PARTICIPATORY SCHOOL ADMINISTRATION, LEADERSHIP AND

MANAGEMENT (PSALM): ITS IMPACT ON THE CREATION

OF BETTER PHILIPPINE PUBLIC SECONDARY SCHOOLS

DIOSDADO M. SAN ANTONIO

BSIE, MAEd, MLMEd

Submitted in total fulfillment of the degree of Doctor of Philosophy

School of Education of the Faculty of Education and Arts,

University of Newcastle, Australia

DECEMBER 2006

Diosdado M. San Antonio i

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 DECLARATION

I hereby certify that the work embodied in this thesis is a result of original research

and has not been submitted for a higher degree

at any other University or Institution.

DIOSDADO M. SAN ANTONIO

2006

Diosdado M. San Antonio ii

PhD Thesis
 This thesis is dedicated to my inspirations

My ever-dearest wife Ruth SA. Abrigo-San Antonio

and our loving sons

Raphael Dorutheo Martin A. San Antonio

Raymond Dorutheo Francis A. San Antonio

John Roi Dorutheo A. San Antonio

Diosdado M. San Antonio iii

PhD Thesis
 ACKNOWLEDGEMENTS

Foremost among those whom I wish to gratefully acknowledge is the

Almighty God. Through His grace, He has sent me people who have been

instrumental in honing my skills and in keeping me inspired to complete this task.

It is with deep respect that I thank my research supervisor, Dr. David T.

Gamage, whose expertise and effective mentorship has been crucial in my

transformation from a neophyte to a relatively more confident researcher. With his

useful feedback and genuine concern for his students, I learned the intricacies of

undertaking research to address educational problems.

Likewise, I convey my gratitude to the University of Newcastle, Australia for

the scholarships offered to fund the pursuit of this research degree. The School of

Education staff from the Dean (Prof. Phil Foreman) to the administrative assistants

who were always willing to provide the essential support for ensuring access to

University resources.

Moreover, I am indebted to the Department of Education officials in the

Philippines who approved my study leave of absence to pursue PhD. The school

heads, teachers, students, alumni, parents and community leaders who took part in

this research have gone out of their way to accommodate me in doing this research.

Finally, I wish to express my profound and sincerest appreciation for my

wife Ruth, our sons, our parents and siblings for their unfailing prayers and

encouragements that kept me a lot more at ease in facing the challenges of

completing this PhD thesis.

Diosdado M. San Antonio iv

PhD Thesis
 TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………………. i

DECLARATION …………………………………………………………………….. ii

DEDICATION ……………………………………………………………………… iii

ACKNOWLEDGEMENTS ………………………………………………………… iv

TABLE OF CONTENTS …………………………………………………………… v

LIST OF APPENDICES …………………………………………………………… xiii

LIST OF TABLES ………………………………………………………………… xvi

LIST OF FIGURES ………………………………………………………………… xx

ABBREVIATIONS ………………………………………………………………... xxi

ABSTRACT ……………………………………………………………………….. xxiii

Chapter I AN INTRODUCTION TO THE STUDY

1.0 Overview ……………………………………………………………………….. 1

1.1. Background of the Study ……………………………………………………… 1

1.2 The Context of the Philippine Public School System …………………………. 4

1.3 Identification of the Research Problem ……………………………………….. 7

1.4 Purpose and Specific Objectives of the Study ………………………………… 9

1.5 The Research Questions ………………………………………………………. 9

1.6 Methodology and Sample ..…………………………………………………… 10

1.7 Theoretical Framework ………………………………………………………. 12

1.8 Definition of Relevant Terms .……………………………………………….. 12

1.9 Significance of the Study ..…………………………………………………… 13

1.10 Limitations of the Study ……………………………………………………. . 14

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1.11 Scheme of the Study ……………………………………………………….. 15

