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UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

CHAPTER 1
Introduction to the Study

Chapter I has eight (8) parts: (1) Background of the Study, (2)

Statement of the Problem, (3) Hypothesis, (4) Theoretical Framework, (5)

Conceptual Framework, (6) Significance of the Study, (7) Scope and

Limitations of the Study, and (8) Definition of Terms.

Background of the Study

Every school needs to have systems and planned interventions that

help create the conditions for teaching and non-teaching staff, students,

and external stakeholders to work effectively together in order to

facilitate change. School systems must provide simple, clear goals and

operational professional activities and processes to effectively

communicate the ground rules for everyone. They must ensure a

measure of consistency in approach and action across the school aimed

at transforming student and developing a school’s unified and

comprehensive learning support system.

The preceding statements demand and challenge every school

administrator intensive commitment, participatory leadership and

personal and professional technical expertise for consultation to ensure

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Sibalom, Antique

that all school-related, teachers and school head’s concerns are properly

addressed. To address said concerns, a need for expertise and required

skills in technical assistance is the answer.

Technical Assistance (TA) is a planned intervention to facilitate

change. Community groups and organizations may seek TA to bring

about changes in service delivery systems, programs, information

systems, and even political agendas which call for a blend of practice –

wisdom and social science. TA is one of the key professional activities

provided by the Regional Office to the Schools Divisions, and by the

Division Office to the Schools, geared toward giving them support and

guidance in identifying problems and finding the right solutions for a

more effective organization (TA Mechanism Handbook, 2011). It is the

process of providing targeted support to an organization with a

development need or problem. It is commonly referred to as consulting.

TA may be delivered in many different ways, such as one-on-one

consultation, small group facilitation, or through a web-based clearing

house. TA is one of the most effective methods for building the capacity

of an organization. By including TA in a capacity building project, it can

make the capacity building much more likely to create change. According

to Fixson et al. (2005), 10 percent of what gets learned in training is

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applied on the job, while 95 percent of what is coached gets applied on

the job.

The Department of Education (DepEd) - Division of Antique has

underscored roles and functions of the different levels of the Department.

More specifically, the Division Office has the schools as its main

responsibility in leading, guiding, monitoring and evaluating and in

providing technical assistance towards effective delivery of basic

education services and eventually, achieving DepEd thrust. Technical

assistance is deemed necessary to ensure effective programs

implementation and eventually achievement of higher or better learning

outcomes. It should impact on performance, and most of all, on the

general welfare of the people in the organization and of the organization

itself (TA Mechanism Handbook, 2011).

While the implementing rules and regulations of the Republic Act

(RA) 9155 and Basic Education Social Reform Agenda (BESRA) kept on

repeating the phrase, “technical assistance for School-Based

Management (SBM) practice”, the field offices still need to look into the

specific guidelines to know and what can be delivered, the why, when

and how, that can be considered as technical assistance. Hence, this

study is envisaged.
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Statement of the Problem

This study aimed to determine the technical assistance needs of

public elementary and secondary school administrators in the Division of

Antique for School Year 2015-2016 as basis for training and development

program.

Specifically, it sought answers to the following questions:

1. What are the technical assistance needs of public school

administrators in terms of school leadership, instructional leadership,

creating a student-centered learning climate, human resource

management and professional development, parent involvement and

community partnership, school management and daily operations, and

personal and professional attributes and interpersonal effectiveness

when taken as a whole and when they are categorized according to

position of school administrators, school level, and school size?

2. What training and development program should be proposed to

improve technical assistance needs of public elementary and secondary

school administrators?

Theoretical Framework

This study was anchored on Zimmerman’s Empowerment Theory

(2000). The theory recognizes that the creative, innovative, and

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Sibalom, Antique

productive capacities of people can be tapped more effectively if they

participate in the activities that influence their lives (e.g. join in making

decision that directly affect them). Although the goal is self-determination

and autonomy, empowerment also helps individual and groups develop

methods and resources for engaging in interdependent relationships.

Moreover, empowerment theory embraces notions of sociopolitical control

(Zimmerman & Rappaport, 2000), critical understandings of

environments (Kieffer; Speer & Peterson, 2000), and democratic

participation in the lives of groups and communities (Chow; Cox, 2000)

and recognizes processes and outcomes at multiple levels of analysis

according to the ecological approach (Bronfenbrenner, 2000).

Empowering process helps individuals and communities gain

control over decisions that affect them, obtain needed resources, and

understand their social environments. It is a process by which people or

organizations gain mastery over issues of concern to them (Zimmerman,

2000). A process is considered empowering if it helps people develop

problem-solving and decision-making skills. At the individual level, an

empowering process may involve personal participation in community

organizations and groups; at the organizational level, it might include

shared leadership and decision making and at the community level,

empowering processes might include accessible government, media, and

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other community resources (Zimmerman, 2000). Empowered people and

communities have the necessary skills and resources to take control of

their own lives.

Conceptual Framework

Empowerment theory offers a general picture of the concept which

provides a general understanding of technical assistance needs.

Empowerment is shared decision-making essential to school reform and

to the changing demands in society. The principal is the leader who

structures the climate to empower teachers, students and external

stakeholders. Empowerment translates to internal and external

stakeholders and exemplifies a paradigm shift with the decisions made

by those working most closely in the school community rather than those

at the top of the pyramid.

Hence, the technical assistance needs of public school

administrators can be conceptualized at a fairly general level as depicted

in Figure 1. The needs identified in this study are sets of school

administrators competencies anchored on the NCBSSH.

As reflected in the figure, the causal factor for technical assistance

needs of the school head might be their position, school level and school

size. Moreover, it is recognized that the seven competencies for school

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administrators divided in domains such as school leadership,

instructional leadership, creating a student-centered learning climate,

human resource management and professional development, parent

involvement and community partnership, school management and

operations, and personal and professional attributes and interpersonal

effectiveness may result in quite different outcomes, because of the

personal factors of the respondents.

The figure finally illustrates, based on whatever would be the

results of the study, probable plans and formulated policies to improve

the delivery of technical assistance needs of the public school

administrators in the Division of Antique.

Figure 1 depicts the paradigm of the study.

Technical Assistance
Position of Needs
school  School leadership
administrators  Instructional leadership
 Creating a student-centered
learning climate
 Human resource
Training and
management and Development
professional development Program
School level  Parent involvement and
community partnership
 School management and
operations
 Personal and professional
School size attributes and interpersonal
effectiveness

Figure 1. A Paradigm Showing the Secondary Variables and Technical

Assistance Needs and Study Output
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Significance of the Study

The findings of this study will be beneficial to the following:

DepEd officials. This study will be beneficial to higher officials of

the Department of Education as bases for planning, formulating policies

and designing programs and probable interventions with regard technical

assistance needs of public school administrators. With the school head’s

in-depth understanding of technical assistance, the DepEd officials may

come up with innovative strategic plans that in turn may help them

create a network of professionals who can be tapped to provide

professional expertise.

External stakeholders. The alumni, parents, local leaders, retired

teachers, youth leaders, and businessmen will also be made aware of the

findings of this study. With their knowledge of the results, they can be

commissioned to address the vision, mission, goals and objectives of the

school. These stakeholders will be motivated to provide cheaper and/or

better resources, help, and create a school-community environment that

supports student’s enjoyment for education that they rightfully deserve.

School administrators. School administrators, being the

respondents of the study, will contribute to the improvement of technical

assistance - its proposed plans and formulated policies, not only in the
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Sibalom, Antique

Division of Antique but to other divisions in the country as well. The

findings of this study will provide data to school administrators and

personnel as basis for human resource training and development for

plan of action for such training programs.

Public school teachers. The public elementary and secondary

school teachers will likewise be provided with substantial information on

the results of the study. By knowing the technical assistance needs of

their respective school administrators, a proposed development program

to address the need and improve school administrators competencies

may be recommended.

Learners. Through this study, educators, families, peers, and

others who work with students/pupils with learning disabilities can

strategize how to provide stepwise, scaffold, individualized opportunities,

with fading levels of support, so that each student/pupil builds skills

that are necessary to participate in the age-appropriate experiences

which encourage the growth of self-determination skills.

Researchers. Other researchers may be able to use the findings of

this study as a guide or basis if ever they will pursue or consider a study

related to the same area of interest, hence, new and useful researches

will also develop through their creative and critical thinking and

brainstorming activities.
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Scope and Limitations of the Study

This descriptive survey study aimed to determine the technical

assistance needs of public school administrators in the Division of

Antique for School Year 2015-2016 as basis for training and development

program.

The data gathering was conducted in January 2016. The

respondents were all the 394 public elementary and 54 secondary school

administrators in the Division of Antique.

Data in this study were gathered using the Technical Assistance

Needs Questionnaire Checklist. The questionnaire was conceptualized on

the seven domains and their corresponding strands of the National

Competency-Based Standard for School Head (NCBSSH).

Statistical tests used to interpret the data were the frequency,

percentage, standard deviation, and mean.

Only items rated as very much needed and much needed were

considered in the preparation of a training and development program.

All statistical computations were processed through the Statistical

Package for the Social Sciences (SPSS) software, Version 22.0.

Definition of Terms

To come up with common understanding of the terms used in this

study, the following are defined operationally:

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Sibalom, Antique

“Technical assistance needs” refers to the seven domains of

NCBSSH for school administrators namely school leadership,

instructional leadership, creating a student-centered learning climate,

human resource management and professional development, parent

involvement and community partnership, school management and daily

operations, and personal and professional attributes and interpersonal

effectiveness. This was measured by the Technical Assistance Needs

Questionnaire Checklist categorized as Very much needed, Much needed,

Less needed, and Not needed.

“School leadership” refers to Domain 1 in the school

administrators’ NCBSSH. This domain emphasizes that effective school

leaders collaborately create a vision and establish a climate for teachers,

non-teaching personnel and learners to reach their highest level of

achievement.

“Instructional leadership” refers to Domain 2 in the school

administrators’ NCBSSH. This domain covers those actions in

instructional leadership (e.g. assessment for learning, development and

implementation, instructional supervision and technical assistance that

school administrators take or delegate to others to promote good

teaching and high level learning among pupils/students.

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“Creating a student-centered learning climate” refers to Domain 3

in the school administrators’ NCBSSH. The domain requires that effective

school leaders set high standards and create high expectations for

learners at the same time recognizing their achievement.

“Human resource management and professional development”

refers to Domain 4 in the school administrators’ NCBSSH. This domain

includes the nurturing and supporting of a learning community that

recruits teachers based on NCBTS and promotes the continuous growth

and development of personnel based on IPPD and SPPD.

“Parent involvement and community partnership” refers to Domain

5 in the school administrators’ NCBSSH. This domain covers parent and

other stakeholders’ involvement to raise learners’ performance.

“School management and operations” refers to Domain 6 in the

school administrators’ NCBSSH. This domain covers the critical role

school administrators’ play in managing the implementation and

monitoring of their schools’ improvement plan/annual implementation

plan.

“Personal and professional attributes and interpersonal

effectiveness” refers to Domain 7 in the school administrators’ NCBSSH.

This domain includes the development of pride in the nobility of the

teaching profession.
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

“Public schools” refer to the public elementary and secondary

schools in the Division of Antique.

“Public school administrators” refer to the elementary and

secondary school heads in the Division of Antique comprising the

Principal, Head Teachers and Teacher-In-Charge/Officer-In-Charge.

“Position of school administrators” refer to the present position of

the elementary and secondary school administrators whether Principal,

Head Teacher, and Teacher-In-Charge (TIC)/Officer-In-Charge (OIC).

“School level” refers to the level of school managed by the school

administrators whether elementary or secondary level.

“School size” refers to the total number of enrollees of the school

whether small (below 200), medium (201-400), and big (above 400).

“Training and development program” refers to the proposed

technical assistance training and development activities needed by the

public school administrators.

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

CHAPTER 2

Review of Related Literature

This chapter presents the review of literature relevant to the

present study. The chapter consists of nine (9) parts: (1.) Technical

Assistance, (1a.) Phases of a Systematic Approach to Providing Technical

Assistance, (1b.) Technical Assistance: Guidelines, (2.) The NCBSSH

Framework, (3.) School leadership, (4.) Instructional leadership, (5.)

Creating a student-centered learning climate, (6.) Human resource

management and professional development, (7.) Parent involvement and

community partnership, school management and operations, (8.)

Personal and professional attributes and interpersonal effectiveness, and

(9.) Analysis.

Technical Assistance: Definitions and Concepts

Technical assistance (TA) is an essential tool for supporting and

sustaining improvements across all levels of the education system.

Effective TA makes it easier for users to translate knowledge into

practice, spread innovation, and foster understanding and use of

evidence-based practices to accomplish strategic goals. Examples of TA

include just-in-time support for emerging needs; train-the-trainer

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modules; web-based tools and technologies; on-site and stakeholder

collaboration; and professional development.

TA is the process of providing targeted support to an organization

with a development need or problem. It is commonly referred to as

consulting. TA may be delivered in many different ways, such as one-on-

one consultation, small group facilitation, or through a web-based

clearing house.

TA is one of the most effective methods for building the capacity of

an organization. By including TA in a capacity building project, one

makes the capacity building much more likely to create change.

According to some, 10 percent of what gets learned in training is applied

on the job, while 95 percent of what is coached gets applied on the job.

Technical assistance is this coaching.

There is flexibility in how TA is provided and what it looks like.

Some definitions suggested by Dare Mighty Things

(strengtheningnonprofits.org, 2015) include:

TA provider. The person or organization providing the TA or

consulting services.

Beneficiary organization. The organization that is receiving the TA

or consulting services.
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TA engagement. TA refers to TA services that are provided over a

period of time rather than a request that is answered immediately or

through a single interaction.

Indirect TA. Technical assistance that points the beneficiary

organization to an external source such as a manual, web-based

resource, or staff member of another organization.

Direct TA. Coaching or consulting services that personally apply

expertise to the beneficiary organization’s problem or area of need. This

can be done on-site at the location of the organization or offsite via

telephone, e-mail, or virtually.

The first type of technical assistance that usually comes to people’s

minds is direct TA provided on-site over an extended period of time. This

is the most resource-intensive type of TA, so if money is short it is

beneficial to consider whether another method may have the same

impact on the beneficiary organization with less cost.

Core Principles of Technical Assistance. While each TA

engagement will vary in duration, topic, form, and structure, it should be

shaped using the following principles:

Collaborative. TA provider should work jointly with the

organization’s staff to identify underlying needs and long-term goals of

the capacity building engagement.

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Systematic. Use a systematic approach when providing TA, such

as the approach outlined in the next section.

Targeted. Determine what areas of the organization have the

greatest need and where TA will have the greatest impact. Target your

efforts at those areas.

Adaptive. TA provider must remain adaptive throughout the

engagement. He must be flexible according to the needs of the

beneficiary organization.

Customized. Respond to the unique needs of each beneficiary

organization by designing and delivering tailored TA engagements.

Asset-based. Organizations, like people, can more easily build on

strengths than develop brand new competencies. Every organization has

its own unique pool of resources and relationships from which it can

draw, and TA should help the organization identify, engage, and leverage

the assets that exist.

Accountable. Create a mutual agreement such as a memorandum

of understanding and draft a work plan that outlines specific actions and

responsibilities.

Results-driven. Identify measures that indicate improvements in

management practices or organizational performance and track those

measures to prove that the TA had real, measurable results.

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Focus and Characteristics of Technical Assistance. Stetson and

associates (2015) suggested the focus and characteristics of TA. These

are: A long-term, intensive commitment to assist campuses in the

development and implementation of an action plan that will enhance

student achievement and inclusive practices; An initial meeting with the

principal and a leadership team selected by the principal; Review of

current data to target the specific TA needs for your school; Multiple days

of service provided by the same consultant to ensure consistency; An

action plan designed to achieve long and short term goals and specify

consultant role in the improvement process; Structured classroom

observations and coaching to address goals; Regularly scheduled

meetings with consultant to evaluate the effectiveness of action plan and

the consultative partnership; Written reports after each TA visit and at

the end of the year evaluating goal achievement; A significant level of

personalized consultative assistance to direct toward your campus

improvement goals; Consultant builds a relationship with campus staff

to support program improvement; An objective review of current

practices from an outside source; Professional development embedded

into the school day – limiting faculty absence from instruction; A highly

skilled consultant who has access to significant print, training, and other
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resources and tools from an educational firm with a 22 year history of

success.

Role of the Principals in Technical Assistance. Stetson and

associates (2014) also gave emphasis on the role of principals in TA such

as: (1.) Agree to allow focused technical assistance take place on their

campus; (2.) Commit to supporting the focused technical assistance

process for the agreed upon timeframe; (3.) Have the leadership team

present for one hour on the initial visit of the TA provider to get input

from all stakeholders in developing the action plan for future TA visits;

(4.) Provide leadership in developing the goals and implementation plan

for the consultant and designated staff to follow; (5.) Facilitate access to

classrooms and teachers for observation, coaching and professional

development per the agreed upon plan; (6.) Make every effort to adhere to

scheduled consulting days. Stetson & Associate, Inc. has very limited

options for adjusting the schedule once it is confirmed; (7.) Designate an

individual in a leadership capacity in your school that will have the

authority to represent the principal in case of absence from the campus;

(8.) Assure that the staff will be available to the consultant on the day of

the visit; (9.) Principal or designee available to meet with the consultant

at the end of each TA day for a brief review of progress and next steps;

(10.) An agreed upon list of activities that consultant can provide if

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planned activities for a specific TA day must be rescheduled or changed

due to the absence of key personnel; and (11.) Ensure that the necessary

training and planning materials and equipment will be available.

Phases of a Systematic Approach to Providing Technical Assistance

One of the core principles above is using a systematic approach

when providing TA. Developing a process for TA provision or refining a

current process, is a good place to start. Establishing a systematic

approach ensures that all beneficiary organizations get equal treatment

and increases the likelihood of high-quality TA provision and, in turn,

measurable outcomes from that TA provision.

The four phases in a systematic approach to TA are: (1) Request,

(2) Analyze, (3) Implement, and (4) Evaluate.

As with most processes, these phases are not always performed in

a linear fashion. A school head will continue to analyze as he/she

implements, and evaluates mid-way through a long-term TA engagement.

Request. In the first phase, the leadership of the beneficiary

organization makes a request for TA. They could submit a proposal

asking for large-scale support, approach in the middle of a TA

engagement with an emergency, or call with an informal question.

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Regardless of how the request originates, there is key information

that can be gleaned and documented from the request which can serve

as basis for determining the nature and extent of TA to be extended.

Analyze. Following the request for TA, the TA provider needs to

analyze. Analysis is used to determine underlying issues that are behind

the request to ensure that the TA provided is properly aligned with the

needs of the beneficiary organization.

When entering into a long-term TA engagement, the analysis phase

is used to determine all needs that exist across the organization, as well

as the goals of the TA engagement. The analysis phase is also an

opportunity to build trust with an organization so that they can honestly

discuss their challenges with the recipient.

Most often this process will be done through an organizational

assessment. An organizational assessment will identify the most

pressing TA needs of the organization. The assessment is done

collaboratively with the organization and results is shared and compared

to the original request for support. If the results point to board

development as the primary need but the organization originally

requested support in fundraising, the school head and the TA provider

work together to determine the actual focus of the TA engagement.

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Each TA provider has its own assessment methods. Listed below

are several strategies for assessing an organization. Using the strategies

below in a collaborative effort with the beneficiary organization will yield

the most accurate results. Results in the collection of both quantitative

and qualitative data, help identify strengths of an organization in

addition to organizational gaps, and build trust and accountability

between the TA provider and beneficiary organization.

Organizational Capacity Assessment. An assessment of the

organization’s capacity is the most basic element of an organizational

assessment. This is often completed as a self-assessment by one or more

person(s) within the beneficiary organization, including the executive

director, program director, development director, and board chair. This

tool will help the TA provider identify a baseline performance of the

beneficiary organization and provide initial data needed to measure

progress through the TA engagement. There are several self-assessments

that exist and are ready for use, or you can create your own based on the

TA services you are able to provide. A sample self-assessment is

included in the appendices.

Document Review. The TA provider can ask the beneficiary

organization to make a host of documents available for review, allowing

the TA provider to conduct its own capacity review and learn about the
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systems and processes in place within the beneficiary organization. A

sample list of documents to review is provided in the appendices.

Site Visit. By visiting the site, the TA provider can see the

administrative offices of the beneficiary organization, identify the

program(s) and clients of the organization, and meet with key staff

members of the organization. This is a great opportunity to have

informal conversations about the daily operations of the organization and

make observations about organizational capacity.

Assessment Interview. If the beneficiary organization lacks

organizational awareness, the assessment can become skewed. Capacity

builders often refer to this as “you don’t know what you don’t know.” To

address organizational awareness issues, the TA provider can conduct a

structured assessment interview to assist in determining the current

level of organizational capacity.

Leadership Assessment. Because the success of the TA

engagement is so dependent on the ability, skills, and attitude of the

organization’s leadership, a TA provider should understand how to best

support and coach the applicable individuals. This can be done through

a formal assessment, a quick checklist of questions, or an informal

assessment.
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The provision of TA is about meeting an organization “where it’s

at.” With this, the TA provider must create an assessment process that

accounts for such factors as the organization’s size, culture, and

leadership. If you are working with an emerging organization that has

little in place to assess, start by asking some critical defining questions

about who they are, what they want to do, and what they want to

become.

If the TA engagement will continue for a long period of time,

address several issues, or demand intensive amounts of time from

organizational leadership or the TA provider, it is important to end the

analysis phase and launch the next phase with a memorandum of

understanding (MOU) and/or a work plan identifying each TA action,

method of delivery, and person responsible.

Implement. At the onset of the implementation phase, it is

important to outline a TA engagement through an MOU or work plan.

This will ensure that everyone is operating with the same plan and

priorities and that the TA provider has outlined what can realistically be

accomplished through the TA engagement. The MOU and/or work plan

will serve as the roadmap used by the TA provider and beneficiary

organization for the length of the TA engagement.

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Finally, the following are useful reminders for a successful TA

system:

DO’s DON’Ts

 Approach TA in an orderly,  Begin providing TA without a

professional way plan or a system in place
 Use the core principles of TA in  Tell people to call back in a few
designing your TA system months “when you might know
 Provide immediate TA during the more”
request phase, when possible  Provide TA without first analyzing
 Try to refer and redirect rather than need
reject requests  Visit every organization that
 Try to meet needs using both on- requests TA
and off-site TA.  Assume that indirect TA is
inferior to direct TA
 Begin on-site TA with a briefing and
 Try to serve every beneficiary
end with a debriefing organization with every need they
 Define the change when providing TA might have
 Manage change as you provide TA  Think you have to do it all
 Check back with organizations you yourself
serve after thirty days
 Talk about your procedures and look
for ways to improve what you do

The NCBSSH Framework

Pursuant to the Implementing Rules and Regulations of Republic

Act No. 9155 and the operationalization of the BESRA, the NCBSSH is

hereby adopted (DO No.32, 2010).

Guiding Principles in the Framing of the NCBSSH. The following

are the principles which guided the framing of the NCBSSH:

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Function - based. The competencies are based on school head

functions as stated in RA 9155, related laws and DepEd policies.

Responsive. Competencies are applicable in any range of context:

big or small school, city or rural school, culturally divergent groups.

Impartial. These are applicable to any school head regardless of

position item, gender, age, experience and other personal circumstances.

Coherent. These are clear and logical.

Valid. All performance indicators are research-and experience-

based.

Core Principle of NCBSSH. School administrators are competent,

committed and accountable in providing access to quality and relevant

education for all through transformational leadership and high degree of

professionalism.

The NCBSSH defines the standards through the domains and

strands which can be used as basis for the school administrator’s

decision making, actions and performance of their functions. In addition

to fundamental direction provided by the set of standards, knowledge,

skills and values are clarified through the indicators defined per strand

on every domain (DO No.32, 2010).

The NCBSSH shall be used as basis for the preparation of a

comprehensive training and development based on expected tasks that

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will be utilized to deliver supply-driven training programs to ensure

efficiency, effectiveness and excellence of school administrators’ job

performance. It can also be used as basis for qualifying examination and

other screening activities relative to selection and promotion of school

administrators and assistance to succession planning and development.

Revision of performance appraisal shall also be based on the same

document (DO No.32, 2010).

The National Competency-Based Standards for School Heads

Training and Development Needs Assessment (NCBSSH-TDNA) is a

mechanism to systematically determine the training and development

needs of school heads (SHs) in order to support improved practice as

effective school leaders. The competencies assessed through the

NCBSSH-TDNA are based on the mandate for school heads indicated in

the RA 9155, its Implementing Rules and Regulations (IRR), and on the

national competency standards for school heads contained in the DepEd

Order No. 32 series of 2010, “The National Adoption and Implementation

of the National Competency-Based Standards for School Heads.”

The needs assessment mechanism was an adaptation of the

National Educators Academy of the Philippines (NEAP) assessment tool

for school managers.

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The NCBSSH Framework presented in Figure 2 defines the

different dimensions of being an effective school head. It clearly states

that an effective school head is one who can implement continuous

school improvement, who can produce better learning outcomes among

its pupils/students and who can help change institutional culture among

others.

The competencies identified for the school administrators are

classified into seven domains for school leadership and management.

Figure 2 shows the schematic presentation of the Integrated

Domains with the competency strands under each domain.

School Leadership

Domain 1 of the National Competency-Based Standards for School

Heads discusses about School Leadership. Effective leadership is the

core of every successful school. This domain emphasizes that effective

school leaders collaborately create a vision and establish a climate for

teachers, non-teaching personnel and learners to reach their highest

level of achievement. They follow the leadership framework of a

transformational leadership which are owning, co-owning and co-

creating. They use data-base and analysis of best practices in education,

society and country in order to be responsive and proactive in changing

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schools to prepare children for the future in which they will live (DO No.

32, 2010).

Domain 1

SCHOOL LEADERSHIP

 Developing & Communicating

Vision, Mission, Goals, and
Objectives (VMGO)
 Data-based Strategic Planning
 Problem-Solving
 Building High Performance
Teams
 Coordinating with Others
Domain 7  Leading and Managing Change
Domain 2
PERSONAL &
PROFESSIONAL INSTRUCTIONAL
ATTRIBUTES and LEADERSHIP
INTERPERSONAL
EFFECTIVENESS  Assessment for Learning
 Developing Programs
 Professionalism &/or Adapting Existing
 Communication CORE Programs
 Interpersonal Sensitivity PRINCIPLE  Implementing Programs
 Fairness, Honesty and for Instructional
Integrity Improvement
 Instructional Supervision
School heads are
competent,
Domain 6 committed and
Domain 3
accountable in
SCHOOL MANAGEMENT providing access CREATING A STUDENT
AND OPERATIONS to quality and CENTERED LEARNING
relevant CLIMATE
 Managing School education for all
Operations through  Setting high social &
 Fiscal Management transformational academic expectations
 Use of technology in the leadership and  Creating school
Management of
high degree of environments focused on
Operations
professionalism the needs of the learner

Domain 5
Domain 4
PARENT INVOLVEMENT
HR MANAGEMENT AND
AND COMMUNITY
PROFESSIONAL
PARTNERSHIP
DEVELOPMENT
 Parental Involvement
 Creating a Professional
 External Community Learning Community
Partnership
 Recruitment and Hiring
 Managing Performance of
Teachers and Staff

Figure 2. The NCBSSH Framework

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School Leadership of the NCBSSH covers seven competency

strands, namely: 1A.) Developing and Communicating Vision, Mission,

Goals and Objectives (VGMO); 1B.) Data-Based Strategic Planning; IC.)

Problem Solving; ID.) Building High Performance Teams; 1E.)

Coordinating with Others; and 1F.) Leading and Managing Change.

School Leadership means developing people (internal and external

stakeholders), setting directions for the organization (mission – vision),

and transforming the school into a more effective organization that

fosters powerful teaching – learning for all students. The 10 principles of

school leadership are:

(1.) Know all aspects of your job, (2.) Set accountable goals, (3.)

Ensure that jobs are understood, supervised and accomplished, (4.)

Know your teachers and look after their welfare, (5.) Keep every teacher

informed, (6.) Develop responsibility among your teachers and students,

(7.) Set the example, (8.) Take responsibility, (9.) Make sound and timely

decision, and (10.) Develop teamwork.

Effective school leadership propels schools to succeed and fulfill

their mandate to serve the youth and the nation.

School leadership is the process of enlisting and guiding the

talents and energies of teachers, pupils, and parents toward achieving

common educational aims. This term is often used synonymously

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with educational leadership in the United States and has

supplanted educational management in the United Kingdom. Several

universities in the United States offer graduate degrees in educational

leadership (Educational Leadership Graduate Programs and Graduate

Schools, 2015). There are also certain obstacles of educational

leadership which can be overcome (Johnson & Donaldson, 2015). There

is also a self-assessment technique which attend to equity and justice

that affect student diversity, especially with the selection of candidates

(Karanxha, 2013).

History. The term school leadership came into currency in the late

20th century for several reasons. Demands were made on schools for

higher levels of pupil achievement and schools were expected to improve

and reform. These expectations were accompanied by calls for

accountability at the school level. Maintenance of the status quo was no

longer considered acceptable. Administration and management are

terms that connote stability through the exercise of control and

supervision. The concept of leadership was favored because it conveys

dynamism and pro-activity. The principal or school head is commonly

thought to be the school leader; however, school leadership may include

other persons, such as members of a formal leadership team and other

persons who contribute toward the aims of the school.

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While school leadership or educational leadership have become

popular as replacements for educational administration in recent

years, leadership arguably presents only a partial picture of the work of

school, division or district, and ministerial or state education agency

personnel, not to mention the areas of research explored by university

faculty in departments concerned with the operations of schools and

educational institutions. For this reason, there may be grounds to

question the merits of the term as a catch-all for the field. Rather,

the etiology of its use may be found in more generally and con-

temporarily experienced neo-liberal social and economic governance

models, especially in the United States and the United Kingdom. On this

view, the term is understood as having been borrowed from business.

In the United States, the superintendency, or role of the chief

school administrator, has undergone many changes since the creation of

the position which is often attributed to the Buffalo Common

Council that approved a superintendent on June 9, 1837. If history

serves us correctly, the superintendency is about 170 years old with four

major role changes from the early 19th century through the first half of

the 20th century and into the early years of the 21st century. Initially,

the superintendent's main function was clerical in nature and focused on

assisting the board of education with day-to-day details of running the

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school. At the turn of the 20th century, states began to develop

common curriculum for public schools with superintendents fulfilling the

role of teacher-scholar or master educator who had added an emphasis

on curricular and instructional matters to school operations. In the early

20th century, the Industrial Revolution affected the superintendent's role

by shifting the emphasis to expert manager with efficiency in handling

non-instructional tasks such as budget, facility, and transportation. The

release of A Nation at Risk in 1983 directly impacted public school

accountability and, ultimately, the superintendency. The early 1980s

initiated the change that has continued through today with the

superintendent viewed as chief executive officer, including the roles of

professional adviser to the board, leader of reforms, manager of

resources and communicator to the public.

