcement. Good support is any result that increases the chances
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of proper behavior afterwards. When school heads get positive and immediate results

from their behavior, there is a good chance they will enjoy what they are doing and pass

with joy and pass at least a little bit of what is needed. School heads do it all the time in

their individual lives. In addition, they do it in organizations that are gifted with the ability

to build positive performance in the work itself, to support work preparation, and to

strengthen themselves with positive support from peers, immediate supervisors, and

performance structures. The researcher conducted the study to know how school

heads’ level of competence in managing school operations and resources affects their

professional effectiveness. It will help understand the behavior of the school heads as

well as it will help the institution assess their performance towards their jobs and work -

related responsibilities. In addition, this study aims to find out why school heads work at

a slower pace, avoid work and are less focused and less aggressive in their work.

Through this study, it will address the school’s waste of resources and address issues

related to school heads’ level of competence that may prevent the entire institution from

producing high quality work or meeting important goals.

The school head’s level of competence is important for achieving high performing

school. When declarative knowledge and procedural knowledge and skills of school

heads are combined with their desire to lead, school heads would be more likely to

perform better. Otherwise, having declarative and procedural knowledge and skills may

not be sufficient to lead effectively, which underlies the role of school heads in

supervising and managing school operations and resources. Positive attitude towards

the profession, the ability to see things positively, and enjoying the work have positive
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effects on school heads' level of competence, leading to the improvement of job

performance over time and the school operation process.

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STUDENT - 3

School heads’ commitment is the key factor for explaining how and why school

heads care about their school and well-being, and it is a well-known fact that the school

heads invest emotionally in their work in school. The purpose of their article is to

contribute to the conceptual underpinning of commitment in relation to the level of

school heads’ competence and suggest a conceptual model based on empirical

material.

Management-related factors may cause a change in school heads’ performance.

Communication, rewarding/ appreciation, salary and personal rights, administrative

factors, pre-service and in-service training, and pressure can be considered as factors

from the external environment that affects school heads performance.

Ongoing professional development is a critical factor in a school heads’

effectiveness in school operation and resources. Effective school head learning is vital

for improving professional achievement. Continuous learning is a process that

enhances school heads skills, mastery of knowledge, and the development of new

proficiencies that contribute to improved outcomes. Effective training and continuous

professional development can enable school heads to excel in their schools. Induction

and mentoring programs are among the programs available for school heads’

professional development. These programs are part of the professional learning

community (PLC) practice, which is a highly productive factor in developing school

heads’ professional backgrounds. Mentoring and coaching from colleagues are also

crucial to a school heads’ successful development.

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In an effort to determine the effective school heads’ performance, many people

emphasize the importance of good school heads, and many local, state, and federal

policies are designed to promote school heads quality. As an education leader, it is

important to know how appraisal is a key factor to influencing school heads growth and

learning. As a school leader, I believe it is important to have a clear definition of school

heads’ appraisal to help administrators understand and use the process correctly for

growth.

Emotional intelligence has a strong relationship with performance. School heads

are professionals, and service training and workshops have equipped them with the

necessary skills to lead. Yet, with the advancement of science and technology, there is

a great need for them to acquire competence in the use of modern equipment to

enhance their skills and to develop their emotional skills in adapting with the changes.

As such, the government’s endeavor for achieving creatively should include increasing

flexibility in the national curriculum, developing school heads’ creativity by improving

education, and establishing support systems, such as online information websites, and

other materials websites.

To effectively enhance the professional knowledge, skills, attitudes, and self-

reflection, the school heads should actively and continuously participate in various

activities to enhance their professional ability in the management and supervision

career as well as achieve the school heads development in the interactive situation, the

professional history and self-actualization.

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Many factors shape school heads’ performance in the classroom. Not only

personal characteristics but also organizational factors such as school administration,

colleagues, physical environment, motivation, the quality of management and

supervision training, the school environment and teachers and students’ behavior.

Passionate school heads are those who make great changes in our lives. Their

beliefs and vigorous actions make us realize our inner values and bewitch us. Passion

contributes to a school heads’ motivation and performance. Passionate school heads

have an effect on both teacher and student achievement. There is a strong correlation

between passionate school heads and successful teacher and student learning.