Chapter II LITERATURE REVIEW

2.0 An Overview ……………………………………………………………..… 16

2.1 Trends in the Quest for ‘Better Schools’ …………………………………… 17

2.1.1 A Brief Historical Perspective on the Quest for ‘Better Schools’ .……......... 17

2.1.2 Features of Successful Schools ……………………………………………… 21

2.1.3 Other Research Findings on the Search for ‘Better Schools’ ……………….. 26

2.2 Leadership and Management Concepts Underpinning PSALM …………….. 31

2.2.1 Transformational Leadership…………………………………………………. 31

2.2.2 Visionary Leadership ………………………………………………………… 34

2.2.3 Emancipatory Leadership …………………………………………………… 35

2.2.4 Authentic Leadership ……………………………………………………….. 35

2.2.5 Facilitative Leadership ……………………………………………………… 36

2.2.6 Theory Y Management……………………………………………………….. 37

2.2.7 System 4 Management ……………………………………………………….. 37

2.2.8 Stewardship …………………………………………………………………… 38

2.2.9 Distributed Leadership ……………………………………………………….. 39

2.2.10 Sergiovanni’s Leadership as Community-Building ………………………….. 42

2.2.11 Creighton’s Leading from Below the Surface ……………………………….. 43

2.2.12 Contingency-Based Leadership and Management Concepts ………………… 44

2.2.13 Characteristics of Leaders for Effective Collaboration ……………………… 50

2.3 Collaboration and Participatory Decision Making …………………………… 53

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2.3.1 Rationale for the Adoption of Collaboration in Organizations ……………… 53

2.3.2 Forms of Collaboration ……………………………………………………… 54

2.3.3 Areas for Collaboration/Decisional Involvement …………………………… 55

2.3.4 The Positive Effects of Collaboration ……………………………………….. 56

2.3.5 What is Needed for Successful Collaboration? ……………………………… 58

2.3.6 Barriers to Effective Collaboration…………………………………………… 62

2.3.7 Teachers’ Reactions to Collaboration ………………………………………… 63

2.4 School-Based Management (SBM) …………………………………………… 66

2.4.1 Rationale for SBM …………………………………………………………… 66

2.4.2 Different SBM Models ……………………………………………………….. 67

2.4.2.1 Models Based on Authority Granted ………………………………………… 67

2.4.2.2 Models Based on Stakeholders’ Influence on Decisions …………………… 68

2.4.3 Some Countries Implementing SBM ………………………………………… 69

2.4.4 Ensuring Effective SBM Implementation …………………………………… 75

2.4.5 Factors Hindering SBM Effectiveness ……………………………………… 80

2.4.6 Impact of SBM ……………………………………………………………… 81

2.5 The Concepts of Commitment, Empowerment and Trust …………………. 82

2.5.1 Commitment in Participative Organizations ……………………………….. 83

2.5.1.1 Ways of Drawing Commitment ……………………………………………… 83

2.5.1.2 Impact of Commitment ……………………………………………………… 85

2.5.2 Empowerment ………………………………………………………………… 86

2.5.2.1 Forms of Empowerment …………………………………………………….. 86

2.5.2.2 Enhancing Empowerment …………………………………………………… 88

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2.5.2.3 Impact of Empowerment …………………………………………………… 89

2.5.3 Trust in Organizations ………………………………………………………. 90

2.5.3.1 Exploring the Concept of Trust ……………………………………………… 91

2.5.3.2 Fostering Trust in Organizations ……………………………………………. 93

2.5.3.3 Impact of Trust in Organizations ……………………………………………. 96

2.6 Summary …………………………………………………………………….. 98

Chapter III METHODOLOGY, RESEARCH DESIGN AND SAMPLE

3.0 Overview …………………………………………………………………….. 99

3.1 Specific Research Questions ………………………………………………… 100

3.2 The Rationale for the Research Methodology and Design ………………….. 101

3.3 Participants …………………………………………………………………… 104

3.4 Instruments ………………………………………………………………….. 106

3.5 Procedure ……………………………………………………………………. 110

3.5.1 The Experiment ……………………………………………………………… 110

3.5.2 The Interviews ………………………………………………………………. 115

3.6 Theoretical Framework ……………………………………………………… 117

3.7 Summary ………………………………………………………………......... 119

Chapter IV EFFECTS OF PARTICIPATORY SCHOOL ADMINISTRATION,

LEADERSHIP AND MANAGEMENT (PSALM)

