Austria, Lourdes de Leon. 4 0
The instructional leadership tasks of secondary public school principals in selected districts of Manila / 6 6 Lourdes de Leon Austria. - - - xvi, 100 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1999.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship.
5
ABSTRACT: This study attempted to determine the instructional leadership tasks of secondary public school princi-pals in selected districts of Manila. Specifically, it aimed to answer the following questions: 1. How do the teacher-respondents perceive the instructional leadership tasks of principals in the following areas: a. providing and planning co-curricular program b. planning and conducting intra-visitation c. introducing instructional innovations. 2. Is there a significant difference in the perceptions of teachers in terms of the following: a. providing and planning co-curricular program b. planning and conducting intra-visitatin c. introducing instructional innovations 3. How do the principals oerceive themselves in terms of: a. providing and planning co-curricular program b. planning and conducting intra-visitation c. introducing instructional innovations. 4. Is there a significant difference between the teachers' perceptions and self-perception of principals regarding the instructional leadership tasks of school principals? This descriptive study made use of one-shot survey on the perceptions of the teacher-respondents regarding the instructional leadership tasks of secondary school principals in the areas of providing and planning co-curricular program; planning and conducting intra-visitation and introducing instructional innovations. There were 100 secondary school teachers coming from the three districts of Manila that served as sample of the study. Also, the study included the 10 school principals of the 10 selected schools. The selection of sample was done using the purposive sampling technique. The mean scores, weighted means, ranking, t-test (paired observations) and one-way analysis of vari-ance were the statistical test used to find answers to the specific questions of the study. FINDINGS 1. The perceptions of the teacher-respondents regarding the instructional leadership tasks of secondary public school principals were as follows: 1.1 The teacher-respondents rated the instructional leadership of school principals as: a. providing and planning co-curricular program (3.86) b. planning and conducting intra-visitation (3.95) c. introducing and instructional innovations (4.08) 1.2 The overall ratings of the teacher-respondents suggest that the principals have demonstrated the strongest instructional leadership tasks in the area of introducing instructional innovations. 2. The self-perceptions of principals revealed the following: 2.1 The principal-respondents rated themselves as follows: a. providing and planning co-curricular program (3.32) b. planning and conducting intra-visitation (3.30) c. introducing instructional innovations (3.31) 2.2 The overall rating of the principals suggests that they have demonstrated the strongest leadership tasks in the area of providing and planning co-curricular program. 3. As a result of one-way ANOVA, there was no significant difference in the perceptions and responses of the teacher-respondents regarding the instructional leadership tasks of their principals. 4. As a result of t-test, there was significant difference between the teachers' perceptions and self-perceptions of principals regarding the instructional leadership tasks of the latter. The perceptions of the teacher-respondents was relatively high compared to the self-perceptions of the principals. CONCLUSIONS Based on the findings of the study, the following conclusions were drawn: 1. The school principals perform better in introducing instructional innovations as perceived by the teachers. 2. As perceived by the principals themselves, they perform better in providing and planning co-curricular program. 3. The perceptions of teacher-respondents since there was no significant difference in their re-sponses. 4. The significant difference between the teachers' perception and self-perceptions of principals is a result of the relatively high ratings of the teacher-respondents regarding the instructional leadership tasks of principals. RECOMMENDATIONS In the light of the findings and conclusions of the study, the following are recommended: 1. The school principals in selected districts of the Division of City Schools Manila need to strengthen their instructional leadership tasks for a better instructional program. 2. That future researchers may consider other aspects or areas of instructional leadership in pursuing research undertakings. 3. An in-depth study on the assessment of instructional leadership tasks of secondary public school principals that will cover a wider scope of samples and areas of concern on instructional leadership. 4. That future researchers may consider the aspect of feedbacking in pursuing a research endeavor related to this particular topic. 5. That proper dissemination and implementation of the results of the study be given due attention by school principals to improve the school's instructional program.
