RESULTS AND DISCUSSION

This section accordingly stipulates the results and

discussion germane to the study. The discussion is based on the
order of the objectives of this study.

Profile of the School Head Respondents

The profile of the school head respondents who participated
in this study is presented in Figure 1.

Figure 1. Sex Profile of the School Head Respondents

As reflected in the figure, it can be gleaned 54 or 78 percent
of the respondents were female and 15 or 22 percent were male.
This implies that the school heads in SDO Biliran is female
dominated.
The civil status of the school head participants is revealed
in Figure 2.

Civil Status of the School Head

Respondents

Married

Single

0 10 20 30 40 50 60 70

Figure 2. Civil Status of School Head Respondents

 As seen in figure 2, it can be noted that majority 65 or 94
percent were married while 4 or 6 percent were single. This can be
inferred that school heads in the SDO Biliran were bombarded with
various responsibilities which could include personal, family and
work related.
The highest educational attainment of the school head
respondents is disclosed in Figure 3.

Figure 3. Highest Educational Attainment of the School Head Respondents

Number of years in service as school head is shown in Figure

4.

Years in Service of the School

Head Participants
Years in Service

Above 10 years 5

5 to 10 years 34

less than 5 years 30

0 10 20 30 40
Frequency

Figure 4. Years in Service of the School Head Participants

 As gleaned in figure 4, most of the school heads 34 or 49.27
percent were 5 to 10 years in service, 30 or 43.48 percent had
experienced less than 5 years as school head, while a considerable
number of 5 or 7.25 percent were already reached above 10 years as
school head. This implies that school heads in the SDO Biliran are
still on the transition stage of becoming an effective school head.
This implies further that school heads need to be capacitated
on the different skills a school head must possess in order to be
efficient and empower them to exercise their functions as school
manager.
The position of the school head respondents is depicted in
Figure 5.

Position of School Head Respondents

Principal IV 1

Principal II 2

Principal I 15

Head Teacher IV
Position

Head Teacher III 13

Head Teacher II 15

Head Teacher 1 15

Teacher In-Charge 5

0 2 4 6 8 10 12 14 16
Frequency

Figure 5. Position of School Head Respondents

As reflected in Figure 5, principal I, Head Teacher II, and
Head Teacher I obtained the same number of frequency counts of 15
or 21.74 percent. 13 or 18.84 percent were Head Teacher III, 5 or
7.24 percent were Teacher In-Charge, 3 or 4.35 percent were Head
Teacher IV, 2 or 2.90 percent were Principal II, and there is only
one (1) or 1.45 percent who obtained Principal IV position. This
implies that there is really a fluctuating trend of the positions
in SDO Biliran.

Impact of School Heads Development Program to School Head

Competence

The impact of the school heads development program in

improving school head’s competence in SDO Biliran in terms of
school leadership, instructional leadership, creating student-
centered learning climate, parent involvement and community
partnership, school management and operations, and personal and
professional attributes and interpersonal effectiveness is
presented in Tables 1 to 5.
Impact of school heads development program in improving the
competence of school heads in SDO Biliran in terms of school
leadership is presented in Table 1.