4.0 Overview …………………………………………………………………… 121

4.1 The Independent and Dependent Variables ………………………………… 121

4.2 The Statistical Techniques Used …………………………………………… 123

4.3 Effects on the Dependent Variables ………………………………………… 125

4.3.1 Experimental and Control Groups before Implementing PSALM …………. 126

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4.3.1.1 Analysis at the Individual Stakeholder Level ……………………………… 126

4.3.1.2 Analysis at the School Level ……………………………………………….. 128

4.3.2 Experimental and Control Groups after Implementing PSALM …………… 130

4.3.2.1 Analyzing PSALM Effects at the Individual Stakeholder Level …………… 130

4.3.2.2 Analyzing PSALM Effects at the Level of Schools ………………………… 133

4.3.3 The Results in the Context of Previous Research …………………………… 136

4.3.3.1 On Academic Achievement …………………………………………………. 136

4.3.3.2 On Commitment, Empowerment and Trust ………………………………… 137

4.4 Influence of the Characteristics of Stakeholders on the Variables ………….. 139

4.4.1 Constituency ………………………………………………………………… 139

4.4.2 Gender ………………………………………………………………………. 142

4.4.3 Age ………………………………………………………………………….. 144

4.4.4 Position in the ASC ………………………………………………………… 147

4.5 Operational Effectiveness of PSALM ……………………………………… 150

4.5.1 Perceptions on the ASC Decision-making ………………………………….. 150

4.5.2 Perceptions on the Effectiveness of Sub-committees ……………………….. 155

4.5.3 Perceptions on the Operation of the ASC …………………………………… 158

4.5.4 Inter-Correlating the Aspects of PSALM Effectiveness ……………………. 162

4.6 Factors that Affect Effective PSALM Implementation ……………………... 165

4.6.1 Constituency, Gender, Age, Position in the ASC and PSALM Effectiveness.. 166

4.6.1.1 Constituency and PSALM Effectiveness ……………………………………. 166

4.6.1.2 Gender and PSALM Effectiveness ………………………………………….. 170

4.6.1.3 Age and PSALM Effectiveness …………………………………………….. 172

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4.6.1.4 Position in the ASC and PSALM Effectiveness ……………………………. 174

4.6.2 Relating the Respondents’ Perceptions on PSALM Effectiveness

to their Commitment, Empowerment and Trust Levels ……………………. 177

4.6.2.1 PSALM Effectiveness and Commitment Levels …………………………… 178

4.6.2.2 PSALM Effectiveness and Empowerment Levels …………………………. 179

4.6.2.3 PSALM Effectiveness and Levels of Trust ………………………………… 180

4.6.2.4 PSALM Effectiveness and the Respondents’ Inclination for Meaningful

Participation in Improving the School ……………………………………… 182

4.7 Using Aspects of PSALM Effectiveness to Predict Some Variables ..……… 183

4.7.1 Predicting Levels of Commitment ………………………………………….. 183

4.7.2 Predicting Levels of Empowerment ………………………………………… 184

4.7.3 Predicting Levels of Trust …………………………………………………... 185

4.7.4 Predicting Inclination for Meaningful Participation

in Improving the School …………………………………………………….. 187

4.8 Making Sense of Quantitative Results ………………………………………. 188

4.9 Summary …………………………………………………………………….. 190

Chapter V PSALM IMPLEMENTATION: WHAT MADE IT EFFECTIVE?

5.0 Overview ……………………………………………………………………. 192

5.1 The Interviewees …………………………………………………………… 192

5.2 The Factors Affecting Effective PSALM Implementation ………………… 194

5.2.1 Factors that Enhance PSALM Effectiveness ………………………………. 194

5.2.1.1 Changes on the Leadership/Management Approaches of the School Head …. 195

5.2.1.2 Positive Leadership Behaviors ……………………………………………… 196

5.2.1.3 Facilitative Traits of the Other ASC Members………………………………. 197

5.2.1.4 Useful Personal Traits for Active ASC Participation ………………………. 199

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5.2.1.5 Ways PSALM Enhances Inclination for Meaningful Participation ………… 200

