Leadership and Management Practices of Public Secondary School Heads

Lyceum-Northwestern University – Institute of Graduate and Professional Studies 1
CHAPTER 1
THE PROBLEM
Rationale
A school organization, like any other organization, needs a strong
leadership and management. The application of different management and
leadership principles and practices in school setting complement each other.
School leadership and management activities challenge everyone in the field in
promoting the culture of lifelong learning and teaching.
The school organization is continually changing and the need for both
leadership and management today is more important, serious, and challenging. It
is grappled by different problems and pressures to address the needs of the
education system. Schools are expected to immediately cope and adapt with the
continuous changing environment to survive (Villena, et al, 2016).
The school heads as managers and leaders set the direction the schools
are going. They are basically responsible in the overall operation of the school.
The tremendous changes in scope, variety of competencies, and necessary skills
of managing the school make their functions more complex, diverse, and
challenging. These functions of school heads as educational leaders and
managers are essential to the different areas of leadership and management
namely: learners’ development, human resources development, curriculum

implementation, legal orders and control, physical facilities development, fiscal
management, educational planning, research and evaluation, and community
extension. The identification of competencies needed to function on these areas
brings forth the challenges faced by school heads everyday where accountability,
challenges, and integrity as leaders and managers remain at stake. The essential
competencies in these areas of leadership and management greatly influence
the effectiveness and efficiency of the performance of the school as a whole.
Successful school heads’ leadership and management can be developed
and expanded over time. Their ability to reflect on their actions, their own
perceptions and the perceptions of others are necessary to complete the
challenges of one’s endeavor to be effective and efficient. What schools need
now is not just putting the right person in the position but training them on
competencies that will enhance and sustain an environment of efficient and
effective leadership and management.
In the same light, school heads preserve this identity with a valuable core
position in the management of public secondary schools as far as the welfare of
the learners is embodied in the mission of the school. School heads, with their
position, are the managers and that the extent of their functions in the field of
management proportionally correlates to their success and failures as
administrators. With this thought, principals should provide their teaching force
with effective management support system for efficient performance of function

and the utilization of available professional and material purposes (Macayan,
2013).
Having a great importance to education, leadership and management
became basic requirements for bringing the educational systems to the right
track to face the challenges of the present world and its dynamic situations.
Management in education is a process executed by the school principals and
head of the institution to bestow or to withhold academic and social recognitions
and is widely used to select the members of the teaching forces for assignment,
promotions, appointment and selection of personnel. Relevant to this, the
principal being the highest personnel of the school, should know the art of
managing people and when properly applied, management gives teachers in the
school the feeling of security, the joy of recognition, and the attainment of
opportunity and sense of belongingness (Shah, 2015).
As the chief manager of the school, the school head/principal is expected
to execute the managerial function of decision making – what to do, how to do it,
when to do it, and who should do it – by establishing the structural and functional
roles of his subordinates towards the attainment of organization’s goals.
Managerial functions are relevant as school principals carry out their duties and
responsibilities with a great deal in attitudes, values and motivations of various
groups of teachers who have their own views and philosophies in teaching and
learning. Thus, the success of the school in the implementation of its roles
depends upon the management of the school head (Acosta, 2016).

On the other hand, some school heads are overwhelmed with numerous
functions. Basically, they do their works by creating supervisory plans in ensuring
that the school does its roles. There are scenarios in school where the principal
designates department chairman or a subject group head who takes charge of
some areas in the management of school curriculum with the aim of attending
also other functions such as improvement of school plant and facilities and
training of teachers.
Within the legal bases, the provisions and mandates of Republic Act No.
9155, otherwise known as “Governance of Basic Education Act of 2001,” reveal
the central role of school principals in relation to their efficient and effective
management of the entire school. The school principals are both institutional
leaders and administrative managers who are delegated to provide a conducive
teaching-learning environment as well as the management of all resources in
cognizant to higher learning outcomes of school children. Therefore, the
constitution itself expects the school principals to improve the well-being of
teachers, learners and the community as a whole.
Indeed, the attainment of school’s success in the delivery of quality
education can be attributed largely to the leadership and management practices
applied by the principal in the school level. It is believed that these practices
would improve the performance level of the school based on the student
achievement. This means that good school heads lead their teachers to become
effective implementers of the educative process (Bonilla, 2012).

In the context of the teaching-learning process, the leadership and
management practices employed by the school head play very significant role in
the enhancement of the learners’ performance through attaining desirable Mean
Percentage Score (MPS) during quarter examinations. Within the school level,
the Panganiban National High School, a public secondary school of Pangasinan
Division II, posed a low degree of percentage scores from the test results over
the past three years. On the other hand, the Division of Pangasinan II had also
admitted that the results of examinations across all leading areas revealed a non-
impressive level of mastery. This situation has motivated Atty. Donato D.
Balderas, Jr., Schools Division Superintendent of Pangasinan II, to conduct
division-wide orientation on the crafting and use of Table of Specifications
relative to test construction in order to address the accurate measurement of
student’s learning performance.
As to the report of the former Secretary of the Department of Education
(DepEd), Jesli A. Lapuz, the chief of the agency admitted that 84 percent of the
teachers considered themselves with low proficiency in English. With this result
of the conducted survey, the DepEd has been alarmed because it may result to
negligible level of achievement among students. This survey was also confirmed
when Sec. Jesli A. Lapuz reported that the achievement rate of many students is
below the minimum passing percentage of 75% in the National Achievement Test
(NAT).
On the other hand, teachers are suffering as where to get textbooks
aligned to the competencies set by the DepEd in the curriculum guide. It has
been observed also that most of the public schools lack partnership at national
and local levels and extension program for community. Moreover, there is a need
for ICT training for teachers to be computer literate with the different Microsoft
applications that are useful in making documents, reports, and the like. With the
latest evaluation of the Individual Performance and Commitment Review Form
(IPCRF), it was found out that most of the master teachers lack educational or
action research.
As to these present situations on the learners’ and teachers’ performance
from the school to national level, the study of leadership and management
practices of school heads is necessary and vital. This is needed with a high
regard because the practices employed by the school head in the leadership and
management of the educational institution would provide additional reinforcement
for stronger instructional leadership, hence, higher learning outcome from the
students will be achieved. Thus, the school heads can now be viewed as the
second most influential factor in the student achievement.
The foregoing discussion on the concepts regarding leadership and school
management and the scenarios showing that management as an integral part of
the educative process brought the researcher in an arena of discovering the
fundamental facets that school heads need to apply towards nourishes holistic
management style. This initiative in widening one understands on educational
management would probably contribute to the attainment of outstanding status in
the field of curriculum and instruction. Establishing this intention in the field of
research is expected to provide various educational institutions with a
comprehensive tool to enhance the system of their instructional and human
resource management.
Hence, the necessity to undergo an investigation on leadership and
management practices of school heads in the Division of Pangasinan II should
be viewed as an operational approach towards embracing a culture of excellence
in the field of education and in the production of individuals who are competent
enough to lead and manage an institution.
Theoretical Framework
This assessment on the leadership and management practices of the
public secondary school heads of the Division of Pangasinan II is supported and
in congruence with the principles aligned to the theories of leadership and
management developed by practitioners in instructional leadership and
supervision. On the basis of providing this study with theories contextualizing the
situations in the management of organizations, this study depended also on the
concepts of Theories X, Y, and Z along with Maslow’s Hierarchy of Motivation
and Needs.
Theory X managers tend to take a pessimistic view of their people, and
assume that they are naturally unmotivated and dislike work. As a result, they
think that team members need to be prompted, rewarded or punished constantly
to make sure that they complete their tasks. Work in organizations that are
managed like this can be repetitive, and people are often motivated with a "carrot
and stick" approach. Performance appraisals and remuneration are usually
based on tangible results, such as sales figures or product output, and are used
to control staff and "keep tabs" on them.
According to McGregor, organizations with a Theory X approach tend to
have several tiers of managers and supervisors to oversee and direct workers.
Authority is rarely delegated, and control remains firmly centralized. Managers
are more authoritarian and actively intervene to get things done. Although Theory
X management has largely fallen out of fashion in recent times, big organizations
may find that adopting it is unavoidable due to the sheer number of people that
they employ and the tight deadlines that they have to meet.
On the other hand, Theory Y managers have an optimistic, positive
opinion of their people, and they use a decentralized, participative management
style. This encourages a more collaborative, trust-based relationship between
managers and their team members. People have greater responsibility, and
managers encourage them to develop their skills and suggest improvements.
Appraisals are regular but, unlike in Theory X organizations, they are used to
encourage open communication rather than control staff. Theory Y organizations

also give employees frequent opportunities for promotion. It has become more
popular among organizations. This reflects workers' increasing desire for more
meaningful careers that provide them with more than just money.
Theory X and Theory Y are theories of human work motivation and
management. McGregor's work was rooted in motivation theory alongside the
works of Abraham Maslow, who created the hierarchy of needs. The two theories
proposed by McGregor describe contrasting models of workforce motivation
applied by managers in human resource management, organizational behavior,
organizational communication and organizational development. Theory X
explains the importance of heightened supervision, external rewards, and
penalties, while Theory Y highlights the motivating role of job satisfaction and
encourages workers to approach tasks without direct supervision. Management
use of Theory X and Theory Y can affect employee motivation and productivity in
different ways, and managers may choose to implement strategies from both
theories into their practices.
Maslow's hierarchy of needs as consisted of physiological needs (lowest
level), safety needs, love needs, esteem needs, and self-actualization (highest
level) is being emphasizes. According to Maslow, a human is motivated by the
level they have not yet reached, and self-actualization cannot be met until each
of the lower levels has been fulfilled. Assumptions of Theory Y, in relation to
Maslow's hierarchy put an emphasis on employee higher level needs, such as
esteem needs and self-actualization.

McGregor also believed that self-actualization was the highest level of
reward for employees. He theorized that the motivation employees use to reach
self-actualization allows them to reach their full potential. This led companies to
focus on how their employees were motivated, managed, and led, creating a
Theory Y management style which focuses on the drive for individual self –
fulfillment.
Conceptual Framework
The Section 2 of the Republic Act 9155, otherwise known as,
“Governance of Basic Education Act of 2001,” states that the school shall be the
heart of the formal education system. It is where children learn. Schools shall
have a single aim of providing the best possible basic education for all learners.
Governance of basic education shall begin at the national level. It is at the
regions, divisions, schools and learning centers — herein referred to as the field
offices — where the policy and principle for the governance of basic education
shall be translated into programs, projects and services developed, adapted and
offered to fit local needs. The State shall encourage local initiatives for improving
the quality of basic education. The State shall ensure that the values, needs and
aspirations of a school community are reflected in the program of education for
the children, out-of-school youth and adult learners. Schools and learning centers
shall be empowered to make decisions on what is best for the learners they
serve.
Aligned to this declaration, highlighted purposes include the provision of
basic education general directions intended for authority, accountability and
responsibility, the allocation of resources to support these responsibilities and
roles given to authorities in achieving higher learning outcomes, and the
foundation of schools as the most important vehicle of education. Further, it also
provides the mandate for the schools in enabling their structural organizations to
receive educational programs, projects and services for the interests of all the
members of the community. While doing so, the schools and other learning
centers can reflect to the values of the community and sustain the improvements
that the whole community of learners should receive from the efforts of the
government.
With these policies provided by the authorities in the legislative branch of
the government, school heads are advised to take a great role in the
management of learning institutions. These responsibilities include setting the
mission, vision, goals and objectives of the school; creating an environment
within the school that is conducive to teaching and learning; implementing the
school curriculum and being accountable for higher learning outcomes;
developing the school education program and school improvement plan; offering
educational programs, projects and services which provide equitable
opportunities for all learners in the community; introducing new and innovative
modes of instruction to achieve higher learning outcomes; administering and
managing all personnel, physical and fiscal resources of the school;

recommending the staffing complement of the school based on its needs;
encouraging staff development; establishing school and community networks and
encouraging the active participation of teachers’ organizations, non-academic
personnel of public schools, and parents-teachers-community associations;
accepting donations, gifts, bequests and grants for the purpose of upgrading
teachers'/learning facilitators' competencies, improving and expanding school
facilities and providing instructional materials and equipment. Every educational
institution in the world has its own share of problems that need to be addressed.
Some issues besetting the school system, especially the public school include
high dropout rate, quality educational service, high repetition rate, and limited
holding capacity of the schools. Over the past decades, many initiatives and
reform efforts have been implemented to arrest these problems. One key
response of the national government is the adoption and implementation of
School-Based Management (SBM). SBM, a framework of governance, transfers
the power and authority as well as the resources to the school level on the
assumption that the school heads including teachers, key leaders in the
community, parents know the root and solution to the problem. In the Philippines,
School-Based Management (SBM) was officially implemented as a governance
framework of DepEd with the passage of RA 9155 in 2001 as legal cover.
The SBM is merely increasing resource allocations will not increase the
equity or improve the quality of education in the absence of institutional reforms”
(World Bank, 2007). For a successful SBM, all stakeholders of education should
effectively and meaningfully participate in its implementation and all aspects of
educational management should also synchronize with efforts related to
decentralization.
SBM is more of an enabling mechanism for other goals to materialize. He
clearly stated that SBM needs to dovetail with the goals of systematic reform.
Leaner outcomes, curriculum, instruction and assessment make up the central
variables, labelled as such because they have a powerful direct effect on student
learning. Thus, school managers need to devote their intellectual skills and
managerial capabilities in addressing issues that govern the existence of schools
in the organization of instruction and learning in the government (Opeňano,
2018). The implementation of SBM also results in increased efficiency and
innovation in the delivery of education, reduced education bureaucracy,
increased responsiveness of schools to the needs of local communities,
strengthened accountability and increased engagement with, and financial
support for, schools. Indeed, SBM is a many splendored things. On one hand, it
is a mechanism of decentralized governance, wherein the management of
schools that are accountable to both internal and external stakeholders is lodged
in the school head. On the other, it serves as a framework for integrating various
inputs such as teacher training, classroom, instructional materials, nutrition
programs and resource mobilization efforts (Bautista, 2010).
SBM, as a governance framework of the DepEd, offers an opportunity to
improve the quality of basic education. Various countries have so far tested the
SBM framework and though it has rightly delivered its promise, but education
leaders have also raised their words of caution and hindsight. In the Philippines,
the Third Elementary Education Project (TEEP) and Basic Education Assistance
for Mindanao (BEAM) pilot projects have proven their impact, thus the national
cascading of SBM is a decision and policy in the right direction. Virtually, the
Department of Education (DepEd) together with other reform minded leaders and
organizations are challenged to document and measure the milestones in the
grassroots – schools, a task it pursues vigorously.
With the abovementioned discussions on leadership and school
management, the performance of school heads in managing and leading schools
directly affects the status and development of their learning institutions. These
concepts provided the framework of this investigation in revealing and providing
the necessary innovations and leading ideas that would make schools to attain
greater heights in the field of instruction. Thus, education becomes more
powerful in supporting and meeting the needs of the people of the community.
Schools, particularly in the government sector, should have clear mandate
and direction as to their practice of providing quality education. Quality
management practices may address this issue. This goes to the direct
involvement of everyone in reflecting towards the school heads personal and
professional qualifications, their mode or strategies in implementing management
techniques and their ways to cope with problems arising from the management of
school systems. Total practice of management techniques should be observed in

the school level to ensure that learning happens in the highest level of
proficiency.
Figure 1, on the next page, provides the paradigm of the study. The
schematic diagram of variables used in this study utilizes the interrelated circular
model. It can be seen in the paradigm that the study considered the demographic
profile variables of the school heads classified into personal profile (age, sex, civil
status) and professional profile (highest educational attainment, number of
attended trainings and seminars attended relevant to management, item
classification as school head/principal, number of years as school head, category
of school managed. These variables served as the primary identifying elements
in determining the underlying factors existing on the respondent’s demographic
aspects.
On the other hand, the diagram explicitly provides the determination of the
levels of leadership and management practices of the public secondary school
heads along learner’s development, human resources development, curriculum
management, educational planning, research and evaluation, community
extension as to be perceived by the school heads themselves and their teachers.