Instructional Leadership

Domain 2 of NCBSSH concerns about Instructional Leadership.

Education reforms have created an urgent need for strong emphasis on

the development of instructional leadership skills. This domain covers

those actions in instructional leadership (e.g. assessment for learning,

development and implementation, instructional supervision and

technical assistance that school administrators take or delegate to others

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to promote good teaching and high level learning among pupils/students

(DO No. 32, 2010).

Instructional Leadership contains the following strands: 2A.)

Assessment of Learning; 2B.) Developing Programs and or Adopting

Existing Programs; 2C.) Implementing Programs for Instructional

Improvement; and 2D.) Instructional Supervision.

Instructional leadership is generally defined as the management of

curriculum and instruction by a school principal. This term appeared as

a result of research associated with the effective school movement of the

1980s, which revealed that the key to running successful schools lies in

the principals' role. However, the concept of instructional leadership is

recently stretched out to include more distributed models which

emphasize distributed and shared empowerment among school staff, for

example distributed leadership, shared leadership, and transformational

leadership.

The concept of instructional leadership emerged and developed in

the United States within the effective school movement of the 1980s. The

research resulting from this movement revealed that a principal is critical

to success in children’s learning within poor urban elementary schools

(Edmonds, Leithwood & Montgomery, 2015; Hallinger, 2003 & 2009).

This research revealed that the personality characteristics of the ideal

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principal are strong mindedness, directness, top-down management and

charisma.

During the 1990s, a strong instructional leadership model was still

at the center of the educational leadership discussion, because of its

effectiveness in the schools. However, since then this concept has been

criticized for focusing too much on the individual principal’s heroic role.

As a result, the scholars started to explore leadership models to

supplement these critics and point out the distributed nature of

instructional leadership, such as transformational leadership, teacher

leadership, shared leadership, and distributed leadership, all of which

understand educational leadership as broader perspectives practice that

includes school communities (Spillane, Halverson, & Diamond, 2004).

Moreover, the accountability movement of the 21st century sheds new

light on instructional leadership, since this paradigm puts more

emphasis on the learning outcomes for students (Hallinger, 2009;

Halverson, Grigg, Prichett, & Thomas, 2006).

Approaches. Researchers have further defined instructional

leadership to include different approaches. First, the concept of

instructional leadership could be divided into an "exclusive" and an

“inclusive” approach (Robinson, Lloyd, & Rowe, 2008). Researchers who

count instructional leadership as "exclusive" regard the principal as the

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sole holder of responsibility when it comes to setting goals for the school,

supervision, and in developing instruction that enhances academic

achievement. This perspective tends to focus only on the role of

principals as instructional leaders (Hallinger & Murpht, 2015).

However, other researchers have recently expanded the concept of

instructional leadership to include not only principals, but also other

school staff. They take an "inclusive" approach to instructional

leadership. Especially, Marks and Printy (2003) have pointed out the

importance of collaboration between principals and teachers to develop

curriculum and instruction for improving pupils' performance. Thus,

they conceptualized this inclusive approach as “shared instructional

leadership” and understood the role of principals as that of “leaders of

instructional leaders”.

Hallinger (2003) has argued the transformational leadership

approach, in which leadership is shared with school staff; this approach

is said to empower staff. Transformational leadership is a good

supplement to the instructional leadership approach that focuses solely

on principals and top-down strategies. For this reason, Hallinger (2009)

has proposed the integration of instructional and transformational

leadership approaches.
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Second, researchers have classified modes of instructional

leadership according to "direct" and "indirect" activities (Southworth,

2002; Peterson, Kliene-Kracht & Sheppard, 2015). The former is

considered a "narrow" mode and the latter a "broad" mode of

instructional leadership. This distinction is due to the fact that a direct

perspective focuses only on immediate actions related to instruction,

such as classroom observation and curriculum development, whereas an

indirect perspective broadly focuses on indirect activities, such as

creating the school climate, as well as direct activities.

Characteristics of instructional leadership. Several researchers

have outlined the characteristics and components of instructional

leadership. Hallinger and Murpht’s (2015) conceptual model has been

most widely used in empirical studies of instructional leadership

(Halllinger, 2003 & 2009). The authors proposed the key role of

instructional leaders in three dimensions: (1) Defining the school

mission, (2) Managing the instructional program, and (3) Promoting a

positive school-learning climate. In these three dimensions, principals

have different functions. First, their analyses of a leader’s role in

defining the school mission focuses on two functions: framing clear

school goals and communicating clear school goals. Second, in the area

of managing the instructional program, principals have three functions:

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supervising and evaluating instruction, coordinating curriculum, and

monitoring student progress. Third, in regards to promoting a positive

school-learning climate principals have five functions: protecting

instructional time, promoting professional development, maintaining

high visibility, providing incentives for teachers, and providing incentives

for learning.

Murphy (2015) proposed four major dimensions of instructional

leadership: (1) Developing mission and goals, (2) Managing the education

production function, (3) Promoting an academic learning climate, and

(4) Developing a supportive work environment.

Duke (2015) suggested six functions of instructional leadership

related to teacher and school effectiveness: (1) Staff development:

recruitment, in-service education, and staff motivation, (2) Instructional

support: organized activities to maintain an environment geared towards

improving teaching and learning, (3) Resource acquisition and allocation:

adequate learning materials, appropriate facilities, and skilled support

personnel (4) Quality control: evaluation, supervision, rewards, and

sanctions, (5) Coordination: activities that prevent cross-purposes or

duplicate operations, and (6) Troubleshooting: anticipation and

resolution of problems in school operation. The first four functions of

instructional leadership are directly related to instruction behaviors,

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whereas the remaining functions are indirectly relevant to instructional

activities.

Andrew, Bascom, and Bascom (2015) defined four strategies that

instructional leaders use to enhance student achievement: (1) Resource

provider: provision of resources to attain learning goals, (2) Instructional

resource: provision of strategies and skills to achieve better teaching

practice, opportunities for professional development, and assessment for

school performance related to instruction, (3) Communicator: promoting

discussion among school members about school vision, goals, and

culture for successful learning, and (4) Visible presence: showing up

through face-to-face interaction as well as through informal exchanges in

day-to-day activities.

Through extensive literature review, Spillane, Halverson, and

Diamond (2004) identified that instructional leaders have several macro-

school-level functions. “(1) constructing and selling an instructional

vision, (2) developing and managing a school culture conducive to

conversations about the core technology of instruction by building norms

of trust, collaboration, and academic press among staff, (3) procuring

and distributing resources, including materials, time, support, and

compensation, (4) supporting teacher growth and development, both

individually and collectively, (5) providing both summative and formative

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monitoring of instruction and innovation, and (6) establishing a school

climate in which disciplinary issues do not dominate instructional

issues.”

Instructional leadership is a significant factor in facilitating,

improving, and promoting the academic progress of students. A litany of

characteristics has been identified from research studies on school

improvement and instructional leader effectiveness, including high

expectations of students and teachers, an emphasis on instruction,

provision of professional development, and use of data to evaluate

students' progress. At first glance, these behaviors appear to be merely a

partial list of effective schools research findings on instructional leaders.

Yet, when researchers examine what works with at-risk students, the old

adage, "the whole is larger than the sum of its parts," applies to the

power these actions have for improving achievement among at-risk

students (Mendez-Morse, 2015).

The literature about leadership frequently distinguishes between

managers and leaders by stating that a manager does things right and a

leader does the right things (Bennis, Bennis & Nanus, 2015).

Additionally, a leader is characterized as the vision holder, the keeper of

the dream, or the person who has a vision of the purpose of the

organization. Bennis (2015) believes that leaders are the ones who
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"manage the dream". Leaders have not only a vision but the skills to

communicate that vision to others, to develop a "shared covenant"

(Sergiovanni, 2015). They invite and encourage others to participate in

determining and developing the vision. "All leaders have the capacity to

create a compelling vision, one that takes people to a new place, and the

ability to translate that vision into reality" (Bennis, 2015).

In Leadership Is an Art, De Pree (2015) writes that "the first

responsibility of a leader is to define reality. The last is to say thank you.

In between the two, the leader is a servant". Leaders become servants to

the vision; they work at providing whatever is needed to make the vision

a reality. They gather the resources, both human and material, to bring

the vision to reality. Principals in schools where at-risk students are

achieving practice the skills and apply the knowledge of effective

instructional leadership. They have a vision - a picture of what they

want students to achieve. They engage teachers, parents, students and

others to share in creating the vision. They encourage them to join in the

efforts to make that vision a reality. They keep the vision in the forefront

by supporting teachers' instructional efforts and by guiding the use of

data to evaluate the progress of the school.

Effective school leaders are those who can make evidence-informed

decisions, provide the instructional leadership that teachers need to help

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all their students succeed in school, and create a collaborative school

environment in which teachers take part in school decisions. Analysis of

Teaching and Learning International Survey (TALIS, 2013) data finds

that when teachers participate in decision making in their schools, they

report greater confidence in their own ability to teach (self-efficacy).

TALIS also finds that school leaders who provide their staff with

opportunities to share in decision making tend to report greater job

satisfaction.

TALIS (2013) survey found that: Principals in countries and

economies that participated in TALIS have a demanding set of

responsibilities. On average, principals spend 41% of their time

managing human and material resources, planning, reporting and

adhering to regulations. In some countries, principals who show high

levels of instructional leadership are more likely to report that they use

student performance and student evaluation results to develop the

school’s education goals and programs, and to report that they have a

professional development plan for their school. Principals who provide

more instructional leadership tend to spend more time on curriculum

and teaching-related tasks; in most countries they are more likely to

directly observe classroom teaching as part of the formal appraisal of

teachers’ work. Principals who report that leadership is well distributed

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and who frequently provide instructional leadership also report greater

job satisfaction; by contrast, principals who report heavier workloads

and a lack of shared work and decision making report less job

satisfaction. On average across TALIS-participating countries and

economies, school principals have 21 years of teaching experience.

Principals across the countries and economies that participated in TALIS

are well educated. Most have completed formal education at the tertiary

level, including programs in school administration, principal training,

teacher preparation and/or instructional leadership.

Creating a Student-Centered Learning Climate

Domain 3 is all about Creating a Student-Centered Learning

Climate. The domain requires that effective school leaders set high

standards and create high expectations for learners at the same time

recognizing their achievement. It also includes creating opportunities to

make learners functionally literate. They create a learner – centered,

safe and healthy environment that supports continuous learning and

sharing of knowledge (DO No. 32, 2010).

Creating a Student-Centered Learning Climate in the NCBSSH

covers: 3A) Setting High Social and Academic Expectations; and 3B)

Creating School environments Focused on the Needs of the Lerner.

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Education in schools these days is rapidly changing. The old

notion of a classroom where the students are sitting quietly and neatly in

their seats, while the teacher is up front pouring pearls of wisdom and

knowledge into their brains is absurd (Bogdan, 2011).

Reality in the 21st century is quite a different story. Students

seem to know that once a teacher stands up in front of the room and

starts "teaching," not only is their life going to get very boring very

quickly, the end result will be that there will be more quizzes and tests to

fail and more opportunities to end up feeling dumber and dumber. So,

how do they cope? They text their friends or get some sleep, or interrupt

the teacher with a myriad of cleverly constructed distractions. The

teacher who intends to stand in front of a high school or middle school

class and "teach" is in a constant battle (Bogdan, 2011).

Unfortunately, not all problems have easy solutions. Students

come into the classroom with the same attitudes and expectations as the

society in which they live. How could it be otherwise? For many people

in America, the Dream Job is one in which they are required to do very

little work and get paid mega bucks for doing it. The main objective at

work for some people is to avoid work. By example, the youth are taught

these same values, or lack thereof. They simply do not understand that

education will not occur if they do not get involved. They do not
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understand that their education is both their responsibility and their

right (Bogdan, 2011).

The good news, however, is that not all students are so unaware.

More and more of society at large, and consequently many students, are

demanding an educational system that works for and with them. These

students are not bored. They are very curious, eager to learn, and willing

to do whatever it takes to learn (Bogdan, 2011).

Student-centered learning environment enables an educator to

deal effectively with all types of students in the same classroom. A

student-centered learning environment encourages students to become

independent learners and ultimately to be in charge of their own

education (Bogdan, 2011).

Therefore, an educator's role is changing from the traditional

"imparter of knowledge" to that of coach and consultant. There are many

exciting examples of successful strategies and programs in which the

students are not only allowed, but encouraged and required, to take

responsibility for much more of their learning than ever before (Bogdan,

2011).

Do-it-yourself, student-to-student teaching, project-based learning,

and student-centered learning environments are some of the more

encouraging programs. Also, the integration of technology into every

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subject and at all grade levels allows unprecedented levels and types of

exciting collaboration and learner to learner connectivity (Bogdan, 2011).

Human Resource Management and Professional Development

Domain 4 pertains to Human Resource Management and

Professional Development. Effective school leaders develop the skills and

talents of those around them. This domain includes the nurturing and

supporting of a learning community that recruits teachers based on

National Competency-Based Teachers Standards (NCBTS) and promotes

the continuous growth and development of personnel based on IPPD and

SPPD. They recognize individual talents and assign responsibility and

authority for specific tasks and appraise the staff based on competency

standards (DO No. 32, 2010).

The coverage of domain 4 is as follows: 4A) Creating a

Professional Learning Community; 4B) Recruitment and Hiring;

and 4C) Managing Performance of Teachers and Staff.

Human Resource refer to the individuals or personnel or workforce

within an organization responsible for performing the tasks given to them

for the purpose of achievement of goals and objectives of the

organization which is possible only through proper recruitment and

selection, providing proper orientation an induction, training, skill

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developments, proper assessment of employees (performance appraisal),

providing appropriate compensation and benefits, maintaining proper

labor relations and ultimately maintaining safety, welfare and health

concern of employees, which is process of the human resource

management (http://www.whatishumanresource.com/, 2015).

Human resource management (HRM, or simply HR) is a function in

organizations designed to maximize employee performance in service of

an employer's strategic objectives (Johnason, 2009). HR is primarily

concerned with the management of people within organizations, focusing

on policies and on systems (Collings & Wood, 2009). HR departments

and units in organizations typically undertake a number of activities,

including employee benefits, design employee recruitment, "training and

development", performance appraisal, and rewarding (e.g., managing pay

and benefit systems) (Paauwe & Boon, 2009). HR also concerns itself

with industrial relations, that is, the balancing of organizational

practices with requirements arising from collective bargaining and from

governmental laws (Klerck, 2009).

According to Buettner (2015), HRM covers the following core areas:

job design and analysis, workforce planning, recruitment and selection,

training and development, performance management, compensation

(remuneration), and legal issues.

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HR is a product of the human relations movement of the early 20th

century, when researchers began documenting ways of creating business

value through the strategic management of the workforce. The function

was initially dominated by transactional work, such as payroll and

benefits administration, but due to globalization, company consolidation,

technological advances, and further research, HR as of 2015 focuses on

strategic initiatives like mergers and acquisitions, talent

management, succession planning, industrial and labor relations,

and diversity and inclusion.

In startup companies, trained professionals may perform HR

duties. In larger companies, an entire functional group is typically

dedicated to the discipline, with staff specializing in various HR tasks

and functional leadership engaging in strategic decision-making across

the business. To train practitioners for the profession, institutions of

higher education, professional associations, and companies themselves

have established programs of study dedicated explicitly to the duties of

the function. Academic and practitioner organizations likewise seek to

engage and further the field of HR, as evidenced by several field-specific

publications.

In the current global work environment, most companies focus on

lowering employee turnover and on retaining the talent and knowledge

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held by their workforce. ]New hiring not only entails a high cost but also

increases the risk of a newcomer not being able to replace the person

who worked in a position before. HR departments strive to offer benefits

that will appeal to workers, thus reducing the risk of losing corporate

knowledge.

Professional Development of School Administrators. The term

“professional development” means a comprehensive, sustained, and

intensive approach to improving teachers’ and principals’ effectiveness in

raising student achievement (Hirsh, 2009).

Guskey (2000) defined professional development as “those

processes and activities designed to enhance the professional knowledge,

skills and attitudes of educators so that they might, in turn, improve the

learning of students”. Note each author emphasized the purpose of

professional development as the improvement of student learning.

Guskey and Yoon (2009) reported the difficulty of linking professional

development and student learning. While linking teachers’ professional

development to student learning may be difficult, linking principals’

professional development to student learning is even more challenging

(Nicholson et al., 2005).

Leithwood and Levin (2008) stated, “Arriving at a credible estimate

of leadership development impacts, especially on students, is a very

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complex task. It [estimating leadership impact] is a cauldron of

conceptual and methodological challenges”. While policy makers and

educators need to know if and how professional development can

support principals in gaining the skills and knowledge necessary to

effectively lead schools and ultimately improve student achievement, that

knowledge is not readily available. Criticism has been directed at the

sponsors and providers of professional development for the failure to

adequately evaluate the impact of professional development activities on

principal behavior and, indirectly, student achievement (Guskey, 2000;

Howley et al., 2002; Leithwood & Levin, 2008; Nicholson et al., 2005).

Guskey described three common mistakes in the evaluation of

professional development. First, much evaluation is not really evaluation

at all but rather documentation of occurrence and participation. This

type of data does not provide information on the value or effectiveness of

the activity. Second, evaluations often lack depth, seeking only an

evaluation of participant satisfaction rather than gains in participant

knowledge or changes in their behavior. A third mistake identified was

related to the timing of evaluation. Guskey stated that just as reform

efforts take time to implement, evaluation should be extended over a

period of time lengthy enough for changes resulting from professional

development to have occurred. Informative evaluation is critical as poor

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professional development may actually be more damaging than no

professional development at all.

Poorly designed professional development can lead to a cycle of

non-implementation and low expectations for future professional

development (Knight, 2007). Knight stated, “after attending several

unsuccessful training sessions, teachers [and principals] often lose their

enthusiasm for new interventions, and each additional ineffective session

makes it more and more difficult for them to embrace new ideas”.

Knowing what constitutes effective professional development is important

if one is to avoid this cycle of non-implementation. Informative

evaluation data is necessary in order to begin developing evidence

relative to the effects and effectiveness of professional development.

Nicholson et al. (2005) reported that professional development

practices and evaluation have changed little since school reform became

a major policy issue over 20 years ago. They found much professional

development continues to be traditional, workshop style led by an

outside expert with little participant involvement. Evaluation of

professional development tends to relate only to participant satisfaction

with the topic, presenter skill, and presentation format rather than

changes in participants’ behavior or impacts on student learning

Likewise, Leithwood and Levin (2008) indicated that most evaluation of

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professional development is limited to participant satisfaction. Nicholson

et al. did cite two studies (Acquarelli & Mumme, 2011; Killion, 2002)

that linked professional development to changes in teacher behavior and

subsequent increases in student achievement. These two studies

notwithstanding, Nicholson et al. (2005) concluded there is not

conclusive evidence of a link between professional development and

student learning.

More recently, Wallace (2009) completed a study using structural

equation modeling to examine the effect of professional development on

teacher practice and on student achievement mediated by teacher

practice. Wallace used two state (Beginning Teacher Preparation Survey)

and four national (National Assessment of Educational Progress) data

sets that included self-reports of teacher practices and professional

development and student outcome measures in mathematics and

reading. Wallace found professional development had moderate ( = .12 -

.17) effects on teacher practice, and, when mediated by teacher practice,

had “very small but occasionally significant effects” ( = .01 - .03) on

student achievement in reading and mathematics.

In another recent study, Scher and O’Reilly (2009) used meta-

analysis to examine the influence of professional development on teacher

knowledge, teacher practice, and student achievement. Beginning with

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145 studies related to professional development interventions for math

and/or science teachers, Scher and O’Reilly identified 20 studies that

met the criteria for inclusion in their analysis. While Scher and O’Reilly

found some support for guidance currently offered by professional

development experts on how to design and deliver professional

development, they cautioned “that the current evidence base is thin”.

Based upon current guidance regarding professional development

practices, Scher and O’Reilly chose to examine professional development

relative to its duration, content vs. pedagogy focus, and program

components. Duration was examined as either one academic year or

multiple years. Professional development focus included content only,

pedagogy only, or a combination of content and pedagogy. Program

components included workshop only, workshop plus coaching, or

workshop plus some additional component(s) other than coaching.

Several significant findings were identified (Scher & O’Reilly). Among

these findings were, for professional development that included a

combined focus of content and pedagogy, students’ math and science

achievement was impacted with effect sizes of 0.56 (p < 0.01) and 0.41 (p

< 0.01) respectively. In the area of program components, for math

achievement, a significant effect size of 0.42 (p < 0.001) was found for the

combination of workshop plus coaching in math.

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In studies focused on science, the combination of workshop plus

another component produced an effect size of 0.32 (p < 0.01). Another

recent meta-analysis using different studies had similar results (Blank &

de las Alas, 2009). Guskey and Yoon (2009) reported findings from Yoon,

Duncan, Lee, Scarloss, and Shapley (2007) who began with a list of

1,343 studies to examine. Only nine of those studies met the criteria for

providing credible evidence as defined by the U.S. Department of

Education’s What Works Clearinghouse. Guskey and Yoon stated, “these

findings paint a dismal picture of our knowledge about the relationship

between professional development and 21 improvements in student

learning”. Despite the lack of research, Guskey and Yoon also pointed

out “in the history of education, no improvement effort has ever

succeeded in the absence of thoughtfully planned and well-implemented

professional development”. The evidence regarding the impact of

professional development for teachers on student achievement is

growing, and effective professional development practices are being

identified, at least tentatively. While researchers have reported their

findings regarding teachers’ professional development as related to

student achievement (e.g. Blank & de la Alas, 2009; Scher & O’Reilly,

2009; Wallace, 2009), those results do not necessarily generalize to

professional development for principals. Principals and teachers have

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different responsibilities and affect student achievement in different

ways. Examination of professional development practices for principals

and the relationship of those practices to principal behaviors and student

achievement is needed.

Parent Involvement and Community Partnership

Domain 5 of NCBSSH is Parent Involvement and Community

Partnership. Effective school administrators engage in shared decision

making with the community in achieving universal participation,

completion and functional literacy. This domain covers parent and other

stakeholders’ involvement to raise learners’ performance. This also

includes responsibility for promoting positive image of the school thereby

establish sustainable linkages with other sectors (DO No. 32, 2010).

Under domain 5, the following are the competency strands: 5A)

Parental Involvement, and 5B) External Community Partnership.

Research confirms that the involvement of parents and families in

their children’s education is critical to students’ academic success.

House Bill 1, Ohio’s education reform bill, requires ODE to post

examples of research-based best practices to help schools improve

parents’ involvement in their children’s learning.

The following practices, organized under six categories, are based

on the State Board of Education’s Parent and Family Involvement Policy,

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the National PTA’s National Standards for Family-School Partnerships

and Joyce L. Epstein’s Framework of Six Types of (Parent) Involvement.

1. Create a welcoming school climate. a) Provide a personal

greeting and welcome packet for all parents visiting the school, including

a community services directory, important school contact information,

school calendar and coupons to local businesses; b) Have teachers make

personal contacts with families through e-mail, phone calls or home

visits; c.) Hold an open house, prior to school opening, at which families

can meet their children’s teachers, tour the school building and meet

other parents; d) Provide transportation and child care to enable families

to attend school-sponsored, family-involvement events; and e) Offer

translators to welcome and assist families during school activities.

2. Provide families information related to child development and

creating supportive learning environments. a) Provide workshops and

materials for parents on typical development and appropriate parent and

school expectations for various age groups; b) Print suggestions for

parents on home conditions that support learning at each grade level; c)

Partner with local agencies to provide regular parenting workshops on

nutrition, family recreation or communication; and d) Have school

personnel make home visits at transition points such as preschool and

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elementary, middle and high school to help families and students

understand what to expect.

3. Establish effective school-to-home and home-to-school

communication. a) Provide printed information for parents on homework

policies and on monitoring and supporting student work at home; b)

Send home folders of student work weekly or monthly for parent review

and comment; c) Develop electronic grade booklets so families can

frequently monitor their children’s progress; d) Clearly communicate

school policies to all families in their home language; e) Establish formal

mechanisms for families to communicate to administrators and teachers

as needed (e.g., direct phone numbers, e-mail addresses, weekly hours

for families to call or meet); f) Create a families “suggestion or comment”

box (electronic and onsite) for families to anonymously provide their

questions, concerns and recommendations.

4. Strengthen families’ knowledge and skills to support and extend

their children’s learning at home and in the community. a) Provide

training and materials for parents on how to improve children’s study

skills or learning in various academic subjects; b) Make regular

homework assignments that require students to discuss with their

families what they are learning in class; c) Provide a directory of

community resources and activities that link to student learning skills

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and talents, including summer programs for students; d) Offer

workshops to inform families of the high expectations and standards

children are expected to meet in each grade level. Provide ways for

families to support the expectations and learning at home; and e) Engage

families in opportunities to work with their children in setting their

annual academic, college and career goals.

5. Engage families in school planning, leadership and meaningful

volunteer opportunities. a) Create roles for parents on all decision-

making and advisory committees, properly training them for the areas in

which they will serve (e.g., curriculum, budget or school safety); b)

Provide equal representation for parents on school governing bodies; c)

Conduct a survey of parents to identify volunteer interests, talents and

availability, matching these resources to school programs and staff-

support needs; d) Create volunteer recognition activities such as events,

certificates and thank-you cards; e) Establish a parent telephone tree to

provide school information and encourage interaction among parents;

and f) Structure a network that links every family with a designated

parent representative

6. Connect students and families to community resources that

strengthen and support students’ learning and well-being. a) Through

school-community partnerships, facilitate families’ access to community-

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based programs (e.g., health care and human services) to ensure that

families have resources to be involved in their children’s education; b)

Establish school-business partnerships to provide students mentoring,

internships and onsite, experiential learning opportunities; c) Connect

students and families to service-learning projects in the community; and

d) Invite community partners to share resources at annual open houses

or parent-teacher conferences.

Price-Mitchell (2015) in her article, “Parent Involvement: A Two-

Way Partnership with Schools” presented the following qualities as

regard parent involvement: 1) Ability to seek and acquire new knowledge,

skills, and ways of understanding the world, 2) Critical Thinking, 3)

Inquisitiveness, 4) Love of Learning, 5) Open-mindedness, 5) Reasoning,

6) Skeptical, and 7) Thoughtful. As an advocate of parent involvement in

education for many years, one of the most challenging tasks she has

encountered has been to define this two-way partnership.

Ginsberg (2011) pointed out that so much of the time, people think

of teaching as a one-way process. Not only do teachers impart

information to students who, in turn, develop knowledge and skills, they

also teach parents how to facilitate their children’s learning. But

Ginsberg rightly points out several assurances that parents want to

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receive from teachers. One of those assurances is that “the teacher is

going to respect and learn from families.”

Ginsberg (2011) added another assurance from the teacher

perspective - that families are going to respect and learn from teachers.

If people look at educating children as a systemic process that involves

learning between families, teachers, and students, then they get closer to

understanding the importance of partnership. For true partnership,

parents and teachers must develop opportunities for two-way

communication, through which learning is the key goal. Both must take

responsibility to develop positive outcomes for children. Successful

parent involvement means mutual participation by families and teachers.

She further provides numerous ways by which teachers can take the lead

in facilitating parent involvement by opening channels for positive

communication.

Teachers have many opportunities to express their availability and

openness to parents, including school open houses, back-to-school

nights, and parent conferences, making a 5-minute phone call or writing

a brief note that invites parents make partnership, asking open ended

questions in order to better understand a particular student. Ginsberg

(2011) says teachers must use these opportunities, not only to

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communicate one-way but to seek information that only a parent or

guardian can provide.

It is easy to theorize about parents and teachers being allies for

children. But when problems arise, this partnership is often put to the

test. At these times, Ginsberg urges teachers to “remember that this is a

shared, creative process in which teachers do not need to, nor should

they, have all the answers.”

Mutual goal-setting is a great way to encourage parent

involvement, working together to collaborate to improve children’s

learning. Ginsberg suggests that “clarity, alignment, and evidence of

success are three objectives that problem solvers must keep in mind”.

When parents have the opportunity to participate in problem-solving,

they also become part of the solution.

Finally, homework’s value lies not in a grade but in the student’s

value for learning,” says Ginsberg. When teachers brief parents on their

philosophy and system of homework, parents can better support their

children at home. Teachers facilitate a positive home-school relationship

when they help parents understand the value of assigned homework,

how parents can best assist, and the type of home environment that is

most conducive to study.

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For two-way communication to flourish between home and school,

behaviors that nurture collaboration are essential. Whether one is a

parent or teacher, there are certain behaviors that are helpful and others

that are harmful when it comes to building school communities that

thrive. The model below shows the types of behaviors that help and

harm parent-school communities. Harmful behaviors can be

transformed into helpful ones by people who consciously facilitate

positive change. For schools to successfully engage parents (and parents

to successfully engage schools), everyone must pay attention to building

a culture that models and rewards the “helpful behaviors” shown by

parents, teachers, and students.

Four assurances of experiential wisdom and academic research

(Bloom, 2011) indicate that a positive relationship between school and

home is an important contributor to students’ academic success.

However, a range of scholarship on school-family partnerships suggests

that time pressures, multiple responsibilities, and unspoken

assumptions and expectations can interfere with parent participation.

Across ethnic, linguistic, and socioeconomic communities, there

are four basic assurances that parents and caregivers would like to

receive from a teacher. 1) The teacher is going to respect and learn from

families, 2) The teacher is going to keep their child’s safety and well-
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being in mind at all times, 3) The teacher is going to do everything she

can to help their child become a responsible, caring, and well-educated

person, 4) The teacher is a skillful educator.

By communicating these assurances in written messages and

everyday behavior, teachers can inspire parents to be motivated

partners. Effective two-way communication is fundamental as well.

Creating school improvement partnerships. Recognizing that

school success or failure is often a social and political as well as an

educational challenge, the need for partnerships that provide a sustained

focus on academic success for all student groups is imperative. Across

the United States, only 30% of high school freshmen can read at grade

level and 1.2 million U.S. high school students drop out every year —

roughly 7,000 each school day. From an economic perspective, a college

degree has become more important than ever before. However, data from

1999-2000 indicate that while only 7% of 24-year-olds from low-income

families had earned a four-year college degree, 52% of those from high-

income families had completed a post-secondary degree (Cook & King,

2004). Data that points to persistent gaps in learning outcomes among

diverse student groups suggest that school improvement needs to be a

community enterprise that often exceeds the typical definitions of parent

involvement.
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Instructional partnerships require creative scheduling and respect

for the demands parents and teachers already face. Schools are

incubators of invention, and in recent years there have been exciting

developments in how schools and communities can learn together for the

sake of school improvement. Of the three examples that follow, the first

occurs in the community (home visits), the second in a set of classrooms

(shadowing students), and the third in teams with teachers, high school

students, and community members (Data-in-a-Day).