5.2.1.6 Reasons for Satisfaction with PSALM Implementation ……………………. 202

5.2.1.7 Reasons for Recommending PSALM to Others …………………………….. 204

5.2.2 Hindering Factors and Other Suggestions

to Implement PSALM Effectively……………………………………………. 206

5.2.2.1 Leadership Approaches that Constrain Active Participation ………………… 206

5.2.2.2 Constraining Behaviors of Other ASC Members …………………………… 208

5.2.2.3 Knowledge, Skills and Attitudes Needed for Better ASC Involvement ……. 209

5.2.2.4 Difficulties Encountered in Implementing PSALM ………………………… 210

5.2.2.5 Ways of Addressing Difficulties in PSALM Implementation ……………… 212

5.2.2.6 Other Suggestions to Improve PSALM Implementation …………………… 213

5.3 Making PSALM Effective, What School Heads Have Done ………………... 214

5.3.1 New Approaches Adopted by School Heads to Implement PSALM ……….. 214

5.3.2 School Heads’ Behaviors that Encouraged Better Participation …………….. 216

5.3.3 Constraining Behaviors of the School Heads ………………………………... 216

5.4 Making PSALM Effective, What ASC Members Have Done ……………… 217

5.4.1 Productive ASC Members’ Traits ………………………………………….. 217

5.4.2 ASC Members’ Behaviors that Hinder Active Participation ……………….. 218

5.4.3 Skills Needed for Successful Participation in ASC Activities ……………… 219

5.5 Making PSALM Effective, How School Councils Should Operate ………… 219

5.5.1 Stakeholders’ Satisfaction with PSALM …………………………………… 220

5.5.2 Enhancing Inclination to Participate through PSALM ……………………... 220

5.5.3 Challenges to Face in Implementing PSALM ……………………………… 221

5.5.4 Overcoming Difficulties in Implementing PSALM ………………………… 222

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5.5.5 Recommendations for Better PSALM Implementation …………………… 222

5.6 The Results of Quantitative and Qualitative Analyses …………………….. 223

5.7 Towards a Model of an Effective PSALM Implementation ……………….. 225

5.8 Summary …………………………………………………………………… 228

Chapter VI CONCLUSIONS, RECOMMENDATIONS

AND FUTURE DIRECTIONS

6.0 Overview …………………………………………………………………… 230

6.1 The Research Context ……………………………………………………… 230

6.2 Methods Used ……………………………………………………………… 231

6.3 Conclusions ………………………………………………………………… 233

6.3.1 Research Question No. 1 …………………………………………………… 233

6.3.2 Research Question No. 2 ….………………………………………………… 235

6.3.3 Research Question No. 3 …………………………………………………… 238

6.3.4 Research Question No. 4 …………………………………………………… 241

6.4 Recommendations ………………………………………………………….. 248

6.5 Limitations of the Study …………………………………………………… 252

6.6 Future Directions …………………………………………………………… 253

6.7 Summary ………………………………………………………………......... 254

REFERENCES……………………………………………………………………… 256

APPENDICES ……………………………………………………………………… 292

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 LIST OF APPENDICES

Appendix A.1 Permission from the Schools Division Superintendent…….. 292

Appendix A.2 Letter of Invitation to School Heads……………………….. 293

Appendix A.3 Letter of Invitation to Other Stakeholders…………………. 294

Appendix A.4.a Information Statement (English Version)………………….. 295

Appendix A.4.b Information Statement (Filipino Version)…………….……. 298

Appendix A.5.a Consent Form (English Version)…………………………… 301

Appendix A.5.b Consent Form (Filipino Version)…………………………… 302

Appendix B.1 Questionnaire for School Heads……………………………. 303

Appendix B.2 Questionnaire for Teachers………………………………….. 305

Appendix B.3 Questionnaire for Students………………………………….. 307

Appendix B.4 Questionnaire for Alumni…………………………………… 309

Appendix B.5.a Questionnaire for Parents (English Version)……………….. 311

Appendix B.5.b Questionnaire for Parents (Filipino Version)……………….. 313

Appendix B.6.a Questionnaire for Community Leaders (English Version)…. 316

Appendix B.6.b Questionnaire for Community Leaders (Filipino Version)… 318

Appendix B.7.a Questionnaire on the Operational Effectiveness

of ASCs (English Version)………………………………….. 321

Appendix B.7.b Questionnaire on the Operational Effectiveness

of ASCs (Filipino Version)………………………………… 327

Appendix C.1.a Interview Schedule (English Version) …………………….. 333

Appendix C.1.b Interview Schedule (Filipino Version) ……………………. 335

Appendix D.1.a Results of the Division Achievement (Pre) Test ………….. 337

Appendix D.1.b Results of the Division Achievement (Post) Test………….. 338

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Appendix E.1.a Factor Analysis of 1st Survey Commitment Scale………… 339