Commitment, a sense of adherence, is a key factor that influences the level of

competence of school heads.

Continuing education for school heads are the means by which the major

professions keep abreast of current developments. The initiative for keeping abreast of

current developments rests with the individual professions and this may be one reason

for the comparative success of continuing education programs. He recognized that the

work of education is often characterized by group efforts, and he emphasized the

importance of cooperative in-service effort to supplement individual initiative.

The level of competence of an employee is one of the factors that determine the

existence of any organization, as they place an equal emphasis on men, money,

equipment, and morals. Determining and understanding the factors that motivate

employees is an important requirement, as the performance of any organization

depends on the availability of satisfied and motivated employees. In addition, motivation

can influence management performance of school heads, motivation is one of the

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barriers to effective school heads management performance. In line with the previous

view, school heads’ inspiration is the engine and steering wheel of a car, believing that

inspiration creates energy and controls the behavior to lead. Because, once it finds and

understands what motivates school heads, it will be able to know the right button it can

press to make work harder, the right levels that should be pulled to make him change

his behavior, and the right rewards that can be used to direct his attitude.
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STUDENT - 4

The level of competence and commitment of school heads, drive and strength of

the school who bring into the field on a daily basis. Without high performance school

heads, schools experience a decline in productivity, lower productivity levels and the

school is likely to fail to achieve important goals. Not surprisingly, the use of mobilization

strategies encourages teachers to work more productively and results in better income

generation. However, not many school heads are aware that a productive work ethic

also has a positive impact on experience, as it promotes higher job satisfaction.

The school heads’ level of competence in managing school operations and

resources is a critical aspect of work that leads to the performance of the school. Top

performing school heads can lead to increased productivity and allow the organization

to achieve higher levels of productivity.

In order for a school to achieve the best results, the school head needs to have a

good balance between the ability to do the job and the willingness to do the job. This

balance can lead to increased productivity and improved efficiency. An easy way to

increase school heads’ performance is to have good communication at work. Not just

relying on emails but on making sure they talk to their teachers in person even on a

personal level, if possible. Try to set aside some time each day to talk with teachers or

parents or to join them during breaks instead of sitting at a desk. By doing so, a school

head actually makes the teacher feel like they are part of a team; a school head should

be a leader instead of just a manager. Experts agree that school heads’ team

communication is very important. School heads should make an effort to take the time
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to ask and listen to suggestions. Nothing is as important as feeling important. School

heads should reassure their teachers that their individual efforts and contributions play

an important part in the school’s goals and direction.

Teachers will be proud and participate in their work if they know how their efforts

are impacting the organization; no matter how large or small their donations may be.

School heads do not have to reward their teachers with gifts every time they do a good

job in a particular job. Sometimes a simple “Thank You” or a “Good Work” will suffice.

These logical words show effort, honesty, and encourage people to work harder.

Sometimes, teachers lack motivation because their workplace does not have a

good working environment. To address this, school heads can send out surveys and get

feedback from teachers to solve potential problems. School heads may also post

quoted quotes or a nice photo of the copier, coffee machine or other visible and

receiving heavy traffic for others to see.

Growth requires the energy a school head has in relationships; school heads with

a great need for personal growth and development will respond better to high-level work

in empowerment than low-skilled school heads the need for growth power. Growth

requires energy rather than a moderate effect on relationships.

However, the exact relationship between school heads’ motivation, satisfaction

and performance has not yet been defined. Relationships are circular and begin with the

creation of high performance satisfaction. If a school head does well in a certain job,

satisfaction will occur. Because of the inner satisfaction of the work, the school head is

encouraged to try to do better in the future. Results in a self-sustaining cycle of work-

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based motivation (self-satisfaction), which will continue until one of the three

psychological stages is absent, or until the school head does not disclose the internal

remuneration (and satisfaction number for a long time) did his best.

The measure of an organizational effectiveness of a school is based on school

heads’ performance with their job, regardless of whether they like the job or individual

aspects of the job. In terms of school heads’ work or supervision, it can be broken down

into cognitive (evaluation), affective (or feeling), and behavioral components.