Demographic
Profile Professional Profile
a. highest educational
attainment
Personal Profile b. number of trainings/seminars
a. age attended relevant to
management
b. sex c. item classification as school
c. civil status head
d. number of years as school
head
e. category of school managed
Level of
Leadership and
Management
-Learner’s Development
Practices
-Physical Facilities
-Human Resources Development
Development -Fiscal management
-Curriculum -Educational Planning,
Implementation Research and Evaluation
-Legal Orders and Control -Community Extension
Problems
Encountered
School
Heads Teachers
Intervention
Measures
Figure 1. Paradigm of the Study

Moreover, the paradigm reveals a deeper investigation on the problems
encountered by the school heads in implementing the different facets of
management practices. As a result, on the assessment regarding the
management practices of the school heads with their problems on management
execution of school programs, the diagram involves the systematic development
of intervention measures relevant to address the issues on the leadership and
management of schools.
Statement of the Problem
This study aimed to assess the leadership and management practices of
the public secondary school heads in the Division of Pangasinan II for the school
year 2018-2019.
Specifically, it sought answers to the following sub-problems:
1. What is the demographic profile of the public secondary school heads in
terms of the following:
a. Personal Profile
1) age;
2) sex; and
3) civil status;
b. Professional Profile
1) highest educational attainment;
2) number of trainings and seminars attended relevant to

leadership and management;
3) item classification as school head;
4) number of years as school head; and
5) category of school managed?
2. What is the level of leadership and management practices of the public
secondary school heads as perceived by the respondents and their teachers
along the following areas:
a. learner’s development;
b. human resources development;
c. curriculum implementation;
d. legal orders and control;
e. physical facilities development;
f. fiscal management;
g. educational planning, research, and evaluation; and
h. community extension?
3. Is there a significant relationship between the level of leadership and
management practices of the public secondary school heads and their profile
variables?
4. Is there a significant difference in the perceptions of the public
secondary school heads and their teachers on the level of leadership and
management practices?
5. What is the level of seriousness of the problems encountered in
leadership and management as perceived by the public secondary school
heads?
6. What intervention measures can be proposed to address the identified
problems in the leadership and management of school?
Hypotheses
The following null hypotheses were tested at .05 level of significance:
1. There is no significant relationship between the level of leadership and
variables.
2. There is no significant difference in the perceptions of the public
secondary school heads and their teachers on the level of leadership and
management practices.
Scope and Delimitation of the Study
The main aim of this investigation was to provide a comprehensive
information regarding the leadership and management practices of public
secondary school heads. The study considered the level of management
practices of the school heads along with learner’s development, human
resources development, curriculum implementation, legal orders and control,

physical facilities development, fiscal management, educational planning,
research and evaluation, and community extension. Furthermore, it also dealt
with the identification of the level of seriousness of the problems met by the
school heads in the leadership and management practices in the school level.
The researcher also did a thorough analysis on the personal variables (age, sex,
and civil status) and professional variables (highest educational attainment,
number of trainings relevant to leadership and management, item classification
as school head/principal and category of school managed) of the school heads.
Moreover, this research had undergone an inferential analysis in
determining the relationship between the level of leadership and management
practices of the public secondary school heads and their profile variables, and
the difference in the perceptions of school heads and teachers in the leadership
and management practices. The researcher also identified the degree of
seriousness of the problems encountered by the school heads in the leadership
and school management.
In this study, the researcher limited the respondents to 117 public
secondary school heads and 117 teachers of the Division of Pangasinan II for the
School Year 2018-2019. To ensure that enough information will be gathered, a
checklist-questionnaire adopted from Acoriba (2015), dela Peňa (2012) and
Acosta (2016) was used. It was validated by three public secondary school
heads of the City Schools Division of Urdaneta with Principal-IV position.

Significance of the Study
This study explored comprehensive information on the leadership and
management practices of the school heads of the Division of Pangasinan II.
Specifically, this will be of great benefit to the following:
DepEd Authorities. The result of this study will give them a basis to do a
reform on the provisions of R.A. 9155 which are being implemented in the
various public schools of the country. Furthermore, this could lead to revitalize
the system of management employed by the school heads in the school and
classroom levels.
School Heads. The findings of this study can guide them to have a
comprehensive evaluation and reflection of their functions and styles in
managing their respective stations, thereby, improving the mode of school’s
instructional delivery.
Public Secondary School Teachers. The results of the study will provide
them an awareness in their participation towards collaborating with the school
heads in attaining a greater level of achievement in the field of instruction, hence,
learners and the community will be equipped with a more standardized quality of
education.
Learners. They will serve as the main beneficiaries of this study. The
results will provide the implementers of the curriculum to understand their roles in
the school; they will be exposed in an avenue of better performance in learning.

Parents and Other Stakeholders. The comprehensive analysis on the
management practices of the school heads would likely provide them cooperative
approach in sustaining and finding a better partnership program towards building
a school which is more capable of delivering the facets of the curriculum.
Researcher Himself. With his potentials and capabilities of executing the
functions of a school head, he will be given with a wider understanding in crafting
innovations and action plans to enhance the management modalities in schools.
Future Researchers. This study could give them reliable pathways in the
pursuit of continuous search for better management practices in the field of
education.
Definition of Terms
To clarify the contents of this study, the following terms are being defined
conceptually and operationally:
Community Extension. It refers to the non-paid services rendered by an
institution to a group of individuals or a locality (Fernandez, 2016). In this study, it
relates to the programs and projects offered and delivered by the school to aid
the development of a community.
Curriculum Implementation. In educational context, it refers to the
general mode in which learning contents and competencies are brought to
learners through the use of varied activities and strategies (Salandanan et al.,
2015). In this study, it refers to the mechanisms utilized by the school heads in
capacitating the teachers to deliver the contents of the curriculum.
Division of Pangasinan II. A cluster of elementary and secondary
schools mostly located at the central and eastern parts of Pangasinan covering
three congressional districts (fourth, fifth and sixth congressional districts)
(DepEd, 2015). In this study, it refers to the locale of investigation.
Educational Planning. It is a systematic process of investigating the
workings of an educational institution from the context of problems and solutions
(Vila, 2015). In this study, it involves the step utilized by school heads to
determine the problems and functional of the school supported by research.
Fiscal Management. It refers to a general method of utilizing the fiscal
resources of an organization (Mina, 2010). In this study, it involves the processes
utilized by school heads to allocate the Maintenance and Other Operating
Expenses (MOOE) of the school in different programs and projects.
Human Resources Development. A general framework related to the
improvement of the manpower of an organization (Magno, 2012). In this
research, it pertains to the mechanisms provided by the school in improving the
qualifications of the school personnel.
Leadership. It is the action of leading a group towards a common goal
(Bridges, 2018). In this paper, it refers on how the public secondary school heads
lead the faculty and staff towards attaining the vision, mission and objectives of
the school.
Leadership Practices. These refer to leadership behaviors that you
choose to practice consciously every day (Inam, 2011). In this work, these refer
to ways or activities made by the school heads to take lead in shaping the school
as a whole.
Learners’ Development. A term related to the improvement of learners’
knowledge, behavior, and skills (Lucas et al., 2015). In this study, it refers to the
overall indicator related to the improvement of learners’ performance as a result
of curriculum implementation.
Legal Orders. These refer to the collective term related to statements
provided in the constitution as supported by implementing rules and regulations
(Meralpiz, 2014). In this research, they refer to the department orders,
memoranda, advisories, and other forms of legislative directives from the DepEd
authorities and coordinating agencies.
Management. It refers to the overall process in utilizing the available
resources of an organization (Padua, 2016). In this study, it refers to the general
method implemented by school heads to facilitate the improvement and
utilization of human and non-human resources.
Management Practices. These refer to the strategies utilized by
organizational leaders and managers in executing the functions of the institution

leading towards productivity and improvement (Padua, 2016). In this research,
these are the ways that are implemented by school heads in managing their
respective stations.
Physical Facilities. It refers to the overall means of improving the
material resources of an organization such as rooms, equipment and other
tangible materials (Galido, 2012). In this study, it pertains to the enhancement of
the school’s available resources used in teaching and learning such as school
buildings, classrooms, instructional materials, and the like.
School Heads. They are the administrators or school managers
facilitating the functions of schools (Bilbao et al., 2006). In this study, they are the
composed of the principals, teachers-in-charge, officers-in-charge and head
teachers of various secondary schools serving as the main respondents of the
research.
Teachers. In the field of education, they are the implementers of the
curriculum at the classroom level (Corpuz et al., 2015). In this study, they refer to
the Teachers I to III and Master Teachers I to II who are teaching in the public
secondary schools of Pangasinan Division II.

CHAPTER 2
METHODOLOGY
This chapter presents the research design, sources of data,
instrumentation and data collection, and the tools for data analysis.
Research Design
This study utilized quantitative-descriptive cross-sectional survey research
design in the assessment of the management practices of the public secondary
school heads of the Division of Pangasinan II during the school year 2018-2019.
In consideration to the processes of the research, the descriptive-survey
method of study was used in determining the demographic profile of the
respondents both personal and professional attributes and the level of their
leadership and management practices along with learner’s development, human
research and evaluation and community extension.
Furthermore, the researcher used quantitative-descriptive-correlational
research design to find the significant relationship between the level of
variables. On the other hand, descriptive-comparative research design was used
to determine the significant difference in the perceptions of the public secondary
school heads and their teachers on the level of leadership and management
practices.
Sources of Data
The respondents of the study are the 117 public secondary school heads
along with their teachers of the Division of Pangasinan II. Total enumeration was
utilized in determining the total number of school head-respondents in the study.
On the other hand, teacher-respondents were selected on the basis of 1:1 ratio
considering the number of school heads as the main respondents.
Table 1, on the next page, presents the distribution of the respondents by
congressional district and municipality. The Schools Division covered the three
congressional districts of Pangasinan. The 4th Congressional District composed
of four municipalities of Pangasinan (Manaoag, Mangaldan, San Fabian and San
Jacinto) with 16 public secondary schools while the 5th Congressional District
consisted of eight municipalities (Alcala, Bautista, Binalonan, Laoac, Pozzorubio,
Sison, Sto. Tomas and Villasis). Out of 53 public secondary schools, 14 schools
are situated in the municipality of Sison. On the other hand, 6th Congressional
District comprised ten municipalities (Asingan, Balungao, Natividad, Rosales,
San Manuel, San Nicolas, San Quintin, Sta. Maria, Tayug and Umingan) with 48
public secondary schools.

Table 1
Distribution of the Respondents

n=117
Number of Number of
Congressional Number of
Municipality Secondary School
District Teachers
Schools Heads
Manaoag 4 4 4
4th Mangaldan 4 4 4
San Fabian 6 6 6
San Jacinto 2 2 2
Alcala 7 7 7
Bautista 3 3 3
Binalonan 6 6 6
5th Laoac 5 5 5
Pozzorubio 9 9 9
Sison 14 14 14
Sto. Tomas 2 2 2
Villasis 7 7 7
Asingan 7 7 7
Balungao 4 4 4
Natividad 4 4 4
Rosales 4 4 4
6th San Manuel 5 5 5
San Nicolas 9 9 9
San Quintin 3 3 3
Sta. Maria 3 3 3
Tayug 2 2 2
Umingan 7 7 7
Total 117 117 117
Instrumentation and Data Collection
In accomplishing the needed information of the study, the checklist-
questionnaire on the leadership and management practices developed by
Acoriba (2015) and the inventory on the problems encountered in the
management practices developed by Dela Peňa (2011) and Acosta (2016)
served as the basis of the researcher in developing the instrument of the
research. The instrument is composed of three parts. Part I dealt with the
demographic profile of the respondents classified as personal variables (age,
sex, and civil status) and professional variables (highest educational attainment,
number of trainings/seminars attended relevant to leadership and management,
item classification as school head, number of years as school head, and category
of school being managed).
Part II, on the other hand, covered the indicators of leadership and
management practices of the school heads along learner’s development, human
research and evaluation, and community extension. Given on the next page are
the scoring system on the responses of school heads and their teachers on the
level of leadership and management practices along the aforementioned areas.

On the other hand, Part III focused on the problems encountered by the
secondary school heads in school management. Given below is the scoring
system on the level of seriousness of the problem encountered in management
as perceived by the school heads.
To determine the validity of the questionnaire, the instrument together with
a questionnaire for content validity was given to three public secondary school
heads with Principal-IV position that are strategically based in the barangay
schools of the City Schools Division of Urdaneta. Given on the next page is the
scoring system of validators on the content validity of the questionnaire.
Scoring System of Validators on the Content Validity of the Questionnaire
Point Scale Limits Description

5 4.21-5.00 Highly Valid (HV)
4 3.41-4.20 Valid (V)
3 2.61-3.40 Moderately Valid (MV)
2 1.81-2.60 Fairly Valid (FV)
1 1.00-1.80 Not Valid (NV)
As to the collection of the data needed in the completion of this study, the
researcher secured endorsement letters from the librarian of Lyceum-
Northwestern University for a library research in other universities. The
researcher went to the different graduate school libraries in Urdaneta City and
Baguio City. The researcher also used lists of information from various online
libraries and websites associated to educational management. As part of the
study, the researcher asked permission from the Office of the Schools Division
Superintendent of the Division of Pangasinan II in administering the checklist-

questionnaire to the public secondary school heads and their teachers within the
22 municipalities covered by the Division.
The researcher collected and tabulated the responses of the respondents
on the administered instrument and was treated with appropriate statistical tools
to answer the sub-problems of the study.
Tools for Data Analysis
To realize the objectives of the study, the data gathered from the
respondents were treated with various statistical tools. The first sub-problem of
the study which focuses the demographic profile of the respondents was treated
with frequency count and percentage. On the other hand, the second sub-
problem which deals on the level of leadership and management practices of
public secondary school heads were statistically analyzed with weighted mean.
In the interpretation of the overall responses of the respondents on the level of
leadership and management practices of the secondary school heads, a point-
value, statistical limit and description is used.
Descriptive Equivalent of the Weighted Mean Values of Responses to the

Level of Leadership and Management
Point Value Statistical Limit Description

5 4.21 – 5.00 Very Highly Practiced (VHP)
4 3.41 – 4.20 Highly Practiced (HP)
3 2.61 – 3.40 Moderately Practiced (MP)
2 1.81 – 2.60 Fairly Practiced (FP)
1 1.00 – 1.80 Not Practiced (NP)
Furthermore, the third sub-problem regarding the significant relationship
between the leadership and management practices of public secondary school
heads and their profile variables was treated with the Pearson-Product Moment
Correlation Coefficient. As to the fourth sub-problem, independent sample t-test
was used to determine if there is a significant difference in the perceptions of the
public secondary schools and their teachers on the level of their leadership and
management practices.
As to the fifth sub-problem which involves the seriousness of the problems
encountered in the leadership and management practices as perceived by the
public secondary school heads, weighted mean was used. A scaling system is
also provided in interpreting the general responses of the school heads on the
seriousness of the problems they had encountered.
Descriptive Equivalent of the Weighted Mean Values of the Responses of

the Public Secondary School Heads on the Level of Seriousness on the
Problems Encountered in School Leadership and Management
Point Value Statistical Limit Description

5 4.21 – 5.00 Extremely Serious (ES)
4 3.41 – 4.20 Very Serious (VS)
3 2.60 – 3.40 Moderately Serious (MS)
2 1.81 – 2.59 Fairly Serious (FS)
1 1.00 – 1.80 Not Serious (NS)
Lastly, the sixth sub-problem of the study was answered through a
thorough descriptive analysis on the findings related to the first five sub-
problems. Hence, intervention measures in addressing identified problems in
leadership and management practices were prepared.