1. Home visits: These are off-campus meetings with the families of

selected students, and they are set up early in the school year. They

help teachers get to know their students at a level deeper than mere

classroom contact can provide. These visits are usually held in the

students’ home and follow a “Funds of Knowledge” approach (González,

Moll, & Amanti, 2005; Baeder, 2010). The visit enables teachers to

discover student strengths that can be “mined” to make teaching and

learning more culturally responsive, motivating, and academically

effective.

2. Shadowing students: Although test scores and grade point

averages provide evidence of what students are learning, they do not

show why students are learning. One way to understand is through

shadowing. For example, one school wanted to see how well it was
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implementing its approach to supporting language development among

English learners. Teachers invited several parents to be researchers.

They asked parents to take notes of when and how specific students, 1)

spoke to the teacher, 2) spoke one-to-one with a peer, and 3) actively

engaged in small group work with peers. In this particular instance,

teachers identified two students for each shadower to watch. At an

agreed-upon time, parents shared their data and insights with teachers.

Teachers took notes for further reflection to continuously strengthen

their effectiveness (Ginsberg, 2011).

3. “Data-in-a-Day:” This collaborative approach to visiting every

classroom in a school typically occurs three times a year. It provides an

opportunity for parents, high school students, and teachers to serve on

four-member teams, each of which has a schedule that allows them to

visit six different classrooms for 15 minutes each. In this example, eight

teams (In smaller schools, there could be fewer teams or more time spent

in each classroom). Although brief visits to classrooms do not provide a

full picture of instruction, they can reveal certain trends and identify

inspired interactions that can be replicated in other classrooms when

conducted on a regular basis. Teams are provided with a form so that

they can note what to notice across the classrooms that they visit. Each
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member of the four-person teams has a different thing to look for so that

the process is not overwhelming.

School Management and Operations

This is Domain 6 of the NCBSSH. This domain covers the critical

role school administrators play in managing the implementation and

monitoring of their schools’ improvement plan/annual implementation

plan. They are responsible for the generation, mobilization and are

accountable for the utilization of funds and other resources. They also

use ICT in the management of their daily operations (DO No. 32, 2010).

Domain 6 covers the following competency strands: 6A) Managing

School Operations; 6B) Fiscal Management; and 6C) Use of Technology in

the Management of Operations.

A school leader manages school operations and resources to

ensure a safe and caring, and effective learning environment. A School

Leader: a) effectively plans, organizes and manages the human, physical

and financial resources of the school and identifies the areas of need; b)

ensures that school operations align with legal frameworks such as

provincial legislation, regulation and policy, as well as school authority

policy, directives and initiatives; and c) utilizes principles of teaching,

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learning and student development to guide management decisions and

the organization of learning (Brooks & Piot, 2003).

A school leader will be responsible, to a greater and lesser degree,

for the school’s finances, human resources, facilities, equipment,

supplies and services. Specific management tasks may include:

resource allocation, scheduling and timetables, staff assignments,

purchasing, student services, and reporting and record keeping (Brooks

& Piot, 2003).

For the last two decades the themes of governance and

management have continuously been on the top of education policy

agendas in most countries in the world, and a great number of

educational problems were attributed to bad management or

inappropriate mechanisms of governance (Gábor, 2003; Duhaney, 2005;

Jessica et al., 2009). Furthermore, information has become a critical

resource to organizations and individuals and should be managed in a

suitable way to ensure its cost effective use, and every aspect of’

management relies on information to succeed. So, to improve the

performance of the organization, the management must be economical,

efficient and effective (Baskerville, 2002; Johnson & Higgins, 2010).

Moreover, information systems is essential part of modern

education, notably because of numerous possibilities and advantages

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which information technology brought forward like effectiveness and

efficiency for education sectors, as well as for better achievement of setup

education goals (Michael et al., 2006; Vuksanovic et al., 2007; Kate,

2010). Thus, nowadays the deployment of information systems in

organizations has been highly interconnected with each other and the

development and the use of an information management system (MIS)

leads to better planning, better decision-making and better results

(Nambisan, 2003; Arnott & Pervan, 2005).

Personal and Professional Attributes and Interpersonal Effectiveness

Domain 7 which is Personal and Professional Attributes and

Interpersonal Effectiveness is the last domain of the NCBSSH. Effective

school leaders are models of professionalism and ethical and moral

leadership. This domain includes the development of pride in the

nobility of the teaching profession. School leaders also project integrity

by promoting and supporting an environment where teachers, non-

teaching staff and learners adhere to do “what is right.” They also

express themselves clearly and possess effective writing and presentation

skills (DO No. 32, 2010).

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This domain includes the following competency strands: 7A)

Professionalism; 7B) Communication; 7C) Interpersonal Sensitivity; and

7D) Fairness, Honesty and Integrity.

It is worth thinking about the personal qualities and professional

skills which make effective mentors:

Personal qualities include: a) good interpersonal and

communication skills, b) approachable, c) empathy, d) good listening

skills, e) a genuine desire to help others, f) an open mind and flexible

attitude, g) is supportive without being controlling, h) can give guidance

to a mentee without making their decisions, i) will always give honest

answers, j) does not apportion blame but looks to find solutions actively

questions the mentee, k) ability to probe and challenge, l) willingness to

debate and discuss, m) has realistic expectations of themselves and

others, and n) good organizational skills.

Professional skills on the other hand, include: a) excellent teacher

practitioner, b) knowledge and experience of the mentee‘s new area of

work, c) knows organizational routines, procedures and policies, d)

enthusiastic about teaching, e) can offer a range of perspectives and

teaching and learning techniques, f) can make suggestions informed by

their own expertise and experience, g) can empower the mentee with the
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knowledge gained from their experience, and h) can help the mentee to

identify practice which meets professional requirements.

Characteristics of a Successful Formal Mentor. The assigned

mentor has these characteristics: 1) Wants to mentor another employee

and is committed to the employee’s growth and development and cultural

integration, 2) Has the job content knowledge necessary to effectively

teach a new employee significant job knowledge, 3) Is familiar with the

organization’s norms and culture and can articulate and teach the

culture, 4) Demonstrates honesty, integrity, and both respect for and

responsibility for stewardship, 5) Demonstrates effective communication

skills both verbally and nonverbally, 6) Willing to help develop another

employee through guidance, feedback, and occasionally, an insistence on

a particular level of performance or appropriate direction, 7) Initiates new

ideas and fosters the employee’s willingness and ability to make changes

in his or her performance based on the constant change occurring in

their work environment, 8) Has enough emotional intelligence to be

aware of their personal emotions and is sensitive to the emotions and

feelings of the employee they are mentoring, 9) Is an individual who

would be rated as “highly successful” in both their job and in navigating

the organization’s culture by coworkers and managers, 10) Demonstrates

success in establishing and maintaining professional networks and

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relationships, both online and offline, 11) Willing to communicate

failures as well as successes to the mentored employee, (12) Able to

spend an appropriate amount of time with the mentored employee, 13)

Open to spending time with diverse individuals who may not share a

common background, values, or goals, 14) Able to initiate conflict to

ensure the employee’s successful integration into the organization, 15)

Willing to acknowledge, as a mentor, that an employee may not succeed

in your organization, 16) Able to say when the relationship is not working

and back away appropriately without regard to ego issues or the need to

assign blame or gossip about the situation, and 17) Ensures the success

of formal mentor relationships.

Leaders display strong interpersonal skills, draw on a wide range

of communication skills to inform and listen, include and engage,

persuade and influence co-workers, staff and the organization's social

and political communities.

They know themselves well, are open to criticism and seek

feedback. They learn from their mistakes, are adaptive and strive

constantly to develop themselves. They can be counted on to remain

calm and hold things together in tough times. They are not prone to

defensiveness, frustration, nor easily knocked off balance.

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They are good listeners and can easily establish rapport with

people from all walks of life. They hire for variety and diversity and build

relationships of trust and respect with colleagues, the public, Ministers

and staff. They can be direct and diplomatic, and can resolve differences

without damaging relationships. They are collaborative and value others'

contributions. They create a climate in which people feel motivated to do

their best and people like working for and with them.

The following are indicators for personal and professional qualities

of teachers:

Communication. 1) Communicates with impact in both written

and oral situations (e.g. in individual, group and public speaking

situations, communication is clear and succinct, confident, engaging,

articulate, logical, energetic, open), 2) listens to understand, 3) interested

in and able to see situations from others’ perspective, 4) alert to cues to

tailor communication style and adapts approach accordingly, 5)

Demonstrates interpersonal diplomacy (e.g. is sensitive and respectful of

others), and 6) Employs effective influencing strategies that are

compelling and fit-for-purpose.

Managing relationships. 1) Connects and establishes rapport with

a wide range of people, 2) Invests time building effective internal and

external relationships, 3) Handles conflict effectively (eg. nips issues in

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the bud, displays objectivity and sensitivity, defuses hostilities, and

seeks common ground), 4) Displays team player skills (eg. adopts a

consultative, non-territorial, collegial approach, has the trust and

support of peers, enjoys working as a member of a team, comfortable

playing different roles in a team, 5) Makes people feel valued and

appreciated for their contribution, and 6) Reaches negotiated positions

without damaging relationships (https://www.ssc.govt.nz/node/2192).

Interpersonal effectiveness. These skills can help an individual: a)

Take care of your relationships, b) Balance priorities with other's

demands, c) Balance wants with shoulds, and d) Build mastery and self-

respect (Dietz, 2012).

There is a growing dependence on people in sustaining competitive

advantage in many organizations. Subsequently, there is a need for

executives to understand and sharpen essential skills among their

people. Interpersonal skills among the executives are one of the core

elements that can propel the members to strive for excellence in doing

what the organization expects them to do. Developing a strong team not

only leads to organizational development but also helps in sustaining it.

Based on cutting edge research, this three-day intensive program aims to

enhance executives’ interpersonal effectiveness and team building

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capabilities through a variety of ways: simulations, case discussion, role

plays, batteries, video discussions and lectures.

Interpersonal effectiveness has been categorized in four different

categories: 1) competence, 2) emotional intelligence, 3) mindfulness and

4) ethical behaviors. Johnson (2012) stated that interpersonal

effectiveness indicates the ability to understand oneself and others and

to use that understanding to communicate in a manner that is both

socially and personally successful. Facts are given that interpersonal

effectiveness gained from devoting and dedicating oneself in practicing

these skills every day or at least several hours on each skill.

Dietz (2012) see the issue with building up his/her own

interpersonal effectiveness is all up on their own head. It is all about

devoting, dedicating, practicing, and motivating a person to develop each

skill. Like one said, practice makes perfect. In order for one to get

perfection, they have to spend at least two hours per day in practicing

each skill. It might be hard to commit with practicing but Dietz (2012)

believes that nothing comes in easy. Competence, emotional intelligence

mindfulness and emotional behavior are sets of skills that can be broken

down to thousands and thousands of skills. Each skill can be helpful

not only with pursuing a goal but also with life and an ethical issue as

emphasized can be solved if a person is committed, dedicated, motivated

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to his/her goal. On the other hand, it can be an ethical issue if one does

not manage his/her time to be more interpersonal effectiveness with

their goal.

Dietz (2012) saw certain analogies competence is defined as

keeping everything professional, effective and appropriate in pursuing a

goal. This skill is very important to every person that is trying to achieve

his/her goal. With competence a person can manage anything or

everything coming their way while focusing on a goal. Sometimes it is

hard to be this way but if one self is committed to his/her goal then

everything is possible. Emotional intelligence is defined as the ability to

identify and manage the emotions of others' as well as one's own

emotions. This skill can be used at all time because it can define how

solid a person to the goal he/she is aiming for. Mindfulness can be

defined as the ability to focus while aiming for one goal. Goal is one of

the most important component because if a person don't be mindful

about his/her goal then they are going to have a hard time concentrating

on his/her goal. Ethical behavior is stated in the reading material as the

different component because it is essential. Somehow it can still be used

as one of the components that can lead to be interpersonal effectiveness.

Dietz (2012) stressed that it is very important to have competence,

have emotional intelligence, mindfulness and have ethical behaviors.

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These four components can be used if a person is aiming for goal,

working at a certain profession, living life, etc.

One of the most important skills that a successful leader depends

upon is their own interpersonal effectiveness. There are a few simple

things that a person can begin to do to increase their effectiveness with

co-workers, employees, and other leaders in their organization. The

suggestions are (http://peelerassociates.com, 2013):

1. Smile. Underrated as a tool for interpersonal effectiveness, the

simple smile can release tension (both a person and others’). It just

puts people at ease.

2. Listen, and do not interrupt. People have a deep need to be

heard, yet most do not listen very well. People are rarely given the gift of

being listened to without interruption.

3. Show genuine interest. Showing interest in other people is one

way of investing in relationships, but it got to be genuine.

4. Acknowledge others. If people crave being listened to, surely

an equal number crave acknowledgment for their effort. When people

feel that their efforts are noticed, somehow it makes it all seem

worthwhile. The person should notice and acknowledge them, it helps

forge a connection.
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While again it is important to be genuine, it is just as important to

acknowledge the right things. Acknowledging things that are within the

other person’s control causes them to want to live up to the

acknowledgment. On the other hand, acknowledging traits that they

were born with or did not earn can have the opposite effect.

A study showed that when children completed a difficult

assignment, half of them, who were praised for their hard work and

study habits, chose progressively more difficult assignments. The other

half, who were praised for being smart, chose to continue with

assignments at the same level.

Smile, listen and do not interrupt, show genuine interest, and

acknowledge others: Four things that a person can begin to work on to

improve interpersonal effectiveness.

Analysis

The Basic Education Sector Reform Agenda (BESRA) was

instrumental in the technical assistance activities in schools. In fact,

BESRA was able to come up with handbook for technical assistance

mechanism.

BESRA enhances the nation’s knowledge regarding technical

assistance delivery and to address the significant national problems in

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educating elementary and high school students effectively. Over the

years, schools and division offices visited, implemented, and evaluated a

national program of technical assistance for local elementary and

secondary schools.

On the other hand, the National Competency-Based Standards for

School Heads Training and Development Needs Assessment (NCBSSH-

TDNA) is a mechanism to systematically determine the training and

development needs of school heads (SHs) in order to support improved

practice as effective school leaders. The competencies assessed through

the NCBSSH-TDNA are based on the mandate for school heads indicated

in the RA 9155, its Implementing Rules and Regulations (IRR), and on

the national competency standards for school heads contained in the

DepEd Order No. 32 series of 2010, “The National Adoption and

Implementation of the National Competency-Based Standards for School

Heads.”
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CHAPTER 3
Methodology

This chapter presents the research design, locale of the study,

respondents of the study, research instruments, data gathering

procedure, and data analysis procedure.

Research Design

This study used a descriptive survey research design. It is method

of research which concerns itself with the present phenomena in terms of

conditions, practices, beliefs, processes, relationships or trends

invariably is termed as “descriptive survey study”.

Descriptive method involves the collection of data in order to

answer the questions concerning the current status of the subjects of the

study. It is also designed to help determine the extent to which different

variables are related to each other in the population of interest (Sevilla,

2005).

A descriptive survey research design is appropriate for this study

which aims to determine the technical assistance needs of public school

administrators in the Division of Antique for School Year 2015-2016.

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Locale of the Study

This study was conducted to all public elementary and secondary

schools in the Division of Antique.

The place of study is reflected in the map of Antique presented in

Figure 3.

Figure 3. Map of Antique Showing the Locale of the Study

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Respondents of the Study

The respondents of the study were all the 394 public elementary

and 54 secondary school administrators from the different schools in the

Division of Antique.

Table 1 presents the data.

Table 1

Distribution of Respondents by District

District Elementary Secondary Total

1. Anini-y 14 2 16
2. Barbaza 14 1 15
3. Belison 8 1 9
4. Bugasong 20 4 24
5. Caluya 22 4 26
6. Culasi 26 3 29
7. Hamtic North 19 2 21
8. Hamtic South 21 4 25
9. Laua-an 12 3 15
10. Libertad 9 2 11
11. Pandan 28 4 32
12. Patnongon I 18 2 20
13. Patnongon II 11 1 12
14. San Jose 22 2 24
15. San Remigio I 17 2 19
16. San Remigio II 20 1 21
17. Sebaste 9 1 10
18. Sibalom North 25 4 29
19. Sibalom South 27 2 29
20. Tibiao 13 2 15
21. Tobias Fornier 25 6 31
22. Valderrama 14 1 15

Total 394 54 448

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Table 2

Distribution of Respondents According to Variables

Variables f %

A. Entire Group 448 100

B. Position of School administrators

Principal 170 38
Head Teacher 112 25
TIC/OIC 174 39

C. School Level
Elementary 394 88
Secondary 54 12

D. School Size
Small (Below 200) 243 54
Average (201-400) 148 33
Big (Above 400) 57 13

Research Instruments

A researcher-made questionnaire checklist on Technical Assistance

Needs adopted from the domains and competency strands of the National

Competency-Based Standards for School Heads (NCBSSH) as stipulated

in DepEd Order No. 32, s. 2010 was used to gather data from the

respondents. An accompanying personal information sheet was also

used to gather data on the respondents’ personal characteristics.

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Technical Assistance Needs Questionnaire Checklist. To

determine the technical assistance needs of public school administrators

in the Division of Antique, the Technical Assistance Needs Questionnaire

Checklist was used.

The instrument consisted of seven domains and each domain has

corresponding competency strands. In every strand were statements

that focus on the competencies of the school administrators.

The seven domains covered important competencies of the school

administrators namely: 1) school leadership, 2) instructional leadership,

3) creating a student-centered learning climate, 4) human resource

management and professional development, 5) parent involvement and

community partnership, 6) school management and operations, and 7)

personal and professional attributes and interpersonal effectiveness.

The scores of an individual respondent in the Technical Assistance

Needs Questionnaire were determined by adding the numerical

equivalents of the options chosen and then mean was computed.

In this study, the means were transformed into a numerical scale with

corresponding verbal description. Moreover, the domains and

competency strands evaluated as Much needed and Very much needed

were subjected for training and development programs.

The matrix is presented below:

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Weight Response Scale Description Description

Code

4 I am doing it well and can lead others 3-26-4.00 Not needed NN

do the same

3 I am doing it but I need to improve 2.51-3.25 Less needed LN

2 I am doing a little of this and I need 1.76-2.50 Much needed MN

to learn more

1 I am not doing it yet 1.00-1.75 Very much VMN

needed

Data Gathering Procedure

Prior to the administration of the instrument, the researcher

secured permission to conduct the study from the Office of Schools

Division Superintendent, Department of Education (DepEd) Division of

Antique. The researcher likewise requested permission from the Office of

the Public Schools District Supervisors.

Furthermore, the researcher sent a letter request to the

respondents asking for their time and cooperation, informing them of the

nature of the study and assured them that all their responses will be

treated with utmost confidentiality. They were also given opportunity to

withdraw as respondents of the study anytime they did not feel

comfortable with it.

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After all the permits were secured, the researcher personally

distributed to and collected the questionnaires from the respondents in

January to February 2016.

Upon retrieval of the research instruments, the data were reviewed

for completeness of the answer, classified, tallied, electronically

processed, analyzed and interpreted with the aid of Statistical Package

for Social Sciences (SPSS) software, Version 22.0.

Data Analysis Procedure

The data gathered in this research investigation were subjected to

the following computer-processed statistical tests:

Frequency. To determine the number of respondents who

participated in each district and school, frequency was used.

Standard Deviation. To determine the homogeneity and

heterogeneity of the data gathered, standard deviation was used.

Mean. To determine the technical assistance needs of public

school administrators, mean was used.

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CHAPTER 4

Presentation, Analysis, and Interpretation of Data

This chapter deals with data presentation, analyses, and

interpretation.

Technical Assistance Needs of Public School Administrators in Terms of

School Leadership

Effective leadership is crucial to the attainment of the school’s

vision, mission, goals and objectives. In the NCBSSH Framework, it is

labeled as Domain I and consists of six competency strands: 1)

Developing and Communicating Vision, Mission, Goals, and Objectives;

2) Data-Based Strategic Planning; 3) Problem Solving; 4) Building High

Performance Teams; 5) Coordinating with Others; and 6) Leading and

Managing Change.

As an entire group. Data revealed that an over-all mean of 3.06 for

Domain 1 – School Leadership indicated that school administrators have

Less need for technical assistance in school leadership. Further analysis

of data showed that they have Less need for technical assistance in all

the six competency strands of School Leadership as indicated by the

mean score that ranged from 3.02 – 3.18.

Table 3 presents the data.

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Table 3

Level of Technical Assistance Needs of Public School Administrators in

Terms of School Leadership as an Entire Group

Domain 1. School leadership Mean SD Description

1A Developing and communicating Vision, 3.09 0.05 Less needed
Mission, Goals and Objectives (VMGO)
1 Involve internal and external stakeholders in 3.07 0.04 Less needed
formulating and achieving school vision,
mission, goals and objectives.
2 Express ownership and personal responses 3.04 0.02 Less needed
to the identified issues.
3 Align goals and objectives with the school 3.17 0.09 Less needed
vision and mission to identified issues.
4 Communicate the school VMGO clearly. 3.04 0.02 Less needed
5 Explain the school vision to the general 3.18 0.10 Less needed
public.
6 Revisit and ensure that school activities are 3.02 0.02 Less needed
aligned with the school VMGO.
1B Data-based strategic planning 3.02 002 Less needed
1 Establish BEIS/SIS and baseline data of all 3.10 005 Less needed
performance indicators/ involves all internal
and external stakeholders in developing
SIP/AlP.
2 Utilize data, e.g, BEIS/SIS, SBM 3.10 0.05 Less needed
assessment, TSNA, and' strategic planning
in the development of SIP/AlP.
3 Align the SlP/AIP with national, regional 3.05 0.06 Less needed
and local education policies and thrusts.
4 Communicate effectively SIP/AlP to internal 3.03 0.03 Less needed
and external stakeholders.
1C Problem solving 3.15 0.08 Less needed
1 Resolve problems at the school level. 3.32 0.17 Not needed
2 Assist teachers and students to understand 3.14 0.07 Less needed
problems and identify possible solutions.
3 Analyze causes of problems critically and 3.11 0.06 Less needed
objectively.
4 Address the causes of the problem rather 3.04 0.02 Less needed
than the symptoms.
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Table 3 continued…

ID Building high performance teams 3.02 0.02 Less needed

1 Explore several approaches in handling 2.94 0.02 Less needed
problems.
2 Demonstrate a proactive approach to 2.98 0.00 Less needed
problem solving.
3 Involve stakeholders in meetings and 3.24 0.13 Less needed
deliberations for decision making.
4 Set high expectations and challenging 3.10 0.05 Less needed
goals.
5 Provide opportunities for growth and 3.13 0.07 Less needed
development of members as team players.
6 Define roles and functions of each 3.07 0.04 Less needed
committee.
7 Monitor and evaluate accomplishment of 2.99 0.00 Less needed
different committees/teams.
8 Give feedback on the team's performance 2.84 0.08 Less needed
using performance - based assessment tool.
9 Establish a system for rewards and benefits 2.90 0.04 Less needed
for teachers and staff.
1E Coordinating with others 3.14 0.08 Less needed
1 Collaborate with concerned staff on the 3.14 0.07 Less needed
planning and implementation of programs
and projects.
2 Ensure proper allocation and utilization of 3.18 0.10 Less needed
resources (time, fiscal, human, IMS, etc.)
3 Provide feedback and updates to 3.18 0.09 Less needed
stakeholders on the status of progress and
completion of programs and projects.
4 Mobilize teachers/staff in sustaining a 3.17 0.09 Less needed
project.
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Sibalom, Antique

Table 3 continued…

IF Leading and managing change 3.04 0.02 Less needed

1 Maintain an open, positive and 3.28 0.15 Not needed
encouraging attitude toward change.
2 Assist teachers in identifying strengths 2.96 0.02 Less needed
and growth areas through monitoring
and observation.
3 Introduce innovations in the school 2.94 0.02 Less needed
program to achieve higher learning
outcomes.
4 Monitor and evaluate the 2.99 0.00 Less needed
implementation of change programs
included in SIP/AlP.
5 Observe and apply multi-tasking in 3.04 0.02 Less needed
giving assignments.
6 Advocate and execute plans for changes 2.92 0.04 Less needed
including culture change in the
workplace.
7 Empower teachers and personnel to 3.14 0.07 Less needed
identify, initiate and manage changes.
Mean for domain 1 3.06 0.04 Less needed

This means that public school administrators possess the

knowledge and skills required for school leadership. They are able to

perform they key role of instructional leaders: Defining the mission,

managing the instructional program, promoting positive school climate

(Hallinger & Murpht, 2015) and developing a supportive work

environment (Murpht, 2015), developing and managing a school culture

conducive to conversations about the core technology of instruction by

building norms of trust, collaboration and academic press among staff…

(Diamond, 2004).
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As to position. When grouped according to position, Principals,

Head Teachers, and Teacher-In-Charge/Officer-In-Charge indicated that

they have less need for technical assistance in all the six competency

strands of Domain 1 – School Leadership – as shown by the mean score

that ranged from 2.74 to 3.36. A closer look at the table revealed that

Teacher-In-Charge/Officer-In-Charge received the lowest mean score of

2.74 in competency strand relating to data-based strategic planning,

specifically aligning SIP/AIP with national, regional, and local education

policies and thrust (=2.77). This implies that, while this is an area where

technical assistance is “less needed”, the lowest mean score is an

indication that Teacher-In-Charge/Officer-In-Charge need some kind of

enhancement of their skills than their counterparts considering that

their position does not bestow upon them greater power and authority to

exercise school leadership roles.

Table 4 reflects the data.

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Sibalom, Antique

Table 4

Level of Technical Assistance Needs of Public School Administrators in

School Leadership According to Position

Principal Head Teacher TIC/OIC

Domain 1. School leadership Mean SD Desc. Mean SD Desc. Mean SD Desc.

1A Developing and Communicating Vision, 3.27 0.14 NN 3.02 0.02 LN 2.92 0.04 LN
Mission, Goals and Objectives (VMGO)
1 Involve internal and external stakeholders 3.23 0.12 LN 3.11 0.06 LN 2.86 0.06 LN
in formulating and achieving school vision,
mission, goals and objectives.
2 Express ownership and personal responses 3.30 0.16 NN 2.93 0.03 LN 2.80 0.10 LN
to the identified issues.
3 Align goals and objectives with the school 3.43 0.22 NN 3.04 0.02 LN 2.93 0.03 LN
vision and mission to identified issues.
4 Communicate the school VMGO clearly. 3.26 0.14 NN 3.07 0.04 LN 2.75 0.12 LN
5 Explain the school vision to the general 3.17 0.09 LN 3.04 0.02 LN 3.30 0.15 NN
public.
6 Revisit and ensure that school activities are 3.21 0.11 LN 2.93 0.03 LN 2.86 0.06 LN
aligned with the school VMGO.
1B Data-based strategic planning 3.24 0.13 LN 3.05 0.03 LN 2.74 0.13 LN
1 Establish BEIS/SIS and baseline data of all 3.21 0.11 LN 3.04 0.02 LN 3.00 0.00 LN
performance indicators/involve all internal
and external stakeholders in developing
SIP/AlP.
2 Utilize data, e.g, BEIS/SIS, SBM 3.28 0.15 NN 3.11 0.06 LN 2.89 0.05 LN
assessment, TSNA, and strategic planning
in the development of SIP/AlP.
3 Align the SlP/AIP with national, regional 3.28 0.15 NN 3.04 0.02 LN 2.77 0.11 LN
and local education policies and thrusts.
4 Communicate effectively SIP/AlP to internal 3.19 0.10 LN 3.04 0.02 LN 2.84 0.07 LN
and external stakeholders.
IC Problem solving 3.36 0.19 NN 3.03 0.02 LN 2.98 0.01 LN
1 Resolve problems at the school level. 3.53 0.27 NN 3.18 0.09 LN 3.16 0.08 LN
2 Assist teachers and students to understand 3.32 0.17 NN 3.07 0.04 LN 2.95 0.02 LN
problems and identify possible solutions.
3 Analyze causes of problems critically and 3.30 0.16 NN 2.96 0.01 LN 2.98 0.01 LN
objectively
4 Address the causes of the problem rather 3.30 0.16 NN 2.89 0.05 LN 2.82 0.09 LN
than the symptoms.
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Table 4 continued…

ID Building high performance teams 3.16 0.08 LN 3.00 0.01 LN 2.87 0.06 LN
1 Explore several approaches in handling 3.13 0.07 LN 2.96 0.01 LN 2.70 0.14 LN
problems.
2 Demonstrate a proactive approach to 3.15 0.08 LN 2.96 0.01 LN 2.80 0.10 LN
problem solving.
3 Involve stakeholders in meetings and 3.36 0.18 NN 3.25 0.13 LN 3.09 0.05 LN
deliberations for decision making.
4 Set high expectations and challenging 3.21 0.11 LN 3.00 0.00 LN 3.02 0.02 LN
goals.
5 Provide opportunities for growth for growth 3.30 0.16 NN 2.96 0.01 LN 3.02 0.02 LN
and development of members as team
players.
6 Define roles and functions of each 3.21 0.11 LN 3.00 0.00 LN 2.95 0.02 LN
committee.
7 Monitor and evaluate accomplishment of 3.11 0.06 LN 3.04 0.02 LN 2.82 0.09 LN
different committees/teams.
8 Give feedback on the team's performance 2.92 0.03 LN 2.89 0.05 LN 2.70 0.14 LN
using performance - based assessment
tool.
9 Establish a system for rewards and 3.00 0.00 LN 2.96 0.01 LN 2.75 0.12 LN
benefits for teachers and staff.
1E Coordinating with others 3.36 0.19 NN 2.97 0.01 LN 2.99 0.00 LN
1 Collaborate with concerned staff on the 3.34 0.17 NN 3.00 0.00 LN 2.98 0.01 LN
planning and implementation of programs
and projects.
2 Ensure proper allocation and utilization of 3.43 0.22 NN 2.96 0.01 LN 3.02 0.02 LN
resources (time, fiscal, human, IMS, etc.)
3 Provide feedback and updates to 3.47 0.24 NN 2.96 0.01 LN 2.95 0.02 LN
stakeholders on the status of progress and
completion of programs and projects.
4 Mobilize teachers/staff in sustaining a 3.42 0.22 NN 2.96 0.01 LN 3.00 0.00 LN
project.
IF Leading and managing change 3.27 0.14 NN 2.91 0.04 LN 2.84 0.07 LN
1 Maintain an open, positive and 3.58 0.30 NN 3.07 0.04 LN 3.05 0.03 LN
encouraging attitude toward change.
2 Assist teachers in identifying strengths and 3.21 0.11 LN 3.11 0.06 LN 2.57 0.21 LN
growth areas through monitoring and
observation.
3 Introduce innovations in the school 3.11 0.06 LN 2.96 0.01 LN 2.73 0.13 LN
program to achieve higher learning
outcomes.
4 Monitor and evaluate the implementation 3.21 0.11 LN 2.89 0.05 LN 2.80 0.10 LN
of change programs included in SIP/AlP.
5 Observe and apply multi-tasking in giving 3.26 0.14 NN 2.79 0.10 LN 2.93 0.03 LN
assignments.
6 Advocate and execute plans for changes 3.11 0.06 LN 2.68 0.16 LN 2.84 0.07 LN
including culture change in the workplace.
7 Empower teachers and personnel to 3.42 0.21 NN 2.86 0.07 LN 2.98 0.01 LN
identify, initiate and manage changes.
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As to school level. While elementary school administrators

considered all the six competency strands as areas where they have Less

need for technical assistance as shown by the mean that ranged from

3.01 – 3.17, secondary school administrators considered four out of six

competency strands, to wit: 1.) Problem-solving (=3.19); 2.) Building High

Performance Teams (=3.23); 3.) Coordinating with Others (=3.20); 4.)