Researchers also emphasized that school heads’ performance in their job trajectories

differ in the degree to which they measure feelings about work (emotional job

satisfaction) or perceptions about work (cognitive job satisfaction). increase.

In education, school heads’ performance is a measure of their level of

competence in terms of outcomes or outcomes, impact or prognostic. School heads’

retention, turnover, and absenteeism were among the top three least likely outcomes,

while demographic variables, job characteristics, and work experience were the top

three influencing factors. Job satisfaction is an important policy issue as it relates to

school heads’ effectiveness which ultimately affects school performance.

School heads' education programs must improve in developing their skills of

aligning management and supervision features and using assessment data as tools to

mediate their thinking about school needs. Principals, head teachers and coordinators,

therefore acting as situation managers, must observe teachers in school to provide

them feedback on how they could improve their teaching performance.

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STUDENT - 5

School heads have shown a strong commitment to improving their educational

qualifications by pursuing higher degrees. This is a commendable attitude, as

professional growth is an ongoing process that should not be solely driven by the desire

for promotions, prestige, or higher salaries. Instead, the ultimate goal of obtaining

master's or doctoral degrees should be to enhance our ability to serve society and

contribute to the betterment of humanity.

An effective measure to ensure educational improvements is to consider the

school heads as the ultimate agent of education and in his rest the success and failure

of the school. He should therefore be prepared to be benefited by the desired changes

for improvement. For instructional improvement workshops are offered and all school

heads should be involved in its development. Seminars are held purposely to discuss

problems of mutual interest. The thinking kinds of the group must be active enough to

go deeper into the problem. Another way by which the school heads can grow

professionally is attendance in group conferences. The school heads’ professional

problems are discussed to improve the school - related situation. Problems in the school

are raised and discussed and probably the group recommends solutions.

Demonstration teaching is another way of growing professionally. From this, school

heads as well as the administrator are benefited. Attending weekend, summer or

evening classes also improves and upgrades the school heads’ growth.

In order to prepare students for 21st century life, school heads can build on

educational goals that have long been a part of a global heritage. Thus, the school
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heads must possess 21st century skills. Job performance is a very crucial element in

the workplace. School heads execute their performance in the field not only in

management and supervision but exercising other job-related functions as well.

Professional growth invariably heightens the school heads’ security esteem. The

school heads should be an earnest researcher and investigator of his own professional

field. He should see for himself the opportunities to take in order that his ability to create

effective learning situations should grow with the time he spends inside the school.

Experiences in the school can be supplemented with regular reading of professional

magazines, frequent attendance in summer classes and careful evaluation of his

managerial efforts.

Experiences in school can be supplemented with attendance in

seminars/training, achieving masters or doctorate degrees and evaluation of his

professional efforts. As affirmed in Article IV, of the Code of Professional Ethics for

teacher and School Officials when he said that it is a professional responsibility of every

school head to broaden his cultural outlook and deepen his professional interest.

School heads are the most important and valuable resources. Our schools need

to recruit, manage, and develop good school heads in order to maintain our

effectiveness, survival and growth. School heads need a work environment which

provides security and challenges for self-development throughout their entire career

cycle.

The quality of the school heads’ performance as a professional is an important

thing to discuss, considering its significant role on school achievement. But this role
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cannot be separated from the educational context, student characteristics, and school

factors. In addition, the ability of school heads to be confident, create a comfortable

climate for teachers and students, maintain interaction and maintain contact with

teachers, parents, students and stakeholders can increase school involvement in a

meaningful way. School heads’ competence and qualities such as school management

and cognitive activation also affect teachers and students. Internal and external factors

also influence the success of school heads to improve performance. Internally, the

quality of a school head determines school achievement. The quality of a good school

head will certainly determine how both teachers and students get knowledge.

The prominent factors that influence school heads’ performance are the

following: (1) work motivation had a direct positive effect on school heads performance,

(2) work discipline had a direct positive influence on school heads performance, and (3)

the most dominant influential factor on school heads performance was school heads

interpersonal communication.

Empowered school heads exhibit positive organizational behaviors in schools.