CHAPTER 3
RESULTS AND DISCUSSIONS
This chapter presents the relevant data concerning the levels of
leadership and management practices of the public secondary school heads of
the Division of Pangasinan II during the school year 2018-2019 and their
perceptions on the levels of seriousness of the problems they encountered in
leadership and school management. Likewise, it also presents the analysis and
interpretation of the data gathered from the respondents.
Demographic Profile of the Public Secondary

School Heads of Pangasinan Division II
This section presents the demographic profile of the public secondary
school heads of Pangasinan Division II in terms of their personal variables (age,
sex and civil status) and professional variables (highest educational attainment,
numbers of attended seminars and trainings on leadership and management,
years in service as school head, item classification and category of school being
managed). Table 2, on the next page, presents the data in answer sub-problem
number 1.
The table shows the age distribution of the public secondary school heads
as divided into 7 age brackets. It is being seen from the table that majority of the
age of the school heads ranges from 45 years old to 59 years old and 32 or
Table 2
Demographic Profile of the Public Secondary School Heads
Demographic Profile f %
A. Personal
A.1. age
 60-64 8 6.84
 55-59 23 19.66
 50-54 32 27.35
 45-49 29 24.78
 40-44 13 11.11
 35-39 10 8.55
 30-34 2 1.71
TOTAL 117 100
A.2. sex
 Male 51 43.59
 Female 66 56.41
TOTAL 117 100
A.3. civil status
 Single 13 11.11
 Married 111 86.32
 Widow/widower 3 2.57
TOTAL 117 100
B. Professional
B.1. Highest Educational attainment
 Bachelor’s Degree 0 0.00
 Earned Units in Master’s Degree 12 10.25
 Completed Academic Requirements in Master’s 42 35.90
Degree 29 24.79
 Master’s Degree Holder 7 5.98
 Earned Units in Doctorate Degree 4 3.42
 Completed Academic Requirements in Doctorate 23 19.66
Degree
 Doctorate Degree Holder
TOTAL 117 100
B.2. Number of trainings and seminars attended
relevant to management*
 Division level 409 47.17
 Regional level 238 27.45
 National level 44 5.08
 International level 176 20.30
*Multiple Responses
TOTAL 867 100
B.3. Item Classification as School Head/Principal
 Principal I 17 14.53
 Principal II 12 10.26
 Principal III 38 32.48
 Principal IV 34 29.06
 Officer-In-Charge 16 13.67
TOTAL 117 100
B.3. Number of Years in Service as School

Head/Principal
 25-29 7 5.98
 20-24 13 11.11
 15-19 17 14.53
 10-14 30 25.64
 5-9 27 23.08
 0-4 23 19.66
TOTAL 117 100
B.4. Category of School Managed
 Small 19 16.24
 Medium 63 53.85
 Large 24 20.51
 Mega 11 9.40
Total 117 100
27.35% of them belong to the age bracket of 50-54 (old). On the other hand, 29
or 24.78% of them belong to the age bracket of 45-49 which is noted as the
middle age.
As shown further in the same Table, 23 or 19.66% of the school heads
have ages ranging from 55 to 59 that is noted to be the transition and preparatory
age for the retirement period in the profession. However, 2 or 1.71% of the
population belong the young age bracket of 30-34. This finding related to the age
profile of the respondent’s shows that they are dominated by school heads who
belong to the middle to old phase of life.
As to the sex profile of the school heads, 66 or 56.41% of them are
females. Males, on the other hand, are composed of 51 or 43.59% of the total
population of the school heads. This means that the population of the school
heads of the Division of Pangasinan II is primarily dominated by the female
group. On the same manner, this goes with the recent researches that the
teaching profession is highly homed by most female teachers in which the female
sex described to have the natural ability of showing care, love and determination
in the teaching of kids and the youth.
Likewise, the table also deals with the presentation of the marital status of
the school heads. It is being shown in the table that a large portion of the group
equivalent to 111 or 86.32% is comprised by school heads who are already
married. This finding says that the population of school heads in the Division of
Pangasinan II is primarily composed of individuals who are serving as husbands
and wives to their partners and as fathers and mothers to their children. This
goes to the idea that the school heads are playing the duties and responsibilities
as heads of a family.
With regard to their professional variables, the school heads are observed
to have been involved in the post-graduate studies in which 42 or 35.90% of
them have already completed the academic requirements in the Master’s level.
Likewise, 29 or 24.79% of them are holders of diplomas under the master’s
degree. Also, it is being noted that 23 or 19.66% of them are graduates of
doctoral degrees. This finding shows that the population of the school heads in
the Division is composed of strong-minded and well-driven individuals who are
determined to elevate their educational qualifications as they have immersed
themselves in courses or degrees needed to attain a higher level of educational
attainment. As to the seminars and trainings attended by the school heads, it
can be gleaned from the table that 47.17% of them have already attended
professional development programs related to management in the Division level.

On the other hand, 5.08% of them had already participated in seminars and
trainings in the National level. This finding shows that the school heads are
continuously exposing themselves in various levels and arenas of developing
their capabilities in school management with the aim of expanding their
competencies in addressing their responsibilities relevant to administration and
supervision. Shown further in the table is the distribution of the item
classifications of the school heads. As to the data presented in the table, 38 or
32.48% of them are appointed as with the item classification of Principal-III.
Further, 34 or 29.06% of them are appointed as Principal-IV. As to this finding, it
can be noted that the number of items available for principal positions in the
Division of Pangasinan is primarily composed of high-ranked positions which are
considerably offering high salary grades.
On the other hand, it is being seen in the table that 30 or 25.64% of school
heads have been serving as school administrators within the year bracket of 10-
14. Further, 27 or 23.08% of them are serving already as school heads for about
5 to 9 years. There are also 23 or 19.66% of the school heads who have been
serving as school administrators from 0 to 4 years. This finding shows that the
school heads of the Division of Pangasinan II are composed mainly of beginning
and semi-experienced school administrators.
As to the categories of schools being managed by the school heads, 63 or
53.85% of them are detailed as school administrators of medium-sized schools.
Only 11 or 9.40% of them are assigned to mega-sized schools. This finding

Shows that most of the schools in the Division are composed of moderately
populated learning institutions corresponding to the actual number and ratio of
enrolled students and appointed teachers.
The findings revealing the demographic profile of the school heads show a
high level of opportunities for promotion and development in the field of school
management. This is based on the current status of their educational
qualifications, exposure to professional development programs and the
availability of positions for higher designations and appointments as school
heads.
Level of Leadership and Management Practices

as Perceived by Themselves and their Teachers
The choice of ‘good’ practices is always debatable, but a range of widely
accepted management tools and approaches usually ‘settles’ in the minds of a
wide class of non-profit executives and stakeholders. They become generally
appreciated as leading a wide range of organizations toward the adequate
performance. In this way, a rather stable perception of practices, which seem to
be working, is socially constructed.
Tables 3A to 3I in the succeeding pages show the results relevant to the
level of leadership and management practices of the public secondary school
heads along learner’s development, human resources development, curriculum

management, educational planning, research and evaluation, and community
extension as perceived by themselves and their teachers.
On Learner’s Development
Table 3A, on the next page, presents the level of leadership and
management practices of the public secondary school heads along learner’s
development.
The table shows that the school heads support academic and co-curricular
activities to develop students’ capabilities and interests as evidenced by the
weighted mean value of 4.64. Oddly, the group of the school heads responded
with a lowest weighted mean of 3.33 described as moderately practiced in
providing all students with handbook and student guide.
In the same manner, teachers perceived their school heads with very high
level of practice in supporting and providing the students of their schools with
enough and appropriate academic and co-curricular activities that are designed
for learners’ development in their own area of interest as evidenced by the
computed weighted mean of 4.33. However, inviting resource persons for
educational and occupational information in the school has been moderately
practice as learner’s development program of their school as supported by the
computed weighted mean of 3.30
As to the combined perceptions of the school heads and their teachers, it
was found out that a very high regard to the level of leadership and management
practices is concentrated mainly in the academic and co-curricular supports

Table 3A
Level of Leadership and Management Practices of Public Secondary
School Heads along Learner’s Development
School Heads Teachers Overall

A. Learner’s Development WM DE WM DE WM DE
1. Organizes a program of adequate
guidance and counselling services to
the students 4.46 VHP 4.28 VHP 4.37 VHP
2.Supports academic and co-
curricular activities to develop
students’ potentials 4.64 VHP 4.33 VHP 4.49 VHP
3. Invites resources persons for
educational and occupational
information in the school 3.40 MP 3.30 MP 3.35 MP
4.Provides quality school library and
resource center for the students 3.41 HP 3.34 MP 3.38 MP
5. Provides students open access to
computer and other learning facilities 4.38 VHP 4.09 HP 4.24 VHP
6.Provides adequate sports facilities
for the students use 3.97 HP 3.40 MP 3.69 HP
7.Provides relaxation facilities for the
students like social hall, gymnasium,
etc. 4.13 HP 3.98 HP 4.06 HP
8.Provides all students with handbook
and student guide 3.33 MP 3.31 MP 3.32 MP
9. Gives opportunity to the students to
organize their own activities 4.13 HP 4.20 HP 4.17 HP
10. Exposes students to competitions,
field trips, forum and fellowship 4.20 HP 3.39 MP 3.80 HP
Average Weighted Mean 4.00 HP 3.76 HP 3.88 HP
Legend:
WM = Weighted Mean
DE = Descriptive Equivalent
4.21 – 5.00 Very Highly Practiced (VHP)
3.41 – 4.20 Highly Practiced (HP)
2.61 – 3.40 Moderately Practiced (MP)
1.81 – 2.60 Fairly Practiced (FP)
1.00 – 1.80 Not Practiced (NP)
provided by the school administrators to cater the needs and abilities of the
population of students. On the other, the issue on the provision of student hand-
book to the students garnered a high level of practice with a combined weighted
mean of 3.32.
Generally, both of the respondents have shown high level of practice in the
various aspects of implementing the programs and projects intended for learner’s
development as evidenced by the over-all weighted mean value of 3.88.
These findings show that the school heads are directed towards improving
the academic and non-academic functions of their schools concentrated mainly
in benefiting the students for better performance at school and higher level of
effectiveness and efficiency in applying the concepts learned at school to real-life
situations. However, the findings should serve as a reflective guide for the school
heads in crafting ways to ensure that students are given with handbooks that
contain the general paradigm of the school as an academic institution.
On Human Resources Development
Table 3B, on the next page, reveals the level of leadership and
management practices of public secondary school heads along human resources
development. As shown in the table, the school heads perceived that they
exerting and executing with a very high level of practice the ways of maintaining
the school as a conducive center of learning where personnel share harmonious
relationship, the techniques in motivating teachers to grow in the profession, the
methods used to implement the programs of the school for total improvement
Table 3B
School Heads along Human Resources Development

B. Human Resources Development WM DE WM DE WM DE
1. Takes initiative in assisting
teachers towards the
accomplishment of goals and
objectives 4.62 VHP 4.24 VHP 4.43 VHP
2. Directs and manages task through
cooperative planning and teamwork 4.62 VHP 4.31 VHP 4.47 VHP
3. Maintains school atmosphere
conducive to learning and establish
harmonious relations with the staff 4.77 VHP 4.28 VHP 4.53 VHP
4. Motivates teacher to upgrade
themselves professionally 4.77 VHP 4.28 VHP 4.53 VHP
5. Initiates and implements programs
and projects for quality school
improvement 4.77 VHP 4.28 VHP 4.53 VHP
6. Shows strong commitment to the
needs of the teachers, students and
community 4.77 VHP 4.31 VHP 4.54 VHP
7. Encourages teacher’s participation
in planning, evaluation and decision
making 4.64 VHP 4.24 VHP 4.44 VHP
8. Weighs carefully consequences
and alternatives before giving
decision 4.59 VHP 4.32 VHP 4.46 VHP
9. Shows leadership by example to
teachers and students in terms of
honesty, punctuality and service 4.67 VHP 4.36 VHP 4.52 VHP
10. Leads, stimulates and inspires
teachers to self-improvement and
perform their best 4.74 VHP 4.36 VHP 4.55 VHP
Average Weighted Mean 4.69 VHP 4.30 VHP 4.50 VHP
Legend:
WM = Weighted Mean
and the strong commitment in addressing the needs of the people, the teachers
and the learners. All of which are supported by the computed weighted mean
value of 4.77. On the other hand, a weighted mean value of 4.59 described as
‘Very Highly Practiced’ as responded by the school heads corresponding to their
effort in examining carefully the sides of a situation in consequence to effective
decision-making. On the other hand, the teachers see their school heads to
bear a very high level of practice in leading, stimulating and inspiring them in the
performance of their duties and responsibilities to attain personal and
professional improvement and in showing examples of good leadership to the
community of teachers and students. These indicators are observed with a
weighted mean value of 4.36. Further, they also found out that their schools
show initiative in assisting them towards achieving personal and organizational
goals with a very high level of practice as evidenced by the computed weighted
mean value of 4.24. Generally, the school heads and their teachers regard the
level of their management practice in the development of the various facets of
human resources with a very high level of execution as supported by the
weighted mean value of 4.50. These findings involve the idea that school heads
are good models of showing their functions in developing the capabilities of their
teachers and staff towards the attainment of total improvement. On the other
hand, these must be served as their bases in their continuous pursuit of providing
their personnel with the highest form of innovative strategies which will benefit
them to grow personally and professionally.