Leading and Managing Change (=3.17). Although elementary school

administrators expressed Less need for technical assistance, they have

that feeling of relative inadequacy in performing their school leadership

functions particularly in building high performance teams (=3.01) and

leading and managing change (=3.04). This feeling may stem from the

fact that they have undergone less intensive training on school

leadership than secondary school administrators.

Table 5 shows the data.

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Table 5
Level of Technical Assistance Needs of Public School Administrators in
School Leadership According to School Level
Elementary level Secondary level
Domain 1. School leadership Mean SD Desc. Mean SD Desc.
1A Developing and communicating Vision, Mission, Goals and 3.12 0.06 LN 3.31 0.16 NN
Objectives (VMGO)
1 Involve internal and external stakeholders in formulating 3.10 0.06 LN 3.24 0.12 LN
and achieving school vision, mission, goals and objectives.
2 Express ownership and personal responses to the identified 3.00 0.00 LN 3.33 0.17 NN
issues.
3 Align goals and objectives with the school vision and 3.18 0.09 LN 3.52 0.27 NN
mission to identified issues.
4 Communicate the school VMGO clearly. 3.04 0.02 LN 3.33 0.17 NN
5 Explain the school vision to the general public. 3.29 0.15 NN 3.24 0.12 LN
6 Revisit and ensure that school activities are aligned with 3.06 0.04 LN 3.19 0.10 LN
the school VMGO.
1B Data-based strategic planning 3.08 0.05 LN 3.26 0.14 NN
1 Establish BEIS/SIS and baseline data of all performance 3.15 0.08 LN 3.10 0.05 LN
indicators/ involve all internal and external stakeholders in
developing SIP/AlP.
2 Utilize data, e.g, BEIS/SIS, SBM assessment, TSNA, and 3.15 0.08 LN 3.38 0.20 NN
strategic planning in the development of SIP/AlP.
3 Align the SlP/AIP with national, regional and local 3.10 0.06 LN 3.29 0.15 NN
education policies and thrusts.
4 Communicate effectively SIP/AlP to internal and external 3.08 0.04 LN 3.29 0.15 NN
stakeholders.
IC Problem solving 3.17 0.09 LN 3.19 0.10 LN
1 Resolve problems at the school level. 3.33 0.17 NN 3.38 0.20 NN
2 Assist teachers and students to understand problems and 3.14 0.08 LN 3.14 0.08 LN
identify possible solutions.
3 Analyze causes of problems critically and objectively. 3.14 0.08 LN 3.10 0.05 LN
4 Address the causes of the problem rather than the 3.06 0.04 LN 3.14 0.08 LN
symptoms.
ID Building high performance teams 3.01 0.01 LN 3.23 0.12 LN
1 Explore several approaches in handling problems. 2.95 0.02 LN 3.00 0.00 LN
2 Demonstrate a proactive approach to problem solving. 2.99 0.00 LN 3.05 0.03 LN
3 Involve stakeholders in meetings and deliberations for 3.27 0.14 NN 3.38 0.20 NN
decision making.
4 Set high expectations and challenging goals. 3.13 0.07 LN 3.29 0.15 NN
5 Provide opportunities for growth for growth and 3.14 0.08 LN 3.33 0.17 NN
development of members as team players.
6 Define roles and functions of each committee. 3.04 0.02 LN 3.38 0.20 NN
7 Monitor and evaluate accomplishment of different 2.94 0.03 LN 3.38 0.20 NN
committees/teams.
8 Give feedback on the team's performance using 2.78 0.10 LN 3.14 0.08 LN
performance - based assessment tool.
9 Establish a system for rewards and benefits for teachers 2.88 0.05 LN 3.14 0.08 LN
and staff.
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Table 5 continued…
1E Coordinating with others 3.16 0.09 LN 3.20 0.11 LN
1 Collaborate with concerned staff on the planning and 3.10 0.06 LN 3.38 0.20 NN
implementation of programs and projects.
2 Ensure proper allocation and utilization of resources 3.19 0.10 LN 3.29 0.15 NN
(time, fiscal, human, IMS, etc.).
3 Provide feedback and updates to stakeholders on the 3.18 0.08 LN 3.43 0.22 NN
status of progress and completion of programs and
projects.
4 Mobilize teachers/staff in sustaining a project. 3.17 0.09 LN 3.24 0.12 LN
IF Leading and managing change 3.04 0.03 LN 3.17 0.09 LN
1 Maintain an open, positive and encouraging attitude 3.32 0.17 NN 3.33 0.17 NN
toward change.
2 Assist teachers in identifying strengths and growth areas 2.91 0.04 LN 3.05 0.03 LN
through monitoring and observation.
3 Introduce innovations in the school program to achieve 2.92 0.03 LN 3.14 0.08 LN
higher learning outcomes.
4 Monitor and evaluate the implementation of change 3.04 0.02 LN 3.05 0.03 LN
programs included in SIP/AlP.
5 Observe and apply multi-tasking in giving assignments. 3.04 0.02 LN 3.24 0.12 LN
6 Advocate and execute plans for changes including culture 2.88 0.05 LN 3.14 0.08 LN
change in the workplace.
7 Empower teachers and personnel to identify, initiate and 3.17 0.09 LN 3.24 0.12 LN
manage changes.

As to school size. Administrators of small schools expressed no

need for technical assistance in all of the six competency strands of

School Leadership. Administrators of medium and big schools indicated

that they have Less need for technical assistance in developing and

communicating vision, mission, goals and objectives (=3.19; 2.90), data-

based strategic planning (=3.15; 2.82), problem solving (=3.23; 2.83),

building high performance teams (=3.08; 2.85), coordinating with others

(=3.34; 2.89), and leading and managing change (=3.20; 2.74). Further

examination of both means revealed that although the description of

means is Less needed, administrators of big schools obtained a relatively

lower mean scores in the areas enumerated which means that they still
 96
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need some kind of assistance to improve the performance of their school

leadership functions – the fact that they deal with bigger number of

teachers and staff and student enrollment. The result implies that

school administrators of medium and big schools identify school

leadership as a priority need than school administrators of small schools.

Table 6 reflects the data.

Table 6
Level of Technical Assistance Needs of Public School Administrators in
School Leadership According to School Size
Small Medium Big
Domain 1. School leadership Mean SD Desc. Mean SD Desc. Mean SD Desc.
1A Developing and Communicating Vision, 3.38 0.19 NN 3.13 0.07 LN 2.90 0.04 LN
Mission, Goals and Objectives (VMGO)
1 Involve internal and external 3.33 0.17 NN 3.00 0.00 LN 3.00 0.00 LN
stakeholders in formulating and
achieving school vision, mission, goals
and objectives.
2 Express ownership and personal 3.39 0.20 NN 3.00 0.00 LN 2.79 0.10 LN
responses to the identified issues.
3 Align goals and objectives with the 3.50 0.26 NN 3.32 0.17 NN 2.87 0.06 LN
school vision and mission to identified
issues.
4 Communicate the school VMGO clearly. 3.44 0.23 NN 3.13 0.07 LN 2.77 0.11 LN
5 Explain the school vision to the general 3.33 0.17 NN 3.19 0.10 LN 3.19 0.10 LN
public.
6 Revisit and ensure that school activities 3.28 0.14 NN 3.13 0.07 LN 2.79 0.10 LN
are aligned with the school VMGO.
1B Data-based strategic planning 3.28 0.14 NN 3.15 0.08 LN 2.82 0.08 LN
1 Establish BEIS/SIS and baseline data 3.22 0.19 LN 3.19 0.10 LN 2.94 0.03 LN
of all performance indicators/involve all
internal and external stakeholders in
developing SIP/AlP.
2 Utilize data, e.g, BEIS/SIS, SBM 3.33 0.17 NN 3.19 0.10 LN 2.91 0.04 LN
assessment, TSNA, and strategic
planning in the development of SIP/AlP.
3 Align the SlP/AIP with national, 3.28 0.14 NN 3.13 0.07 LN 2.81 0.09 LN
regional and local education policies
and thrusts.
4 Communicate effectively SIP/AlP to 3.28 0.14 NN 3.10 0.05 LN 2.89 0.05 LN
internal and external stakeholders.
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Table 6 continued…
IC Problem solving 3.61 0.31 NN 3.23 0.12 LN 2.83 0.08 LN
1 Resolve problems at the school level. 3.78 0.39 NN 3.42 0.21 NN 2.98 0.01 LN
2 Assist teachers and students to 3.61 0.31 NN 3.19 0.10 LN 2.79 0.10 LN
understand problems and identify
possible solutions.
3 Analyze causes of problems critically and 3.50 0.26 NN 3.16 0.09 LN 2.85 0.07 LN
objectively.
4 Address the causes of the problem rather 3.56 0.28 NN 3.13 0.07 LN 2.70 0.14 LN
than the symptoms.
ID Building high performance teams 3.28 0.14 NN 3.08 0.01 LN 2.85 0.07 LN
1 Explore several approaches in handling 3.28 0.14 NN 2.87 0.01 LN 2.72 0.13 LN
problems.
2 Demonstrate a proactive approach to 3.28 0.14 NN 3.00 0.01 LN 2.83 0.08 LN
problem solving.
3 Involve stakeholders in meetings and 3.22 0.12 LN 3.35 0.18 NN 3.15 0.08 LN
deliberations for decision making.
4 Set high expectations and challenging 3.11 0.06 LN 3.19 0.10 LN 2.98 0.01 LN
goals.
5 Provide opportunities for growth for 3.17 0.09 LN 3.29 0.15 NN 2.98 0.01 LN
growth and development of members as
team players.
6 Define roles and functions of each 3.28 0.14 NN 3.13 0.07 LN 2.87 0.06 LN
committee.
7 Monitor and evaluate accomplishment of 3.22 0.12 LN 3.06 0.04 LN 2.79 0.10 LN
different committees/teams.
8 Give feedback on the team's performance 3.00 0.00 LN 2.84 0.08 LN 2.68 0.15 LN
using performance - based assessment
tool.
9 Establish a system for rewards and 3.28 0.14 NN 2.97 0.01 LN 2.68 0.15 LN
benefits for teachers and staff.
1E Coordinating with others 3.29 0.15 NN 3.34 0.17 NN 2.89 0.05 LN
1 Collaborate with concerned staff on the 3.28 0.14 NN 3.35 0.18 NN 2.91 0.04 LN
planning and implementation of programs
and projects.
2 Ensure proper allocation and utilization of 3.50 0.26 NN 3.42 0.21 NN 2.85 0.07 LN
resources (time, fiscal, human, IMS, etc.).
3 Provide feedback and updates to 3.44 0.23 NN 3.35 0.18 NN 2.94 0.03 LN
stakeholders on the status of progress
and completion of programs and projects.
4 Mobilize teachers/staff in sustaining a 3.56 0.28 NN 3.23 0.12 LN 2.87 0.06 LN
project.
1E Coordinating with others 3.29 0.15 NN 3.34 0.17 NN 2.89 0.05 LN
1 Collaborate with concerned staff on the 3.28 0.14 NN 3.35 0.18 NN 2.91 0.04 LN
planning and implementation of programs
and projects.
2 Ensure proper allocation and utilization of 3.50 0.26 NN 3.42 0.21 NN 2.85 0.07 LN
resources (time, fiscal, human, IMS, etc.).
3 Provide feedback and updates to 3.44 0.23 NN 3.35 0.18 NN 2.94 0.03 LN
stakeholders on the status of progress
and completion of programs and projects.
4 Mobilize teachers/staff in sustaining a 3.56 0.28 NN 3.23 0.12 LN 2.87 0.06 LN
project.
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Table 6 continued…
IF Leading and managing change 3.29 0.15 NN 3.20 0.11 LN 2.74 0.13 LN
1 Maintain an open, positive and 3.50 0.26 NN 3.52 0.26 NN 2.98 0.01 LN
encouraging attitude toward change.
2 Assist teachers in identifying strengths 3.28 0.14 NN 3.19 0.10 LN 2.55 0.22 LN
and growth areas through monitoring and
observation.
3 Introduce innovations in the school 3.11 0.06 LN 3.06 0.04 LN 2.64 0.18 LN
program to achieve higher learning
outcomes.
4 Monitor and evaluate the implementation 3.33 0.17 NN 3.10 0.05 LN 2.72 0.13 LN
of change programs included in SIP/AlP.
5 Observe and apply multi-tasking in giving 3.22 0.12 LN 3.23 0.12 LN 2.74 0.12 LN
assignments.
6 Advocate and execute plans for changes 3.17 0.09 LN 3.00 0.00 LN 2.70 0.14 LN
including culture' change in the
workplace
7 Empower teachers and personnel to 3.44 0.23 NN 3.32 0.17 NN 2.83 0.08 LN
identify, initiate and manage changes.

Technical Assistance Needs of Public School Administrators in Terms of

Instructional Leadership

Education reforms have created an urgent need for strong

emphasis on the development of instructional leadership skills. This is

contained in Domain 2 – Instructional Leadership of the NCBSSH

Framework and consisted of four competency strands, to wit: 1)

Assessment of Learning with five competency strands; 2) Developing

Programs and or Adopting Existing Programs with four competency

strands; 3) Implementing Programs for Instructional Improvement with

five competency strands; and 4) Instructional Supervision with five

competency strands.

As an entire group. School administrators have expressed Less

need for technical assistance in all the four competency strands of

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Domain 2 – Instructional Leadership, as shown by the mean scores that

ranged from 2.79 to 2.99. A closer look at the table revealed that their

greatest need is in the strand 2 particularly in developing/adapting a

research-based school program (=2.50).

Table 7 shows the data.

Table 7

Level of Technical Assistance Needs of Public School Administrators in

Instructional Leadership as an Entire Group

Domain 2. Instructional leadership Mean SD Description

2A Assessment of learning 2.99 0.00 Less needed
1 Manage the processes and procedures in 3.07 0.04 Less needed
monitoring student achievement.
2 Ensure utilization of a range of assessment 2.89 0.04 Less needed
processes to assess student performance.
3 Assess the effectiveness of curricular/co- 3.06 0.03 Less needed
curricular programs and/or instructional
strategies.
4 Utilize assessment results to improve 3.12 0.06 Less needed
learning.
5 Create & manage a school process to ensure 3.06 0.03 Less needed
student progress is conveyed to students and
parents/guardians, regularly.
2B Developing programs and or adopting 2.79 0.10 Less needed
existing programs
1 Develop/adapt a research based school 2.50 0.21 Much needed
program.
2 Assist in implementing an existing, coherent 2.75 0.12 Less needed
and responsive school-wide curriculum.
3 Address deficiencies and sustains successes 2.90 0.04 Less needed
of current programs in collaboration with
teachers, and learners.
4 Develop a culture of functional literacy. 2.93 0.03 Less needed
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Table 7 continued…

2C Implementing programs for 2.91 0.04 Less needed

instructional improvement
1 Manage the introduction of curriculum 3.02 0.01 Less needed
initiatives in line with DepEd policies
(e.g. BEC, Madrasah).
2 Work with teachers in curriculum 2.99 0.00 Less needed
review.
3 Enrich curricular offerings based on 2.94 0.02 Less needed
local needs.
4 Manage curriculum innovation and 2.87 0.06 Less needed
enrichment with the use of technology.
5 Organize teams to champion 2.72 0.14 Less needed
instructional innovation programs
toward curricular responsiveness.
2D Instructional supervision 2.92 0.04 Less needed
1 Prepare and implement an instructional 2.94 0.02 Less needed
supervisory plan.
2 Conduct Instructional Supervision 2.97 0.01 Less needed
using appropriate strategy.
3 Evaluate lesson plans as well as 3.00 0.00 Less needed
classroom and learning management.
4 Provide in a collegial manner timely, 2.97 0.01 Less needed
accurate and specific feedback to
teachers' regarding their performance.
5 Provide expert technical assistance and 2.82 0.09 Less needed
instructional support to teachers.
Mean for domain 2 2.91 0.04 Less needed

This findings could be due to some perceived inadequacies in

conducting research, the time constraint, and the bulk of work that

administrators need to perform and reports to accomplish for submission

to concerned offices. Moreover, research shows that aside from financial

constraints, research agenda remain reserved to the individual

researcher (Glaser, 2012) and the personal factors that determine

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researchers’ openness to the activity (Peñuela, Benneworth, & Castro-

Martínez, 2014) while in the US, school districts continued to move in a

positive direction in adopting and implementing research-based practices

(EMSTAC, 2003). In the case of this study, the researcher views that

school administrators still need very much technical assistance in

(adopting and implementing research-based practices) this area.

However, school administrators, as an entire group, with less

technical assistance are able to supervise, evaluate instruction,

coordinate curriculum and monitor student progress and promote a

learning climate conducive to effective teaching and learning (Hallinger &

Murpht, 2015).

As to position. With the exception of strand 4, Instructional

Supervision, school principals have indicated their Less need for

technical assistance in the first three competency strands of

Instructional Leadership, to wit: 1) Assessment of Learning (=3.18); 2)

Developing programs and/or adopting existing programs (=2.96); and 3)

Implementing programs for instructional improvement (=3.11). Head

Teachers have indicated Less need for technical assistance in all the four

competency strands of Instructional Leadership as shown by the mean

scores that ranged from 2.63 – 2.95. Teacher-In-Charge/Officer-In-

Charge, likewise, perceived Less need for technical assistance in all the
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four competency strands but unlike school Principals and Head

Teachers, their need for more technical assistance is in strand 4,

Instructional Supervision (=2.48) specifically to prepare and implement

instructional supervisory plan (=2.43) and conduct instructional

supervision using appropriate strategy (=2.50). In addition, Teacher-In-

Charge/Officer-In-Charge also need more technical assistance on how to

assist in implementing an existing coherent and responsive school-wide

curriculum (=2.50), a competency under strand 2 of Domain 2. Their

need for more assistance in these areas is understandable because these

are not part of their function being classroom teachers who were just

designated to manage the school.

Table 8 presents the data.

Table 8

Level of Technical Assistance Needs of Public School Administrators in

Instructional Leadership as to Position
Domain 2. Instructional Leadership Principal Head Teacher TIC/OIC
Mean SD Desc. Mean SD Desc. Mean SD Desc.
2A Assessment of learning 3.18 0.10 LN 2.86 0.06 LN 2.84 0.08 LN
1 Manage the processes and procedures 3.21 0.11 LN 2.96 0.01 LN 2.98 0.01 LN
in monitoring student achievement.
2 Ensure utilization of a range of 3.04 0.02 LN 2.68 0.16 LN 2.84 0.07 LN
assessment processes to assess
student performance.
3 Assess the effectiveness of 3.23 0.12 LN 2.82 0.08 LN 3.00 0.00 LN
curricular/co-curricular programs
and/or instructional strategies.
4 Utilize assessment results to improve 3.23 0.12 LN 2.96 0.01 LN 3.09 0.05 LN
learning.
5 Create & manage a school process to 3.23 0.12 LN 2.89 0.05 LN 2.95 0.02 LN
ensure student progress is conveyed
to students and parents/guardians,
regularly.
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Table 8 continued…

2B Developing programs and or 2.96 0.01 LN 2.63 0.18 LN 2.68 0.16 LN

adopting existing programs
1 Develop/adapt a research based 2.60 0.19 LN 2.50 0.25 LN 2.57 0.21 LN
school program.
2 Assist in implementing an existing, 3.00 0.00 LN 2.68 0.16 LN 2.50 0.25 MN
coherent and responsive school-wide
curriculum.
3 Address deficiencies and sustains 3.09 0.05 LN 2.64 0.17 LN 2.84 0.07 LN
successes of current programs in
collaboration with teachers, and
learners.
4 Develop a culture of functional 3.15 0.08 LN 2.71 0.14 LN 2.80 0.10 LN
literacy.
2C Implementing programs for 3.11 0.06 LN 2.76 0.11 LN 2.76 0.11 LN
instructional improvement
1 Manage the introduction of 3.25 0.13 LN 2.93 0.03 LN 2.80 0.10 LN
curriculum initiatives in line with
DepEd policies (e.g. BEC,
Madrasah).
2 Work with teachers in curriculum 3.25 0.13 LN 2.79 0.10 LN 2.82 0.09 LN
review.
3 Enrich curricular offerings based on 3.09 0.05 LN 2.79 0.10 LN 2.86 0.06 LN
local needs.
4 Manage curriculum innovation and 3.02 0.01 LN 2.75 0.12 LN 2.77 0.11 LN
enrichment with the use of
technology.
5 Organize teams to champion 2.92 0.03 LN 2.57 0.21 LN 2.57 0.21 LN
instructional innovation programs
toward curricular responsiveness.
2D Instructional supervision 3.26 0.13 NN 2.95 002 LN 2.48 0.25 MN
1 Prepare and implement an 3.30 0.16 NN 3.07 0.04 LN 2.43 0.28 MN
instructional supervisory plan.
2 Conduct Instructional Supervision 3.36 0.18 NN 2.96 0.01 LN 2.50 0.25 MN
using appropriate strategy.
3 Evaluate lesson plans as well as 3.32 0.17 NN 3.04 0.02 LN 2.59 0.20 LN
classroom and learning
management.
4 Provide in a collegial manner timely, 3.30 0.16 NN 2.89 0.05 LN 2.61 0.19 LN
accurate and specific feedback to
teachers' regarding their
performance.
5 Provide expert technical assistance 3.00 0.00 LN 2.79 0.10 LN 2.61 0.19 LN
and instructional support to
teachers.

As to school level. Both the elementary and secondary school

administrators manifested Less need for technical assistance in all four

competency strands of Instructional Leadership as evidenced by the

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mean scores that ranged from 2.77 – 2.97 for elementary level and 2.90 –

3.21 for the secondary level. This result suggests that both elementary

and secondary school administrators consider themselves to possess

adequate knowledge and skills in the methods and techniques of

assessing learning, developing and implementing programs for

instructional improvement and supervising instruction which consist the

main bulk of the teacher education curriculum.

Table 9 reflects the data.

Table 9

Level of Technical Assistance Needs of Public School Administrators in

Instructional Leadership as to School Level
Domain 2. Instructional leadership Elementary level Secondary level
Mean SD Desc. Mean SD Desc.
2A Assessment of learning 2.97 0.01 LN 3.06 0.03 LN
1 Manage the processes and procedures in 3.00 0.00 LN 3.24 0.12 LN
monitoring student achievement.
2 Ensure utilization of a range of assessment 2.90 0.05 LN 2.86 0.07 LN
processes to assess student performance.
3 Assess the effectiveness of curricular/co- 3.04 0.02 LN 3.05 0.03 LN
curricular programs and/or instructional
strategies.
4 Utilize assessment results to improve learning. 3.18 0.09 LN 3.05 0.03 LN
5 Create & manage a school process to ensure 3.12 0.06 LN 3.10 0.05 LN
student progress is conveyed to students and
parents/guardians, regularly.
2B Developing programs and or adopting existing 2.77 0.11 LN 2.90 0.04 LN
programs
1 Develop/adapt a research based school program. 2.46 0.26 NN 2.90 0.04 LN
2 Assist in implementing an existing, coherent and 2.77 0.11 LN 2.81 0.09 LN
responsive school-wide curriculum.
3 Address deficiencies and sustain successes of 2.91 0.04 LN 2.95 0.02 LN
current programs in collaboration with teachers,
and learners.
4 Develop a culture of functional literacy. 2.95 0.02 LN 2.95 0.02 LN
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Table 9 continued…
2C Implementing programs for instructional 2.91 0.04 LN 3.05 0.03 LN
improvement
1 Manage the introduction of curriculum 2.99 0.00 LN 3.24 0.12 LN
initiatives in line with DepEd policies (e.g. BEC,
Madrasah)
2 Work with teachers in curriculum review. 3.00 0.00 LN 3.14 0.08 LN
3 Enrich curricular offerings based on local 2.97 0.01 LN 3.00 0.00 LN
needs.
4 Manage curriculum innovation and enrichment 2.90 0.05 LN 2.95 0.02 LN
with the use of technology.
5 Organize teams to champion instructional 2.71 0.14 LN 2.90 0.04 LN
innovation programs toward curricular
responsiveness.
2D Instructional supervision 2.88 0.06 LN 3.21 0.11 LN
1 Prepare and implement an instructional 2.86 0.07 LN 3.29 0.15 NN
supervisory plan.
2 Conduct Instructional Supervision using 2.90 0.05 LN 3.38 0.20 NN
appropriate strategy.
3 Evaluate lesson plans as well as classroom and 2.96 0.01 LN 3.33 0.17 NN
learning management.
4 Provide in a collegial manner timely, accurate 2.99 0.00 LN 3.00 0.00 LN
and specific feedback to teachers regarding
their performance.
5 Provide expert technical assistance and 2.74 0.12 LN 3.05 0.03 LN
instructional support to teachers.

As to school size. Administrators of small schools need more

technical assistance in: 1.) Developing programs or adopting existing

programs specifically research-based (=2.44). Other competency strand

were viewed as areas where they need less technical assistance.

Administrators of medium-sized schools identified all competency

strands of Instructional Leadership as area of less technical assistance.

Administrators of big schools need more technical assistance specifically

in developing/adapting a research-based school program (=2.45);

assisting in implementing existing, coherent and responsive school-wide

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curriculum programs toward curricular responsiveness (=2.47); organize

teams to champion instructional innovation programs toward curricular

responsiveness (=2.47); preparing and implementing an instructional

supervisory plan (=2.38); and conducting instructional supervision using

appropriate strategy (=2.38). The difficulty of administrators of small

schools lies on the fact that their pre-service training is classroom

instruction and not management and supervision of schools. The

number of people to deal with – faculty and staff, students and parents

as well as the volume of report to accomplish are factors that can affect a

school principal’s efficiency and effectiveness. Table 10 presents the

data.

Table 10

Level of Technical Assistance Needs of Public School Administrators in

Instructional Leadership as to School Size
Domain 2. Instructional leadership Small Medium Big
Mean SD Desc. Mean SD Desc. Mean SD Desc.
2A Assessment of learning 3.29 0.15 NN 3.03 0.02 LN 2.69 0.15 LN
1 Manage the processes and procedures 3.33 0.17 NN 3.19 0.10 LN 2.81 0.09 LN
in monitoring student achievement.
2 Ensure utilization of a range of 3.06 0.03 LN 2.87 0.06 LN 2.64 0.18 LN
assessment processes to assess
student performance.
3 Assess the effectiveness of 3.39 0.20 NN 2.94 0.03 LN 2.85 0.07 LN
curricular/co-curricular programs
and/or instructional strategies.
4 Utilize assessment results to improve 3.39 0.20 NN 3.03 0.02 LN 2.96 0.02 LN
learning.
5 Create & manage a school process to 3.28 0.14 NN 3.10 0.05 LN 2.83 0.08 LN
ensure that student progress is
conveyed to students and
parents/guardians, regularly.
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Table 10 continued…

2B Developing programs and or adopting 2.97 0.01 LN 2.84 0.08 LN 2.53 0.23 LN
existing programs
1 Develop/adapt a research based 2.44 0.27 MN 2.58 0.20 LN 2.45 0.27 MN
school program.
2 Assist in implementing an existing, 3.00 0.00 LN 2.84 0.08 LN 2.47 0.26 MN
coherent and responsive school-wide
curriculum.
3 Address deficiencies and sustain 3.11 0.06 LN 2.97 0.01 LN 2.62 0.19 LN
successes of current programs in
collaboration with teachers, and
learners.
4 Develop a culture of functional 3.33 0.17 NN 2.97 0.11 LN 2.57 0.21 LN
literacy.
2C Implementing programs for 3.09 0.05 LN 2.98 0.05 LN 2.65 0.17 LN
instructional improvement
1 Manage the introduction of 3.33 0.17 NN 3.06 0.04 LN 2.70 0.14 LN
curriculum initiatives in line with
DepEd policies (e.g. BEC, Madrasah).
2 Work with teachers in curriculum 3.22 0.12 LN 3.06 0.04 LN 2.68 0.15 LN
review.
3 Enrich curricular offerings based on 3.00 0.00 LN 3.03 0.02 LN 2.79 0.10 LN
local needs.
4 Manage curriculum innovation and 3.06 0.03 LN 2.90 0.04 LN 2.62 0.19 LN
enrichment with the use of
technology.
5 Organize teams to champion 2.83 0.08 LN 2.84 0.08 LN 2.47 0.26 MN
instructional innovation programs
toward curricular responsiveness.
2D Instructional Supervision 3.31 0.16 NN 3.23 0.12 LN 2.57 0.21 LN
1 Prepare and implement an 3.39 0.20 NN 3.26 0.13 NN 2.38 0.30 MN
instructional supervisory plan.
2 Conduct Instructional Supervision 3.33 0.17 NN 3.35 0.18 NN 2.38 0.30 MN
using appropriate strategy.
3 Evaluate lesson plans as well as 3.39 0.20 NN 3.35 0.18 NN 2.55 0.22 LN
classroom and learning management.
4 Provide in a collegial manner timely, 3.39 0.20 NN 3.32 0.17 NN 2.51 0.24 LN
accurate and specific feedback to
teachers regarding their performance.
5 Provide expert technical assistance 3.06 0.03 LN 2.84 0.08 LN 2.57 0.21 LN
and instructional support to teachers.
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Technical Assistance Needs of Public School Administrators in terms of

Creating a Student Centered Learning Climate

Pupil/student achievement is enhanced when the school culture is

inclusive of pupils’/students’ needs, interests, and socio-cultural

background; thus schools should be pupil/student centered. Creating a

student-centered learning climate is Domain 3 of the NCBSSH

Framework and consists of two strands: Setting High Social and

Academic Expectations and Creating School Environment focused on the

needs of the learner.

