Quides, Ligaya G.  4  0   <br/><br/>
Addressing administrative and instructional leadership needs of school principals in school-based management :  basis for a capacity building program /      6 
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Ligaya G. Quides. 
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<br/><br/>   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. 
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<br/><br/> Statement of the Problem         
<br/><br/> 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.     • 
<br/><br/>The similarities and/or differences between the needed skills of elementary and secondary principals and of  • 
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<br/><br/><br/>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. 
<br/><br/><br/>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. 
<br/><br/> 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. 
<br/><br/><br/>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     
<br/><br/>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:  • 
<br/><br/> Re-assess the status of each elementary and secondary school based on a criteria on the critical areas wherein specific skills should be developed  • 
<br/><br/>Physical and fiscal resources  o 
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