On Curriculum Implementation
Table 3C, on the next page, presents the level of leadership and
management practices of public secondary school heads of Pangasinan Division
II along curriculum implementation.
As shown in the table, the school heads think that their capabilities of
motivating their teachers to deliver the curriculum with the use of innovative
methodologies and varied instructional materials best correspond to their very
high level of practice in the implementation of the curriculum as supported by the
weighted mean value of 4.72. On the other hand, the provision of adequate
textbooks, teaching guide and teachers’ manual is the observed as the least very
highly practiced implementing program of the school heads as evidenced by the
weighted mean value of 4.36.
On the other hand, the group of teachers responded that their school
heads show a very high level of practice in doing their function in the monitoring
of teachers’ performance during classroom discussion reflected in their
supervisory plans. This indicator shows a weighted mean value of 4.42. On the
other hand, teachers agreed with their school heads that there is the manner of
providing the adequate learners’ materials and teaching materials shows a
moderate level of practice as supported by the weighted mean value of 3.34.
As seen in the table, both groups perceived that motivating teachers to
work their best as full curriculum implementer as very highly practiced with a
Table 3C
School Heads along Curriculum Implementation

C. Curriculum Implementation
WM DE WM DE WM DE
1. Provides adequate textbooks,
teaching guide and teachers manual 3.46 HP 3.34 MP 3.40 MP
2. Facilitates diagnostic and teaching
test to gauge students learning of the
subjects included in the curriculum 4.51 VHP 4.04 HP 4.28 VHP
3. Secures testing instruments to be
used in measuring student’s learning 4.44 VHP 4.05 HP 4.25 VHP
4. Provides adequate information and
communication facilities to effectively
transform the relevant knowledge and
skills such as computers, television,
projector, and the like 4.54 VHP 4.25 VHP 4.40 VHP
5. Motivates teachers to work their best
to the full implementation of the
curriculum 4.72 VHP 4.35 VHP 4.54 VHP
6. Observes the teaching-learning
situation to make sure that the
strategies used are appropriate to
lesson objectives 4.64 VHP 4.42 VHP 4.53 VHP
7. Encourages teachers and students to
take responsibility of their own learning
styles and activities 4.62 VHP 4.32 VHP 4.47 VHP
8. Encourages teachers on the use of
new and innovative modes of instruction 4.72 VHP 4.32 VHP 4.52 VHP
9. Makes teachers used varied and
adequate instructional materials in
teaching 4.72 VHP 4.34 VHP 4.53 VHP
10. Observes teachers regularly and
assist them in their instructional
problems 4.49 VHP 4.20 HP 4.35 VHP
Average Weighted Mean 4.49 VHP 4.16 HP 4.32 VHP
Legend:
WM = Weighted Mean
weighted mean of 4.54 and providing adequate textbooks, teaching guide and
teachers manual is moderately practiced.
This implies that school heads should ensure that teachers are motivated
to perform well and give their best in the implementation of the curriculum to
contribute largely in developing diverse learners holistically.
On Legal Orders and Control
Table 3D, on the next page, presents the level of leadership and
II along legal orders and control.
It can be gleaned from the table that upholding code of conduct and ethical
standards in dealing with teachers, students and the community has been
perceived by the school head as very highly practiced with a weighted mean of
4.79 while holding education forum on Magna Carta for Public Teachers and
other related matters perceived as highly practiced with a weighted mean of 3.48.
The teachers perceived establishing teamwork and sound organizational climate
in the school and making the staff and students observe and understand the
school ethics as very highly practiced with a weighted mean of 4.37 while holding
education forum on Magna Carta for Public Teachers and other related matters
as highly practiced with a weighted mean of 3.32.
It can be seen also in the table that both groups perceived establishing
teamwork and sound organizational climate in the school as very highly practiced
Table 3D
School Heads along Legal Orders and Control

D. Legal Orders and Control
WM DE WM DE WM DE
1. Keeps legal document such as DECS
service manual, Education Act, and
DepEd memoranda, orders, circulars,
and the like 4.69 HP 4.25 VHP 4.47 HP
2. Disseminate appropriate and
accurate documents on qualification and
standards 4.62 HP 4.22 VHP 4.42 VHP
3. Manages the school in accordance to
the department’s Service Manual 4.72 VHP 4.25 VHP 4.49 VHP
4. Upholds code of conduct and ethical
standards in dealing with teachers,
students and the community 4.79 VHP 4.32 HP 4.56 VHP
5. Holds education forum on Magna
Carta for Public Teachers and other
related matters 3.48 HP 3.32 HP 3.40 MP
6. Regulates teachers-students activities
in and outside the school premises 4.51 VHP 4.24 VHP 4.38 VHP
7. Establishes teamwork and sound
organizational climate in the school 4.77 VHP 4.37 VHP 4.57 VHP
8. Formulates school policies and
directives for continuous operations of
the school 4.69 HP 4.30 VHP 4.50 VHP
9. Makes the staff and students observe
and understand the school ethics 4.67 VHP 4.37 VHP 4.52 VHP
10. Coordinates with students’ clubs and
civic organization and take a lead on
how organization works in accordance
with school rules and regulations 4.59 VHP 4.33 VHP 4.46 HP
Legend:
WM = Weighted Mean
with an overall weighted mean of 4.57 while holding education forum on Magna
Carta for Public Teachers and other related matters is perceived as moderately
practiced with an overall weighted mean of 3.40.
The findings given in the implementation of legal orders and control
prescribed for the working of the organization should be considered by the school
heads as a driving force to continue their effort in upholding the highest form of
integrity in the field of teaching and in the community. This must also serve as a
reflective note for them to initiate an education forum on Magna Carta for Public
Teachers and orient newly hired teachers to know more about it and fully
understand their benefits and privilege as public servant in the field in education.
On Physical Facilities Development
Table 3E, on the next page, presents the level of leadership and
management practices of public secondary school heads along physical facilities
development.
The table reveals that supervision and checking teachers on proper use of
school facilities is perceived by the school heads as very highly practiced with a
weighted mean of 4.72 while they perceived construction and maintenance of
enough comfort rooms, study shade/centers based on the number of the
students as the least indicator but still perceived as very highly practiced with a
weighted mean of 4.36.
On the other hand, teachers perceived the construction and maintenance
of school fences for the safety of the students and facilities as very highly
Table 3E
School Heads along Physical Facilities Development

E. Physical Facilities Development
WM DE WM DE WM DE
1. Makes school development plan as
guide for future establishment 4.64 HP 4.01 HP 4.33 VHP
2. Adopts quantity measures that
maximize the use of supplies, equipment
and other material resources 4.67 VHP 4.15 HP 4.41 VHP
3. Coordinates and direct all activities in
the development and maintenance of
physical plant and environment 4.62 VHP 4.14 HP 4.38 VHP
4.Procures, provides and maintains
physical facilities contributory to orderly
and clean school premises 4.69 VHP 4.21 VHP 4.45 VHP
5. Supervises and check teachers on
proper use of school facilities 4.72 VHP 4.15 HP 4.44 VHP
6. Makes the necessary repair portion of
the school buildings and furniture 4.62 VHP 4.26 VHP 4.44 VHP
7. Constructs and maintains school
fences for the safety of the students and
facilities 4.59 HP 4.28 VHP 4.44 VHP
8.Constructs and maintains enough
comfort rooms, study shades/centers
based on the number of the students 4.36 VHP 4.15 HP 4.26 VHP
9. Provides proper lighting and ventilation
in all classrooms 4.59 VHP 4.18 HP 4.39 VHP
10. Provides garbage disposal area,
garbage boxes and compost pit in the
school 4.44 VHP 4.14 HP 4.29 VHP
Legend:
WM = Weighted Mean
practiced with a weighted mean of 4.28 while making school development plan
as a guide for suture establishment is perceived as highly practiced with a
weighted mean of 4.01.
As to the overall, both groups perceived procures, provides and maintains
physical facilities contributory to orderly and clean school premises as very highly
practiced with an overall weighted mean of 4.45 and construction and
maintenance enough comfort rooms, study shade/centers based on the number
of the students as the least among indicators but very highly practiced with an
overall weighted mean of 4.15.
These findings imply the idea that school heads need to ensure that
school physical facilities are serve their very purpose as environmental factors
that mainly affect the teaching-learning process. School heads need to consider
that sanitation is highly observed inside and outside of the school premises to
ensure that a healthy learning environment is given to the learners.
On Fiscal Management
Table 3F, on the next page, presents the level of leadership and
II along fiscal management.
The table reveals that school heads perceived they manifest a very high
level of practice in setting school level financial guidelines with consultation of
staff with a weighted mean of 4.54 while encouraging periodic audit of the school
funds is perceived as highly practiced with a weighted mean of 3.41. The

Table 3F
School Heads along Fiscal Management

F. Fiscal Management
WM DE WM DE WE DE
1. Manifests transparency in the school
in-coming and out-going school funds 3.48 HP 3.24 MP 3.36 MP
2. Formulates school improvement plan 4.11 HP 3.32 MP 3.72 HP
3. Formulates annual school financial
plan and utilize budget funds according
to priority 4.42 VHP 3.94 HP 4.18 VHP
4. Prepares budgetary plan for school
program and projects 4.12 HP 3.31 MP 3.72 HP
5. Sets school level financial guidelines
with consultation of the staff 4.54 VHP 3.85 HP 4.20 HP
6. Initiates Income Generating Project
(IGP) for the school operational
purposes 3.92 HP 3.63 HP 3.78 HP
7.Encourages periodic audit of the
school funds 3.41 HP 2.86 MP 3.21 MP
8.Requests the finance division to hold
quarterly financial statement report 3.47 HP 3.27 MP 3.37 MP
9. Disseminates up to date information
on salary and other fringe benefits 4.20 HP 4.21 VHP 4.21 VHP
10.Disseminates up to date information
on salary adjustment and increase 4.19 HP 4.20 HP 4.20 HP
Average Weighted Mean 3.99 HP 3.58 HP 3.78 HP
Legend:
WM = Weighted Mean
teachers perceived that their school heads manner of disseminating up –to-date
information on salary and other fringe benefits as very highly practiced with a
weighted mean of 4.21 while they perceived the school heads’ encouragement of
periodic audit of the school funds as highly moderately practiced with a weighted
mean of 2.86.
Overall, both groups perceived that the dissemination of up-to-date
information on salary and other fringe benefits as very highly practiced with an
overall weighted mean of 4.21 while encouragement of periodic audit of the
school funds is perceived as moderately practiced with an overall weighted mean
of 3.21.
Generally, the level of leadership and management practice of the school
heads in fiscal management is shown with a weighted mean of 3.78 described as
highly practiced.
The findings of this study must serve as an avenue for the school heads to
continue their efforts in providing their teachers with the current and most
available information regarding the upgrades of salary and other benefits offered
by the organization. However, this should serve as their basis in coming up with
an open forum on school funds and discuss matter to make clear on part of
faculty and staff how much fund is available and how it is being utilized.
On Educational Planning, Research and Evaluation
Table 3G, on the next page, presents the level of leadership and
management practices of public secondary school heads along educational
planning, research and evaluation.
The data speak that the school heads perceived orienting and explaining
the performance indicators of the schools as very highly practiced with a
weighted mean of 4.64 while conducting school-based seminar-workshop or
orientation on research as highly practiced with a weighted mean of 3.73.
Teachers, on the other hand, perceived their school heads in evaluating
the effectiveness of teachers’ teaching strategies and styles as “very highly
practiced” with a weighted mean of 4.21, while conducting survey and research
in relation to school programs and project both instructions and non-instructional
issues and concerns as moderately practiced with a weighted mean of 3.03. Both
groups perceived that evaluating the effectiveness of teachers’ teaching
strategies and styles as very highly practiced with an overall weighted mean of
4.40 while conducting survey and research in relation to school programs and
project both instructions and non-instructional issues and concerns as highly
practiced with an overall weighted mean of 3.39.
Generally, the respondents regarded that the implementation of the
leadership and management practices along planning, research and evaluation
with a weighted mean value of 4.07 described as ‘highly practiced.’

Table 3G
School Heads along Educational Planning, Research and Evaluation
G. Educational Planning, Research School Heads Teachers Overall

and Evaluation WM DE WM DE WM DE
1. Formulates action plan of the school 4.04 HP 3.27 MP 3.66 HP
2. Orients and explains the
performance indicators of the schools. 4.64 VHP 4.02 HP 4.33 VHP
3. Conducts school-based seminar-
workshop or orientation on research 3.73 HP 3.07 MP 3.40 MP
4. Makes and submit special reports
promptly 4.49 VHP 4.20 HP 4.35 VHP
5. Encourages teachers to formulate
an action plan according to their
subject taught 4.41 VHP 3.97 HP 4.19 HP
6. Conducts survey and research in
relation to school programs and
projects both instructions and non-
instructional issues and concerns 3.75 HP 3.03 MP 3.39 MP
7. Motivates teachers to undergo
action research in their classroom level 4.49 VHP 4.13 HP 4.31 VHP
8. Evaluates the effectiveness of
teachers teaching strategies and styles 4.59 VHP 4.21 VHP 4.40 VHP
9. Conducts and monitors summative,
unit, periodic and achievement tests 4.62 VHP 4.15 HP 4.39 VHP
10. Gathers, interprets and analyzes
the academic achievement of the
students and take appropriate
measures for improvement and
sustainability 4.46 VHP 4.09 HP 4.28 VHP
Average Weighted Mean 4.32 VHP 3.81 HP 4.07 HP
Legend:
WM = Weighted Mean
The findings of this study in relation to educational planning and research
must be well considered by the school heads to ensure that the school is in
pursuit of conducting continuous survey and studies to address issues and
concerns that matter to the overall services and programs being offered.
Moreover, the school heads continue to encourage the teachers to use effective
and appropriate teaching strategies and styles. Furthermore, motivate the
teachers to attend training on educational or action research or pursue their
graduate studies.
On Community Extension
Table 3H, on the next page, presents the level of leadership and
II along community extension.
The table talks that public secondary school heads perceived school
administrators’ effort in organizing the Parents-Teachers Association (PTA) and
developing good public relations as very highly practiced with a weighted mean
of 4.79 while establishing agro-industrial extension program as moderately
practiced with a weighted mean of 3.64. The same is true as to the perception of
teachers with regards to organization of PTA and establishment of agro-industrial
program with a weighted mean of 4.25 and 3.00, respectively.
As to the overall perception, both groups unified that organizing the PTA
and develop good public relations is very highly practiced with an overall
weighted mean of 4.52 while establishing agro-industrial extension program as

Table 3H
School Heads along Community Extension

H. Community Extension
WM DE WM DE WM DE
1.Conducts functional literacy program 4.15 HP 3.44 HP 3.80 HP
2. Extends short term courses relative to
livelihood skills development 3.92 HP 3.16 MP 3.54 HP
3.Establishes agro-industrial extension
program 3.64 HP 3.00 MP 3.32 MP
4. Conducts cultural development
activities 3.87 HP 3.08 MP 3.48 HP
5. Keeps the people in the community
informed about the school’s work and
accomplishments as well as its needs
and problems 4.44 VHP 3.79 HP 4.12 HP
6.Establishes fair and educational
exhibits in the locality 4.21 VHP 3.30 MP 3.76 HP
7. Establishes strong linkages and
rapport with the community leaders and
stakeholders. 4.64 VHP 3.77 HP 4.21 VHP
8. Organizes Parents-Teachers
Association (PTA) and develop good
public relations. 4.79 VHP 4.25 HP 4.52 VHP
9.Participates in community program
and offer supports and assistance in
their activities 4.67 VHP 4.10 HP 4.39 VHP
10. Welcomes the opportunity to provide
such leadership when needed, to extend
counselling services, as appropriate,
and to actively be involved in matters
affecting the welfare of the people 4.74 VHP 4.09 HP 4.42 VHP
Average Weighted Mean 4.31 VHP 3.60 HP 3.95 HP
Legend:
WM = Weighted Mean
moderately practiced with an overall weighted mean of 3.32. Generally, the
respondents provided the idea the implementation of management practices
along community extension garnered an overall weighted mean of 3.95
described as highly practiced.
These findings relevant to the community extension services provided by
the school should serve as a reflective note in coming up with projects and
programs that will create a strong linkage between the institution and the
community in cooperating together for the benefit of the population of learners.
Parents-Teachers Association should be treated as a working organization
that is expected to support the projects and programs of the school intended to
cater the needs and interests of the learners, teachers and the people of the
community. The school heads tap the assistance of community composing of the
parents, local government officials, and other stakeholders to successfully carry
out the different learning ventures. Smooth interpersonal relationship with
the schools and the
community is clearly very important for an effective leadership and school
management.
Summary of the Levels of Leadership and Management

Practices of Public Secondary Schools Heads
Table 3I, on the next page, deals with the summarized data regarding the
level of leadership and management practices of public secondary school heads
of Pangasinan Division II along areas such as learner’s development, human

research and evaluation, and community extension.
The data shows that generally the school heads very highly practiced the
different areas on leadership and management practices such as human
resources development, curriculum implementation, legal orders and control, and
physical facilities development. There is still room for improvement on their
leadership and management practices particularly on learner’s development,
fiscal management, educational planning, research and evaluation, and
community extension as perceived as highly practiced.
Table 3I
Summary of the Levels of Leadership and Management Practices of
Public Secondary School Heads