As an entire group. Public school administrators have manifested

Less need for technical assistance in setting high social and academic

expectations (=3.01) and in creating school environments focused on the

needs of the learner (=3.04). This suggests that school administrators

believe that they have the ability to facilitate, improve, and promote

academic progress of students and set high expectations of students and

teachers. In other words, they provide a positive school-learning

environment for their students.

Table 11 shows the data.

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Table 11

Level of Technical Assistance Needs of Public School Administrators in

Creating a Student Centered Learning Climate as an Entire Group

Domain 3.Creating a student centered learning climate Mean SD Description

3A Setting high social and academic expectations 3.01 0.01 Less needed
1 Benchmark school performance. 2.91 0.02 Less needed
2 Establish and model high social and academic 2.96 0.04 Less needed
expectations for all.
3 Create an engaging learning environment. 2.92 0.04 Less needed
4 Participate in the management of learner behavior 3.06 0.05 Less needed
within the school and other school related
activities done outside the school.
5 Support learners desire to pursue further 3.09 0.09 Less needed
learning.
6 Recognize high performing learners and teachers 3.17 0.11 Less needed
and supportive parents and other stakeholders.
3B Creating school environments focused on the 3.04 0.02 Less needed
needs of the learner
1 Create and sustain a safe, orderly, nurturing and 3.14 0.08 Less needed
healthy, environment.
2 Provide environment that promotes use of 2.91 0.04 Less needed
technology among learners and teachers.
Mean for domain 3 3.03 0.02 Less needed

As to position. Pubic school Principals, Head Teachers, and

Teacher-In-Charge/Officer-In-Charge indicated Less need for technical

assistance in creating a student-centered learning climate as shown by

the mean score of 3.29, 2.99, and 2.69 respectively. A closer analysis of

the data however, revealed that school principals obtained a relatively

higher mean scores in both strands of Domain 3 than head teachers and
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Teacher-In-Charge/Officer-In-Charge which indicate their need for some

measures of technical assistance considering that they manage and

supervise bigger schools.

Table 12 presents the data.

Table 12

Level of Technical Assistance Needs of Public School Administrators in

Creating a Student Centered Learning Climate as to Position

Domain 3. Creating a student centered Principal Head Teacher TIC/OIC

learning climate
Mean SD Desc. Mean SD Desc. Mean SD Desc.
3A Setting high social and academic 3.29 0.15 NN 2.99 0.00 LN 2.69 0.15 LN
expectations
1 Benchmark school performance. 3.25 0.13 LN 2.96 0.01 LN 2.61 0.19 LN
2 Establish and model high social and 3.19 0.10 LN 2.82 0.08 LN 2.66 0.17 LN
academic expectations for all.
3 Create an engaging learning 3.23 0.12 LN 3.04 0.02 LN 2.89 0.05 LN
environment.
4 Participate in the management of 3.30 0.16 NN 3.07 0.04 LN 2.84 0.07 LN
learner behavior within the school
and other school related activities
done outside the school.
5 Support learners’ desire to pursue 3.42 0.21 NN 3.04 0.02 LN 2.95 0.02 LN
further learning.
6 Recognize high performing learners 3.38 0.19 NN 3.04 0.02 LN 3.09 0.05 LN
and teachers and supportive parents
and other stakeholders.
3B Creating school environments 3.10 0.06 LN 3.02 0.01 LN 2.98 0.01 LN
focused on the needs of the learner
1 Create and sustain a safe, orderly, 3.26 0.14 NN 3.07 0.04 LN 3.05 0.03 LN
nurturing and healthy, environment.
2 Provide environment that promotes 2.94 0.02 LN 2.96 0.01 LN 2.84 0.07 LN
use of technology among learners
and teachers.

As to school level. Regardless of school level, public school

administrators regarded both competency strands of Domain 3 as areas

they need Less technical assistance as shown by the mean of 3.07 and
 111
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

3.08 and 2.98 and 3.02 respectively. Results suggest that both

elementary and secondary school administrators consider themselves as

capable of creating a student-centered learning climate in their

respective schools.

Table 13 reflects the data.

Table 13

Level of Technical Assistance Needs of Public School Administrators in

Creating a Student Centered Learning Climate as to School Level

Domain 3. Creating a student centered learning Elementary level Secondary level

Climate
Mean SD Desc. Mean SD Desc.
3A Setting high social and academic expectations 3.07 0.04 LN 2.98 0.00 LN
1 Benchmark school performance. 2.99 0.00 LN 3.05 0.03 LN
2 Establish and model high social and academic 2.95 0.02 LN 2.95 0.02 LN
expectations for all.
3 Create an engaging learning environment. 3.12 0.06 LN 3.10 0.03 LN
4 Participate in the management of learner behavior 3.15 0.08 LN 3.19 0.10 LN
within the school and other school related
activities done outside the school.
5 Support learners’ desire to pursue further 3.22 0.11 LN 3.33 0.17 NN
learning.
6 Recognize high performing learners and teachers 3.23 0.12 LN 3.29 0.15 NN
and supportive parents and other stakeholders.
3B Creating school environments focused on the 3.08 0.05 LN 3.02 0.01 LN
needs of the learner
1 Create and sustain a safe, orderly, nurturing and 3.22 0.11 LN 3.14 0.08 LN
healthy, environment.
2 Provide environment that promotes use of 2.95 0.02 LN 2.95 0.02 LN
technology among learners and teachers.

As to school size. Administrators of medium-sized and big schools

felt Less need for technical assistance in both competency strands of

Domain 3 as indicated by the mean of 3.19 and 2.63 and 3.10 and 2.73

respectively while administrators of small schools felt No need for

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UNIVERSITY OF ANTIQUE
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Sibalom, Antique

technical assistance in both strands as indicated by the mean scores of

3.43 and 3.35 respectively. This finding may suggest that administrators

of bigger schools tend to feel less able to create a student-centered

learning climate in their respective schools.

Table 14 shows the data.

Table 14

Level of Technical Assistance Needs of Public School Administrators in

Creating a Student Centered Learning Climate as to School Size

Domain 3. Creating a student centered Small Medium Big

learning climate
Mean SD Desc. Mean SD Desc. Mean SD Desc.
3A Setting high social and academic 3.43 0.22 NN 3.19 0.10 LN 2.63 0.18 LN
expectations
1 Benchmark school performance. 3.39 0.20 NN 3.10 0.05 LN 2.62 0.19 LN
2 Establish and model high social 3.44 0.23 NN 3.10 0.05 LN 2.57 0.21 LN
and academic expectations for all.
3 Create an engaging learning 3.33 0.17 NN 3.13 0.07 LN 2.83 0.08 LN
environment.
4 Participate in the management of 3.39 0.20 NN 3.23 0.12 LN 2.81 0.09 LN
learner behavior within the school
and other school related activities
done outside the school.
5 Support learners’ desire to pursue 3.44 0.23 NN 3.26 0.13 NN 2.94 0.03 LN
further learning.
6 Recognize high performing 3.56 0.28 NN 3.35 0.18 NN 2.91 0.04 LN
learners and teachers and
supportive parents and other
stakeholders.
3B Creating school environments 3.35 0.18 NN 3.10 0.05 LN 2.73 0.13 LN
focused on the needs of the
learner
1 Create and sustain a safe, 3.39 0.20 NN 3.32 0.06 NN 2.89 0.05 LN
orderly, nurturing and healthy,
environment.
2 Provide environment that 3.17 0.09 LN 2.87 0.17 LN 2.70 0.14 LN
promotes use of technology
among learners and teachers.
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Technical Assistance of Public School Administrators in Terms of Human

Resource Management and Professional Development

An organization’s greatest asset is its human resource; hence,

people development is essential to effective management. HR should

nurture and support a learning community that recruits teachers based

on standards and promotes the continuous growth and development of

personnel based on their performance. They should recognize individual

talents and assign responsibility and authority for specific tasks and

appraise the staff based on competency standards.

Domain 4 of the NCBSSH Framework is labeled Human Resource

Management and Professional Development and consists of three

competency strands: 1) Creating a Professional Learning Community, 2)

Recruitment and Hiring, and 3) Managing Performance of Teachers and

Staff.

As an entire group. Public school administrators perceived

technical assistance as Less needed in all the three strands of Human

Resource Management and Development as indicated by the mean scores

that ranged from 2.81 – 2.90. This means that they have less difficulty

in managing the human resources of their school like recruitment and

hiring because more often, this is based on standards set by the DepEd,

professional development of teachers and managing performance of

teachers and staff because these are already built into the system and
 114
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

has been practiced for years such as INSET and performance appraisal

for teachers.

Table 15 shows the data.

Table 15

Level of Technical Assistance Needs of Public School Administrators in

Human Resource Management and Professional Development as an
Entire Group

Domain 4. Human Resource Management and Mean SD Description

Professional Development
4A Creating a professional learning community 2.90 0.04 Less needed
1 Build a community of learners among teachers. 3.05 0.03 Less needed
2 Assess and analyze the needs and interests of 2.90 0.04 Less needed
teachers and other school personnel.
3 Ensure that the School Plan for Professional 2.91 0.04 Less needed
Development (SPPD) emerges from the Individual
Professional Plan for Development (IPPD) and
other identified needs of school personnel
included in the SIP/AIP.
4 Include the SPPD in the SIP/AlP. 2.90 0.04 Less needed
5 Mentor and coach employees and facilitate the 2.86 0.06 Less needed
induction of new ones.
6 Recognize potential of staff and provides 2.98 0.00 Less needed
opportunities for professional development.
7 Ensure that the objectives of the school 2.89 0.05 Less needed
development plan are supported with resources
for training and development programs.
8 Prepare, implement, and monitor school-based 2.87 0.06 Less needed
INSET for all teaching staff based on IPPD’s.
9 Monitor and evaluate school-based INSETs. 2.93 0.03 Less needed
4B Recruitment and hiring 2.87 0.06 Less needed
1 Utilize the basic qualification standards and 2.94 0.03 Less needed
adheres to pertinent policies in recruiting and
hiring teachers/ staff.
2 Create and train School Selection and Promotion 2.82 0.09 Less needed
Committee and trains its members.
3 Recommend better ways and means to improve 2.84 0.08 Less needed
recruitment, hiring and performance appraisal of
teachers.
 115
UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 15 continued…

4C Managing performance of teachers and staff 2.89 0.05 Less needed

1 Assign teachers and other personnel to their area 3.01 0.01 Less needed
of competence.
2 Assist teachers and staff in setting and resetting 2.90 0.05 Less needed
performance goals.
3 Monitor and evaluate performance of teaching 2.94 0.02 Less needed
and nonteaching personnel vis-a-vis targets.
4 Delegate specific tasks to help manage the 2.88 0.06 Less needed
performance of teaching and non-teaching
personnel.
5 Coach deputized staff as needed on managing 2.82 0.09 Less needed
performance.
6 Create a functional school-based performance 2.82 0.08 Less needed
appraisal committee.
7 Assist and monitor the development of IPPD of 2.83 0.08 Less needed
each teacher.

Mean for domain 4 2.87 0.06 Less needed

As to position. With the exception of Teacher-In-Charge/Officer-

In-Charge, school principals and head teachers indicated that they Less

needed technical assistance in all the three competency strands of

Domain 4 as shown by the mean score that ranged from 2.86 to 3.19. A

closer look into the data revealed that the principals did not even express

their need for technical assistance in seven specific competencies.

While Teacher-In-Charge/Officer-In-Charge expressed Less need

for technical assistance incompetency strands 4A and 4C, they indicated

that they Much needed technical assistance in competency strand

related to recruitment and hiring as indicated by the mean score of 2.28.

 116
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Moreover, they Much needed assistance in the following specific

competencies: Prepare, implement, and monitor school-based INSET for

all teaching staff based on IPPD’s (=2.50); utilize the basic qualification

standards and adhere to pertinent policies in recruitment and hiring of

teachers/staff (=2.27); recommend better ways and means to improve

recruitment, hiring, and performance appraisal of teachers (=2.36);

delegate specific tasks to help manage the performance of teaching and

non-teaching personnel (=2.43); and coach deputized staff as needed on

managing performance (=2.36).

Teacher-In-Charge/Officer-In-Charge usually lead small schools

and by the nature of their administrative assignment are not empowered

to perform human resource functions.

Table 16 presents the data.

 117
UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 16

Level of Technical Assistance Needs of Public School Administrators in

Human Resource Management and Professional Development as to
Position

Domain 4. Human Resource Management and

Professional Development Principal Head teacher TIC/OIC
Mean SD Desc. Mean SD Desc. Mean SD Desc.
4A Creating a professional learning 3.15 0.08 LN 2.86 0.07 LN 2.64 0.18 LN
community
1 Build a community of learners among 3.32 0.17 NN 2.79 0.10 LN 2.89 0.05 LN
teachers.
2 Assess and analyze the needs and 3.26 0.14 NN 2.79 0.10 LN 2.55 0.22 LN
interests of teachers and other school
personnel.
3 Ensure that the School Plan for 3.13 0.07 LN 2.82 0.08 LN 2.70 0.14 LN
Professional Development (SPPD) emerges
from the Individual Professional Plan for
Development (IPPD) and other identified
needs of school personnel included in the
SIP/AIP.
4 Include the SPPD in the SIP/AlP. 3.11 0.06 LN 2.93 0.03 LN 2.64 0.18 LN
5 Mentor and coach employees and 3.15 0.08 LN 2.82 0.08 LN 2.55 0.22 LN
facilitates the induction of new ones.
6 Recognize potential of staff and provides 3.30 0.16 NN 2.86 0.07 LN 2.68 0.15 LN
opportunities for professional
development.
7 Ensure that the objectives of the school 3.15 0.08 LN 2.89 0.05 LN 2.57 0.21 LN
development plan are supported with
resources for training and development
programs.
8 Prepare, implement, and monitor school- 3.17 0.09 LN 2.89 0.05 LN 2.50 0.25 MN
based INSET for all teaching staff based
on IPPDs.
9 Monitor and evaluate school-based 3.17 0.09 LN 2.93 0.03 LN 2.64 0.18 LN
INSETs.
4B Recruitment and Hiring 3.18 0.09 LN 2.95 0.02 LN 2.28 0.35 MN
1 Utilize the basic qualification standards 3.36 0.18 NN 2.96 0.01 LN 2.41 0.29 MN
and adhere to pertinent policies in
recruiting and hiring teachers/staff.
2 Create and train School Selection and 3.15 0.08 LN 3.04 0.02 LN 2.27 0.36 MN
Promotion Committee and train its
members.
3 Recommend better ways and means to 3.15 0.08 LN 3.00 0.00 LN 2.36 0.31 MN
improve recruitment, hiring and
performance appraisal of teachers.
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 16 continued…

4C Managing performance of teachers and 3.19 0.10 LN 2.89 0.05 LN 2.51 0.24 LN
staff
1 Assign teachers and other personnel to 3.32 0.17 NN 3.04 0.02 LN 2.61 0.19 LN
their area of competence.
2 Assist teachers and staff in setting and 3.25 0.13 LN 2.82 0.08 LN 2.52 0.23 LN
resetting performance goals.
3 Monitor and evaluate performance of 3.28 0.15 NN 2.96 0.01 LN 2.52 0.23 LN
teaching and nonteaching personnel vis-
a-vis targets.
4 Delegate specific tasks to help manage 3.28 0.15 NN 2.82 0.08 LN 2.43 0.28 MN
the performance of teaching and non-
teaching personnel.
5 Coach deputized staff as needed on 3.17 0.09 LN 2.86 0.07 LN 2.36 0.31 MN
managing performance.
6 Create a functional school-based 2.98 0.00 LN 2.89 0.05 LN 2.59 0.20 LN
performance appraisal committee.
7 Assist and monitor the development of 3.08 0.04 LN 2.86 0.07 LN 2.52 0.23 LN
IPPD of each teacher.

As to school level. When school administrators were classified

according to school level, both the elementary and the secondary school

administrators indicated that they have Less need for technical

assistance in all the three strand of Domain 4 – Human Resource

Management and Professional Development as indicated by the mean

scores of 2.87, 2.81, and 2.86 for elementary level and 3.10, 2.73, and

3.20 for secondary level.

This findings suggest that elementary and secondary school

administrators are competent in performing their HR functions as set

forth in DepEd Order No. 32, s. 2010.

Table 17 shows the data.

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 17

Level of Technical Assistance Needs of Public School Administrators in

Human Resource Management and Professional Development as to
School Level

Domain 4. Human Resource Management and Elementary level Secondary level

Professional Development
Mean SD Desc. Mean SD Desc.
4A Creating a professional learning community 2.87 0.06 LN 3.10 0.05 LN
1 Build a community of learners among teachers. 3.10 0.06 LN 3.14 0.08 LN
2 Assess and analyze the needs and interests of 2.88 0.05 LN 3.10 0.05 LN
teachers and other school personnel.
3 Ensure that the School Plan for Professional 2.91 0.04 LN 3.00 0.00 LN
Development (SPPD) emerges from the Individual
Professional Plan for Development (IPPD) and
other identified needs of school personnel
included in the SIP/AIP.
4 Include the SPPD in the SIP/AlP. 2.94 0.03 LN 3.00 0.00 LN
5 Mentor and coach employees and facilitate the 2.86 0.07 LN 2.90 0.04 LN
induction of new ones.
6 Recognize potential of staff and provides 2.94 0.03 LN 3.24 0.12 LN
opportunities for professional development.
7 Ensure that the objectives of the school 2.83 0.08 LN 3.15 0.03 LN
development plan are supported with resources
for training and development programs.
8 Prepare, implement, and monitor school-based 2.85 0.07 LN 3.05 0.03 LN
INSET for all teaching staff based on IPPDs.
9 Monitor and evaluate school-based INSETs. 2.85 0.07 LN 3.29 0.15 NN
4B Recruitment and hiring 2.81 0.09 LN 2.73 0.13 LN
1 Utilize the basic qualification standards and 2.85 0.07 LN 3.24 0.12 LN
adhere to pertinent policies in recruiting and
hiring teachers/staff.
2 Create and train School Selection and Promotion 2.83 0.08 LN 2.76 0.11 LN
Committee and train its members.
3 Recommend better ways and means to improve 2.83 0.08 LN 2.81 0.09 LN
recruitment, hiring and performance appraisal of
teachers.
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Sibalom, Antique

Table 17 continued…

4C Managing performance of Teachers and Staff 2.86 0.07 LN 3.20 0.10 LN

1 Assign teachers and other personnel to their area 2.96 0.01 LN 3.38 0.20 NN
of competence.
2 Assist teachers and staff in setting and resetting 2.86 0.07 LN 3.19 0.10 LN
performance goals.
3 Monitor and evaluate performance of teaching 2.91 0.04 LN 3.29 0.15 NN
and nonteaching personnel vis-a-vis targets.
4 Delegate specific tasks to help manage the 2.87 0.06 LN 3.33 0.17 NN
performance of teaching and non-teaching
personnel.
5 Coach deputized staff as needed on managing 2.77 0.11 LN 3.24 0.12 LN
performance.
6 Create a functional school-based performance 2.78 0.10 LN 3.10 0.05 LN
appraisal committee.
7 Assist and monitor the development of IPPD of 2.85 0.07 LN 2.86 0.07 LN
each teacher.

As to school size. Administrators of small schools feel No need for

technical assistance in competency strand 1 – Creating a Professional

Learning Community (=3.33) and competency strand 2 – Recruitment

and Hiring (=3.28). They indicated that they have Less need for technical

assistance in competency strand 3 – Managing performance of teacher

and staff (=3.21).

While administrators of medium-sized school indicated that they

needed no technical assistance in some specific competencies of

competency strand 2 – item 2 and 3 – items 1, 3, and 4, on the average,

they expressed some need for technical assistance to a lesser degree in

all the three competency strands of Domain 4 (=3.02, 3.13, and 3.14).
 121
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Sibalom, Antique

Similarly, administrators of big schools expressed Less need for

technical assistance in competency strand 4A –Creating a Professional

Learning Environment (=2.57) and competency strand 4C – Managing

Performance of Teachers and Staff (=2.53) but indicated that they have

Much need for technical assistance in competency strand 4B –

Recruitment and Hiring (=2.30).

Table 18 shows the data.

Table 18

Level of Technical Assistance Needs of Public School Administrators in

Human Resource Management and Professional Development as to
School Size

Domain 4. Human Resource Management and

Professional Development Small Medium Big
Mean SD Desc. Mean SD Desc. Mean SD Desc.
4A Creating a professional learning community 3.33 0.17 NN 3.02 0.02 LN 2.57 0.21 LN
1 Build a community of learners among 3.56 0.28 NN 3.19 0.10 LN 2.77 0.11 LN
teachers.
2 Assess and analyze the needs and interests 3.28 0.14 NN 3.23 0.12 LN 2.49 0.25 MN
of teachers and other school personnel.
3 Ensure that the School Plan for Professional 3.33 0.17 NN 2.94 0.03 LN 2.66 0.17 LN
Development (SPPD) emerges from the
Individual Professional Plan for 'Development
(IPPD) and other identified needs of school
personnel included in the SIP/AIP.
4 Include the SPPD in the SIP/AlP. 3.28 0.14 NN 3.06 0.04 LN 2.66 0.17 LN
5 Mentor and coach employees and facilitates 3.22 0.12 LN 3.06 0.04 LN 2.49 0.25 MN
the induction of new ones.
6 Recognize potential of staff and provides 3.44 0.23 NN 3.16 0.09 LN 2.53 0.23 LN
opportunities for professional development.
7 Ensure that the objectives of the school 3.22 0.12 LN 3.00 0.00 LN 2.51 0.24 LN
development plan are supported with
resources for training and development
programs.
8 Prepare, implement, and monitor school- 3.39 0.20 NN 3.16 0.09 LN 2.47 0.26 MN
based INSET for all teaching staff based on
IPPDs.
9 Monitor and evaluate school-based INSETs. 3.28 0.14 NN 3.13 0.07 LN 2.53 0.23 LN
 122
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 18 continued…

4B Recruitment and hiring 3.43 0.22 NN 3.17 0.09 LN 2.30 0.35 MN

1 Utilize the basic qualification standards 3.50 0.26 NN 3.42 0.21 NN 2.38 0.30 MN
and adheres to pertinent policies in
recruiting and hiring teachers/staff.
2 Create and train School Selection and 3.44 0.23 NN 3.13 0.07 LN 2.34 0.32 MN
Promotion Committee and trains its
members.
3 Recommend better ways and means to 3.33 0.17 NN 3.06 0.04 LN 2.45 0.27 MN
improve recruitment, hiring and
performance appraisal of teachers.
4C Managing performance of teachers and 3.21 0.11 LN 3.14 0.08 LN 2.53 0.23 LN
staff
1 Assign teachers and other personnel to 3.33 0.17 NN 3.35 0.18 NN 2.55 0.22 LN
their area of competence.
2 Assist teachers and staff in setting and 3.17 0.09 LN 3.23 0.12 LN 2.40 0.29 MN
resetting performance goals.
3 Monitor and evaluate performance of 3.39 0.20 NN 3.26 0.13 NN 2.47 0.26 MN
teaching and nonteaching personnel vis-
a-vis targets.
4 Delegate specific tasks to help manage 3.22 0.12 LN 3.26 0.13 NN 2.51 0.24 LN
the performance of teaching and non-
teaching personnel.
5 Coach deputized staff as needed on 3.06 0.03 LN 3.16 0.09 LN 2.47 0.26 MN
managing performance.
6 Create a functional school-based 3.00 0.00 LN 2.87 0.06 LN 2.72 0.13 LN
performance appraisal committee.
7 Assist and monitor the development of 3.33 0.17 NN 2.87 0.06 LN 2.60 0.20 LN
IPPD of each teacher.

Since small schools are led by Teacher-In-Charge/Officer-In-

Charge, and considering that Human Resource Management is not their

function, they felt they do not need technical assistance while Principals,

as full-fledged school administrators, perform human resource

management functions. The performance of which may be affected by

the size of the school they manage, thus they expressed Much need for

technical assistance in most aspects of human resource management.

The problem is compounded by political interventions particularly in the

recruitment and hiring of teachers and staff.

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Sibalom, Antique

Technical Assistance of Public School Administrators in terms of Parents

Involvement and Community Partnership

Successful schools have a history of strong school-community

relations. Parent-community involvement is very important in all

aspects of school operation. Hence, it is a must to involve parents and

other stakeholders to raise the performance of the learners.

The NCBSSH Framework labeled this as Domain 5 which is made

up of two strands: 1) Parental Involvement and 2) External Community

Partnership.

As an entire group. Public school administrators indicated Less

need for technical assistance in both competency strands of Domain 5 as

shown by the mean scores of 2.96 and 2.92 respectively. This suggests

that school administrators have strong linkages with parents and the

community. They are capable of creating a welcoming school

environment and partnering with local agencies to improve student

achievement and school performance.

Table 19 presents the data.

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 19

Level of Technical Assistance Needs of Public School Administrators in

Parents’ Involvement and Community Partnership as an Entire Group

Domain 5. Parents involvement and community Mean SD Description

partnership
5A Parental involvement 2.96 0.01 Less needed
1 Establish school and family partnerships 2.98 0.00 Less needed
that promote student peak performance.
2 Organize programs that involve parents and 3.02 0.01 Less needed
other school stakeholders to promote
learning.
3 Conduct dialogues, fora, training of 2.98 0.00 Less needed
teachers, learners and parents on the
welfare and to improve performance of
learners.
5B External community partnership 2.92 0.04 Less needed
1 Promote the image of the school through 2.72 0.14 Less needed
school summit, State of the School Address
(SOSA), cultural shows, learners' project
exhibits, fairs, etc.
2 Conduct dialogues and meetings with 2.91 0.04 Less needed
multi-stakeholders in crafting programs
and projects.
3 Participate actively in community affairs. 3.22 0.11 Less needed
4 Establish sustainable linkages/ 2.82 0.08 Less needed
partnership with other sectors, agencies
and NGOs through MOA/ MOU or using
Adopt-a-School Program policies.

Mean for domain 5 2.94 0.03 Less needed

As to position. Irrespective of position, public school

administrators considered both competency strands and all the

competencies under each strand as areas for Less need technical

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

assistance which implies that when left to their own resources, they can

still manage to have good linkages with the parents and other

stakeholders except in promoting the image of the school through school

summit, SOSA, cultural shows, learners’ projects, exhibits, fairs, etc.

which Teacher-In-Charge/Officer-In-Charge indicated that they Much

needed technical assistance (=2.36), an activity which is usually

undertaken by big schools.

Table 20 shows the data.

Table 20

Level of Technical Assistance Needs of Public School Administrators in

Parents Involvement and Community Partnership as to Position

Domain 5. Parents involvement and community Principal Head teacher TIC/OIC

Partnership
Mean SD Desc. Mean SD Desc. Mean SD Desc.
5A Parental involvement 3.11 0.06 LN 2.85 0.07 LN 2.86 0.06 LN
1 Establish school and family partnerships 3.19 0.10 LN 2.93 0.03 LN 2.77 0.11 LN
that promote student peak performance.
2 Organize programs that involve parents and 3.15 0.08 LN 3.00 0.00 LN 2.86 0.06 LN
other school stakeholders to promote
learning.
3 Conduct dialogues, fora, training of teachers, 3.11 0.06 LN 2.75 0.10 LN 2.95 0.02 LN
learners and' parents on the welfare and
improves performance of learners.
5B External community partnership 3.19 0.10 LN 2.84 0.08 LN 2.64 0.17 LN
1 Promote the image of the school through 3.00 0.00 LN 2.75 0.12 LN 2.36 0.31 MN
school summit, State of the School Address
(SOSA), cultural shows, learners' project
exhibits, fairs, etc.
2 Conduct dialogues and meetings with multi- 3.19 0.10 LN 2.75 0.12 LN 2.68 0.15 LN
stakeholders in crafting programs and
projects.
3 Participate actively in community affairs. 3.47 0.24 NN 3.14 0.08 LN 2.95 0.02 LN
4 Establish sustainable linkages /partnership 3.09 0.05 LN 2.71 0.14 LN 2.57 0.21 LN
with other sectors, agencies and NGOs
through MOA/MOU or using Adopt-a-School
Program policies.
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

As to school level. Elementary school administrators indicated

their Less need for technical assistance in competency strands 1 and 2 of

Domain 5 (=2.94; 2.91). Similarly, secondary school administrators

indicated their Less need for technical assistance in both competency

strand of the same domain (=3.10; 3.15).

Further analysis of data revealed that secondary school

administrators obtained a relatively higher mean scores in all

competency strands of domain 5 as well as in all specific competencies of

each strand which may suggest that secondary school Principals tend to

have less need for technical assistance.

Table 21 reflects the data.

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UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 21

Level of Technical Assistance Needs of Public School Administrators in

Parents Involvement and Community Partnership as to School Level

Domain 5. Parents involvement and community Elementary level Secondary level

Partnership
Mean SD Desc. Mean SD Desc.
5A Parental involvement 2.94 0.02 LN 3.10 0.05 LN
1 Establish school and family partnerships that promote 2.99 0.00 LN 3.10 0.05 LN
student peak performance.
2 Organize programs that involve parents and other 3.04 0.02 LN 3.05 0.03 LN
school stakeholders to promote learning.
3 Conduct dialogues, fora, training of teachers, learners 2.96 0.01 LN 3.14 0.08 LN
and' parents on the welfare and improves performance
of learners.
5B External community partnership 2.91 0.04 LN 3.15 0.08 LN
1 Promote the image of the school through school 2.72 0.14 LN 2.95 0.02 LN
summit, State of the School Address (SOSA), cultural
shows, learners' project exhibits, fairs, etc.
2 Conduct dialogues and meetings with multi- 2.88 0.05 LN 3.10 0.05 LN
stakeholders in crafting programs and projects.
3 Participate actively in community affairs. 3.24 0.13 LN 3.52 0.27 NN
4 Establish sustainable linkages/ partnership with other 2.79 0.10 LN 3.05 0.03 LN
sectors, agencies and NGOs through MOA/ MOU or
using Adopt-a-School Program policies.

