Addressing administrative and instructional leadership needs of school principals in school-based management : basis for a capacity building program / Ligaya G. Quides. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2008.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration.;Includes bibliographical references. 56

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Statement of the Problem

The main or major problem of the study is to find out what administrative and instructional leadership skills that school principals (elementary and secondary) needs to develop in the light of their new roles as organizers, executive, collaborative and instructional leader in the context of SBM. •

The similarities and/or differences between the needed skills of elementary and secondary principals and of •

The difference in their needs for administrative and leadership are significantly different Methodology Methodology was limited to the normative - description method of research using a research-made questionnaire checklist. Likert type on a four-point scale as its main data gathering instruments This was administered to 103 respondents (71 elementary and 32 secondary school principals) from the Division of City Schools, Manila School Year 2007-2008. To analyze and interpret their respondents to the questionnaire, the weighted mean, equivalent descriptive rating and corresponding rank were computed. Differences in the responses to each question was computed and subjected to a t-test of significant difference. The results of the t-test served as bases of accepting the null hypotheses of the significant difference on the various skills the principals need to develop in response to the demand of change and reform. Salient Findings 1.

Both elementary and high principals reported 15 similar and not necessarily different skills that involve formulation of a school vision, organizational climate, enrichment of the curriculum, efficiency and effectiveness of classroom instruction, holding power, physical, human and fiscal management, empowerment and decision-making, collaborative and instructional working relationship etc. 2.

Only 3 of these skills need to be developed much in extent namely: receiving donations, gifts, etc., for school purposes, resolving critical and difficult problems and situations, recommending for appointment personnel from the Division list of qualified applicants. 3.

The other skills that should be developed very much in extent but differed in priority or preference, are: formulate a common vision and mission of quality education; develop a physical and psychological climate that is conducive to teaching and learning; improve the holding powers of the school; administer the personnel, physical and fiscal resources of the school judiciously and efficiently; and motivate guide and support teachers in the use of innovative materials and teaching techniques. 4.

Based on the t-test results, the null hypothesis of no significant difference in the administrative and instructional leadership skills that should be development by elementary and secondary school principals is accepted. Conclusion 1.

The top priorities among the various skills that principal need to develop involve a common and shared vision to provide direction to their efforts to realize the national goals through quality education 3.

To realize their vision, they need skills in improving and/or enriching their school environment, enrich their curriculum that should be goal oriented, administer and manage their school resources (physical, human, and fiscal ), shared leadership through empowerment, decision making, collegial and collaborative working relationship, open channel of communication network, professional growth and development of teachers through staff development, programs and improve the school's holding power. Recommendation

In the light of the conclusions drawn from the findings of the study, it is recommended that a capacity building program that is responsive to the administrative and instructional needs of principals in performing their new roles be adapted. The following steps in the process are suggested: •

Re-assess the status of each elementary and secondary school based on a criteria on the critical areas wherein specific skills should be developed •

Physical and fiscal resources o

Communication and involvement in the enterprise and empowerment for decision-making and collaboration o

Role, responsibility, authority and accountability of each sector of the educational community (e.g. church, barangay, NGO, parents, youth, etc.) Analysis on the findings of the reassessment can serve as basis of the school's/district's capacity building program which should be developed, approved for implementation by the representative leaders of the educational community. If approved, it is suggested that the program be implemented during the summer (on or after the close of school year) as an institute. •

At the close of the institute, outcomes/output of the entire effort to be assessed based on their criteria or expected outcome. •

Incentives such as recognition and rewards (intrinsic or extrinsic) be awarded t oparticipants, facilitators, demonstrators, etc. The following parts of the capacity program are suggested: •

School's Vision •

Major Objective or Mission •