Areas AWM DE AWM DE AWM DE
A. Learner’s Development 4.00 HP 3.76 HP 3.88 HP
B. Human Resources
Development 4.69 VHP 4.30 VHP 4.50 VHP
C. Curriculum Implementation 4.49 VHP 4.16 HP 4.32 VHP
D. Legal orders and Control 4.55 VHP 4.20 HP 4.38 VHP
E. Physical Facilities
Development 4.59 VHP 4.17 HP 4.38 VHP
F. Fiscal Management 3.99 HP 3.58 HP 3.78 HP
G. Educational Planning,
Research and Evaluation 4.32 VHP 3.81 HP 4.07 HP
H. Community Extension 4.31 VHP 3.60 HP 3.96 HP
Overall Average Weighted
Mean 4.37 VHP 3.95 HP 4.16 HP
The school heads play an important role in the provision of holistic school
environment as they are the front liners in leading and managing the whole
school organization. The school heads’ ability to implement best leadership and
management practices as a vehicle for quality change especially in the
classrooms generally provides leverage to educators in producing graduates of
the basic education who are competent and productive manpower in both local
and international companies.
Relationship between the Levels of Management Practices

of the School Heads and their Profile Variables
Table 4, on the next page, presents the inferential data on the test of
significant relationship between the levels of leadership and management
practices of public secondary school heads of Pangasinan Division II and their
profile variables.
The table shows the results of the test of significant relationship between
the perceptions of the school heads on their levels of leadership and
management practices and their profile variables such as age, sex, civil status,
highest educational attainment, number of trainings and seminars attended
relevant to educational leadership and management, item classification as school
head/principal, number of years as school head and category of school being
managed. It can be gleaned in the table that the p-values corresponding to the
relationship between the variable age and learner’s development, curriculum
implementation, legal orders and control, educational planning, research and

Table 4
Relationship between the Level of Leadership and Management Practices
of the Public Secondary School Heads and their Profile Variables
Areas of Leadership and Management
LD HRD CI LOC PFD FM EPRE CE Overall

Profile
Variabl
es
Sig Sig. Sig. Sig. Sig. Sig. Sig. Sig. Sig.
rxy rxy rxy rxy rxy rxy rxy rxy rxy
. (2-t) (2-t) (2-t) (2-t) (2-t) (2-t) (2-t) (2-t) (2-t)
-
Age -.388 .000 -.058 .534 -.283 .002 -.293 .001 .014 .881 -.566 .000 -.291 .001 -.073 .435
.364
.000
-
Sex -.372 .000 -.094 .313 -.281 .002 -.330 .000 -.061 .516 -.494 .000 -.342 .000 -.117 .208
.376
.000
Civil -
-.227 .014 -.112 .230 -.233 .011 -.206 .026 -.066 .480 -.261 .004 -.203 .028 -.099 .286 .009
Status .242
-
HEA -.504 .000 -.120 .196 -.366 .000 -.366 .000 -.090 .334 -.765 .000 -.395 .000 -.147 .114
.509
.000
No. of
Trainin .307 .001 .084 .366 .187 .044 -.004 .966 .017 .852 .094 .314 .152 .101 .183 .049 .172 .064
gs
Item
Classifi .070 .456 -.034 .715 .158 .088 -.054 .564 -.004 .968 .371 .000 .056 .547 .074 .431 .145 .119
cation
No. of
Yrs. as -
-.423 .000 -.067 .473 -.293 .001 -.269 .003 -.023 .806 -.670 .000 -.340 .000 -.093 .320 .000
School .414
Head
Categor
-
y of -.391 .000 -.002 .987 -.261 .004 -.220 .017 .012 .895 -.655 .000 -303 .001 -.064 .492
.370
.000
School
Note:
LD – Learner’s Development
HRD – Human Resource Development
CI – Curriculum Implementation
LOC – Legal Orders and Control
PFD – Physical Facilities Development
FM – Fiscal Management
EPRE – Educational Planning, Research and Evaluation
CE – Community Extension
evaluation are lower than .05 which means that the correlation is statistically
significant. The correlation between age and human resources development,
physical facilities development, and community extension is not statistically
significant since the p-values concerning it are higher than .05. In the same
manner, variables such as sex, civil status and highest educational attainment
showed correlation that is statistically significant along areas such as learner’s
development, curriculum control, fiscal management, and educational planning,
research and evaluation as evidenced by the p-values which are lower than .05.
However, the correlation of the said variables to areas like human resources
development, physical facilities development, and community extension is not
statistically significant.
It is evident from the table that the number of trainings and seminars
attended relevant to leadership and management when correlated to areas such
as learner’s development, curriculum implementation, and community extension
is statistically significant but insignificant to areas such as human resources
development, legal orders and control, physical facilities development, fiscal
management, and educational planning, research and evaluation.
Furthermore, the number of years as school head and category of school
being managed variables when correlated to areas such as learner’s
development, curriculum implementation, legal orders and control, fiscal
management, and educational planning research and evaluation showed
statistically significant since the p-values prevailing are less than the significance
level. On contrary, these variables when correlated to areas such as human
resources development, physical facilities development, and community
extension showed insignificant relationship.
The correlation between item classification as school head and fiscal
management area is statistically significant but insignificant to the rest of areas of

leadership and management practices since the prevailing p-values are greater
than .05.
Overall, the correlation between variables such as age, sex, civil status,
highest educational attainment, number of years as school head, and category of
school being managed to the levels of leadership and management practices is
statistically significant as indicated by p-values which are lower than .05. On the
other hand, the correlation between variables such as number of trainings and
item classification as school head to the levels of leadership and management
practices is not statistically significant.
This finding reveals an idea that the degrees of implementation of the
school heads towards leadership and school management along student,
curriculum, legal orders, financial and research services are influenced and
affected by their profile variables except to the areas such as human resources,
physical facilities and community extension development programs. Generally,
the null hypothesis set in the Chapter 1 of this paper is hereby rejected as to
relationship between the levels of leadership and management practices and
profile variables of the school heads limited to age, sex, civil status, highest
educational attainment, number of years as school heads, and category of school
being managed.
On the other hand, it can be also noted that a limited part of the variables
being investigated from the respondents show a notable relationship existing
between the attendance, participation and immersion of the school heads to

various multi-leveled seminars, trainings, and workshops about leadership and
management and their perceptive practices on the different facets of school
supervision, administration and control. The same is true with the item
classification as school head. This means that the learning gained by the school
heads from the trainings and seminars they attended on educational leadership
and management have an indispensable effect and influence as to how they
embrace and apply the different strategies and mechanisms in achieving the
fundamental principles related to learner’s academic progress at school,
execution of curricular programs, operational activities on planning, investigation
and assessment, extension programs and the over-all paradigm of school
management.
Experienced school heads have enough knowledge and mechanism
background on the financial aspect of the school. It is in this case that a limited
part of the null hypothesis set in the Chapter 1 of this paper is hereby rejected
imposing the idea of no significant relationship between the number of school
heads’ trainings and seminars on leadership and management and item
classification school head on their levels of leadership and management
practices.
In support to the abovementioned findings, the table also shows that the
computed values intended to describe the degree of relationship between the
variables being tested are observed to lie in between the positive and negative
region of negligible correlation except to the aspect of school heads’ attendance

to seminars and trainings and item classification as school head. With these
values, it can be totally said that the relationship existing between the profile
variables of the respondents and their levels on management practices is weak
and nearly unobservable. On the other hand, a moderate degree of relationship
is observed between the number of trainings attended by the school heads and
the level of leadership and management practices along learner’s development.
In addition to, the relationship between the item classification as school head and
fiscal management is moderate.
Similar to the findings of this study, Bonilla (2012) revealed that the
effectiveness of a school head in managing an educational institution depends on
his ability of perceiving the needs of its people such as the learners, teachers,
administrative staff and the people of the community. These needs can be only
addressed when the school administrators think of ways to realize the vision,
mission, and objectives of the institution in an annual basis. One way to achieve
the total delivery of education is the school head’s continuous effort in attending
and participating in the various programs for professional development such as
short courses, conferences, workshops, seminars, trainings and the like.
According to the study, it was found out that school heads’ effectiveness in
leading and managing their institution did not only depend on their educational
qualifications and experience in the field. It was stressed in the investigation that
the administrators responded that trainings and seminars are key tools in the
widening of their knowledge and skills towards institutional development.

Considering the results of this study, it can be said that professional
development programs such as trainings, seminars and workshops are
fundamental in the effective and efficient school-based management. School
administrators should consider these professional growth strategies as important
modalities in keeping their institutions as centers and providers of quality
education. In trainings and seminars, local or international, participants are
immersed in different keynote speeches and lectures which provide them with
the latest and updated best practices related to their area of interest. In addition,
the participants also immersed in various activities which let them to apply the
knowledge they gained from the lectures or conferences to see how the theories
link to the present status of educational delivery. It is also during these events
that the participants can share their meaningful insights and bright ideas about
certain issues and concerns which make the program an interactive avenue for
sharing of experiences and brainstorming of the ideas of an innovation.
It can be implied from the findings of the study that school heads as they
serve more years as school head possesses high level of leadership and
management practices. The higher the educational attainment the higher level of
practices is expected from the school heads. Moreover, as the school heads
management bigger school, it is anticipated that they practice leadership and
management with high or very high level.

Difference in the Perceptions of Public Secondary School Heads and their

Teachers on the Levels of their Leadership and Management Practices
Table 5, on the next page, presents the computed values showing the
difference in the perceptions of public secondary school heads and their teachers
on the level of leadership and management practices.
The table provided shows the inferential data regarding the test of
difference in the perceptions of the school heads and teachers regarding the
levels of management practices. It is being shown in the table that all areas of
leadership and management practices present p-values corresponding to .003,
.001 and .000 which are lower than 0.05.
This comparative description between the computed p-values and the set
level of significance shows that the difference in the means of the perception of
the school heads and their teachers about their levels of management practices
along the abovementioned areas is statistically significant whether the variances
are assumed to be equal or not. Therefore, the null hypothesis set in the Chapter
1 of this paper is hereby rejected as to the abovementioned areas of school
management.
Table 5
Difference in the Perceptions of Public Secondary School Heads and their
Teachers on the Levels of their Leadership and Management Practices
t-test for Equality of Means
95% 95%
Sig.
Mean Std. Error Confidence Confidence
t Df (2-
Difference Difference Level Level
tailed)
(Lower) (Upper)
LD Equal Variances assumed -2.969 232 .003 -.2427350 .0817569 -.4038159 -.0816542
Equal Variances not -2.969 225.965 .003 -.2427350 .0817569 -.4038384 -.0816317
assumed
HRD Equal Variances assumed -6.546 232 .000 -.3965812 .0605850 -.5159483 -.2772141
assumed
CI Equal Variances assumed -5.159 232 .000 -.3213675 .0622926 -.4440989 -.1986361
assumed
LOC Equal Variances assumed -5.525 232 .000 -.3559354 .0644222 -.4828628 -.2290080
assumed
PFD Equal Variances assumed -6.719 232 .000 -.4256410 .0633475 -.5504508 -.3008312
assumed
FM Equal Variances assumed -3.412 232 .001 -.3598291 .1054541 -.5675992 -.1520589
assumed
EPRE Equal Variances assumed -6.086 232 .000 -.4965812 .0815921 -.6573374 -.3358250
assumed
CE Equal Variances assumed -8.257 232 .000 -.7094017 .0859161 -.8786772 -.5401262
assumed
Overall Equal Variances assumed -6.964 232 .000 -.4135090 .0593749 -.5304919 -.2965261
assumed
Legend:
LD – Learner’s Development
HRD – Human Resource Development
CI – Curriculum Implementation
LOC – Legal Orders and Control
PFD – Physical Facilities Development
FM – Fiscal Management
EPRE – Educational Planning, Research and Evaluation
CE – Community Extension
In general, it was also found out that the overall perceptions of the school
heads and their teachers about the levels of their school leadership and
management practices involves a p-value of .000 which is obviously held lower
than .05. With this value, it can be said the overall means corresponding to the
perceptions of the school heads and their teachers are significantly different from
each other. Thus, the general null hypothesis stating that there is no significant
difference in the perceptions of the public secondary school head and their
teachers on the level of leadership and management practices is duly rejected.
As to the statistical decision regarding the test of differences in the
variances between the perceptions of the school heads and their teachers in the
levels of their leadership and management practices, Levene’s Test for Equality
of Variances is used (refer to Appendix I). Using the Levene’s test, it was found
out that there is an imperative degree of statistical difference between the
variances of the responses of the teachers and school heads in school
leadership and management practices along the development of learner,
financial management, and community extension with p-values of .031, .001, and
.000, respectively. All these p-values are lower than .05. Generally, the over-all
p-value corresponds to .000 which supports the observation that overall
variances existing between the perceptions of the school heads and their heads
are significantly different from each other.
The findings of this study are greatly supported by the research conducted
by Bautista (2010). In his study, it was found out that school heads have a
different way of perceiving their strategies in leading and managing their schools
from the way in which their teachers respond to such implementing programs.
The study further recommended that the school head and teachers should
undergo a school-based conference or a bilateral meeting to come up with a
consensus in the effective leadership and management of the functions of
school.
With these results, it can be said that the school heads believe that their
performances in leading and managing their schools show a higher degree of
implementation than the perceptions provided by their teachers. This is
supported by the computed mean values reflected in Appendix H of this paper.
As to these observations, teachers noted that their school heads should further
extend their effort to widen the implementation of different innovative programs
that affect the school and community as a whole. Programs and projects should
be put in a clear dialogue to further intensify the linkage that unites school heads
and their teachers as employees of the same organization.
The results also imply the idea that these differences existing in the
perceptions of school heads and their teachers are indicators of the necessity in
drawing and coming up with a unified mechanisms and implementing rules and
regulations concerning the dynamic progression of the community of learners,
teachers, and the people. Teachers and schools need to do an approach that is
unidirectional towards the development of the whole school and the society in
which the organization belongs to.
Problems Encountered by the Public Secondary

School Heads in School Management
This portion presents the analyzed data relative to the level of seriousness
of the problems encountered by the public school heads of Pangasinan Division
II in the school management.
As shown in Table 6, on the next page, school heads perceived that there
are problems which present a call for responsive and immediate solutions in
order to achieve the total performance of the school in the field of basic
education. It is presented in the table the teachers’ skills in conducting
educational research and investigation governing students’ learning and
development, lack of partnership in national and international level, lack of
mechanisms for extension programs, lack of reference books and ICT training
show a very serious level of seriousness as evidenced by the computed
weighted mean values of 3.44, 3.42 and 3.41, respectively.
These problems perceived by the school reveal an idea that the
organization of teachers should institutionalize measures to address the needs of
teachers in uplifting their competencies in doing investigative studies that are
expected to have great impact in the field of teaching and learning.
With the onset of the 21st century learning, the inclusion of research in the
field of teaching has been introduced. In support to this movement, the