Appendix E.1.b Factor Analysis of 1st Survey Empowerment Scale……….. 341

Appendix E.1.c Factor Analysis of 1st Survey Trust Scale…………………. 343

Appendix E.1.d Factor Analysis of 1st Survey Inclination for Meaningful

Participation in Improving the School Scale……………… 345

Appendix E.2.a Factor Analysis of 2nd Survey Commitment Scale………... 349

Appendix E.2.b Factor Analysis of 2nd Survey Empowerment Scale……… 351

Appendix E.2.c Factor Analysis of 2nd Survey Trust Scale………………… 353

Appendix E.2.d Factor Analysis of 2nd Survey Inclination for Meaningful

Participation in Improving the School Scale……………… 354

Appendix E.3.a Reliability Analysis of 1st Survey Commitment Scale……. 358

Appendix E.3.b Reliability Analysis of 1st Survey Empowerment Scale…… 359

Appendix E.3.c Reliability Analysis of 1st Survey Trust Scale……………… 360

Appendix E.3.d Reliability Analysis of 1st Survey Inclination for Meaningful

Participation in Improving the School Scale……………….. 361

Appendix E.4.a Reliability Analysis of 2nd Survey Commitment Scale…….. 363

Appendix E.4.b Reliability Analysis of 2nd Survey Empowerment Scale…… 364

Appendix E.4.c Reliability Analysis of 2nd Survey Trust Scale…………..…. 365

Appendix E.4.d Reliability Analysis of 2nd Survey Inclination for Meaningful

Participation in Improving the School Scale……………….. 366

Appendix E.5.a ANOVA for Constituency and Dependent Variables……… 368

Appendix E.5.b ANOVA for Age and Dependent Variables………………… 378

Appendix E.5.c ANOVA for Position in the ASC and Dependent Variables… 386

Appendix E.5.d ANOVA for Constituency and Aspects

of PSALM Effectiveness…………………………………… 394

Appendix E.5.e ANOVA for Age and Aspects of PSALM Effectiveness…… 405

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Appendix E.5.f ANOVA for Position in the ASC and Aspects
of PSALM Effectiveness………………………………….... 415

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 LIST OF TABLES

Table 3.1 Comparison of quantitative and qualitative

research approaches………………………………………………. 103

Table 3.2 Summary of Information Concerning Respondents to Surveys…… 105

Table 4.1 Independent samples t-test results for the dependent variables
between the EG and CG before the intervention…………………… 127

Table 4.2 Independent samples t-test results for the dependent variables
between the schools in the EG and CG
before the intervention……………………………………………… 129

Table 4.3 Independent samples t-test results for the dependent variables
between the EG and CG after intervention………………………….. 131

Table 4.4 Independent samples t-test results for academic achievement,

empowerment, trust and commitment levels of the schools
in the EG and CG after intervention…………………………………. 134

Table 4.5 Mean scores and standard deviations of respondents for the different
dependent variables according to their constituency ………………… 139

Table 4.6 Mean scores and standard deviations of respondents on the specific
dimensions of empowerment according to their constituency………. 141

Table 4.7 Independent samples t-test results for EG’s gender and their levels
of commitment, empowerment and trust ……………………………. 143

Table 4.8 Mean scores and standard deviations of respondents

on the dependent variables according to their age…………………… 145

Table 4.9 Mean scores and standard deviations of respondents

in the dimensions of empowerment
according to their age……………………………………………….. 146

Table 4.10 Mean scores and standard deviations of respondents on the dependent
variables according to their positions in the ASC……………………. 148

Table 4.11 Mean scores and standard deviations of respondents in the dimensions
of empowerment according to their positions in the ASC…………… 149