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The instructional leadership tasks of secondary public school principals in selected districts of Manila / 6 6 Lourdes de Leon Austria. - - - xvi, 100 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1999.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship.
5
ABSTRACT: This study attempted to determine the instructional leadership tasks of secondary public school princi-pals in selected districts of Manila. Specifically, it aimed to answer the following questions: 1. How do the teacher-respondents perceive the instructional leadership tasks of principals in the following areas: a. providing and planning co-curricular program b. planning and conducting intra-visitation c. introducing instructional innovations. 2. Is there a significant difference in the perceptions of teachers in terms of the following: a. providing and planning co-curricular program b. planning and conducting intra-visitatin c. introducing instructional innovations 3. How do the principals oerceive themselves in terms of: a. providing and planning co-curricular program b. planning and conducting intra-visitation c. introducing instructional innovations. 4. Is there a significant difference between the teachers' perceptions and self-perception of principals regarding the instructional leadership tasks of school principals? This descriptive study made use of one-shot survey on the perceptions of the teacher-respondents regarding the instructional leadership tasks of secondary school principals in the areas of providing and planning co-curricular program; planning and conducting intra-visitation and introducing instructional innovations. There were 100 secondary school teachers coming from the three districts of Manila that served as sample of the study. Also, the study included the 10 school principals of the 10 selected schools. The selection of sample was done using the purposive sampling technique. The mean scores, weighted means, ranking, t-test (paired observations) and one-way analysis of vari-ance were the statistical test used to find answers to the specific questions of the study. FINDINGS 1. The perceptions of the teacher-respondents regarding the instructional leadership tasks of secondary public school principals were as follows: 1.1 The teacher-respondents rated the instructional leadership of school principals as: a. providing and planning co-curricular program (3.86) b. planning and conducting intra-visitation (3.95) c. introducing and instructional innovations (4.08) 1.2 The overall ratings of the teacher-respondents suggest that the principals have demonstrated the strongest instructional leadership tasks in the area of introducing instructional innovations. 2. The self-perceptions of principals revealed the following: 2.1 The principal-respondents rated themselves as follows: a. providing and planning co-curricular program (3.32) b. planning and conducting intra-visitation (3.30) c. introducing instructional innovations (3.31) 2.2 The overall rating of the principals suggests that they have demonstrated the strongest leadership tasks in the area of providing and planning co-curricular program. 3. As a result of one-way ANOVA, there was no significant difference in the perceptions and responses of the teacher-respondents regarding the instructional leadership tasks of their principals. 4. As a result of t-test, there was significant difference between the teachers' perceptions and self-perceptions of principals regarding the instructional leadership tasks of the latter. The perceptions of the teacher-respondents was relatively high compared to the self-perceptions of the principals. CONCLUSIONS Based on the findings of the study, the following conclusions were drawn: 1. The school principals perform better in introducing instructional innovations as perceived by the teachers. 2. As perceived by the principals themselves, they perform better in providing and planning co-curricular program. 3. The perceptions of teacher-respondents since there was no significant difference in their re-sponses. 4. The significant difference between the teachers' perception and self-perceptions of principals is a result of the relatively high ratings of the teacher-respondents regarding the instructional leadership tasks of principals. RECOMMENDATIONS In the light of the findings and conclusions of the study, the following are recommended: 1. The school principals in selected districts of the Division of City Schools Manila need to strengthen their instructional leadership tasks for a better instructional program. 2. That future researchers may consider other aspects or areas of instructional leadership in pursuing research undertakings. 3. An in-depth study on the assessment of instructional leadership tasks of secondary public school principals that will cover a wider scope of samples and areas of concern on instructional leadership. 4. That future researchers may consider the aspect of feedbacking in pursuing a research endeavor related to this particular topic. 5. That proper dissemination and implementation of the results of the study be given due attention by school principals to improve the school's instructional program.
5
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2
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