As to school size. Small, medium, and big schools perceived Less

need for technical assistance in both competency strands of domain 5 as

shown by the mean of 3.22, 3.09, and 2.70 respectively.

Although administrators of big schools exhibited Less need for

technical assistance in the competency strand involving community

partnership (=2.59), they indicated Much need for technical assistance in

one specific competency of this strand; that is to “promote the image of

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Sibalom, Antique

the school through school summit, SOSA, cultural shows, learners

projects, exhibits, fairs, etc. (=2.45).

Table 22 shows the data.

Table 22

Level of Technical Assistance Needs of Public School Administrators in

Parents’ Involvement and Community Partnership as to School Size

Domain 5. Parents involvement and community Small Medium Big

partnership
Mean SD Desc. Mean SD Desc. Mean SD Desc.
5A Parental involvement 3.22 0.12 LN 3.09 0.05 LN 2.70 0.15 LN
1 Establish school and family partnerships 3.28 0.14 NN 3.16 0.09 LN 2.66 0.17 LN
that promote student peak performance.
2 Organize programs that involve parents 3.22 0.12 LN 3.26 0.13 NN 2.74 0.12 LN
and other school stakeholders to promote
learning.
3 Conduct dialogues, fora, training of 3.17 0.09 LN 3.06 0.04 LN 2.79 0.10 LN
teachers, learners and' parents on the
welfare and improves performance of
learners.
5B External community partnership 3.21 0.11 LN 3.15 0.08 LN 2.59 0.20 LN
1 Promote the image of the school through 3.17 0.09 LN 2.84 0.08 LN 2.45 0.27 MN
school summit, State of the School
Address (SOSA), cultural shows, learners'
project exhibits, fairs, etc.
2 Conduct dialogues and meetings with 3.22 0.12 LN 3.13 0.07 LN 2.53 0.23 LN
multi-stakeholders in crafting programs
and projects.
3 Participate actively in community affairs. 3.33 0.17 NN 3.61 0.31 NN 2.87 0.06 LN
4 Establish sustainable linkages / 3.11 0.06 LN 3.03 0.02 LN 2.51 0.24 LN
partnership with other sectors, agencies
and NGOs through MOA/ MOU or using
Adopt-a-School Program policies.

Technical Assistance Needs of Public School Administrators in terms of

School Management and Operations

School administrators play a critical role in managing the

implementation and monitoring of their schools’ improvement

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plan/annual implementation plan. Moreover, they are responsible for

the generation, mobilization and are accountable for the utilization of

funds and other resources. They also need ICT in the management of

their daily operations.

Domain 6, School Management and Operations, consists of three

competency strands: 1) Managing school operations; 2) Fiscal

Management; and 3) Use of Technology in the Management of

Operations.

As an entire group. Public school administrators Less need

technical assistance in all three competency strands of school

management and operations: School Management and Operations

(=3.04); Fiscal Management (=3.18); and Use of Technology in the

Management of Operations (=3.03). The school administrators assigned

the lowest mean score to the third competency strand – the Use of

Technology in the Management of Operations which may imply that

although the mean description is Less needed, school administrators

need more degree of technical assistance in the use of IT. Likewise,

school administrators indicated that they have Less need for technical

assistance in competencies related to fiscal management, yet they

expressed that they Much needed assistance in the competency of

managing a process for registration, maintenance and replacement of

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school assets and dispositions of non-reusable properties (=2.00 and the

lowest so far). The reason is obvious. These processes can be long and

tedious; thus school administrators perceived that they Much need

technical assistance in this particular area.

Table 23 presents the data.

Table 23

Level of Technical Assistance Needs of Public School Administrators in

School Management and Operations as an Entire Group
Domain 6. School management and operation Mean SD Description
6A Managing school operations 3.04 0.03 Less needed
1 Manage the implementation, monitoring and review of 3.06 0.03 Less needed
the SIP/AlP and other action plans.
2 Establish and maintain specific programs to meet needs 2.92 0.04 Less needed
of identified target groups.
3 Take the lead in the design of a school physical plant 3.02 0.02 Less needed
facilities improvement plan in consultation with an
expert.
4 Allocate/prioritize funds for improvement and 3.12 0.06 Less needed
maintenance of school physical facilities and
equipment.
5 Oversee school operations and care and use of school 3.16 0.09 Less needed
facilities according to set guidelines.
6 Institutionalize best practices in managing and 3.19 0.10 Less needed
monitoring school operations thereby creating a safe,
secure and clean learning environment.
7 Assign/hire appropriate support personnel to manage 2.96 0.02 Less needed
school operations.
 131
UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 23 continued…

6B Fiscal management 3.18 0.09 Less needed

1 Prepare a financial management plan. 3.16 0.09 Less needed
2 Develop a-school budget which is consistent with 3.15 0.08 Less needed
SIP/AIP.
3 Generate and mobilize financial resources. 3.20 0.11 Less needed
4 Manage school resources in accordance with DepEd 3.33 0.17 Not needed
policies and accounting and auditing rules and
regulations and other pertinent guidelines.
5 Accept donations, gifts, bequests and grants in 3.18 0.10 Less needed
accordance with RA 9155.
6 Manage a process for the registration, maintenance and 2.00 0.00 Much
replacement of school assets and dispositions of non- needed
reusable properties.
7 Organize a procurement committee and ensure that the 3.14 0.07 Less needed
official procurement process is followed.
8 Utilize funds for approved school programs and projects 3.32 0.17 Not needed
as reflected in SIP/AlP.
9 Monitor utilization, recording and reporting of funds 3.26 0.14 Not needed
10 Account for school fund. 3.27 0.14 Not needed
11 Prepare financial reports and submit/communicate the 3.23 0.12 Less needed
same to higher education authorities and other
education partners.
6C Use of technology in the management of operations 3.03 0.02 Less needed
1 Apply Information Technology (IT) plans for online 3.06 0.03 Less needed
communication.
2 Use IT to facilitate the operationalization of the school 3.10 0.05 Less needed
management system (e.g. school information system,
student tracking system, personnel information
system).
3 Use IT to access Teacher Support Materials (TSM), 3.01 0.01 Less needed
Learning support Materials (LSM) and assessment
tools in accordance with the guidelines.
4 Share with other school heads the school's experience 2.94 0.02 Less needed
in the use of new technology.

Mean for domain 6 3.08 0.04 Less needed

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As to position. School principals expressed Less need for

technical assistance only in one competency strand of Domain 6; that is,

the use of technology in the management of operations (=3.16) to include

all the competencies listed therein while they do not need technical

assistance in school management (=3.27) and fiscal management (=3.36).

This implies that they are competent in managing school operations and

financial and material resources of their school.

Head teachers/Teacher-In-Charge/Officer-In-Charge, on the other

hand, Less need technical assistance in all the three competency strands

namely: Managing school operations (=2.92; 2.82); Fiscal management

(=3.36; 2.96); and Use of technology in the management of operations

(=3.04; 2.86) respectively. This suggests that both Head Teachers and

Teacher-In-Charge/Officer-In-Charge need some measure of technical

assistance in Domain 6 of the NCBSSH. Particularly Teachers-In-

Charge/Officers-In-Charge express a relatively greater need for technical

assistance in Domain 6 – School management and operations. As

classroom teachers, they are not equipped with administrative and

supervisory knowledge and skills but as Teacher-In-Charge/Officer-In-

Charge they perform some management and supervisory functions.

Table 24 reflects the data.

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 24

Level of Technical Assistance Needs of Public School Administrators in

School Management and Operations as to Position

Domain 6. School management and operation Principal Head teacher TIC/OIC

Mean SD Desc. Mean SD Desc. Mean SD Desc.
6A Managing school operations 3.27 0.14 NN 2.92 0.04 LN 2.84 0.08 LN
1 Manage the implementation, monitoring 3.30 0.16 NN 2.89 0.05 LN 2.86 0.06 LN
and review of the SIP/AlP and other action
plans.
2 Establish and maintain specific programs to 3.08 0.04 LN 2.82 0.08 LN 2.80 0.10 LN
meet needs of identified target groups.
3 Take the lead in the design of a school 3.26 0.14 NN 2.89 0.05 LN 2.82 0.09 LN
physical plant facilities improvement plan in
consultation with an expert.
4 Allocate/prioritize funds for improvement 3.34 0.17 NN 3.14 0.08 LN 2.84 0.07 LN
and maintenance of school physical
facilities and equipment.
5 Oversee school operations and care and use 3.38 0.19 NN 3.18 0.09 LN 2.89 0.05 LN
of school facilities according to set
guidelines.
6 Institutionalize best practices in managing 3.32 0.17 NN 3.11 0.06 LN 3.09 0.05 LN
and monitoring school operations thereby
creating a safe, secure and clean learning
environment.
7 Assign/hire appropriate support personnel 3.25 0.13 LN 3.04 0.02 LN 2.57 0.21 LN
to manage school operations.
6B Fiscal management 3.36 0.19 NN 3.16 0.09 LN 2.96 0.01 LN
1 Prepare a financial management plan. 3.34 0.17 NN 3.11 0.06 LN 2.98 0.01 LN
2 Develop a-school budget which is consistent 3.34 0.17 NN 3.07 0.04 LN 2.98 0.01 LN
with SIP/AIP.
3 Generate and mobilize financial resources. 3.40 0.20 NN 3.21 0.11 LN 2.95 0.02 LN
4 Manage school resources in accordance 3.51 0.26 NN 3.25 0.13 LN 3.16 0.08 LN
with DepEd policies and accounting and
auditing rules and regulations and other
pertinent guidelines.
5 Accept donations, gifts, bequests and grants 3.45 0.23 NN 3.00 0.00 LN 2.98 0.01 LN
in accordance with RA 9155.
6 Manage a process for the registration, 3.13 0.07 LN 3.00 0.00 LN 2.82 0.09 LN
maintenance and replacement of school
assets and dispositions of non-reusable
properties.
7 Organize a procurement committee and 3.28 0.15 NN 3.04 0.02 LN 3.02 0.02 LN
ensure that the official procurement process
is followed.
8 Utilize funds for approved school programs 3.45 0.23 NN 3.25 0.13 LN 3.20 0.11 LN
and projects as reflected in SIP/ AlP.
9 Monitor utilization, recording and reporting 3.36 0.18 NN 3.18 0.09 LN 3.20 0.11 LN
of funds
10 Account for school fund. 3.40 0.20 NN 3.29 0.15 NN 3.11 0.06 LN
11 Prepare financial reports and submit/ 3.34 0.17 NN 3.39 0.20 NN 3.00 0.00 LN
communicate the same to higher education
authorities and other education partners.
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 24 continued…
6C Use of technology in the management of 3.16 0.09 LN 3.04 0.02 LN 2.86 0.07 LN
operations
1 Apply Information Technology (IT) plans for 3.19 0.10 LN 3.11 0.06 LN 2.86 0.06 LN
online communication.
2 Use IT to facilitate the operationalization of 3.25 0.13 LN 3.04 0.02 LN 2.95 0.02 LN
the school management system (e.g. school
information system, student tracking
system, personnel information system).
3 Use IT to access Teacher Support Materials 3.11 0.06 LN 2.96 0.01 LN 2.91 0.04 LN
(TSM), Learning support Materials (LSM)
and assessment tools in accordance with
the guidelines.
4 Share with other school heads the school's 3.09 0.05 LN 3.04 0.02 LN 2.70 0.14 LN
experience in the use of new technology.

As to school level. Elementary school administrators have Less

need for technical assistance in managing school operations (=3.09) and

the use of technology in the management of operations (=3.06). While on

the average, elementary school administrators do not need technical

assistance in fiscal management (=3.27), they identified some specific

fiscal management assistance – items 1, 2, 5, 6, and 7.

Secondary school administrators Need technical assistance in all

three competency strands of Domain 6: Managing school operations

(=3.20), fiscal management (=3.08), and use of technology in the

management of operations (=3.07). While on the average, they perceived

that they have Less need for technical assistance in all the three

competency strands, they also have identified specific competencies

under competency strands 1 (items 1, 5, and 6) and competency strand 2

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

(items 1, 3, 4, 8, 9, 10, and 11) as areas where they do not need

technical assistance.

Table 25 shows the data.

Table 25

Level of Technical Assistance Needs of Public School Administrators in

School Management and Operations as to School Level

Domain 6. School management and operation Elementary level Secondary level

Mean SD Desc. Mean SD Desc.
6A Managing School Operations 3.09 0.05 LN 3.20 0.11 LN
1 Manage the implementation, monitoring and 3.08 0.04 LN 3.33 0.17 NN
review of the SIP/AlP and other action plans.
2 Establish and maintain specific programs to 2.91 0.04 LN 3.10 0.05 LN
meet needs of identified target groups.
3 Take the lead in the design of a school physical 3.04 0.02 LN 3.19 0.10 LN
plant facilities improvement plan in
consultation with an expert.
4 Allocate/prioritize funds for improvement and 3.22 0.11 LN 3.19 0.10 LN
maintenance of school physical facilities and
equipment.
5 Oversee school operations and care and use of 3.17 0.09 LN 3.43 0.22 NN
school facilities according to set guidelines.
6 Institutionalize best practices in managing and 3.22 0.11 LN 3.29 0.15 NN
monitoring school operations thereby creating a
safe, secure and clean learning environment.
7 Assign/hire appropriate support personnel to 3.01 0.01 LN 2.90 0.04 LN
manage school operations.
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 25 continued…
6B Fiscal management 3.27 0.14 NN 3.08 0.04 LN
1 Prepare a financial management plan. 3.17 0.09 LN 3.33 0.17 NN
2 Develop a school budget which is consistent with 3.24 0.13 LN 3.19 0.10 LN
SIP/AIP.
3 Generate and mobilize financial resources. 3.29 0.15 NN 3.29 0.15 NN
4 Manage school resources in accordance with 3.38 0.20 NN 3.43 0.22 NN
DepEd policies and accounting and auditing rules
and regulations and other pertinent guidelines.
5 Accept donations, gifts, bequests and grants in 3.24 0.13 LN 3.10 0.05 LN
accordance with RA 9155.
6 Manage a process for the registration, 3.10 0.06 LN 2.81 0.09 LN
maintenance and replacement of school assets
and dispositions of non-reusable properties.
7 Organize a procurement committee and ensure 3.19 0.10 LN 3.10 0.05 LN
that the official procurement process is followed.
8 Utilize funds for approved school programs and 3.40 0.20 NN 3.33 0.17 NN
projects as reflected in SIP/AlP.
9 Monitor utilization, recording and reporting of 3.29 0.15 NN 3.33 0.17 NN
funds.
10 Account for school fund. 3.33 0.17 NN 3.38 0.20 NN
11 Prepare financial reports and submit/ 3.31 0.16 NN 3.29 0.15 NN
communicate the same to higher education
authorities and other education partners.
6C Use of technology in the management of 3.06 0.04 LN 3.07 0.04 LN
operations
1 Apply Information Technology (IT) plans for 3.04 0.02 LN 3.19 0.10 LN
online communication.
2 Use IT to facilitate the operationalization of the 3.19 0.10 LN 2.95 0.02 LN
school management system (e.g. school
information system, student tracking system,
personnel information system).
3 Use IT to access Teacher Support Materials 3.06 0.04 LN 3.10 0.05 LN
(TSM), Learning support Materials (LSM) and
assessment tools in accordance with the
guidelines.
4 Share with other school heads the school's 2.96 0.01 LN 3.05 0.03 LN
experience in the use of new technology.

As to school size. All the three competency strands of Domain 6

were not considered by administrators of small school as areas for

technical assistance as shown by the mean score of 3.43, 3.41, and 3.39

respectively. Certain specific competencies however, were identified by

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

them as areas where they Less need assistance: strand 1, establishing

and maintaining specific programs (=3.11), strand 2, managing a process

for the registrations, maintenance and replacement of school assets and

dispositions of non-reusable properties (=3.22), and strand 3, using IT to

access teachers support materials, learning support materials and

assessment tools in accordance with the guidelines (=3.11) and sharing

with others school heads the school’s experience in the use of technology

(=3.22).

While they need technical assistance in managing school

operations to some degree, it is only in three specific competencies:

Manage the implementation, monitoring, and review of SIP/AIP and other

action plans (=3.23), establish and maintain specific programs to meet

needs of identified target groups (=2.94), and take the lead on the design

of a school physical plant facilities improvement plan in consultation

with experts (=3.19). They indicated that they do not need technical

assistance in the remaining specific competencies under this competency

strand – managing school operations. All competencies under strand 3 -

use of technology in the management of operations were perceived as

areas where they Need less technical assistance. Although school

administrators of medium-sized schools indicated that technical

assistance is Not needed in strand 2 – fiscal management (=3.43), they

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Sibalom, Antique

expressed some degree of technical assistance in one specific competency

– manage the process for the registration, maintenance and replacement

of school assets and dispositions of non-reusable properties (=3.06).

On the average, administrators of medium-sized schools expressed

Less need for technical assistance in two competency strands: 1)

Managing school operations (=3.24) but only in the following

competencies: managing the implementation, monitoring and review of

the SIP/AIP and other action plans (=3.23); establishing and maintaining

specific programs to meet needs of identified target groups (=2.94); and

taking the lead in the design of a school physical plant facilities

improvement plan in consultation with an expert (=3.19); and 2) Use of

technology in the management of operations (x̄=3.08) along with all the

four specific competencies.

Administrators of big schools viewed all the three competency

strands (=2.78, 2.88, and 2.83) and all the competencies as areas where

they have Less need for technical assistance.

Table 26 presents the data.

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 26

Level of Technical Assistance Needs of Public School Administrators in

School Management and Operations as to School Size

Domain 6. School management and operation Small Medium Big

Mean SD Desc. Mean SD Desc. Mean SD Desc.
6A Managing school operations 3.43 0.22 NN 3.24 0.12 LN 2.78 0.10 LN
1 Manage the implementation, monitoring 3.44 0.23 NN 3.23 0.12 LN 2.74 0.12 LN
and review of the SIP/AlP and other action
plans.
2 Establish and maintain specific programs 3.11 0.06 LN 2.94 0.03 LN 2.77 0.11 LN
to meet needs of identified target groups.
3 Take the lead in the design of a school 3.39 0.20 NN 3.19 0.10 LN 2.74 0.12 LN
physical plant facilities improvement plan
in consultation with an expert.
4 Allocate/prioritize funds for improvement 3.50 0.26 NN 3.42 0.21 NN 2.83 0.08 LN
and maintenance of school physical
facilities and equipment.
5 Oversee school operations and care and 3.56 0.28 NN 3.35 0.18 NN 2.81 0.09 LN
use of school facilities according to set
guidelines.
6 Institutionalize best practices in managing 3.50 0.26 NN 3.26 0.13 NN 3.04 0.03 LN
and monitoring school operations thereby
creating a safe, secure and clean learning
environment.
7 Assign/hire appropriate support personnel 3.50 0.26 NN 3.26 0.13 NN 2.53 0.23 LN
to manage school operations.
6B Fiscal management 3.41 0.21 NN 3.43 0.22 NN 2.88 0.05 LN
1 Prepare a financial management plan. 3.44 0.23 NN 3.23 0.12 LN 3.00 0.00 LN
2 Develop a school budget which is 3.39 0.20 NN 3.39 0.20 NN 2.96 0.02 LN
consistent with SIP/AIP.
3 Generate and mobilize financial resources. 3.33 0.17 NN 3.52 0.26 NN 2.96 0.02 LN
4 Manage school resources in accordance 3.50 0.26 NN 3.68 0.34 NN 2.96 0.02 LN
with DepEd policies and accounting and
auditing rules and regulations and other
pertinent guidelines.
5 Accept donations, gifts, bequests and 3.56 0.28 NN 3.55 0.28 NN 2.79 0.10 LN
grants in accordance with RA 9155.
6 Manage a process for the registration, 3.22 0.12 LN 3.06 0.04 LN 2.83 0.08 LN
maintenance and replacement of school
assets and dispositions of non-reusable
properties.
7 Organize a procurement committee and 3.39 0.20 NN 3.29 0.15 NN 2.87 0.06 LN
ensures that the official procurement
process is followed.
8 Utilize funds for approved school programs 3.50 0.26 NN 3.48 0.25 NN 3.09 0.05 LN
and projects as reflected in SIP/AlP.
9 Monitor utilization, recording and reporting 3.33 0.17 NN 3.42 0.21 NN 3.06 0.04 LN
of funds
10 Account for school fund. 3.39 0.20 NN 3.58 0.30 NN 3.02 0.02 LN
11 Prepare financial reports and submit/ 3.44 0.23 NN 3.52 0.26 NN 2.91 0.04 LN
communicate the same to higher education
authorities and other education partners.
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Table 26 continued…

6C Use of technology in the management of 3.36 0.19 NN 3.08 0.05 LN 2.83 0.08 LN
operations
1 Apply Information Technology (IT) plans for 3.39 0.20 NN 3.13 0.07 LN 2.79 0.10 LN
online communication.
2 Use IT to facilitate the operationalization of 3.28 0.14 NN 3.16 0.09 LN 2.89 0.05 LN
the school management system (e.g.
school information system, student
tracking system, personnel information
system).
3 Use IT to access Teacher Support Materials 3.11 0.06 LN 3.06 0.04 LN 2.89 0.05 LN
(TSM), Learning support Materials (LSM)
and assessment tools in accordance with
the guidelines.
4 Share with other school heads the school's 3.22 0.12 LN 2.97 0.01 LN 2.74 0.12 LN
experience in the use of new technology.

Technical Assistance Needs of Public School Administrators in Terms of

Personal and Professional Attributes and Interpersonal Effectiveness

Effective school leaders are models of professionalism and ethical

and moral leadership. They have to develop pride in the nobility of the

teaching profession. School leaders also need to project integrity by

promoting and supporting an environment where teachers, non-teaching

staff and learners adhere to do “what is right.” They also express

themselves clearly and possess effective writing and presentation skills.

Personal and Professional attributes and Interpersonal

Effectiveness is the last domain, Domain 7, of the NCRSSH Framework.

This is made up of four competency strands; 1) Professionalism; 2)

Communication; 3) Interpersonal Sensitivity; and 4) Fairness, Honesty

and Integrity.
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Sibalom, Antique

As an entire group. On the average, public school Administrators

manifested that technical assistance is Less needed in all the four

strands of Domain 7 of the NCBSSH Framework as shown in the

following: Professionalism (=3.29), Communication (=3.19), Interpersonal

sensitivity (=3.11), and Fairness, honesty and integrity (=3.23). Data

show that they obtained the highest mean score in strand 1 –

Professionalism which means that they observe and demonstrate

desirable personal and professional behavior. Moreover, their lowest

mean score is in strand 7C, Interpersonal sensitivity, which may indicate

a need to improve their emotional intelligence. Overall, however, the

results show that, left to their own resources, they can achieve an

acceptable level of personal, professional and interpersonal effectiveness.

Table 27 shows the data.

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Sibalom, Antique

Table 27

Level of Technical Assistance Needs of Public School Administrators in

Personal and Professional Attributes and Interpersonal Effectiveness as
an Entire Group

Domain 7. Personal and professional Mean SD Description

attributes and interpersonal effectiveness
7A Professionalism 3.29 0.16 Less needed
1 Manifest genuine enthusiasm and pride in 3.38 0.20 Not needed
the nobility of the teaching profession.
2 Observe and demonstrate desirable 3.31 0.16 Not needed
personal and professional (RA 6713 &
Code of Ethics RA 7836) behaviors like
respect, honesty, dedication, patriotism
and genuine concern for others at all
times.
3 Maintain harmonious relations with 3.38 0.20 Not needed
superiors, colleagues, subordinates,
learners, parents and other stakeholders.
4 Make appointments, promotions and 3.17 0.09 Less needed
transfers on the bases of merit and needs
in the interest of the service.
5 Maintain good reputation with respect to 3.35 0.18 Not needed
financial, matters such as the settlement
of his/her debts, loans and other financial
affairs.
6 Develop programs and projects for 3.14 0.08 Less needed
continuing personal and professional
development including moral recovery and
values formation among teaching and
non-teaching personnel.
7B Communication 3.19 0.10 Less needed
1 Communicate effectively to staff and other 3.19 0.10 Less needed
stakeholders in both oral and written
forms.
2 Listen to stakeholders' needs and 3.18 0.10 Less needed
concerns and responds appropriately in
consideration of the political, social, legal
and cultural context.
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Sibalom, Antique

Table 27 continued…
7C Interpersonal sensitivity 3.11 0.10 Less needed
1 Interact appropriately with a variety of 3.16 0.09 Less needed
audiences.
2 Demonstrate ability to empathize with 3.20 0.11 Less needed
others.
7D Fairness, honesty and integrity 3.23 0.12 Less needed
1 Observe Award System and a system of 3.05 0.03 Less needed
assistance for teachers and staff to
sustain integrity, honesty and fairness
in all school practices.
2 Demonstrate integrity, honesty and 3.31 0.16 Not needed
fairness all his/her dealings and
transactions.
3 Make individuals accountable for their 3.30 0.16 Not needed
actions.

Mean for domain 7 3.20 0.11 Less needed

As to position. On the average, only Head Teachers and Teacher-

In-Charge/Officer-In-Charge expressed that technical assistance is Less

needed in all four competency strands of Domain 7; namely:

Professionalism (=3.23; 3.11); Communication (=3.18; 2.97);

Interpersonal security; and Fairness, honesty, integrity (=3.20; 3.00).

Further analysis of data revealed that technical assistance is Not needed

in one competency under the strand; Professionalism, specifically,

“maintain good reputation with respect to financial, matters such as the

settlement of his/her debts, loans and other financial affairs” (=3.43) and

under the competency strand Fairness, honesty and integrity, in

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particular, on specific competency “demonstrate integrity, honesty and

fairness in all his/her dealings and transactions” (=3.32) in which cases,

Head Teachers indicated that they do not need technical assistance

considering that these are very personal matters.

In the case of Teacher-In-Charge/Officer-In-Charge they indicated

that they do not need technical assistance in two specific competencies

of strand 7, to wit: “maintain genuine enthusiasm and pride in the

nobility of the teaching profession” (=3.30) and “maintain harmonious

relations with superiors, colleagues, subordinates, learners, parents and

other stakeholders” (=3.30). This finding can be attributed to the size of

the school they manage.

School Principals, on the other, indicated that they do not need

technical assistance in all the four competency strands of Domain 7 as

shown by the mean scores of 3.47, 3.38, 3.25, and 3.43 for competency

strands 7A to 7D respectively. Data further revealed that they indicated

some degree of technical assistance in one specific competency under 7C

– Interpersonal sensitivity, that is “interact appropriately with a variety of

audiences” (=3.25) and one specific competency in strand 7D – Fairness,

honesty and integrity, that is “observe award system and a system of

assistance for teachers and staff to sustain integrity, honesty and

fairness in all school practices” which could be due to a large and varied
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number of audiences they interact with because they – the Principals –

usually manage and supervise big schools.

Table 28 presents the data.

Table 28

Level of Technical Assistance Needs of Public School Administrators in

Personal and Professional Attributes and Interpersonal Effectiveness as
to Position

Domain 7. Personal and professional attributes

and interpersonal effectiveness Principal Head teacher TIC/OIC
Mean SD Desc. Mean SD Desc. Mean SD Desc.
7A Professionalism 3.47 0.24 NN 3.23 0.12 LN 3.11 0.06 LN
1 Manifest genuine enthusiasm and pride in 3.53 0.27 NN 3.25 0.13 LN 3.30 0.15 NN
the nobility of the teaching profession.
2 Observe and demonstrate desirable 3.45 0.23 NN 3.21 0.11 LN 3.20 0.11 LN
personal and professional (RA 6713 & Code
of Ethics RA 7836) behaviors like respect,
honesty, dedication, patriotism and genuine
concern for others at all times.
3 Maintain harmonious relations with 3.57 0.29 NN 3.18 0.09 LN 3.30 0.15 NN
superiors, colleagues, subordinates,
learners, parents and other stakeholders.
4 Make appointments, promotions and 3.45 0.23 NN 3.14 0.08 LN 2.84 0.07 LN
transfers on the bases of merit and needs in
the interest of the service.
5 Maintain good reputation with respect to 3.49 0.25 NN 3.43 0.22 NN 3.14 0.07 LN
financial, matters such as the settlement of
his/her debts, loans and other financial
affairs.
6 Develop programs and projects for 3.36 0.18 NN 3.14 0.08 LN 2.89 0.05 LN
continuing personal and professional
development including moral recovery and
values formation among teaching and non-
teaching personnel.
7B Communication 3.38 0.19 NN 3.18 0.09 LN 2.97 0.01 LN
1 Communicate effectively to staff and other 3.40 0.20 NN 3.18 0.09 LN 2.95 0.02 LN
stakeholders in both oral and written forms.
2 Listen to stakeholders' needs and concerns 3.36 0.18 NN 3.18 0.09 LN 2.98 0.01 LN
and responds appropriately in consideration
of the political, social, legal and cultural
context.
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Table 28 continued…

7C Interpersonal Sensitivity 3.25 0.13 NN 3.09 0.05 LN 2.95 0.02 LN

1 Interact appropriately with a variety of 3.25 0.13 LN 3.11 0.06 LN 3.09 0.05 LN
audiences.
2 Demonstrate ability to empathize with 3.36 0.18 NN 3.18 0.09 LN 3.02 0.02 LN
others.
7D Fairness, Honesty and Integrity 3.43 0.22 NN 3.20 0.11 LN 3.00 0.00 LN
1 Observe Award System and a system of 3.23 0.12 LN 3.04 0.02 LN 2.84 0.07 LN
assistance for teachers and staff to sustain
integrity, honesty and fairness in all school
practices.
2 Demonstrate integrity, honesty and 3.55 0.28 NN 3.32 0.17 NN 3.02 0.02 LN
fairness in all his/her dealings and
transactions.
3 Make individuals accountable for their 3.53 0.27 NN 3.25 0.13 LN 3.07 0.04 LN
actions.

As to school level. When this variable was considered, elementary

schools on the average, showed Less need for technical assistance in

three out of four competency strands of Domain 7, to wit; 1)

Communication (=3.21); 2) Interpersonal sensitivity (=3.10); and 3)

Fairness, honesty, and integrity (=3.20). Specifically, in communication,

the need to communicate effectively to staff and other stakeholders in

both oral and written forms (=3.22) and listen to stakeholders’ needs and

concerns and respond appropriately in consideration of political, social,

legal, and cultural context (=3.21); in Interpersonal sensitivity, the need

to interact appropriately with a variety of audiences (=3.17); and in

fairness, honesty, and integrity, the need to observe award system and a

system of assistance for teachers and staff to sustain integrity, honesty,

and fairness in all functions (=2.96). All other specific competencies

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under each of the four competency strand were areas where elementary

school administrators Do not need technical assistance.