Table 6
Level of Seriousness of the Problems Encountered in Leadership and
Management by the Public Secondary School Heads
Problems WM DE Rank
1. Unclear lines of communication 2.70 MS 10
2. No indicators/standards are used to see if goals are met 2.81 MS 7
3. Lack of effective organizational control systems of
periodic self-evaluation of programs 2.76 MS 8
4. Insufficient learning resources to support each program 3.41 VS 4.5
5. Faculty members lack research experience and support 3.44 VS 1
6. Lack of systems to identify the special learning needs of
the learners 2.91 MS 6
7. Guidance is not provided for beneficiaries to ensure that
they gain maximum benefit from the support they received. 2.53 FS 11
8. Programs are not relevant to social, cultural, economic
and developmental needs. 2.30 FS 13
9. The school lacks partnership at local, national and
international levels. 3.42 VS 2.5
10. The school lacks support mechanisms for its extension
programs. 3.42 VS 2.5
11. Absence of the faculty development program that
provides training in pedagogy. 2.74 MS 9
12. Lack of ICT training to train faculty and students 3.41 VS 4.5
13. Lack of linkages and networking with government and
non-government organizations 2.50 FS 12
14. Lack of leadership skill to lead teachers and students to
do a task 2.28 FS 14.5
15. Lack of trainings/seminars on management 2.28 FS 14.5
Average Weighted Mean 2.86 MS
Legend:
WM = Weighted Mean
4.21 – 5.00 Extremely Serious (ES)
3.41 – 4.20 Very Serious (VS)
2.61 – 3.40 Moderately Serious (MS)
1.81 – 2.60 Fairly Serious (FS)
1.00 – 1.80 Not Serious (NS)
Department of Education (DepEd) established Research Management
Guidelines to cater the needs of managing research endeavors in different areas
of locale. The rationale by which this policy has been institutionalized is built on
the on the basis of drawing evidence-based decision-making from various
education reforms or initiative to strengthen the culture of research in the
Department. Researches of the DepEd are based on the aim of expanding the
knowledge and techniques involving teaching and learning, child protection,
human resources development and governance with cross-cutting themes
relevant to disaster risk reduction and management, gender and development
and inclusive education.
Other priorities perceived by the school heads had focused on developing
good partnership at local, national and international level and gaining full support
mechanism for extension programs of school. Having win-win strategies for both
parties will result into solid and goal-oriented partnership. In the same manner,
having good rapport among Parent-Teachers Association (PTA) officials and
members together with the stakeholders and proper mode of communication will
result into beneficial extension programs that will help in one way or another to
have green and peaceful community towards attaining common goals.
Another problem to be focused on by the school heads and teachers are
insufficient learning materials and lack of Information and Communications
Technology (ICT) training. It is undeniable on part of the teachers that having
adequate learning resources for the learners will ease the delivery of curriculum
and to have higher outcomes on students’ assessment. In today’s modern world,
teachers must be equipped with knowledge on operating computers and using
different Microsoft applications to facilitate teaching-learning process and easier
accomplishment of paper works or reports.
On the other hand, school heads perceived that there is a low level of
development in addressing the needs concerning the enhancement of leadership
skills among school administrators, provision and participation in trainings and
seminars on school management, and implementation of programs relevant to
national concerns and plans as supported by the computed weighted mean
values of 2.28, 2.28, and 2.30, respectively. All values are described as fairly
serious. This means that the school heads should continue their policies and
practices in elevating their performances towards leadership development,
attendance to professional development programs and curriculum
implementation relevant to societal and economic needs.
These findings are greatly supported by the study of Gallero (2014) in
which the problem concerning research has been regarded with a high
developmental need to ensure that teachers and school heads align their
decisions and beliefs in the various research-based papers which have proven its
existence in the academic field. Further, the study revealed that research among
Filipino teachers is getting a low regard due to come factors including the
complexity of the instructional work of teachers and other related paper works.
In the recent evaluation of the Individual Performance and Commitment
Review Form (IPCRF), it was found out that majority of the master teachers in
the Division of Pangasinan II lack educational or action research.
In this case the school heads should support the program of the
Department of Education in institutionalizing a culture of research among the
schools in the Philippines. Research provides basis for decision-making in
business, education, government and other undertakings. It improves
educational practices for raising the quality of graduates. Research, when done
with accuracy and integrity, becomes a tool for the continuous development of
the school as to the aspects of teachers’ content knowledge and pedagogy,
learning environment and diversity of learners, curriculum and planning, and
assessment and reporting as reflected in the Philippine Professional Standards
for Teachers, a set of standards makes explicit what teachers should know, be
able to do and value to achieve competence, improved student learning
outcomes, and eventually quality education.

CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study. The conclusions are
drawn and recommendations are offered based on the findings.
Summary
This study focused on the assessment of leadership and management
practices along learner’s development, human resources development,
curriculum implementation, legal orders and control, physical facilities
development, fiscal management, physical facilities development, planning
research and evaluation, and community extension of the public secondary
school heads of Pangasinan Division II School Year 2018-2019. This study
utilized the descriptive cross-sectional survey design of research to determine
the profile of the respondents, levels of management practices as perceived by
the school heads themselves and their teachers and seriousness of problems
they encountered in leadership and school management.
As to the collection of the of the needed data in the completion of this
study, the researcher developed and adopted a checklist type of questionnaire
which was validated by three public secondary school heads of the City Schools
Division of Urdaneta with item classification of Principal IV. The data collected
from the respondents were treated with various statistical tools including
frequency count, percentage, weighted mean, Pearson-r Moment of Correlation
and Independent Sample t-test.
The thorough analysis of data revealed with the following findings:
1. Personal and Professional Profile of Public Secondary School Heads
a. Majority the school heads belong to the age brackets of 50-54 (old) and 45-
49 (middle age) with frequency counts of 32 and 29 and percentage values of
27.35% and 24.78%, respectively. On the other hand, only 2 or 1.71% of the
school heads belong to the young age bracket of 30-34.
b. The population of the public secondary school heads of the Division of
Pangasinan II is composed of 66 or 56.41% females. Male school heads, on the
other hand, are only 51 or 43.59% of the total population.
c. A large portion of the population of the public secondary school heads is
primarily composed of married individuals as indicated by the count of 111 or
86.32%. On the other hand, only 3 or 2.59% of them belong to the
widow/widower civil status.
d. More than half of the population of school heads have attained the master’s
degree level in which 42 or 35.90% of them were able to complete the academic
requirements of their course and 29 or 24.79% of them had graduated from the
degree. On the other hand, doctoral degree holder school heads are only 23 or
19.66% of the population and 4 or 3.42% of them have completed the academic
requirements for the doctorate level.

e. Nearly half or 47.17% of the public secondary school heads had already
attended seminars and training on management in the division level. However,
44 or 5.08% of them were able to participate in national level of professional
development programs related to leadership and school management.
f. More than half of the respondents bears item classifications of Principal-III
and Principal-IV with frequency and percentage values of 38 or 32.48% and 34
or 29.06%, respectively.
g. Nearly half of the public secondary school heads belong to the year brackets
of 10-14 and 5-9 of experience as school head as evidenced by the frequency
and percentage values of 30 or 25.64% and 27 or 23.08%, respectively. Only 7
or 5.98% of them served as school heads within the bracket of 25-29 years of
experience.
h. More than half of the
respondents’ equivalent to 63 or 53.85% of their population are detailed as
school heads of medium-sized schools. Only 11 or 9.40% of them manage
mega-sized schools.
2. Level of Leadership and Management Practices of the Public Secondary

School Heads as Perceived by Themselves and their Teachers
a. The school heads and their teachers perceived the levels of their leadership
and management practice along learner’s development with weighted mean
values of 4.00 and 3.76, respectively, which are both described as highly
practiced.
b. The school heads and their teachers perceived the levels of their
leadership and management practice along human resources development with
weighted mean values of 4.69 and 4.30, respectively, which are both described
as very highly practiced.
c. The public secondary school heads perceived the levels of their leadership
and management practice along curriculum implementation very highly practiced
with weighted mean values of 4.49 while their teachers perceived their practices
with a weighted mean 4.16 described as highly practiced.
d. The public secondary school heads perceived the levels of their
management practice along local order and control with weighted mean values of
4.55described as very highly practice. In contrast, teachers perceived the level of
leadership and management practices as highly practiced with a weighted mean
of 4.20.
e. The school heads perceived their level of leadership and management
practice along physical facilities and developed with an adjectival rating of very
highly practiced with a weighted mean value of 4.59. On the other hand, teachers
perceived their school heads in their level of management practice under the
given area with weighted mean value of 4.17 which is described as highly
practiced.
f. The level of leadership and management practice of the school heads along
fiscal management as perceived by themselves and their teachers show highly
practiced description with a weighted mean value of 3.99 and 3.58, respectively.
g. Along educational planning, research and evaluation, school heads rated
themselves with a 4.32 weighted mean values described as very highly
practiced. Teachers, on the other hand, rated their school heads with a highly
practiced level as supported by the computed weighted mean of 3.81.
h. With respect to the level of leadership and management practice along
community extension, school heads perceived themselves in doing the strategies
of the implementation of the given with a very highly practiced rating as
supported by the weighted mean value of 4.31. Their teachers, on the other
hand, rated them with a weighted mean of 3.60 which is described as highly
practiced.
i. Generally, the school heads perceived their level of implementing the
various practices in leadership and school management with overall weighted
mean of 4.37 which is described as very highly practiced. Teachers rated their
school heads with an overall weighted mean of 3.95 described as highly
practiced. As to the combined perceptions of the respondents, they generated
overall weighted mean value of 4.16 with an adjective rating of highly practiced.
3. Relationship between the Level of Leadership and Management

Practices and their Profile Variables
The p-values concerning the test of relationship between the age, sex,
civil status, highest educational attainment, number of years as school heads,
and category of school being managed and the levels of leadership and
management practices correspond to .000, .000, .009, .000 .000 and .000,
respectively, which are lower than .05 signifying the idea of statistically significant
relationship between the tested variables.
On the other hand, all of the other p-values existing between the areas of
management and other profile variables of the school heads show p-values
higher than .05 revealing the observation that they do not show significant
relationship with one another.
4. Difference on the Perceptions of School Heads and Teachers

on the Level of Leadership and Management Practices
The computed p-values concerning the test of difference in the
perceptions of the levels of leadership and management practices by the school
heads and their teachers along learner’s development, human resources
development, curriculum implementation, legal orders and control, physical
facilities and development, fiscal management, educational planning, research
and evaluation and community extension correspond to .000 which are lower
than .05 and signifying the existence of the significant difference as to the
compared mean values of responses in each of the abovementioned area of
management.
5. Level of Seriousness of the Problems Encountered by the Public

School Heads in the Leadership and Management Practices
School heads provided a developmental concern along the area of
educational research, partnership, support mechanisms, learning resources and
ICT as supported by the weighted mean values of 3.44, 3.42 and 3.41,
respectively, with the same description of very serious. On the other hand, they
also perceived that the need to enhance their leadership skills and attendance to
trainings and seminars related to educational leadership and management do not
bear high regard of development as supported by the weighted mean value of
both 2.28 which described as fairly serious.
6. Intervention Measures to Address the Problems in Leadership and

School Management
The primary predictors used in the propose intervention measures
connected to the levels of leadership and management practices of the school
heads as perceived by themselves and their teachers include learners’
development, human resources development, curriculum implementation, legal
orders and control, physical facilities and development, fiscal management,
educational planning, research, and evaluation and community extension. On the
other hand, the factors used in crafting the intervention measures to address the
gaps related to leadership and school management include the lack of research
experience and skills among teachers, lack of partnership and support
mechanism, and insufficient learning resources and ICT training.
Conclusions
Based on the findings, the following conclusions are drawn:
1. The public secondary school heads vary according to their profile
variables. Majority of them belong to the middle to old age brackets, female-
dominated, married, completed academic requirements for Master’s degree,

attended various levels of seminars and trainings, serving 15 years below as
school heads with Principal-III positions and managing medium-sized schools.
2. The levels of leadership and management practices of the public
secondary school heads as perceived by themselves and their teachers reveal a
very high degree of implementation and execution as to the areas of human
resources, legal orders, and physical facilities development.
3. There is an imperative and great influence of the profile variables of
public secondary school heads as to their frequencies and ways in implementing
the various practices in the different areas of leadership and school
management.
4. There is a substantial variation in terms of the perceptions of the school
heads and their teachers as to the levels of leadership and management
practices.
5. A high regard for improvement and innovation is observed along the
area of educational research among teachers, partnership, learning resources
and ICT training.
6. The predictors revealing the school heads’ levels of leadership and
management practices and the factors connected to the problems in school
management served as guide for the researcher in crafting the intervention
measures in addressing the identified problems encountered by the school heads
in leading and managing an educational institution.

Recommendations
On the basis of the conclusions drawn, the following recommendations are
offered:
1. The intervention measures to address the problems encountered by the
school heads in the leadership and management of their schools should be
adopted in a school-wide basis to strengthen the programs offered by the DepEd.
2. The public secondary school heads should embrace the passion of
elevating their educational qualifications and professional techniques and
experiences so as to benefit the overall functioning of their schools as centers for
learner, teacher and people personal and professional development.
3. It should be the foremost function of the school to continue and develop
their well-driven passion and determination in intensifying their programs,
projects and practices in achieving their institutional objectives along the areas of
school management.
4. The public secondary school heads are encouraged to continuously
develop their competencies in the field of leadership and school management
through participating in various modes of professional development such as
training, seminars and attending post-graduate studies with specialization in
educational management, administration and supervision.
5. The school heads and the teachers should undergo a unified
conversation and communication concerning the most applicable, effective and

efficient means of managing the various aspects, functions and roles played by
the school in the lives of learners and the people of the community as a whole.
6. School heads should implement programs that aim to develop the skills
of the teachers in conducting research-based studies which bear significant
contribution to teaching and learning process. Likewise, teachers should learn to
master the competencies needed to do researches so as to contribute in the
development of learners’ performances, human resources advancement and
school total functioning.
7. Researchers in the field of educational management are encouraged to
conduct an investigation parallel to this study which will have a significant impact
in various facets of school management, administration and organizational
supervision.
Intervention Measures to Address the Problems Encountered by the Public

Secondary School Heads in Leadership and School Management
In order to attain the goals of this study and to address the last sub-
problem, the researcher proposed some intervention measures to address
problems encountered by the public secondary school heads. The intervention
measures are based from the top problems encountered by the public secondary
school heads.
The researcher formulated intervention measures based on the factors and
leading predictors observed in the levels of seriousness of the problems
encountered by the school heads in leadership and management practices.

Intervention Measures to Address Problems Encountered by the

Public Secondary School Heads
Problems
Intervention Measures
Encountered
 Faculty  The School Heads should initiate to conduct an In-
members lack Service Training (INSET) focused on educational
research research with integration of open forum, workshop
experience and presentation of outputs. Teachers may also
and support attend various seminars conducted by private
organization as to enhance their research writing
skills
 The school  The School Heads should widen their range of
lacks partnership by having good rapport or
partnership at communication to the government and non-
local, national government organization showing their interest and
and willingness to be a partner for change and better
international tomorrow for the Filipino learners.
levels.
 The school  The School should tap the Local Government Unit
lacks support (LGU) and Barangay Council Officials for
mechanisms assistance and support for any outreach programs
for its initiated by the school. Alumni of the schools,
extension successful business persons and financial-able
programs. citizens of the community are also big help when it
comes to seeking donations either in-cash or in-
kind.
 Insufficient  The School Heads should encourage their teachers
learning to be resourceful in looking for learning materials
resources to particularly reference books to be used in teaching.
support each Practice surfing the internet, download the files,
program edit, print and save and produce copies for
students to facilitate the discussion.
 Lack of ICT  The Schools Division should conduct a computer
training to literacy training for school heads and teachers who
train faculty not that much well-versed in operating computers
and students and making reports using the different Microsoft
applications. In the same manner, the School
Heads may tap their School ICT Coordinator to
conduct on school level to update and motivate
colleagues to engage in computer works for easier
preparation of paper works or reports.
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APPENDIX A
LETTER TO THE SCHOOLS DIVISION SUPERINTENDENT OF
CITY SCHOOLS DIVISION OF URDANETA
LYCEUM-NORTHWESTERN UNIVERSITY
Institute of Graduate and Professional Studies
Dagupan City
03 December 2018
GLORIA R. TORRES, CESO VI

Schools Division Superintendent
Schools Division Office Urdaneta City
Urdaneta City, Pangasinan
Madam:
Greetings!
The undersigned researcher is currently conducting a study entitled “Leadership and

Management Practices of Public Secondary School Heads.” In connection to this, he may request
your good Office to allow your school heads particularly with Principal IV position to validate the
questionnaire he had prepared for this study.
Your approval in this request will be highly appreciated.
Hoping for your kind consideration.
Thank You and More Power!
Very truly yours,
(Sgd.) RANDY S. GARCIA

Researcher
Noted:
(Sgd.) NORA F. BENAVIDES, Ed. D.