They are empowered to their organization as they feel respected, have opportunities for

professional growth, feel efficient and effective in the classroom, and have the capacity

to influence both teachers and students and the school itself. It is also concluded that

school heads exhibit positive organizational behaviors in their institutions as manifested

in their strong attachment to their organization, high level of involvement in their work,

harmonious relationship with their teachers and immediate level supervisors. They

exhibit discretionary actions that go beyond their functions and have a desire and

passion to continue and uphold their profession.

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STUDENT - 6

There are several factors that influence school heads’ management of school

operations and resources. These include parent expectations with regards to teacher

communication, socio-economic conditions, and school policies such as those related to

attendance and discipline. Also, she identified major influential factors such as working

conditions, administrative support and student behavior impacting school heads’

performance and their retention.

School heads attend multiple trainings and seminars in a given year, an

additional source of the time used. These trainings include a number of topic areas,

from pedagogical techniques, technical writing reports, activities related to disaster risk

reduction and management. Training is supposed to address the gaps in skills and

competencies. It is certainly important for continuous improvement of school heads.

However, time spent on training each year should be planned, limited, and strategic

based on a career tracking system clear to the faculty corps. In the end, school heads

are meant to facilitate teaching and learning as much, they should be models of lifelong

learning, especially given the impact of emerging technologies of the Fourth Industrial

Revolution on the vastly changing job market and the future skills required of the

country’s workforce.

Although school heads’ leadership beliefs and management context are

important factors in school administration, there is very little studies on the effects of

contextualized factors. To fill this gap, this study used explanatory sequential design to

investigate the effects of contextual factors on school heads’ beliefs and practices. The
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yielded results revealed that the contextual factors of teaching do not highly affect

school heads’ beliefs on leadership and management.

The major influential factors in school heads performance are working conditions,

administrative support and student behavior impacting school heads’ performance and

their retention. They emphasized that if motivation work drops drastically, it will result in

school heads who tend to be lazy, less than optimal in teaching that implicates in poor

performance.

The lack of general responses, as opposed to typical and variant type of

responses, suggests that the school heads surveyed for this study tend to display

variance in their conceptions of effective management of schools. In other words, they

tend to place importance on different factors that they view as critical to effective

management practices. Consequently, they tend to define effective management

differently. As a result, there was no single, predominant factor or heuristic that was

identified as upon which effective management is largely and/or solely contingent.

Instead, effective management was viewed as a confluence of various dispositions,

traits, knowledge, and skill sets.

School heads play an important role for students and teachers. School heads

should also provide regular feedback and ensure that their school is supportive of

student supervision. School heads should have the opportunity to engage in critical

reflection. It was concluded in the study that school heads' own personal pedagogy

should be effective, that they should have up to date curriculum and professional

knowledge and should also be clear communicators with the ability to talk and listen to

students.
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School heads performance was affected mostly by management factors, followed

by working environment and wages. Hence, the wage factor did not show any effects

that directly increase school heads performance. It is determined that the right attitude

of school managers, with proper and efficient communication and career investments

and developments for school heads, has to be increased. Also, it is supported by results

of analysis that the performance of teachers is increased by providing them with

working conditions in which they can feel comfortable and under no pressure.

School heads should pursue graduate education programs and undergo more

seminars and training in order to sustain their professional development and to update

themselves in the innovative trends and techniques especially in the advent of K-12

programs. A proposed plan of action is recommended for implementation. Parallel

studies may be conducted considering other variables.

Good school heads’ performance is affected by their passion for management

and supervision, which is associated with enthusiasm, caring commitment, and efficacy.

Extrinsic and intrinsic factors could play and are fundamental to raising standards. It is

clearly both the responsibility of the school heads and the school to ensure that school

heads can continue and sustain passion, to exercise the love, care and respect

necessary to good management and supervision and carry on for a better future.

Self-efficacy affects the school heads’ performance in school. Self -efficacy is a

person’s feeling about himself that he can perform any work by utilizing his abilities or

actions. Low self-efficacy promotes the perception that one is responsible for one’s

destiny and that one can do what one wants to do.

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