Secondary school indicated that they Do not need technical

assistance in all the four competency strands of Domain 7 but indicated

some degree of technical assistance in certain specific competencies such

as “communicate effectively to staff and other stakeholders in both oral

and written forms” (=3.19) under competency strand 7B. –

Communication and “observe award system and a system of assistance

for teachers and staff to sustain integrity, honesty and fairness in all

school practices” (=3.23) under competency strand 7D.

Table 29 reflects the data.

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Table 29

Level of Technical Assistance Needs of Public School Administrators in

Personal and Professional Attributes and Interpersonal Effectiveness as
to School Level

Domain 7. Personal and professional attributes and Elementary level Secondary level
interpersonal effectiveness
Mean SD Desc. Mean SD Desc.
7A Professionalism 3.27 0.14 NN 3.55 0.28 NN
1 Manifest genuine enthusiasm and pride in the 3.36 0.18 NN 3.67 0.34 NN
nobility of the teaching profession.
2 Observe and demonstrate desirable personal 3.32 0.17 NN 3.57 0.29 NN
and professional (RA 6713 & Code of Ethics RA
7836) behaviors like respect, honesty, dedication,
patriotism and genuine concern for others at all
times.
3 Maintain harmonious relations with superiors, 3.40 0.20 NN 3.52 0.27 NN
colleagues, subordinates, learners, parents and
other stakeholders.
4 Make appointments, promotions and transfers on 3.12 006 LN 3.52 0.27 NN
the bases of merit and needs in the interest of the
service.
5 Maintain good reputation with respect to 3.37 0.19 NN 3.52 0.27 NN
financial, matters such as the settlement of
his/her debts, loans and other financial affairs.
6 Develop programs and projects for continuing 3.06 0.04 LN 3.48 0.24 NN
personal and professional development including
moral recovery and values formation among
teaching and non-teaching personnel.
7B Communication 3.21 0.11 LN 3.26 0.14 NN
1 Communicate effectively to staff and other 3.22 0.11 LN 3.19 0.10 LN
stakeholders in both oral and written forms.
2 Listen to stakeholders' needs and concerns and 3.21 0.11 LN 3.33 0.17 NN
responds appropriately in consideration of the
political, social, legal and cultural context.
7C Interpersonal Sensitivity 3.10 0.05 LN 3.26 0.14 NN
1 Interact appropriately with a variety of audiences. 3.17 0.09 LN 3.19 0.10 LN
2 Demonstrate ability to empathize with others. 3.27 0.14 NN 3.29 0.15 NN
7D Fairness, honesty and integrity 3.20 0.11 LN 3.51 0.26 NN
1 Observe Award System and a system of 2.96 0.01 LN 3.48 0.24 NN
assistance for teachers and staff to sustain
integrity, honesty and fairness in all school
practices.
2 Demonstrate integrity, honesty and fairness all 3.32 0.17 NN 3.57 0.29 NN
his/her dealings and transactions.
3 Make individuals accountable for their actions. 3.32 0.17 NN 3.48 0.24 NN
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As to school size. Only big schools indicated Less need for

technical assistance in all four competency strands of Domain 7 as

shown by the mean scores that ranged from 2.74 – 3.06 and along all

competencies in each strand which small and medium schools Do not

need technical assistance in the same competency strands. Medium

schools however, indicated some degree of technical assistance in one

specific competency – item 1 with (=3.23) – under competency strand 7D.

This result suggests that school size may influence the degree of

technical assistance needs for Domain 7 – Personal and Professional

Attributes and Interpersonal Effectiveness of the administrators - with

the big schools needing some degree of technical assistance.

Table 30 shows the data.

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Table 30

Level of Technical Assistance Needs of Public School Administrators in

Personal and Professional Attributes and Interpersonal Effectiveness as
to School Size
Domain 7. Personal and [professional attributes
and interpersonal effectiveness Small Medium Big
Mean SD Desc. Mean SD Desc. Mean SD Desc.
7A Professionalism 3.56 0.29 NN 3.56 0.29 NN 2.96 0.01 LN
1 Manifest genuine enthusiasm and pride in 3.50 0.26 NN 3.61 0.31 NN 3.11 0.06 LN
the nobility of the teaching profession.
2 Observe and demonstrate desirable 3.39 0.20 NN 3.55 0.28 NN 3.09 0.05 LN
personal and professional (RA 6713 & Code
of Ethics RA 7836) behaviors like respect,
honesty, dedication, patriotism and
genuine concern for others at all times.
3 Maintain harmonious relations with 3.78 0.39 NN 3.71 0.36 NN 3.06 0.04 LN
superiors, colleagues, subordinates,
learners, parents and other stakeholders.
4 Make appointments, promotions and 3.61 0.31 NN 3.55 0.28 NN 2.72 0.13 LN
transfers on the bases of merit and needs
in the interest of the service.
5 Maintain good reputation with respect to 3.67 0.34 NN 3.61 0.31 NN 3.04 0.03 LN
financial, matters such as the settlement of
his/her debts, loans and other financial
affairs.
6 Develop programs and projects for 3.44 0.23 NN 3.35 0.18 NN 2.74 0.12 LN
continuing personal and professional
development including moral recovery and
values formation among teaching and non-
teaching personnel.
7B Communication 3.42 0.21 NN 3.37 0.19 NN 2.91 0.04 LN
1 Communicate effectively to staff and other 3.33 0.17 NN 3.42 0.21 NN 2.89 0.05 LN
stakeholders in both oral and written
forms.
2 Listen to stakeholders' needs and concerns 3.50 0.26 NN 3.32 0.17 NN 2.94 0.03 LN
and responds appropriately in
consideration of the political, social, legal
and cultural context.
7C Interpersonal Sensitivity 3.36 0.19 NN 3.34 0.17 NN 2.80 0.10 LN
1 Interact appropriately with a variety of 3.28 0.14 NN 3.39 0.20 NN 2.94 0.03 LN
audiences.
2 Demonstrate ability to empathize with 3.39 0.20 NN 3.52 0.26 NN 2.91 0.04 LN
others.
7D Fairness, honesty and integrity 3.50 0.26 NN 3.42 0.21 NN 2.91 0.04 LN
1 Observe Award System and a system of 3.28 0.14 NN 3.23 0.12 LN 2.77 0.11 LN
assistance for teachers and staff to sustain
integrity, honesty and fairness in all school
practices.
2 Demonstrate integrity, honesty and 3.61 0.31 NN 3.52 0.26 NN 2.98 0.01 LN
fairness in all his/her dealings and
transactions.
3 Make individuals accountable for their 3.61 0.31 NN 3.52 0.26 NN 3.00 0.00 LN
actions.
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Training and Development Program

The results of the study revealed that generally, the public

elementary and secondary school administrators in the Division of

Antique manifested a need for technical assistance in all the domains of

the NCBSSH which entirely affects their school work performance.

As delimited in the instrumentation in Chapter 3, only those

competency strands described as Much needed and Very much needed

were treated as area for training and development program. A deeper

analysis of the findings revealed that Domain 2 – Instructional

Leadership, Strand 2B (Developing programs and or adopting existing

programs), specifically the competency on “developing/adapting a

research based school program” was considered by the school

administrators as area that described Much needed technical assistance.

Additionally, Domain 6 – 6B (Fiscal Management) specifically the

competency “Manage a process for registration, maintenance and

replacement of school assets and dispositions of non-reusable properties”

was considered by school administrators as a competency that requires

Much needed technical assistance.

To address this present problem, there is an urgent need to

propose and conduct a Training and Development Program for public

school administrators particularly in the area of research and

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registration, maintenance and replacement of school assets and

dispositions of non-reusable properties. These programs are designed to

guide public school administrators in performing the required

competencies stipulated in the different domains and strands of the

NCBSSH.

The Training and Development Program will design specific content

topics in research and registration, maintenance and replacement of

school assets and dispositions of non-reusable properties. During the

sessions, lecture-workshop and hands-on activities will be provided to

give the participants deeper understanding of the identified and urgent

topics needed by the school administrators.

Experts in the field of research and registration, maintenance and

replacement of school assets and dispositions of non-reusable properties

will be invited to provide the participants an inclusive and intensive

contents about the identified issues.

The detail of the program is found in Appendix G.

The result map in Appendix F summarizes the results of the study.

This map is the basis of the researcher in proposing a training and

development program for adoption and implementation of the Division of

Antique.
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CHAPTER 5

Summary, Conclusions, and Recommendations

This chapter presents the summary of the study, the conclusions

drawn, and the recommendations forwarded by the researcher.

Summary of Findings

The purpose of this study was to determine the technical

assistance needs of public school administrators in the Division of

Antique for School Year 2015 – 2016 as basis for training and

development program.

This study was conducted in December 2015 to February 2016 to

394 elementary and 54 secondary school administrators.

A standardized research instrument adopted from the domains and

competency strands of the National Competency-Based Standards for

School Heads (NCBSSH) of the Department of Education (DepEd) -

National Educators Academy of the Philippines (DepEd - NEAP) was used

to gather data from the respondents.

The statistical tools used in this study were frequency, percentage,

standard deviation and mean.

The findings of the study revealed that:

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1. In terms of:

School leadership, public school administrators, whether treated

as an entire group or grouped into selected variables, Less needed

technical assistance.

Instructional leadership, whether treated as an entire group or

grouped into school level and school size they Less needed technical

assistance. Likewise, when they were grouped as to position, they also

Less needed technical assistance except in instructional supervision

where Teacher-In-Charge/Officer-In-Charge Much needed technical

assistance.

Creating a student-centered learning climate, public school

administrators as an entire group and regardless of the selected variables

into which they were grouped also Less needed technical assistance.

Human resource management and development, as an entire

group and when grouped according to school level, public school

administrators Less needed technical assistance. Similarly, when they

were grouped according to position and school size they also Less needed

technical assistance except for Teacher-In-Charge/Officer-In-Charge and

administrators of big schools who Much needed technical assistance in

recruitment and hiring.

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Parent involvement and community partnership, school

management and operations, and professional attributes and

interpersonal effectiveness, public school administrators when treated as

an entire group and according to selected variables Less needed technical

assistance.

2. The researcher proposed a Training and Development Program

to improve the technical assistance needs of school administrators in

instructional supervision and recruitment and hiring. The proposed

program covers topics pertaining to nature and purpose of instructional

supervision and recruitment and hiring guidelines and processes.

Conclusions

In view of the foregoing findings, the conclusions drawn were:

1. As an entire group and when grouped according to selected

variables, public school administrators are fairly equipped with the

knowledge and skills to perform their functions and discharge their

duties on the basis of NCBSSH standard set by DepEd-NEAP. Exception

to this are the Teacher-In-Charge/Officer-In-Charge and administrators

of big schools.

Teacher-In-Charge/Officer-In-Charge, by the nature of their

appointment, do not have pre-service nor in-service training to

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administer and supervise schools. However, in the exigency of the service

they are designated as school administrators, they much needed

technical assistance.

2. The researcher proposed a Training and Development Program

to improve the technical assistance needs of public school administrators

in research and registration, maintenance and replacement of school

assets and dispositions of non-reusable properties. The proposed

training and development programs will serve as guide for public school

administrators in performing the required competencies stipulated in the

different domains and strands of the NCBSSH. Moreover, the proposed

training and development program may be implemented to the entire

division to address the technical assistance needs of elementary and

secondary school administrators.

Recommendations

Based on the findings and conclusions drawn, the following are

recommended by the researcher:

1. DepEd officials may formulate a comprehensive development

plan as basis for training programs to raise the level of competence of

public school administrators in all the seven domains of the NCBSSH.

Furthermore, they may institute measures to religiously monitor proper

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implementation of technical assistance extended to school

administrators.

2. Despite the nature of their assignment or designation, Teacher-

In-Charge/Officer-In-Charge may be allowed to participate in all

trainings intended for school Principals and Head Teachers to enhance

their knowledge and skills being school administrator-designates.

3. With the authority and responsibility attached to the Principals,

management of small schools (with 1 - 4 teachers) in the division may be

under their tutelage and not with Teacher-In-Charge/Officer-In-Charge.

Moreover, clustering of schools may be placed under the mother school

for easy access of the school administrators.

4. School administrators of big schools may adopt a delegation of

task scheme to lessen the burden of their administrative and supervisory

work.

5. The proposed training and development program formulated

herein should be considered by the division for adoption/

implementation.

Areas for Further Research

The following are areas to be explored by other researchers to

further substantiate the findings of the present study:

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1. A relational study of public elementary and secondary school

administrators’ competence, schools’ performance and level of technical

assistance needs

2. A study on the factors that predict the technical assistance

needs of public elementary and secondary school administrators

3. Explore other variables such as highest educational

attainment, sex, length of administrative experience, and other potential

variables contributory to technical assistance

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Appendix A

Master List of Respondents

A. Elementary
No. District Name of School
1 Anini-y Anini-y CS
2 Anini-y Bayo-Crispin V. Unica MS
3 Anini-y Casay ES
4 Anini-y Iba ES
5 Anini-y Igpalge ES
6 Anini-y Igtumarom ES
7 Anini-y Lisub ES
8 Anini-y Magdalena ES
9 Anini-y Nato-Butuan ES
10 Anini-y San Francisco ES
11 Anini-y San Ramon ES
12 Anini-y San Roque-Ezpeleta ES
13 Anini-y Silvino Qubing MES
14 Anini-y Talisayan ES
15 Barbaza Bahoyan-Yapo ES
16 Barbaza Barbaza CS
17 Barbaza Capoyu-an ES
18 Barbaza Esparar ES
19 Barbaza Gua ES
20 Barbaza Igpalge ES
21 Barbaza Jinalinan-Ipil ES
22 Barbaza Lumboyan ES
23 Barbaza Magtulis ES
24 Barbaza Mayos ES
25 Barbaza Narirong ES
26 Barbaza San Antonio ES
27 Barbaza Soligao ES
28 Barbaza Tabong-tabong ES
29 Belison Belison CS
30 Belison Borocboroc -Delima-Ipil ES
31 Belison Buenavista ES
32 Belison Concepcion ES
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33 Belison Maradiona ES
34 Belison Mojon ES
35 Belison Rombang ES
36 Belison Sinaja-Salvacion ES
37 Bugasong Arangote ES
38 Bugasong Bagtason ES
39 Bugasong Bugasong CS
40 Bugasong Camangahan ES
41 Bugasong Cubay ES
42 Bugasong Cubay South ES
43 Bugasong Guija-Sabang West ES
44 Bugasong Igsoro ES
45 Bugasong Jinalinan-Paliwan ES
46 Bugasong Lacayon ES
47 Bugasong Maray ES
48 Bugasong Nawili ES
49 Bugasong Nelia Boston Maghari MES
50 Bugasong Pangalcagan ES
51 Bugasong Sabang East ES
52 Bugasong Tagudtud ES
53 Bugasong Talisay ES
54 Bugasong Tono-an ES
55 Bugasong Yapu ES
56 Bugasong Zaragoza ES
57 Caluya Alegria ES
58 Caluya Bacong ES
59 Caluya Banago ES
60 Caluya Bonbon ES
61 Caluya Bunlao ES
62 Caluya Caluya CS
63 Caluya Dawis ES
64 Caluya Harigue ES
65 Caluya Hininga-an ES
66 Caluya Imba ES
67 Caluya Lim ES
68 Caluya Masanag ES
69 Caluya Panagatan ES
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70 Caluya Sabang I ES
71 Caluya Sabang II ES
72 Caluya Salamento ES
73 Caluya Semirara ES
74 Caluya Sibato ES
75 Caluya Sibay ES
76 Caluya Sibolo ES
77 Caluya Tinogboc ES
78 Caluya Villaresis ES
79 Culasi Alojipan ES
80 Culasi Bagacay ES
81 Culasi Batonan ES
82 Culasi Bitadton ES
83 Culasi Buenavista ES
84 Culasi Buhi ES
85 Culasi Camancijan ES
86 Culasi Culasi CS
87 Culasi Culasi North ES
88 Culasi Esperanza ES
89 Culasi Fe-Caridad ES
90 Culasi Flores ES
91 Culasi Kawit ES
92 Culasi Lipata-Lamputong IS
93 Culasi Magsaysay ES
94 Culasi Malacanang ES
95 Culasi Malalison ES
96 Culasi Maniguin ES
97 Culasi Osorio ES
98 Culasi San Antonio ES
99 Culasi San Juan ES
100 Culasi San Luis-Condes ES
101 Culasi San Pascual ES
102 Culasi San Vicente ES
103 Culasi Valderrama ES
104 Culasi Batbatan ES
105 Hamtic North Bia-an ES
106 Hamtic North Bongbongan ES
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107 Hamtic North Bongbongan I-II ES

108 Hamtic North Budbudan ES
109 Hamtic North Buhang ES – Annex
110 Hamtic North Buhang ES
111 Hamtic North Cantulan ES
112 Hamtic North Hamtic CS
113 Hamtic North Hon. Francisco Zabala ES
114 Hamtic North Igbical ES
115 Hamtic North Ingwan Batangan ES
116 Hamtic North Iraya ES
117 Hamtic North La Paz ES
118 Hamtic North Malandog ES
119 Hamtic North Masanag ES
120 Hamtic North Miacton ES
120 Hamtic North Piape ES
122 Hamtic North Tubeza Marcalinas ES
123 Hamtic North Del Pilar ES
124 Hamtic South Alberto Siasat ES
125 Hamtic South Apdo ES
126 Hamtic South Asluman ES
127 Hamtic South Botbot ES
128 Hamtic South Calacja II ES
129 Hamtic South Calala ES
130 Hamtic South Fabrica ES
131 Hamtic South Guintas ES
132 Hamtic South Igbucagay ES
133 Hamtic South Lanag ES
134 Hamtic South Linaban ES
135 Hamtic South M. Buyco ES
136 Hamtic South M. V. Velasco MES
137 Hamtic South Mapatag ES
138 Hamtic South Melanio Velasco ES
139 Hamtic South Moscoso-Rios CS
140 Hamtic South Pili ES
141 Hamtic South Pu-ao ES
142 Hamtic South Severo Osunero ES
143 Hamtic South Tina ES
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144 Hamtic South Villavert MES

145 Laua-an Alfredo Magluyan Sr. MS
146 Laua-an Casit-an ES
147 Laua-an Guinbanga-an ES
148 Laua-an Guisijan ES
149 Laua-an Jaguiquican ES
150 Laua-an Laua-an CS
151 Laua-an Lindero-Cadajug ES
152 Laua-an Lugta ES
153 Laua-an Lupa-an ES
154 Laua-an Maria ES
155 Laua-an Oloc ES
156 Laua-an Santiago ES
157 Libertad Bulanao ES
158 Libertad Libertad CS
159 Libertad Lindero ES
160 Libertad Paz
161 Libertad Pucio ES
162 Libertad San Roque ES
163 Libertad Taboc ES
164 Libertad Tinigbas ES
165 Libertad Union ES
166 Pandan Agripino Tambagahan MS
167 Pandan Badiangan ES
168 Pandan Bagumbayan ES
169 Pandan Botbot ES
170 Pandan Cabugao ES
171 Pandan Candari ES
172 Pandan Ciriaco Tayco MS
173 Pandan Duyong ES
174 Pandan Fragante ES
175 Pandan Guia ES
176 Pandan Idiacacan ES
177 Pandan Jinalinan ES
178 Pandan Luhod-Bayang ES
179 Pandan Mag-aba ES
180 Pandan Napuid ES
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181 Pandan Nauring ES

182 Pandan Pandan CS
183 Pandan Patria ES
184 Pandan San Andres-Dumrog ES
185 Pandan San Joaquin ES
186 Pandan Sta. Ana ES
187 Pandan Sta. Fe ES
188 Pandan Sto. Rosario ES
189 Pandan Tabay ES
190 Pandan Talisay ES
191 Pandan Tingib ES
192 Pandan Vidal Gelito MS
193 Pandan Zaldivar ES
194 Patnongon I Apgahan ES
195 Patnongon I Aureliana ES
196 Patnongon I Baybay ES
197 Patnongon I Bitas ES
198 Patnongon I Carit-an CS
199 Patnongon I Col. Ruperto Abellon MS
200 Patnongon I Igburi ES
201 Patnongon I Magranting ES
202 Patnongon I Magsaysay ES
203 Patnongon I Padang ES
204 Patnongon I Patlabawon ES
205 Patnongon I San Rafael ES
206 Patnongon I Tamayoc ES
207 Patnongon I Tobias Fornier ES
208 Patnongon I Villa Flores ES
209 Patnongon I Villa Laua-an Villa Sal ES
210 Patnongon I Villa Salomon ES
211 Patnongon I Vista Alegre ES
212 Patnongon II Cuyapiao ES
213 Patnongon II Esteban Talidong ES
214 Patnongon II Gella ES
215 Patnongon II Igbarawan-Mabasa ES
216 Patnongon II Igbobon Amparo ES
217 Patnongon II La Rioja ES
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218 Patnongon II Macarena ES

219 Patnongon II Magarang ES
220 Patnongon II Samalague ES
221 Patnongon II T. Dela Cruz
222 Patnongon II Tigbalogo ES
223 San Jose Antique SPED Center
224 San Jose Assemblyman Segundo Moscoso MS
225 San Jose Atabay ES
226 San Jose Bagumbayan ES
227 San Jose Banusing-Serdena ES
228 San Jose Bariri ES
229 San Jose Canuto B. Pefianco Sr. SES
230 San Jose Del. Angel Salazar Jr. MS
231 San Jose Evelio B. Javier MS
232 San Jose Gov. Santos Capadocia MS
233 San Jose Igbonglo ES
234 San Jose Inabasan ES
235 San Jose Loreto-Joaquin Delgado
236 San Jose Maybato ES
237 San Jose Mojon ES
238 San Jose Pantao-Igbonglo ES
239 San Jose Rosario J. Moscoso MS
240 San Jose Salazar ES
241 San Jose San Angel-Malaiba ES
242 San Jose San Fernando ES
243 San Jose SB Benjamin Dagohoy MS
244 San Jose Tubudan Cansadan ES
245 San Remigio I Aningalan ES
246 San Remigio I Barangbang ES
247 San Remigio I Cabiawan ES
248 San Remigio I Cadoldolan ES
249 San Remigio I Calag-itan CS
250 San Remigio I Carawisan ES
251 San Remigio I Carmelo I ES
252 San Remigio I Carmelo II ES
253 San Remigio I General Luna ES
254 San Remigio I Iguirindon ES
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255 San Remigio I La Union ES

256 San Remigio I Maragubdub ES
257 San Remigio I Nagbangi I ES
258 San Remigio I Nagbangi II ES
259 San Remigio I Ramon Magsaysay ES
260 San Remigio I San Remigio ES
261 San Remigio I Tubudan ES
262 San Remigio II Agricula
263 San Remigio II Bagumbayan ES
264 San Remigio II Banbanan ES
265 San Remigio II Bawang ES
266 San Remigio II Bugo CS
267 San Remigio II Bulan-bulan ES
268 San Remigio II Cabunga-an ES
269 San Remigio II General Fullon ES
270 San Remigio II Insubuan ES
271 San Remigio II Magdalena ES
272 San Remigio II Mayor Antonio MS
273 San Remigio II Osorio I ES
274 San Remigio II Osorio II ES
275 San Remigio II Panpanan I ES
276 San Remigio II Rizal ES
277 San Remigio II San Rafael ES
278 San Remigio II Sinondolan ES
279 San Remigio II Sumaray ES
280 San Remigio II Trinidad ES
281 San Remigio II Walker Proper ES
282 Sebaste Abiera ES
283 Sebaste Aguila ES
284 Sebaste Alegre ES
285 Sebaste Aras-asan ES
286 Sebaste Bacalan ES
287 Sebaste Callan ES
288 Sebaste Idio ES
289 Sebaste Nauhon ES
290 Sebaste Sebaste CS
291 Sibalom North ABC ES
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292 Sibalom North Apong ES

293 Sibalom North Bari ES
294 Sibalom North Bongbongan I ES
295 Sibalom North Bongbongan II ES
296 Sibalom North Buga ES
297 Sibalom North Cabariuan ES
298 Sibalom North Cabladan-Cabanbanan ES
299 Sibalom North Cadoldolan-Igdagmay ES
300 Sibalom North Esperanza ES
301 Sibalom North Iglanot Child Friendly School
302 Sibalom North Igpanolong ES
303 Sibalom North Igsuming ES
304 Sibalom North Imparayan ES
305 Sibalom North Juan Vego ES
306 Sibalom North Lacaron Integrated School
307 Sibalom North Lagdo ES
308 Sibalom North Maasin ES
309 Sibalom North Pangpang ES
310 Sibalom North Salvacion ES
311 Sibalom North Sibalom CES
312 Sibalom North Sido-San Juan ES
313 Sibalom North Valentin Saydoquis MS
314 Sibalom North Villafont ES
315 Sibalom North Villar ES
316 Sibalom South Bontol ES
317 Sibalom South Bululacao ES
318 Sibalom South Calo-oy ES
319 Sibalom South Catmon ES
320 Sibalom South Catungan 3rd & 4th ES
321 Sibalom South Egana ES
322 Sibalom South Fornier ES
323 Sibalom South Igcocok ES
324 Sibalom South Ilabas ES
325 Sibalom South Inabasan ES
326 Sibalom South Indag-an ES
327 Sibalom South Initan ES
328 Sibalom South Insarayan ES
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329 Sibalom South Lambayagan ES

330 Sibalom South Lotilla ES
331 Sibalom South Luyang ES
332 Sibalom South Nagdayao ES
333 Sibalom South Nazareth ES
334 Sibalom South Odiong ES
335 Sibalom South Panlagangan ES
336 Sibalom South Pis-anan CS
337 Sibalom South Tabong-tabong ES
338 Sibalom South Tigbalua ES
339 Sibalom South Tig-ohot ES
340 Sibalom South Tordesillas ES
341 Sibalom South Tulatula ES
342 Sibalom South V. Grasparil ES
343 Tibiao Esparagoza ES
344 Tibiao Importante ES
345 Tibiao La Paz ES
346 Tibiao Martinez ES
347 Tibiao Nonghinong ES
348 Tibiao Pitac ES
349 Tibiao San Francisco Norte ES
350 Tibiao San Francisco Sur ES
351 Tibiao Sta. Justa ES
352 Tibiao Sto. Rosario ES
353 Tibiao Tibiao CS
354 Tibiao Tuno ES
355 Tibiao Malabor ES
356 Tobias Fornier Abaca ES
357 Tobias Fornier Aras-asan ES
358 Tobias Fornier Atabay ES
359 Tobias Fornier Atiotes ES
360 Tobias Fornier Barasanan ES
361 Tobias Fornier Camansi ES
362 Tobias Fornier Cato-ogan ES
363 Tobias Fornier Danawan ES
364 Tobias Fornier Dao CS
365 Tobias Fornier Diclum ES
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366 Tobias Fornier Gamad Sto. Tomas ES

367 Tobias Fornier Igbalogo ES
368 Tobias Fornier Igbangcal ES
369 Tobias Fornier Igcadac ES
370 Tobias Fornier Igcado ES
371 Tobias Fornier Igdanlog ES
372 Tobias Fornier Igtugas ES
373 Tobias Fornier Lawigan ES
374 Tobias Fornier Masayo ES
375 Tobias Fornier Nagsubuan ES
376 Tobias Fornier Nasuli ES
377 Tobias Fornier Nasuli C ES
378 Tobias Fornier Paciencia ES
379 Tobias Fornier Villaflor ES
380 Tobias Fornier Ysulat ES
381 Valderrama Bakiang ES
382 Valderrama Binanogan ES
383 Valderrama Borocboroc ES
384 Valderrama Bugnay ES
385 Valderrama Buluangan I ES
386 Valderrama Bunsod ES
387 Valderrama Canipayan ES
388 Valderrama Iglinab ES
389 Valderrama Lublub ES
390 Valderrama Manlacbo ES
391 Valderrama Pandanan ES
392 Valderrama San Agustin ES
393 Valderrama Tigmamale ES
394 Valderrama Valderrama CES

B. Secondary

No. District School

1 Anini-y Igpalge NHS
2 San Roque Ezpeleta NHS
3 Barbaza Barbaza NHS
4 Belison Belison NS
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5 Antique Vocational School

6 Bugasong Northern Bugasong NHS
7 Northern Bugasong NHS-Pangalcagan Annex
8 Southern Bugasong NHS
9 Caluya NHS
10 Caluya Semirara NHS
11 Sibay NHS
12 Tinogboc NHS
13 Bitadton NHS
14 Culasi Northern Antique VS
15 San Antonio NHS
16 Hamtic North Buhang NHS
17 Gov. Julio V. Macuja MCHS
18 Gen. Leandro Fullon NHS
19 Hamtic South Gov. Julian Fullon Pacificador NHS
20 Guintas NHS
21 Moscoso Rios NHS
22 Col. Ruperto Abellon NS
23 Laua-an Eastern Laua-an NHS
24 Laua-an NHS
25 Libertad Libertad NVS
26 Union NHS
27 Mag-aba NHS
28 Pandan Pandan NHS
29 Patria NS
30 Sta. Ana NHS
31 Patnongon I Aureliana NHS
32 Igburi NHS
33 Patnongon II Lirio M Escano MNHS
34 San Jose Antique NS
35 San Pedro NHS
36 San Remigio Barangbang NHS
37 Gov. Evelio B. Javier MNHS
38 San Remigio II Gideon M. Cabigunda MNHS
39 Sebaste Sebaste HS
40 Dr. Luis E.Baraquia MNHS
41 Sibalom North Pangpang NHS
42 Sibalom NHS
43 Sido-San Juan NHS
44 Sibalom South Egana NHS
45 Pis-anan NHS
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46 Tibiao Sta. Justa NHS

47 Tario Lim NMHS
48 Barasanan NHS
49 Concepcion L. Cazenas MS
50 Diclum NHS
51 Tobias Fornier Gamad-Sto. Tomas NHS
52 Igcado NHS
53 Pascual M. Osuyos MHS
54 Valderrama Valderrama NHS
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Appendix B

Questionnaire on the Technical Assistance Needs of Public School

Administrators

Part I. Personal Information

Name (Optional): ______________________________________________________

Position: ___ Principal

___ Head Teacher
___ Teacher-In-Charge/Officer-In-Charge
___
School Level: ___ Elementary ___ Secondary

School size: ___ Small (200 enrolment and below)

___ Medium (201-400 enrolment)
___ Big (401 and above enrolment)

Part II. Technical Assistance Needs of School Administrators

Direction:
For each competency indicator, there are four possibilities in which
you will see your need for technical assistance. Place a check () under
the appropriate column that represents your self-reflection. Do this for
each competency using the following choices:
1- I am not doing this yet
2- I am doing a little of this and I need to learn more
3- I am doing it but I need to improve
4- I am doing it well and can lead others do the same

Your honest answer will help improve the department in its effort to
improve education outcomes.