Table 1. School Heads Development Program Impact to School

Leadership of School Heads at SDO Biliran
SCHOOL LEADERSHIP WM DESCRIPTION
1. Demonstrate co-ownership of and personal 4.36 Strongly Agree
responses to identified issues consistent
with the school’s vision and mission
2. Involve internal and external 4.38 Strongly Agree
stakeholders in formulating and achieving
school vision, mission, goals and
objectives
3. Align goals and objectives with the school 4.58 Strongly Agree
vision and mission
4. Communicate the school VMGO clearly 4.31 Strongly Agree
5. Explain the school vision to the general 4.40 Strongly Agree
public
6. Revisit and ensure that school activities 4.33 Strongly Agree
are aligned with the school VMGO
7. Demonstrate co-ownership of and personal 4.42 Strongly Agree
responses to identified issues consistent
with the school’s vision and mission
8. Establish E-BEIS/SIS and baseline data 4.27 Agree
of all performance indicators
9. Involve all internal and external 4.27 Agree
stakeholders in developing SIP/AIP
10. Utilize data, e.g, E-BEIS/SIS, SBM 4.29 Agree
assessment, TSNA, and strategic planning
in the development of SIP/AIP
11. Align the SIP/AIP with national, 4.40 Strongly Agree
regional and local education policies and
thrusts
12. Communicate effectively SIP/AIP to 4.13 Agree
internal and external stakeholders
13. Resolve problems at the school level 4.47 Strongly Agree
14. Assist teachers and students to 4.33 Strongly Agree
understand problems and identify
possible solutions
15. Analyze cause/s of problems critically 4.13 Agree
and objectively
16. Address the causes of the problem rather 4.09 Agree
than the symptoms
17. Explore several approaches in handling 3.98 Agree
problems
18. Demonstrate a proactive approach to 4.11 Agree
problem solving
19. Involve stakeholders in meetings and 4.04 Agree
deliberations for decision making
20. Set high expectations and challenging 3.96 Agree
goals
21. Provide opportunities for growth and 4.27 Agree
development of members as team players
22. Define roles and functions of each 4.22 Agree
committee
23. Monitor and evaluate accomplishment of 4.18 Agree
different committees/teams
24. Give feedback on the team’s performance 4.13 Agree
using performance – based assessment tool
25. Establish a system for rewards and 4.16 Agree
benefits for teachers and staff
26. Collaborate with concerned staff on the 4.33 Strongly Agree
planning and implementation of programs
and projects
27. Ensure proper allocation and 4.42 Strongly Agree
utilization of resources (time, fiscal,
human, IMS, etc.)
28. Provide feedback and updates to 4.40 Strongly Agree
stakeholders on the status of progress
and completion of programs and projects
29. Mobilize teachers/staff in sustaining a 4.33 Strongly Agree
project
 30. Maintain an open, positive and 4.44 Strongly Agree
encouraging attitude toward change
31. Assist teachers in identifying 4.31 Strongly Agree
strengths and growth areas through
monitoring and observation
32. Introduce innovations in the school 4.04 Agree
program to achieve higher learning
outcomes
33. Monitor and evaluate the implementation 4.07 Agree
of change programs included in SIP/AIP
34. Observe and apply multi-tasking in 4.07 Agree
giving assignments
35. Advocate and execute plans for changes 3.91 Agree
including culture change in the workplace
36. Empower teachers and personnel to 4.16 Agree
identify, initiate and manage changes
AWM 4.24 Agree
As regards to the impact of the school heads development
program to school leadership competence of the school heads in SDO
Biliran, there were thirty-six (36) statement indicators. Sixteen
(16) indicators had a mean ranging from 4.31 – 4.58 interpreted as
“strongly agree”. This means that indicators on school leadership
were strongly manifested by the school head such as align goals
and objective of the school mission and vision; involve internal
and external stakeholders in formulating and achieving school
vision, mission, goals and objectives; demonstrate co-ownership of
and personal responses to identified issues consistent with the
school’s vision and mission; communicate the VMGO clearly; explain
the school vision to the general public; revisit and ensure that
school activities are aligned with the school VMGO; align the
SIP/AIP with national, regional, and local education policies and
thrusts; resolve problems at the school level; assists teachers
and students to understand problems and identify possible
solutions; collaborate with concerned staff on the planning and
implementation of programs and projects; ensure proper allocation
and utilization of resources (time, fiscal, human, IMS, etc);
provide feedback and updates to stakeholders on the status of
progress and completion of programs and projects; mobilize
teachers/staff ins sustaining a project; maintain an open,
positive and encouraging attitude toward change; and assist
teachers in identifying strengths and growth areas through
monitoring and observation.
It is interesting to note that there were twenty (20)
indicators which shows that school heads in SDO Biliran were still
developing and not fully manifested. It obtained a weighted means
ranging from 3.91 to 4.27 signified as “agree”. This means that
school heads are still developing the following attributes on
school leadership such as: establish E-BEIS/LIS and baseline data
of all performance indicators; involve all internal and external
stakeholders in developing SIP/AIP; utilize data, e.g., E-
BEIS/LIS, SBM assessment, TSNA, and strategic planning in the
development of SIP/AIP; communicate effectively SIP/AIP to
internal and external stakeholders; analyze cause/s of problems
critically and objectively; address the causes of the problem
rather than the symptoms; demonstrate a proactive approach to
problem solving; involve stakeholders in meetings and
deliberations for decision making; set high expectations and
challenging goals; provide opportunities for growth and
development of members as team players; define roles and functions
of each committee; monitor and evaluate accomplishment of
different committees/teams; give feedback on team’s performance
using performance-based tool; establish a system for rewards and
benefits for teachers and staff; introduce innovations in the
school program to achieve higher learning outcomes; monitor and
evaluate the implementation of change programs included in
SIP/AIP; observe and apply multi-tasking in giving assignments;
advocate and execute plans for changes including culture change in
the workplace; and empower teachers and personnel to identify,
initiate and manage changes.
 This area got an AWM of 4.24 described as “agree”. This
implies that SHDP had positive impact towards developing the
competence of our school heads.
The impact of SHDP to the instructional leadership of school
heads in SDO Biliran is presented in Table 2.