Table 4.12 How decisions were made by the Advisory

School Councils (ASCs)……………………………………………… 151

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Table 4.13 Areas on which ASC was involved in decision-making……………… 152

Table 4.14 Constraints on ASC Decision-making………………………………... 152

Table 4.15 Domination of meetings by particular stakeholder groups…………… 153

Table 4.16 Availability of adequate information for decision-making…………… 154

Table 4.17 Perception of the ASC Members on the Process of Decision-making... 155

Table 4.18 Committees organized by the ASCs………………………………… 156

Table 4.19 The usefulness of the committee structure………………………….. 157

Table 4.20 Procedures adopted by sub-committees in assisting ASC

in decision-making………………………………………………….. 157

Table 4.21 The composition of the Advisory School Councils (ASCs)………… 158

Table 4.22 Power and authority vested in the ASCs…………………………….. 159

Table 4.23 Availability of time for ASC business………………………………. 160

Table 4.24 Ways of ensuring accountability to their respective constituencies… 160

Table 4.25 Perceptions on the influence of the ASC on teaching/learning……… 161

Table 4.26 Perceptions of participants on the overall functioning of the ASCs… 162

Table 4.27 Inter-correlations among the different aspects

of PSALM effectiveness…………………………………………….. 163

Table 4.28 Mean scores and standard deviations of respondents’ perceptions

on the effectiveness of implementing PSALM
according to their constituency……………………………………… 166

Table 4.29 Independent t-test results for the indicators of PSALM Effectiveness
between the male and female respondents in the EG………………… 170

Table 4.30 Mean scores and standard deviations of the respondents’ perceptions
on the composition of the ASC according to their age………………. 172

Table 4.31 Mean scores and standard deviations of the respondents’

perceptions on the effectiveness of implementing
PSALM according to their position…………………………………. 175

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PhD Thesis
Table 4.32 The correlation between the commitment levels of the respondents
and their perceptions on the effectiveness
of implementing PSALM…………………………………………… 178

Table 4.33 The correlation between the empowerment levels

of the respondents and their perceptions on the
effectiveness of implementing PSALM…………………………….. 180

Table 4.34 The correlation between the trust levels of the respondents
and their perceptions on the effectiveness
of implementing PSALM…………………………………………… 181

Table 4.35 The correlation between the respondents’ inclination for meaningful
participation in improving the school and their perceptions on the
effectiveness of implementing PSALM……………………………... 182

Table 4.36 The Stepwise regression analysis model showing the predictor
variables for the respondents’ commitment levels………………….. 183

Table 4.37 The stepwise regression analysis model showing the predictor
Variables for the respondents’ trust levels………………………….. 186

Table 4.38 The stepwise regression analysis model showing the predictor
variables for the inclination for meaningful participation
in improving the school…………………………………………….. 187

Table 5.1 Changes on the administration, leadership and management

approaches of the school heads with the implementation
of PSALM…………………………………………………………… 195

Table 5.2 Encouraging behaviors of the school heads………………………… 196

Table 5.3 Facilitative behaviors of other ASC members……………………… 198

Table 5.4 Personal traits useful in active participation in ASC……………….. 199

Table 5.5 Ways PSALM enhances inclination for meaningful participation….. 201

Table 5.6 Reasons for satisfaction with PSALM……………………………… 203

Table 5.7 Reasons for recommending PSALM to others……………………… 205

Table 5.8 Constraining approaches of the school head………………………… 207

Table 5. 9 Constraining behaviors of other ASC members…………………….. 208

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PhD Thesis
Table 5.10 Knowledge, skills and attitudes needed by ASC members………… 210

Table 5.11 Difficulties faced in implementing PSALM…………………………. 211

Table 5.12 Ways of addressing difficulties in the PSALM implementation…… 212

Table 5.13 Other suggestions/recommendations on PSALM implementation… 213

Table 6.1 Were the experimental and control groups different in terms of the
dependent variables before and after implementing PSALM?.......... 234

Table 6.2 Did the participants differ in the specific indicators of desire to
participate? ………………………………………………………… 236