Domain 1. School Leadership 1 2 3 4

1A Developing and Communicating Vision, Mission, Goals and
Objectives (VMGO)
1 Involve internal and external stakeholders in formulating and
achieving school vision, mission, goals and objectives.
2 Express ownership and personal responses to the identified
issues.
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3 Align goals and objectives with the school vision and mission
to identified issues.
4 Communicate the school VMGO clearly.
5 Explain the school vision to the general public.
6 Revisit and ensure that school activities are aligned with the
school VMGO.
1B Data-Based Strategic Planning
1 Establish BEIS/SIS and baseline data of all performance
indicators/ involves all internal and external stakeholders in
developing SIP/AlP.
2 Utilize data, e.g, BEIS/SIS, SBM assessment, TSNA, and'
strategic planning in the development of SIP/AlP.
3 Align the SlP/AIP with national, regional and local education
policies and thrusts.
4 Communicate effectively SIP/AlP to internal and external
stakeholders.
1C Problem Solving
1 Resolve problems at the school level.
2 Assist teachers and students to understand problems and
identify possible solutions.
3 Analyze causes of problems critically and objectively.
4 Address the causes of the problem rather than the symptoms.
ID Building High Performance Teams
1 Explore several approaches in handling problems.
2 Demonstrate a proactive approach to problem solving.
3 Involve stakeholders in meetings and deliberations for
decision making.
4 Set high expectations and challenging goals.
5 Provide opportunities for growth for growth and development
of members as team players.
6 Define roles and functions of each committee.
7 Monitor and evaluates accomplishment of different
committees/teams.
8 Give feedback on the team's performance using performance -
based assessment tool.
9 Establish a system for rewards and benefits for teachers and
staff.
1E Coordinating With Others
1 Collaborate with concerned staff on the planning and
implementation of programs and projects.
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2 Ensure proper allocation and utilization of resources (time,

fiscal, human, IMS, etc.)
3 Provide feedback and updates to stakeholders on the status
of progress and completion of programs and projects.
4 Mobilize teachers/staff in sustaining a project.
IF Leading and Managing Change
1 Maintain an open, positive and encouraging attitude toward
change.
2 Assist teachers in identifying strengths and growth areas
through monitoring and observation.
3 Introduce innovations in the school program to achieve higher
learning outcomes.
4 Monitor and evaluate the implementation of change programs
included in SIP/AlP.
5 Observe and apply multi-tasking in giving assignments.
6 Advocate and execute plans for changes including culture'
change in the workplace
7 Empower teachers and personnel to identify, initiate and
manage changes.
Domain 2. Instructional Leadership
2A Assessment of Learning
1 Manage the processes and procedures in monitoring student
achievement
2 Ensure utilization of a range of assessment processes to
assess student performance
3 Assess the effectiveness of curricular/co-curricular programs
and/or instructional strategies.
4 Utilize assessment results to improve learning.
5 Create & manage a school process to ensure student progress
is conveyed to students and parents/guardians, regularly.
2B Developing Programs and or Adopting Existing Programs
1 Develop/adapt a research based school program.
2 Assist in implementing an existing, coherent and responsive
school-wide curriculum
3 Address deficiencies and sustains successes of current
programs in collaboration with teachers, and learners
4 Develop a culture of functional literacy.
2C Implementing Programs for Instructional Improvement
1 Manage the introduction of curriculum initiatives in line with
DepEd policies (e.g. BEC, Madrasah)
2 Work with teachers in curriculum review.
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3 Enrich curricular offerings based on local needs.

4 Manage curriculum innovation and enrichment with the use
of technology.
5 Organize teams to champion instructional innovation
programs toward curricular responsiveness
2D Instructional Supervision
1 Prepare and implement an instructional supervisory plan
2 Conduct Instructional Supervision using appropriate strategy
3 Evaluate lesson plans as well as classroom and learning
management.
4 Provide in a collegial manner timely, accurate and specific
feedback to teachers' regarding their performance.
5 Provide expert technical assistance and instructional support
to teachers.
Domain 3. Creating a Student Centered Learning Climate
3A Setting high social and academic expectations
1 Benchmark school performance.
2 Establish and model high social and academic expectations
for all.
3 Create an engaging learning environment.
Participate in the management of learner behavior within the
4 school and other school related activities done outside the
school.
5 Support learners desire to pursue further learning.
6 Recognize high performing learners and teachers and
supportive parents and other stakeholders.
3B Creating school environments focused on the needs of the
learner
1 Create and sustain a safe, orderly, nurturing and healthy,
environment.
2 Provide environment that promotes use of technology among
learners and teachers.
Domain 4. Human Resource Management and Professional
Development
4A Creating a Professional Learning Community
1 Build a community of learners among teachers.
2 Assess and analyze the needs and interests of teachers and
other school personnel.
Ensure that the School Plan for Professional Development
3 (SPPD) emerges from the Individual Professional Plan for
'Development (IPPD) and other identified needs of school
personnel included in the SIP/AIP.
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4 Include the SPPD in the SIP/AlP.

5 Mentor and coach employees and facilitates the induction of
new ones.
6 Recognize potential of staff and provides opportunities for
professional development.
Ensure that the objectives of the school development plan are
7 supported with resources for training and development
programs.
8 Prepare, implement, and monitor school-based INSET for all
teaching staff based on IPPD’s.
9 Monitor and evaluate school-based INSETs.
4B Recruitment and Hiring
1 Utilize the basic qualification standards and adheres to
pertinent policies in recruiting and hiring teachers/staff.
2 Create and train School Selection and Promotion Committee
and trains its members.
3 Recommend better ways and means to improve recruitment,
hiring and performance appraisal of teachers.
4C Managing Performance of Teachers and Staff
1 Assign teachers and other personnel to their area of
Competence.
2 Assist teachers and staff in setting and resetting performance
goals.
3 Monitor and evaluate performance of teaching and
nonteaching personnel vis-a-vis targets.
4 Delegate specific tasks to help manage the performance of
teaching and non-teaching personnel.
5 Coach deputized staff as needed on managing performance.
6 Create a functional school-based performance appraisal
committee.
7 Assist and monitor the development of IPPD of each teacher.
Domain 5. Parents Involvement and Community Partnership
5A Parental Involvement
1 Establish school and family partnerships that promote
student peak performance.
2 Organize programs that involve parents and other school
stakeholders to promote learning.
3 Conduct dialogues, fora, training of teachers, learners and'
parents on the welfare and improves performance of learners.
5B External Community Partnership
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Promote the image of the school through school summit,

1 State of the School Address (SOSA), cultural shows, learners'
project exhibits, fairs, etc.
2 Conduct dialogues and meetings with multi-stakeholders in
crafting programs and projects.
3 Participate actively in community affairs.
Establish sustainable linkages / partnership with other
4 sectors, agencies and NGOs through MOA/ MOU or using
Adopt-a-School Program policies.
Domain 6. School Management and Operations
6A Managing School Operations
1 Manage the implementation, monitoring and review of the
SIP/AlP and other action plans.
2 Establish and maintain specific programs to meet needs of
identified target groups.
3 Take the lead in the design of a school physical plant facilities
improvement plan in consultation with an expert.
4 Allocate/prioritize funds for improvement and maintenance of
school physical facilities and equipment.
5 Oversee school operations and care and use of school
facilities according to set guidelines.
Institutionalize best practices in managing and monitoring
6 school operations thereby creating a safe, secure and clean
learning environment.
7 Assign/hire appropriate support personnel to manage school
operations.
6B Fiscal Management
1 Prepare a financial management plan.
2 Develop a-school budget which is consistent with SIP/AIP.
3 Generate and mobilize financial resources.
Manage school resources in accordance with DepEd policies
4 and accounting and auditing rules and regulations and other
pertinent guidelines.
5 Accept donations, gifts, bequests and grants in accordance
with RA 9155.
Manage a process for the registration, maintenance and
6 replacement of school assets and dispositions of non-reusable
properties.
7 Organize a procurement committee and ensures that the
official procurement process is followed.
8 Utilize funds for approved school programs and projects as
reflected in SIP/AlP.
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9 Monitor utilization, recording and reporting of funds

10 Account for school fund.
Prepare financial reports and submits / communicates the
11 same to higher education authorities and other education
partners.
6C Use of Technology in the Management of Operations
1 Apply Information Technology (IT) plans for online
communication.
Use IT to facilitate the operationalization of the school
2 management system (e.g. school information system, student
tracking system, personnel information system).
Use IT to access Teacher Support Materials (TSM), Learning
3 support Materials (LSM) and assessment tools in accordance
with the guidelines.
4 Share with other school heads the school's experience in the
use of new technology.
Domain 7. Personal and Professional Attributes and
Interpersonal Effectiveness
7A Professionalism
1 Manifest genuine enthusiasm and pride in the nobility of the
teaching profession.
Observe and demonstrate desirable personal and professional
2 (RA 6713 & Code of Ethics RA 7836) behaviors like respect,
honesty, dedication, patriotism and genuine concern for
others at all times.
3 Maintain harmonious relations with superiors, colleagues,
subordinates, learners, parents and other stakeholders.
4 Make appointments, promotions and transfers on the bases
of merit and needs in the interest of the service.
Maintain good reputation with respect to financial, matters
5 such as the settlement of his/her debts, loans and other
financial affairs.
Develop programs and projects for continuing personal and
6 professional development including moral recovery and values
formation among teaching and non-teaching personnel.
7B Communication
1 Communicate effectively to staff and other stakeholders in
both oral and written forms.
Listen to stakeholders' needs and concerns and responds
2 appropriately in consideration of the political, social, legal
and cultural context.
7C Interpersonal Sensitivity
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1 Interact appropriately with a variety of audiences.

2 Demonstrate ability to empathize with others.
7D Fairness, Honesty and Integrity
Observe Award System and a system of assistance for
1 teachers and staff to sustain integrity, honesty and fairness
in all school practices.
2 Demonstrate integrity, honesty and fairness all his/her
dealings and transactions.
3 Make individuals accountable for their actions.
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Sibalom, Antique

Appendix C
Letter of Permission
Office of the Schools Division Superintendent
January 4, 2016
REYNALDO G. GICO, EdD, CESO VI
Asst. Schools Division Superintendent
Division of Antique
San Jose, Antique
Sir:
I am presently conducting a study titled “Technical Assistance
Needs of Public School Administrators in the Division of Antique: Basis
for Training and Development Program” in partial fulfillment of the
requirements for the degree of Doctor of Philosophy major in Educational
Management at the University of Antique, Sibalom, Antique.
In this connection, I would like to ask your permission to
administer my research instrument to all the elementary and secondary
school Principals, Head Teachers and Teacher-In-Charge/Officer-In-
Charge.
Thank you very much for your kind support to this undertaking.

Very truly yours,

RUNATO A. BASAÑES
PhD Candidate

Noted: Recommending Approval:

LAURA G. PERALES, EdD JELYN O. ALENTAJAN, PhD

Adviser Dean

Approved:
REYNALDO G. GICO, EdD, CESO VI
Asst. Schools Division Superintendent
Officer-In-Charge
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Appendix D
Letter of Permission
Office of the District Supervisor
January 6, 2016

________________________________________
________________________________________
________________________________________
________________________________________

Dear ______________________________________,

I am presently conducting a study titled “Technical Assistance

Needs of Public School Administrators in the Division of Antique: Basis
for Training and Development Program” in partial fulfillment of the
requirements for the degree of Doctor of Philosophy major in Educational
Management at the University of Antique, Sibalom, Antique.
In this connection, I would like to ask your permission to
administer my research instrument to all the elementary and secondary
school Principals, Head Teachers and Teacher-In-Charge/Officer-In-
Charge in your district.
Attached is the approved letter of permission from the Office of the
Schools Division Superintendent.
Thank you very much for your kind support to this undertaking.

Very truly yours,

RUNATO A. BASAÑES
PhD Candidate
Noted:

LAURA G. PERALES, EdD

Adviser
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Appendix E

Letter to the Respondents

January 11, 2016

____________________________________
____________________________________
____________________________________

Dear_______________________________,

I am presently conducting a study titled “Technical Assistance

Needs of Public School Administrators in the Division of Antique: Basis
for Training and Development Program” in partial fulfillment of the
requirements for the degree of Doctor of Philosophy major in Educational
Management at the University of Antique, Sibalom, Antique.
In this connection, I would like to request your assistance by
answering my research instrument. Please answer as honestly as you
can. Your honest answer will help the department in its effort to improve
education outcomes.

Rest assured that the data you have provided will be treated with
utmost confidentiality.
Thank you very much for your kind support to this undertaking.

Very truly yours,

RUNATO A. BASAÑES
PhD Candidate

Noted:

LAURA G. PERALES, EdD

Adviser
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Appendix F
Result Map

Entire Group

School Level

School Size
Position
Domain/Strand/Competency

1 2 3 1 2 1 2 3
Domain 1 - School Leadership

1A Developing and Communicating Vision, Mission, Goals and

Objectives (VMGO)
Involve internal and external stakeholders in formulating and
1
achieving school vision, mission, goals and objectives.
Express ownership and personal responses to the identified
2
issues.
Align goals and objectives with the school vision and mission
3
to identified issues.
4 Communicate the school VMGO clearly.
5 Explain the school vision to the general public.
Revisit and ensure that school activities are aligned with the
6
school VMGO.
IB Data-Based Strategic Planning
Establish BEIS/SIS and baseline data of all performance
1 indicators/ involves all internal and external stakeholders in
developing SIP/AlP.
Utilize data, e.g, BEIS/SIS, SBM assessment, TSNA, and'
2
strategic planning in the development of SIP/AlP.
Align the SlP/AIP with national, regional and local education
3
policies and thrusts.
Communicate effectively SIP/AlP to internal and external
4
stakeholders.
IC Problem Solving
1 Resolve problems at the school level.
Assist teachers and students to understand problems and
2
identify possible solutions.
3 Analyze causes of problems critically and objectively.
4 Analyze causes of problems critically and objectively.
1D Teams Building High Performance
1 Explore several approaches in handling problems.
2 Demonstrate a proactive approach to problem solving.
Involve stakeholders in meetings and deliberations for decision
3
making.
4 Set high expectations and challenging goals.
Provide opportunities for growth for growth and development
5
of members as team players.
6 Define roles and functions of each committee.
Monitor and evaluates accomplishment of different
7
committees/teams.
Give feedback on the team's performance using performance -
8
based assessment tool.
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Establish a system for rewards and benefits for teachers and

9
staff.
1E Coordinating With Others
Collaborate with concerned staff on the planning and
1
implementation of programs and projects.
Ensure proper allocation and utilization of resources (time,
2
fiscal, human, IMS, etc.)
Provide feedback and updates to stakeholders on the status of
3
progress and completion of programs and projects.
4 Mobilize teachers/staff in sustaining a project.
1F Leading and Managing Change
Maintain an open, positive and encouraging attitude toward
1
change.
Assist teachers in identifying strengths and growth areas
2
through monitoring and observation.
Introduce innovations in the school program to achieve higher
3
learning outcomes.
Monitor and evaluate the implementation of change programs
4
included in SIP/AlP.
5 Observe and apply multi-tasking in giving assignments.
Advocate and execute plans for changes including culture'
6
change in the workplace
Empower teachers and personnel to identify, initiate and
7
manage changes.
Domain 2 - Instructional Leadership
2A Assessment of Learning
Manage the processes and procedures in monitoring student
1
achievement
Ensure utilization of a range of assessment processes to
2
assess student performance
Assess the effectiveness of curricular/co-curricular programs
3
and/or instructional strategies.
4 Utilize assessment results to improve learning.
Create & manage a school process to ensure student progress
5
is conveyed to students and parents/guardians, regularly.
2B Developing Programs and or Adopting Existing Programs
1 Develop/adapt a research based school program.
Assist in implementing an existing, coherent and responsive
2
school-wide curriculum
Address deficiencies and sustains successes of current
3
programs in collaboration with teachers, and learners
4 Develop a culture of functional literacy.
2C Implementing Programs for Instructional Improvement
Manage the introduction of curriculum initiatives in line with
1
DepEd policies (e.g. BEC, Madrasah)
2 Work with teachers in curriculum review.
3 Enrich curricular offerings based on local needs.
Manage curriculum innovation enrichment with the use of
4
technology.
Organize teams to champion instructional innovation
5
programs toward curricular responsiveness
2D Instructional Supervision
1 Prepare and implement an instructional supervisory plan
2 Conduct Instructional Supervision using appropriate strategy
Evaluate lesson plans as well as classroom and learning
3
management.
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Provide in a collegial manner timely, accurate and specific

4
feedback to teachers' regarding their performance.
Provide expert technical assistance and instructional support
5
to teachers.
Domain 3 - Creating a Student Centered Learning Climate
3A Setting high social and academic expectations
1 Benchmark school performance
Establish and model high social and academic expectations for
2
all.
3 Create an engaging learning environment.
Participate in the management of learner behavior within the
4 school and other school related activities done outside the
school.
5 Support learners desire to pursue further learning.
Recognize high performing learners and teachers and
6
supportive parents and other stakeholders
Creating school environments focused on the needs of the
3B
learner
Create and sustain a safe, orderly, nurturing and healthy,
1
environment.
Provide environment that promotes use of technology among
2
learners and teachers.
Domain 4 - HR Management and Professional Development
4A Creating a Professional Learning Community
1 Build a community of learners among teachers.
Assess and analyze the needs and interests of teachers and
2
other school personnel.
Ensure that the School Plan for Professional Development
(SPPD) emerges from the Individual Professional Plan for
3
'Development (IPPD) and other identified needs of school
personnel included in the SIP/AIP.
4 Include the SPPD in the SIP/AlP.
Mentor and coach employees and facilitates the induction of
5
new ones.
Recognize potential of staff and provides opportunities for
6
professional development.
Ensure that the objectives of the school development plan are
7 supported with resources for training and development
programs.
Prepare, implement, and monitor school-based INSET for all
8
teaching staff based on IPPD’s.
9 Monitor and evaluate school-based INSETs.
4B Recruitment and Hiring
Utilize the basic qualification standards and adheres to
pertinent policies in recruiting and hiring teachers/staff.
Create and train School Selection and Promotion Committee
and trains its members.
Recommend better ways and means to improve recruitment,
hiring and performance appraisal of teachers.
4C Managing Performance of Teachers and Staff
Assign teachers and other personnel to their area of
1
Competence.
Assist teachers and staff in setting and resetting performance
goals.
Monitor and evaluate performance of teaching and
3
nonteaching personnel vis-a-vis targets.
Delegate specific tasks to help manage the performance of
4
teaching and non-teaching personnel.
5 Coach deputized staff as needed on managing performance.
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Sibalom, Antique

Create a functional school-based performance appraisal

6
committee.
7 Assist and monitor the development of IPPD of each teacher.
Domain 5 - Parents Involvement and Community Partnership
5A Parental Involvement
Establish school and family partnerships that promote student
1
peak performance
Organize programs that involve parents and other school
2
stakeholders to promote learning.
Conduct dialogues, fora, training of teachers, learners and'
3
parents on the welfare and improves performance of learners.
5B External Community Partnership
Promote the image of the school through school summit, State
1 of the School Address (SOSA), cultural shows, learners' project
exhibits, fairs, etc.
Conduct dialogues and meetings with multi-stakeholders in
2
crafting programs and projects.
3 Participate actively in community affairs.
4 Establish sustainable linkages / partnership with other
Domain 6 - School Management and Operations
6A Managing School Operations
Manage the implementation, monitoring and review of the
1
SIP/AlP and other action plans.
Establish and maintain specific programs to meet needs of
2
identified target groups.
Take the lead in the design of a school physical plant facilities
3
improvement plan in consultation with an expert.
Allocate/prioritize funds for improvement and maintenance of
4
school physical facilities and equipment.
Oversee school operations and care and use of school facilities
5
according to set guidelines.
Institutionalize best practices in managing and monitoring
6 school operations thereby creating a safe, secure and clean
learning environment.
Assign/hire appropriate support personnel to manage school
7
operations.
6B Fiscal Management
1 Prepare a financial management plan.
2 Develop a-school budget which is consistent with SIP/AIP.
3 Generate and mobilize financial resources.
Manage school resources in accordance with DepEd policies
4 and accounting and auditing rules and regulations and other
pertinent guidelines.
Accept donations, gifts, bequests and grants in accordance
5
with RA 9155.
Manage a process for the registration, maintenance and
6 replacement of school assets and dispositions of non-reusable
properties.
Organize a procurement committee and ensures that the
7
official procurement process is followed.
Utilize funds for approved school programs and projects as
8
reflected in SIP/AlP.
9 Monitor utilization, recording and reporting of funds
10 Account for school fund.
Prepare financial reports and submits / communicates the
11 same to higher education authorities and other education
partners.
6C Use of Technology in the Management of Operations
Apply Information Technology (IT) plans for online
1
communication.
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Sibalom, Antique

Use IT to facilitate the operationalization of the school

2 management system (e.g. school information system, student
tracking system, personnel information system).
Use IT to access Teacher Support Materials (TSM), Learning
3 support Materials (LSM) and assessment tools in accordance
with the guidelines.
Share with other school heads the school's experience in the
4
use of new technology.
Domain 7 - Personal and professional Attributes and Interpersonal Effectiveness
7A Professionalism
Manifest genuine enthusiasm and pride in the nobility of the
1
teaching profession.
Observe and demonstrate desirable personal and professional
(RA 6713 & Code of Ethics RA 7836) behaviors like respect,
2
honesty, dedication, patriotism and genuine concern for others
at all times.
Maintain harmonious relations with superiors, colleagues,
3
subordinates, learners, parents and other stakeholders
Make appointments, promotions and transfers on the bases of
4
merit and needs in the interest of the service.
Maintain good reputation with respect to financial, matters
5 such as the settlement of his/her debts, loans and other
financial affairs.
Develop programs and projects for continuing personal and
6 professional development including moral recovery and values
formation among teaching and non-teaching personnel.
7B Communication
Communicate effectively to staff and other stakeholders in
1
both oral and written forms.
Listen to stakeholders' needs and concerns and responds
2 appropriately in consideration of the political, social, legal and
cultural context.
7C Interpersonal Sensitivity
1 Interact appropriately with a variety of audiences.
2 Demonstrate ability to empathize with others.
7D Fairness, Honesty and Integrity
Observe Award System and a system of assistance for teachers
and staff to sustain integrity, honesty and fairness in all
1 school practices.
Demonstrate integrity, honesty and fairness all his/her
2 dealings and transactions.
3 Make individuals accountable for their actions.
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Sibalom, Antique

Appendix G
Proposed Training and Development Program
I. Rationale:

Today’s school administrators are over loaded with work due to the
nature and the diverse demand of the Department of Education as
stipulated in the position description form. The tendency is, the school
administrators are complacent only of what they can do or perform
without considering quality outcomes.
The results of this research on Technical Assistance Needs of
School Administrators are manifestations that school administrators
needed technical assistance especially in Instructional Supervision and
Recruitment and Hiring. Hence, a proposal program in instructional
supervision and recruitment and hiring.
The training program is designed for use by school administrators
in working with classroom teachers to improve learning outcomes for
students as well as recruitment and hiring. It is designed to guide school
administrators in their roles as instructional leaders and managers, not
a prescription. It includes a conceptual basis, information about
components and indicators of quality teaching and learning, suggestions
for utilization of available resources, and procedural guidelines in
recruitment and hiring. It may be used as basis for in-service education
and staff development.

II. Training Design and Matrix

The outline of the proposed program is as follows:

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Sibalom, Antique

A. Instructional Supervision Program for School Administrators

Title of Training Instructional Supervision Training Program

Topic Area of Training Professional Development and Special Needs
No. of Days/Hours of 3 days (24 hours)
Training
Expected Participants Elementary and Secondary School Administrators
Learning Objectives • Know the nature, history, practices, and models of
Instructional and Clinical Supervision
• Identify the different supervisory practices and
techniques of Instructional Supervision
• Apply the knowledge learned in Instructional
Supervision
Content and • The History of Supervision
Instructional Plan • The Nature of Instructional Supervision
• Practices of Instructional Supervision
• Models of Instructional Supervision
• Clinical Supervision
• Supervisory Techniques
A. Observing Classes
B. Conference Skills
1. Rationale/Purpose of Conferences
2. Observation/Conference Process
C. Questioning to Facilitate Collaboration
1. Asking Questions
2. Recognizing/Dignifying Responses
3. Encouraging Questions from the Teacher
4. Developing Open-ended Questions
5. Sample Questions
• Instructional Supervision in the 21st Century
• Sharing of Research in Instructional Supervision
Materials Needed Projector
Laptop
Training Resources Package
Training Resources Budgetary Requirements
and References Materials from Internet
Conducted action/applied researches
Methods of Evaluation Pre-and post-training evaluation
Demonstration/Workshop
Evaluation/Follow-Up Monitoring and Evaluation Plan
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Sibalom, Antique

B. Recruitment and Hiring Program for School Administrators

Title of Training Recruitment and Hiring Training Program

Topic Area of Training Professional Development and Special Needs
No. of Days/Hours of 3 days (24 hours)
Training
Expected Participants Elementary and Secondary School Administrators
Learning Objectives • Identify steps in recruitment and hiring guidelines
• Institutionalize measures in recruitment and
hiring through identified vacancy and evaluation
need
• Evaluate position description form and
recruitment and hiring procedures
Proposed Training • Identify Vacancy and Evaluate Need
Content Program • Develop Position Description
• Develop Recruitment Plan
• Select Search Committee
• Post Position and Implement Recruitment Plan
• Review Applicants and Develop Short List
• Conduct Interviews
• Select Hire
• Finalize Recruitment
Materials Needed Projector
Laptop
Training Resources Package
Training Resources Budgetary Requirements
and References Materials from Internet
Conducted action/applied researches
Methods of Evaluation Pre-and post-training evaluation
Demonstration/Workshop
Evaluation/Follow-Up Monitoring and Evaluation Plan
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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Appendix H

Curriculum Vitae

RUNATO A. BASAÑES
Education Program Supervisor I
Department of Education – Division of Antique
Binirayan Hills, 5700 San Jose, Antique
Cellphone: +639277170532 / e-mail: [email protected]

EDUCATION

Elementary: Bongbongan I Elementary School

Bongbongan I, Sibalom, Antique
June 1976 – March 1983

Secondary: Polytechnic State College of Antique

Sibalom, Antique
June 1983 – March 1987

College: Bachelor of Secondary Education major in Mathematics

Polytechnic State College of Antique
Sibalom, Antique
June 1987 – April 1991

Diploma: Diploma in Science Teaching major in Mathematics

University of the Philippines Open University
Los Banos, Laguna
June 1997 – August 2000

Masterate: Master of Education major in Educational Management

Polytechnic State College of Antique
Sibalom, Antique
April 2000 – March 2002

Doctorate: Doctor of Philosophy major in Educational Management

University of Antique
Sibalom, Antique
Summer 2012 – Second Semester, 2015-2016
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EXAMINATIONS

Civil Service Sub-Professional Examination

San Jose, Antique
August 10, 1990
Rating: 83.94%

Professional Examination for Teachers

San Jose, Antique
November 11, 1991
Rating: 70.27%

National Examination for School Principals

Iloilo National High School
La Paz, Iloilo City
July 25, 2005
Score: 174

PROFESSIONAL APPOINTMENTS

June 1993 – March 2004

Part-time College Instructor
Antique Para-Medical Institute
San Jose, Antique

April 2004 – March 14, 2005

Asst. Registrar/College Instructor
Antique Para-Medical Institute
San Jose, Antique

March 1995-June 2003

Secondary School Teacher I
Sido-San Juan National High School
Sido, Sibalom, Antique

Summer 2003 – Mach 2012

Graduate School Professor
Aklan State University–Regional Graduate Studies Consortium
Antique National School Center
San Jose, Antique
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November 2008–March 2012

Graduate School Coordinator
Aklan State University–Regional Graduate Studies Consortium
Antique National School Center
San Jose, Antique

July 2003 – May 2006

Secondary School Teacher III
Sido-San Juan National High School
Sido, Sibalom, Antique

June 2006 – December 2006

Secondary School Teacher III/Officer-In-Charge
Valderrama National High School
Valderrama, Antique

January 2007 – August 2009

Secondary School Principal I
Valderrama National High School
Valderrama, Antique

August 2009 – Present

Education Program Supervisor I (Elementary Mathematics)
Department of Education
Division of Antique
San Jose, Antique

Summer 2012 – Present

Graduate School Professor
College of Teacher Education – Graduate School
University of Antique
Sibalom, Antique

SPEAKERSHIP/COMMITTEE APPOINTMENTS

November 2015 – January 2016

Regional Trainer
Early Language Literacy and Numeracy Program
Department of Education – Region VI
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UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

July 2011 – August 2015

Division Trainer/Facilitator
Elementary Mathematics
Department of Education – Division of Antique

May 2002 – December 2005

Division Mathematics Trainer
Secondary Education Development and Improvement Project
Department of Education – Division of Antique

June 2004
Division Trainer
BRIDGE Program
Department of Education – Division of Antique

2004 – 2006
Lecturer
Licensure Examination for Teachers Review
Visayan Professional Teachers Training Center
San Jose, Antique

2001 – 2009
Regional Eligibility Officer
Western Visayas Regional Athletic Association Meet
Department of Education – Region VI

1998 – 2002
School Paper Adviser
The Dawn, the Official School and Community Newspaper
Sido-San Juan National High School
Sido, Sibalom, Antique

PERSONAL DATA

Date of birth: October 19, 1969

Place of birth: Bongbongan I, Sibalom, Antique

Languages: Kiniray-a, Tagalog, English

Marital status: Single

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UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

SPECIAL SKILLS/HOBBIES

Computer Literate
Thesis Advising
Resource Speaker
Training Facilitator

MEMBRSHIP IN ASSOCIATION/ORGANIZATION

Adviser, Mathematics Teachers Association of the Philippines – Antique

Chapter
Board of Director/Officer, Barbaza Multi-Purpose Cooperative
President, University of Antique College of Teacher Education – Graduate
School Student Council
President, University of Antique College of Teacher Education Alumni
Association

REFERENCES

JOHN ARNOLD S. SIENA

Director IV
National Educators Academy of the Philippines (NEAP)
Department of Education
DepEd Complex, Pasig City

FELISA B. BERIONG
Asst. Schools Division Superintendent
Division of Iloilo
La Paz, Iloilo City

FELICIANO C. BUENAFE, JR.

Asst. Schools Division Superintendent
Division of Passi City