Dissertation Adviser
Approved:
(Sgd.) GLORIA R. TORRES, CESO VI

APPENDIX B
LETTER TO THE SCHOOL HEADS OFCITY SCHOOLS DIVISION OF
URDANETA WITH PRINCIPAL IV POSITION
Dagupan City
09 December 2018
_____________________________
_____________________________
_____________________________
_____________________________
Sir:
Greetings!

Management Practices of Public Secondary School Heads of Pangasinan Division II,” in partial
fulfillment of the requirements for the degree Doctor of Education major in Educational
Management.
In connection to this, he would like to solicit your expertise in validating the questionnaire which
he had prepared for the study.
Attached herewith is an endorsement coming from the Office of the Schools Division
Superintendent of SDO Urdaneta City, the survey questionnaire, and validation instrument
intended for the study. Should you finished validating the instrument, you may call or text him at
0946-5772727.
Your cooperation and favourable response on this matter will be highly appreciated.
Very truly yours,

Researcher
Noted:

APPENDIX C
LETTER TO THE SCHOOLS DIVISION SUPERINTENDENT OF
PANGASINAN DIVISION II
Dagupan City
December 12, 2018
ATTY. DONATO D. BALDERAS, JR.

Pangasinan Division II
Binalonan, Pangasinan
SIR:
Greetings!

Management Practices of the Public Secondary School Heads of Pangasinan Division II” in
partial fulfillment of the requirements for the degree of Doctor of Education Major in Educational
Management.
In connection to this, he would like to seek permission from your good Office to allow him to
conduct the study to the school heads and teachers of Pangasinan Division II.
Rest assured that the information gathered will be treated with strict confidentiality.
Hoping for your favorable action on this request.
Very truly yours,

Researcher
Noted:

Approved:
(Sgd.) ATTY. DONATO D. BALDERAS, JR.

APPENDIX D
LETTER TO THE RESPONDENTS
Dagupan City
07 January 2019
Dear Sir/Madam:
Greetings!
The undersigned researcher is currently conducting a study entitled “Leadership

and Management Practices of Public Secondary School Heads” in partial
fulfillment of the requirements for the degree of Doctor of Education Major in
Educational Management. Attached herewith is an endorsement coming from the
Office of Schools Division Superintendent in relation to his request letter to
conduct his study to the school heads and teachers of Pangasinan Division II.
Thus, he may ask for your little time and effort to answer the attached
questionnaire. Should you finished accomplishing the questionnaire, you may call
or text him at 0946-5772727.
Your utmost cooperation in this undertaking will be highly appreciated.
Very truly yours,

Researcher
Noted by:
(Sgd.) NORA F. BENAVIDES, Ed.D.

APPENDIX E
EVALUATION SHEET OF THE CONTENT VALIDITY OF THE CHECKLIST-
QUESTIONNAIRE ON LEADERSHIP ANDMANAGEMENT PRACTICES OF
PUBLIC SECONDARYSCHOOL HEADS
Name of Validator (Optional) :_____________________ School: _________________________
Position: _________________________________ Year(s) in the Position: __________________
Directions: Please read the instructions and items in the questionnaire. Then, read each
statement in the evaluation sheet and rate each item using the rating system below by placing a
check mark (/) on the appropriate column of the evaluation form.
Points Levels of Validity Descriptions

5 Highly Valid (HV) No flaws observed; nothing more to be desired to
make it better.
4 Valid (V) Minimal deficiencies are observed; minor
rewording of few items is needed.
3 Moderately Valid (MV) Some flaws are observed; the overall usefulness
is diminished slightly.
2 Fairly Valid (FV) Several defects are found; overall value is
diminished greatly.
1 Not Valid (NV) A major revision is needed to make it useful.
Levels of Validity
Indicators HV V MV FV NV
(5) (4) (3) (2) (1)
1. The directions are clear in all selections of the data- gathering
instrument.
2. Each item is clearly stated.
3. Each item is readable; i.e. the items are easy to read.
4. Each item is attractive to read; enough space is provided to avoid
crowding among all items.
5. The data-gathering instrument is comprehensive, i.e. it covers all
areas that are important on the study.
6. Each item is focused on a particular thought or idea.

7. The items are objective; i.e. the responses to be elicited are
neither biased nor subjective..
8. The items are formulated in accordance to the explicit/implicit
objectives of the study.
9. The items are systematically arranged according to a desirable
sequence.
10. The items do not overlap with each other; i.e. no duplication of
items is observed.
Comments/Suggestions:__________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
APPENDIX F
CHECKLIST-QUESTIONNAIRE USED IN THIS STUDY
LEADERSHIP AND MANAGEMENT PRACTICES OF THE

PUBLIC SECONDARY SCHOOL HEADS
Part I. Demographic Profile
Direction: Please put a check mark (/) on the information which best describe your
answer in each option (except number 5). Your response will be held STRICTLY
CONDIFENTIAL.
Name of School Head (Optional): ________________________________
1. Age
_____ 65-69
_____ 60-64
_____ 55-59
_____ 50-54
_____ 45-49
_____ 40-44
_____ 35-39
_____ 30-34
_____ 25-29
_____ 20-24
2. Sex
_____ Male
_____ Female
3. Civil Status
_____ Single
_____ Married
_____ Widow/Widower
_____ Others, please specify: ________________________
4. Highest Educational Attainment
_____ Bachelor’s Degree
_____ Earned Units in Master’s Degree
_____ Completed Academic Requirements in Master’s Degree
_____ Master’s Degree Holder
_____ Earned Units in Doctorate Degree
_____ Completed Academic Requirements in Doctorate Degree
_____ Doctorate Degree Holder
5. Number of attended trainings and seminars attended relevant to leadership

and management
_____ School Level
_____ Division Level
_____ Regional Level
_____ National Level
_____ International Level
6. Item Classification as School Head/Principal
_____ Principal I
_____ Principal II
_____ Principal III
_____ Principal IV
_____ Others (Please specify):________________________________

7. Number of Years in Service as School Head/Principal
_____ 40-44
_____35-39
_____ 30–34
_____ 25–29
_____ 20–24
_____ 15–19
_____ 10-14
_____ 5-9
_____ 0-4
9. Category of School Managed
_____ small
_____ medium
_____ large
_____ mega
Part II. Level of Management Practices
Direction. This part of questionnaire contains statements about the leadership

and management practices of the public secondary school heads. Please be
honest with your choices for there are no right or wrong answers. Put a check
mark (/) after the item that represents your perception concerning your level of
management practices along each of the following areas using the given scale
below:
5 Very Highly Practiced (VHP)

4 Highly Practiced (HP)
3 Moderately Practiced (MP)
2 Fairly Practiced (FP)
1 Not Practiced (NP)
VHP HP MP FP NP
A. Learner’s Development (5) (4) (3) (2) (1)
1. Organizes a program of adequate guidance and
counselling services to the students
2.Supports academic and co-curricular activities to
develop students’ potentials
3. Invites resource persons for educational and
occupational information in the school
4.Provides quality school library and resource
center for the students
5. Provides students open access to computer and
other learning facilities
6.Provides adequate sports facilities for the
students use
7.Provides relaxation facilities for the students like
social hall, gymnasium, etc.
8.Provides all students with handbook and student
guide
9. Gives opportunity to the students to organize
their own activities
10. Exposes students to competitions, field trips,
forum and fellowship
VHP HP MP FP NP
B. Human Resources Development
(5) (4) (3) (2) (1)
1. Takes initiative in assisting teachers towards the
accomplishment of goals and objectives
2. Directs and manages task through cooperative
planning and teamwork
3. Maintains school atmosphere conducive to
learning and establish harmonious relations with
the staff
4. Motivates teacher to upgrade themselves
professionally
5. Initiates and implements programs and projects
for quality school improvement
6. Shows strong commitment to the needs of the
teachers, students and community
7. Encourages teacher’s participation in planning,

evaluation and decision making
8. Weighs carefully consequences and alternatives
before giving decision
9. Shows leadership by example to teachers and
students in terms of honesty, punctuality and
service
10. Leads, stimulates and inspires teachers to self-
improvement and perform their best
VHP HP MP FP NP
C. Curriculum Implementation
(5) (4) (3) (2) (1)
1. Provides adequate textbooks, teaching guide
and teachers manual
2. Facilitates diagnostic and teaching test to gauge
students learning of the subjects included in the
curriculum
3. Secures testing instruments to be used in
measuring student’s learning
4. Provides adequate information and
communication facilities to effectively transform the
relevant knowledge and skills such as computers,
television, projector, and the like
5. Motivates teachers to work their best to the full
implementation of the curriculum
6. Observes the teaching-learning situation to
make sure that the strategies used are appropriate
to lesson objectives
7. Encourages teachers and students to take
responsibility of their own learning styles and
activities
8. Encourages teachers on the use of new and
innovative modes of instruction
9. Makes teachers used varied and adequate
instructional materials in teaching
10. Observes teachers regularly and assist them in
their instructional problems
VHP HP MP FP NP
D. Legal Orders and Control
(5) (4) (3) (2) (1)
1. Keeps legal document such as DECS service
manual, Education Act, and DepEd memoranda,
orders, circulars, and the like
2. Disseminate appropriate and accurate
documents on qualification and standards
3. Manages the school in accordance to the

department’s Service Manual
4. Upholds code of conduct and ethical standards
in dealing with teachers, students and the
community
5. Holds education forum on Magna Carta for
Public Teachers and other related matters
6. Regulates teachers-students activities in and
outside the school premises
7. Establishes teamwork and sound organizational
climate in the school
8. Formulates school policies and directives for
continuous operations of the school
9. Makes the staff and students observe and
understand the school ethics
10. Coordinates with students’ clubs and civic
organization and take a lead on how organization
works in accordance with school rules and
regulations
VHP HP MP FP NP
E. Physical Facilities Development
(5) (4) (3) (2) (1)
1. Makes school development plan as guide for
future establishment
2. Adopts quantity measures that maximize the use
of supplies, equipment and other material
resources
3. Coordinates and direct all activities in the
development and maintenance of physical plant
and environment
4.Procures, provide and maintain physical facilities
contributory to orderly and clean school premise
5. Supervises and check teachers on proper use of

school facilities
6. Makes the necessary repair portion of the school
buildings and furniture
7. Constructs and maintains school fences for the
safety of the students and facilities
8.Constructs and maintains enough comfort rooms,
study shades/centers based on the number of the
students
9. Provides proper lighting and ventilation in all
classrooms
10. Provides garbage disposal area, garbage
boxes and compost pit in the school
VHP HP MP FP NP
F. Fiscal Management
(5) (4) (3) (2) (1)
1. Manifests transparency in the school in-coming
and out-going school funds
2. Formulates school improvement plan
3. Formulates annual school financial plan and
utilize budget funds according to priority
4. Prepares budgetary plan for school program and
projects
5. Sets school level financial guidelines with
consultation of the staff
6. Initiates Income Generating Project (IGP) for the
school operational purposes
7.Encourages periodic audit of the school funds
8.Requests the finance division to hold quarterly
financial statement report
9. Disseminates up to date information on salary
and other fringe benefits
10.Disseminates up to date information on salary
adjustment and increase
G. Educational Planning, Research and VHP HP MP FP NP
Evaluation (5) (4) (3) (2) (1)
1. Formulates action plan of the school
2. Orients and explains the performance indicators
of the schools.
3. Conducts school-based seminar-workshop or
orientation on research
4. Makes and submit special reports promptly
5. Encourages teachers to formulate an action plan
according to their subject taught
6. Conducts survey and research in relation to
school programs and projects both instructions and
non-instructional issues and concerns
7. Motivates teachers to undergo action research
in their classroom level
8. Evaluates the effectiveness of teachers teaching
strategies and styles
9. Conducts and monitors summative, unit,
periodic and achievement tests
10. Gathers, interprets and analyzes the academic
achievement of the students and take appropriate

measures for improvement and sustainability
VHP HP MP FP NP
H. Community Extension
(5) (4) (3) (2) (1)
1.Conducts functional literacy program
2. Extends short term courses relative to livelihood
skills development
3.Establishes agro-industrial extension program
4. Conducts cultural development activities
5. Keeps the people in the community informed
about the school’s work and accomplishments as
well as its needs and problems
6.Establishes fair and educational exhibits in the
locality
7. Establishes strong linkages and rapport with the
community leaders and stakeholders.
8. Organizes Parents-Teachers Association (PTA)
and develop good public relations.
9.Participates in community program and offer
supports and assistance in their activities
10. Welcomes the opportunity to provide such
leadership when needed, to extend counseling
services, as appropriate, and to actively be
involved in matters affecting the welfare of the
people
Part III. Level of Seriousness of the Problems Encountered in Leadership

and Management
Direction: The checklist-questionnaire contains statement about the problems

encountered in the leadership and management practices of the public
secondary school heads. Please be honest with your choices for there are no
right or wrong answers. Put a check mark (/) after the item that represents how
you feel about the seriousness of the problems encountered using the following
scale:
5 Extremely Serious (ES)

4 Very Serious (VS)
3 Moderately Serious (MS)
2 Fairly Serious (FS)
1 Not Serious (NS)
Level of Seriousness
Problems Encountered by the Public
ES VS MS FS NS
Secondary School Heads
(5) (4) (3) (2) (1)
1. Unclear lines of communication.
2. No indicators/standards are used to see if
goals are met
3. Lack of effective organizational control systems
of periodic self-evaluation of programs
4. Insufficient learning resources to support each
program
5. Faculty members lack research experience
and support
6. Lack of systems to identify the special learning
needs of the learners
7. Guidance is not provided for beneficiaries to
ensure that they gain maximum benefit from the
support they received.
8. Programs are not relevant to social, cultural,
economic and developmental needs.
9. The school lacks partnership at local, national
and international levels.
10. The school lacks support mechanisms for its
extension programs.
11. Absence of the faculty development program
that provides training in pedagogy.
12. Lack of ICT training to train faculty and
students
13. Lack of linkages and networking with
government and non-government organizations
14. Lack of leadership skill to lead teachers and
students to do a task
15. Lack of trainings/seminars on management
APPENDIX G
VALIDATION RESULTS OF THE CHECKLIST-QUESTIONNAIRE
Validator Validator Validator