Table 6.3 Perceptions on the ASC decision-making activities……………….. 239

Table 6.4 Perceptions on the effectiveness of sub-committees………………. 240

Table 6.5 Perceptions on the overall operation of the ASC………………….. 240

Table 6.6 Were the stakeholders’ perceptions on PSALM

effectiveness affected by their constituency,
gender, age and position in the ASC?................................................ 242

Table 6.7 Were the indicators of PSALM effectiveness related to the stakeholders’
levels of commitment, empowerment, trust
and inclination to participate?............................................................. 244

Table 6.8 Factors affecting effective PSALM implementation……………….. 246

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 LIST OF FIGURES

Figure 4.1 Comparison between the EG and CG in terms

of commitment, empowerment and trust
levels after intervention……………………………………………. 132

Figure 4.2 Comparison between the EG and CG on their

specific dimensions of empowerment……………………………… 133

Figure 4.3 Comparison of the EG and CG in terms of commitment,

empowerment and trust levels using school as unit
of analysis…………………………………………………………. 134

Figure 4.4 Comparison of the EG and CG in terms of the specific

dimensions of empowerment using school as unit
of analysis………………………………………………………… 135

Figure 4.5 Empowerment level mean scores according

to respondents’ constituency……………………………………… 140

Figure 4.6 Mean scores for the specific dimensions of empowerment

of the respondents according to constituency……………………… 141

Figure 4.7 Inclination for meaningful participation in improving

the school mean scores according to the respondents’
constituency………………………………………………………… 142

Figure 4.8 Empowerment level mean scores of respondents

according to age…………………………………………………… 145

Figure 4.9 Mean scores of respondents in the specific empowerment

dimensions according to age………………………………………. 147

Figure 4.10 Mean scores for satisfaction in the ASC composition

according to constituency…………………………………………. 167

Figure 4.11 Mean scores for satisfaction in the ASC influence

on teaching and learning according to constituency……………… 169

Figure 4.12 Mean scores for satisfaction in the ASC influence

on teaching and learning according to age………………………… 174

Figure 5.1 An effective PSALM implementation model……………………… 226

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PhD Thesis
 ABBREVIATIONS

AA Academic Achievement

ANOVA Analysis of Variance

ASC Advisory School Council

AusAID Australian Agency for International Development

BEAM Basic Education Assistance for Mindanao

CG Control group

CL Commitment Level

CSR Comprehensive School Reform

DAT Division Achievement test

DepED Department of Education

EG Experimental group

EL Empowerment Level

HSD Honestly Significant Difference

IMP Inclination for Meaningful Participation in Improving the School

JBIC Japan Bank for International Cooperation

KMO Kaiser-Meyer-Olkin measure of sampling adequacy

LEA Local Education Authority

LMS Local Management of School

LSC Local School Council

M Mean

N Number of Cases

01 Results of pretest

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02 Results of posttest

PSALM Participatory School Administration, Leadership and Management

R Random assignment

SBM School-Based Management

SD Standard Deviation

TEEP Third Elementary Education Project

TL Trust Level

UK United Kingdom

USA United States of America

X Experimental Treatment

Diosdado M. San Antonio xxii

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 ABSTRACT

Participatory School Administration, Leadership and Management (PSALM):

Its Impact on the Creation of Better Public Secondary Schools in the Philippines

Diosdado M. SAN ANTONIO

This thesis examines the impact of implementing participatory school

administration, leadership and management (PSALM) via Advisory School Councils

(ASC) in Philippine public secondary schools. Through an experiment with empirical

surveys, documentary analyses and interviews, this study reveals that the experimental

group (EG) had higher levels of commitment, empowerment, trust and inclination for

meaningful participation in improving the school compared with the control group (CG)

after one year of implementing PSALM. However, the one-year experiment did not

yield a significant impact on the students’ academic achievement levels. Survey

respondents (735 for the 1st survey and 603 for the 2nd survey) were the school heads,

teachers, students, alumni, parents and community leaders from the 76 participating

schools (38 schools for experimental group and the same number for the control group).

The EG perceived the ASC operations in their schools as effective. Factors that either

elicit or inhibit active participation from the stakeholders in collaborative decision

making have been identified. An authentic model for the effective implementation of

PSALM is proposed. The study suggests that the Philippines should expedite the process

of establishing school councils in the public schools as an approach for creating better

schools.

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PhD Thesis