Indicator WM DE
1 2 3
1. The directions are clear in all
selections of the data- gathering 5 5 4 4.67 HV
instrument.
2. Each item is clearly stated. 5 5 4 4.67 HV
3. Each item is readable; i.e. the
5 5 5 5.00 HV
items are easy to read.
4. Each item is attractive to read;
enough space is provided to avoid 4 5 4 4.33 HV
crowding among all items.
5. The data-gathering instrument is
comprehensive, i.e. it covers all
5 5 4 4.67 HV
areas that are important on the
study.
6. Each item is focused on a
5 5 4 4.67 HV
particular thought or idea.
7. The items are objective; i.e. the
responses to be elicited are neither 4 5 4 4.33 HV
biased nor subjective..
8. The items are formulated in
accordance to the explicit/implicit 5 5 4 4.67 HV
objectives of the study.
9. The items are systematically
arranged according to a desirable 5 5 4 4.67 HV
sequence.
10. The items do not overlap with
each other; i.e. no duplication of 5 5 4 4.67 HV
items is observed.
Average Weighted Mean 4.63 HV
Legend:
WM Weighted Mean
DE Descriptive Equivalent
4.21 – 5.00 Highly Valid (HV)
3.41 – 4.20 Valid (V)
2.61 – 3.40 Moderately Valid (MV)
1.81 – 2.60 Fairly Valid (FV)
1.00 – 1.80 Not Valid (NV)
APPENDIX H
GROUP STATISTICS OF THE INDEPENDENT SAMPLE T-TEST
Std. Std. Error

Area Group N Mean
Deviation Mean
Learner’s Teachers 117 3.763248 .6744855 .0623562
Development School 117
Heads 4.005983 .5719432 .0528762
Human Resources Teachers 117 4.298291 .5061659 .0467951
Heads 4.694872 .4162323 .0384807
Curriculum Teachers 117 4.163248 .4669413 .0431687
Implementation School 117
Heads 4.484615 .4857656 .0449090
Legal Orders and Teachers 117 4.197056 .5602909 .0517989
Control School 117
Heads 4.552991 .4143072 .0383027
Physical Facilities Teachers 117 4.166667 .5364314 .0495931
Heads 4.592308 .4263223 .0394135
Fiscal Management Teachers 117 3.625641 .6785067 .0627280
School 117
Heads 3.985470 .9169162 .0847689
Educational Teachers 117 3.780342 .6216274 .0574695
Planning, Research School 117
and Evaluation Heads 4.276923 .6264823 .0579183
Community Teachers 117 3.598291 .7612357 .0703763
Extension School 117
Heads 4.307692 .5330708 .0492824
Overall Teachers 117 3.949098 .4807670 .0444469
School 117
Heads 4.362607 .4258311 .0393681
APPENDIX I
LEVENE’S TEST FOR EQUALITY OF VARIANCES
Levene’s Test for

Areas Equality of Variances
F Sig.
Learner’s Development Equal Variances assumed 4.729 .031
Equal Variances not assumed
Human Resource Equal Variances assumed 2.729 .100
Development Equal Variances not assumed
Curriculum Equal Variances assumed 1.404 .237
Implementation Equal Variances not assumed
Legal Orders and Equal Variances assumed 2.640 .106
Control Equal Variances not assumed
Physical Facilities Equal Variances assumed 3.084 .080
Development Equal Variances not assumed
Fiscal Management Equal Variances assumed 12.419 .001
Educational Planning, Equal Variances assumed .932 .335
Research and Equal Variances not assumed
Evaluation
Community Extension Equal Variances assumed 18.359 .000
Overall Equal Variances assumed .011 .917
CURRICULUM VITAE
I.PERSONAL INFORMATION
Name: RANDY S. GARCIA
Present Address: Amistad, Tayug, Pangasinan
Permanent Address: San Jose Leet, Urdaneta City
Date of Birth: December 27, 1981
Civil Status: Single
Father’s Name: Lodoveco V. Garcia
Mother’s Name: Maria Linda S. Garcia
II. EDUCATIONAL BACKGROUND
Graduate Studies:
Lyceum-Northwestern University
Dagupan City
Doctor of Education (on-going)
Major in Educational Management
Dagupan City
Master in Education (Non-Thesis)
Major in Mathematics
November 2016 (Graduated)
Dagupan City
Master Arts in Education
Major in School Administration
August 2015 (Graduated)
Don Mariano Marcos Memorial State University

Agoo, La Union
Master of Arts in Mathematics Education (CAR/52 units)
November 2011 – October 2013
College:
Urdaneta City University

Bachelor in Secondary Education
Major in Mathematics (51 units)
November 2010 – October 2011
Philippine College of Science and Technology

Calasiao, Pangasinan
Bachelor of Science in Computer Science
With Distinction Award
April 2002
Secondary:
Baguinay National High School

Manaoag, Pangasinan
Class Valedictorian
March 1998
Elementary:
Ma-Tulong Elementary School

Manaoag, Pangasinan
First Honorable Mention
Leadership Award
March 1994
III. ELIGIBILITY
Licensure Examination for Teachers (LET)

Baguio City
September 25, 2011
Career Service – Professional

CSC Regional Office No. I
San Fernando City, La Union
December 3, 2003
IV. WORK EXPERIENCES
 SHS Teacher II
Panganiban National High School
Tayug, Pangasinan
June 2016 – Present
 Instructor
Panpacific University North Philippines
Tayug, Pangasinan
June 2012 – March 2016
 Data Entry Operator

Grand Al Kausar Pharmacy
Dubai, United Arab Emirates
November 2006 – April 2010
 PayrollEncoder
Chowking Food Corporation
Ortigas Center, Pasig City
January 2006 - July 2006
 Office Clerk/Typist
Staff Alliance Inc.
Ayala Avenue, Makati City
May 2005 – November 2005
 Pharmacy Assistant
Northern Luzon Drug Corporation
Perez Blvd., Dagupan City
February 2003 - April 2005
V. Speakerships/Chairmanships
 Guest of Honor and Speaker

Closing Exercises
VFV Christian Academy
Sapang, Manaoag, Pangasinan
April 3, 2019
 Resource Speaker & Chairman, Technical Committee

In-Service Training for Teachers Focused on Lesson Planning &Teaching
Panganiban National High School - Tayug, Pangasinan
October 24-26, 2018

Three-Day School-Based Leadership Training-Workshop for Supreme
Student Government (SSG), Homeroom and Club Officers
October 12-14, 2018

Three-Day School-Based Training-Workshop on Campus Journalism
September 22, 23, and 29, 2018

Three-Day School-Based Gender and Development (GAD) Training
Focused on Family Matters
August 25-27, 2018
 Chairman, Planning Committee

Three-Day Training-Workshop on Computer Literacy Focused on Adobe
Photoshop, Adobe in Design, and Basic Programming
August 25-27, 2018

In-Service Training for Teachers Focused on Test Construction with Table
of Specification and ICT
October 24-26, 2017
 Guest of Honor and Speaker

Commencement Exercises
San Jose Leet Integrated School - Urdaneta City
March 19, 2013
VI. Seminars/Trainings Attended (for the last 3 years)
 Division Conference on the Preparation and Accomplishment of School

Forms SY 2018-2019
CB Mall, Urdaneta City
March 1, 2019
 Division Orientation on the Unified Data Gathering Tool for School

Monitoring and Evaluation
Don Rufino Tabayoyong Central School, Laoac, Pangasinan
December 14, 2018
 Cluster Orientation-Workshop on the Uploading of the SY 2018-2019

School Profile in the Enhanced Basic Education Information System
(EBEIS)
Tayug National High School
November 19, 2018
 In-Service Training for Teachers Focused on Lesson Planning and

Teaching
Panganiban National High School, Tayug, Pangasinan
October 24-26, 2018
 Municipal Training-Workshop on the Implementation of the Results-Based

Performance Management System (RPMS) Manual for Teachers
Tayug National High School
October 1-3, 2018
 Division Orientation in the Implementation of the SHS Curriculum

Puerto Paraiso Resort, Binalonan, Pangasinan
August 28-29, 2018
 Three-Day School-Based Training on Gender and Development (GAD)

Focused on Family Matters
Panganiban NHS, Tayug, Pangasinan
August 25-27, 2018
 Pambansang Reoryentasyon sa Panitikan

CB Mall Sportshouse, Urdaneta City
August 10-12, 2018
 Division Gender and Development (GAD) Training Focused on Family

Matters
May 17-19, 2018
 Two-Day Orientation-Workshop on Enterprise Human Resource System

(EHRIS)
Mangaldan Municipal Hall, Mangaldan, Pangasinan
February 5-6, 2018
 Division Seminar-Workshop on the Preparation of Budget Proposal FY

2019
Cozy Place Resort-Rosales, Pangasinan
January 31-February 2, 2018
 Three-Day Live-In Financial Management Operations Manual (FMOM)

Seminar-Workshop for Non-Implementing Units (Non-IUs)
Cozy Place Resort-Rosales, Pangasinan
December 13-15, 2017
 One-Day Training-Workshop on the Development of online Registration

and Training Evaluation Too for District and Municipal Training
Implementations using Google Form
Manaoag National High School, Manaoag, Pangasinan
November 22, 2017
 Division Seminar-Workshop on Values Reorientation, Stress Management

and Transformational Leadership
Villasis Gymnasium, Villasis, Pangasinan
November 17-19, 2017
 Three-Day INSET for Teachers Focused on Test Construction with Table

of Specification and ICT
Panganiban National High School, Tayug, Pangasinan
October 24-26, 2017
 Division Orientation on the Conduct and Submission of School-Based

Management Assessment
Juan G. Macaraeg National High School, Binalonan, Pangasinan
September 7, 2017
 Basic Training Course for Outfit Advisors

Tayug National High School, Tayug, Pangasinan
September 1-3, 2017
 Division Orientation on Learner’s Information System (LIS) Beginning of

School Year (BOSY) 2017-2018
CB Mall Events Center, Urdaneta City
August 31, 2017
 One-Day Orientation-Workshop on the Implementation of the

Comprehensive Water, Sanitation, and Hygiene in Schools (WinS)
Program
August 15, 2017
 2nd Division Senior High School (SHS) Summit

Villasis Gymnasium, Villasis, Pangasinan
August 7-9, 2017
 Division Orientation-Workshop on Child Protection Policy

Binalonan South Central School, Binalonan, Pangasinan
July 11, 2017
 Property, Plant and Equipment Orientation-Workshop

Panganiban Central Elementary School, Tayug, Pangasinan
July 10, 2017
 Division Orientation Program in PhilHealth, Drug Education Program, and

Comprehensive Sexuality Education
June 30, 2017
 Division Conference of CAT Coordinators and ROTC Coordinators

June 29, 2017
 7th Field Staff Conference and Installation Program

June 9, 2017
 Division Orientation on the Kto12 Curriculum Implementation

June 2, 2017
 Orientation-Workshop on Enterprise Human Resource Information System

(eHRIS)
May 30, 2017
 Senior High School (SHS) Division Conference

SDO Social Hall, Binalonan, Pangasinan
April 28, 2017
 Regional Mass Training of Grade 11 Teachers and Career Advocates for

Grade 11 Career Guidance Program
National Educators Academy of the Philippines
San Fernando City, La Union
April 1-3, 2017
 Division Gender and Development (GAD) Training Focused on Children's

and Women's Protection in the Workplace
March 4, 5 and 11, 2017
 Division Orientation on National School Building Inventory System

Rosales National High School, Rosales, Pangasinan
February 20, 2017
 Division Seminar-Workshop on the Preparation of Budget Proposal FY

2018
Cozy Place Resort, Rosales, Pangasinan
January 17, 2017
 2016 International Training-Workshop for SHS and JHS Education: Active

Learning Strategies for Student-Centered Instruction
November 26-27 and December 3, 2016
 2016 Philippine Association for Graduate Education (PAGE) Luzon Zonal

Conference
Lyceum-Northwestern University, Dagupan City
October 7-9, 2016
 Regional Mass Training of SHS Grade 11 Teachers for Common Topics

Pangasinan Regency Hotel, Calasiao, Pangasinan
August 13-14, 20-21, 2016
 Regional Mass Training of SHS Grade 11 Teachers for Academic Track-

STEM Strand (Mathematics)
Mariano Marcos State University, Laoag City, Ilocos Norte
May 24-June 10, 2016
 Seminar-Workshop on the 21st Century Education

Panpacific University North Philippines, Tayug, Pangasinan
January 14-16, 2016

Leadership and Management Practices of Public Secondary School Heads

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Leadership and Management Practices of Public Secondary School Heads

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Lyceum-Northwestern University – Institute of Graduate and Professional Studies 1

A school organization, like any other organization, needs a strong

leadership and management. The application of different management and

leadership principles and practices in school setting complement each other.

School leadership and management activities challenge everyone in the field in

promoting the culture of lifelong learning and teaching.

leadership and management today is more important, serious, and challenging. It

is grappled by different problems and pressures to address the needs of the

continuous changing environment to survive (Villena, et al, 2016).

The tremendous changes in scope, variety of competencies, and necessary skills

challenging. These functions of school heads as educational leaders and

managers are essential to the different areas of leadership and management

namely: learners’ development, human resources development, curriculum

implementation, legal orders and control, physical facilities development, fiscal

management, educational planning, research and evaluation, and community

extension. The identification of competencies needed to function on these areas

competencies in these areas of leadership and management greatly influence

the effectiveness and efficiency of the performance of the school as a whole.

Successful school heads’ leadership and management can be developed

perceptions and the perceptions of others are necessary to complete the

challenges of one’s endeavor to be effective and efficient. What schools need

competencies that will enhance and sustain an environment of efficient and

effective leadership and management.

position in the management of public secondary schools as far as the welfare of

management proportionally correlates to their success and failures as

with effective management support system for efficient performance of function

and the utilization of available professional and material purposes (Macayan,

Having a great importance to education, leadership and management

Management in education is a process executed by the school principals and

head of the institution to bestow or to withhold academic and social recognitions

promotions, appointment and selection of personnel. Relevant to this, the

opportunity and sense of belongingness (Shah, 2015).

As the chief manager of the school, the school head/principal is expected

roles of his subordinates towards the attainment of organization’s goals.

responsibilities with a great deal in attitudes, values and motivations of various

depends upon the management of the school head (Acosta, 2016).

functions. Basically, they do their works by creating supervisory plans in ensuring

designates department chairman or a subject group head who takes charge of

9155, otherwise known as “Governance of Basic Education Act of 2001,” reveal

leaders and administrative managers who are delegated to provide a conducive

teaching-learning environment as well as the management of all resources in

cognizant to higher learning outcomes of school children. Therefore, the

constitution itself expects the school principals to improve the well-being of

teachers, learners and the community as a whole.

Indeed, the attainment of school’s success in the delivery of quality

education can be attributed largely to the leadership and management practices

effective implementers of the educative process (Bonilla, 2012).

In the context of the teaching-learning process, the leadership and

the enhancement of the learners’ performance through attaining desirable Mean

the Panganiban National High School, a public secondary school of Pangasinan

impressive level of mastery. This situation has motivated Atty. Donato D.

Balderas, Jr., Schools Division Superintendent of Pangasinan II, to conduct

division-wide orientation on the crafting and use of Table of Specifications

relative to test construction in order to address the accurate measurement of

student’s learning performance.

As to the report of the former Secretary of the Department of Education

On the other hand, teachers are suffering as where to get textbooks

latest evaluation of the Individual Performance and Commitment Review Form

As to these present situations on the learners’ and teachers’ performance

management of the educational institution would provide additional reinforcement

second most influential factor in the student achievement.

The foregoing discussion on the concepts regarding leadership and school

management and the scenarios showing that management as an integral part of

the educative process brought the researcher in an arena of discovering the