Table 2. School Heads Development Program Impact to the

Instructional Leadership of School Heads at SDO Biliran
INSTRUCTIONAL LEADERSHIP WM DESCRIPTION
1. Manage the processes and procedures in 4.33 Strongly Agree
monitoring student achievement
2. Ensure utilization of a range of assessment 4.33 Strongly Agree
processes to assess student performance
3. Assess the effectiveness of curricular/co- 4.09 Agree
curricular programs and/or instructional
strategies
4. Utilize assessment results to improve learning 4.31 Strongly Agree
5. Create manage a school process to ensure 4.18 Agree
student progress is conveyed to students and
parents/guardians regularly
6. Develop/adapt a research-based school program 3.31 Uncertain
7. Assist in implementing an existing, coherent 3.96 Agree
and responsive school-wide curriculum
8. Address deficiencies and sustain successes of 4.04 Agree
current programs in collaboration with
teachers and learners
9. Develop a culture of functional literacy 3.96 Agree
10. Manage the introduction of curriculum 3.80 Agree
initiatives in line with DepEd policies (e.g.
BEC, Madrasah)
11. Work with teachers in curriculum review 4.04 Agree
12. Enrich curricular offerings based on local 4.00 Agree
needs
13. Manage curriculum innovation and enrichment 4.02 Agree
with the use of technology
14. Organize teams to champion instructional 3.96 Agree
innovation programs toward curricular
responsiveness
15. Prepare and implement an instructional 4.67 Strongly Agree
supervisory plan
16. Conduct Instructional Supervision using 4.58 Strongly Agree
appropriate strategy
17. Evaluate lesson plans as well as classroom and 4.58 Strongly Agree
learning management
18. Provide in a collegial manner timely, accurate 4.49 Strongly Agree
and specific feedback to teachers regarding
their performance
19. Provide expert technical assistance and 4.22 Agree
instructional support to teachers
AWM 4.14 Agree

As gleaned in Table 2, seven (7) out of nineteen (19)

indicators showed strong manifestation on instructional
leaderships among the school heads at SDO Biliran. It had a
weighted means ranging from 4.31 to 4.67 labelled as “strongly
agree”. This connotes that school heads can manage the processes
and procedures in monitoring student achievement; ensure
utilization of a range of assessment processes to assess student
performance; utilize assessment results to improve learning;
prepare and implement an instructional supervisory plan; conduct
instructional supervision using appropriate strategy; evaluate
lesson plans as well as classroom and learning management; and
provide in a collegial manner timely, accurate and specific
feedback to teachers regarding their performance.
Meanwhile, twelve (12) indicators with means ranging from
3.80 to 4.22 described as “agree”. This means that school heads
are emerging their competence on instructional leadership skills
which include: assess the effectiveness of curricular/co-
curricular programs and/or instructional strategies; create and
manage a school process to ensure student progress is conveyed to
students and parents/guardians regularly; assist in implementing
an existing, coherent and responsive school-wide curriculum;
address deficiencies and sustain successes of current programs in
collaboration with teachers and learners; develop a culture of
functional literacy; manage the introduction of curriculum
initiatives in line with DepEd policies (e.g. BEC, Madrasah); work
with teachers in curriculum review; enrich curricular offerings
based on local needs; manage curriculum innovation and enrichment
with the use of technology; organize teams to champion
instructional innovation programs toward curricular
responsiveness; and provide expert technical assistance and
instructional support to teachers.

It obtained an AWM of 4.28 interpreted as “agree”. This

implies that the SHDP Program really helps in capacitating the
school heads on instructional leadership.
Creating student-centered learning climate impact of the SHDP
is presented in Table 3.
Table 3. School Heads Development Program Impact to Creating
Student-Centered Learning Climate of School Heads at SDO Biliran
CREATING STUDENT-CENTERED LEARNING CLIMATE WM DESCRIPTION
1. Benchmark school performance 4.13 Agree
2. Establish and model high social and academic 4.04 Agree
expectations for all
3. Create an engaging learning environment 4.38 Agree
4. Participate in the management of learner 4.33 Agree
behavior within the school and other school
related activities done outside the school
5. Support learners’ desire to pursue further 4.36 Agree
learning
6. Recognize high performing learners and teachers 4.51 Strongly
and supportive parents and other stakeholders Agree
7. Create and sustain a safe, orderly, nurturing 4.44 Strongly
and healthy environment Agree
8. Provide environment that promotes use of 4.29 Agree
technology among learners and teachers
9. Build a community of learners among teachers 4.33 Strongly
Agree
10. Assess and analyze the needs and interests of 4.24 Agree
teachers and other school personnel
11. Ensure that the School Plan for Professional 4.18 Agree
Development (SPPD) emerges from the Individual
Plan for Professional Development (IPPD) and
other identified needs of school personnel
included in the SIP/AIP
12. Integrate the SPPD in the SIP/AIP 4.24 Agree
13. Mentor and coach employees and facilitate the 4.18 Agree
induction of new ones
14. Recognize potentials of staff and provide 4.40 Strongly
opportunities for professional development Agree
15. Ensure that the objectives of the school 4.31
development plan are supported with resources
for training and development programs
16. Prepare, implement, and monitor school-based 4.24 Agree
INSET for all teaching staff based on IPPDs and
the SPPD
 17. Monitor and evaluate school-based INSETs 4.16 Agree
18. Utilize the basic qualification standards and 3.93 Agree
adhere to pertinent policies in recruiting and
hiring teachers / staff
19. Create and train School Selection and Promotion 3.82 Agree
Committee and train its members
20. Recommend better ways and means to improve 4.00 Agree
recruitment, hiring and performance appraisal of
teachers
21. Assign teachers and other personnel to their 4.27 Agree
area of competence
22. Assist teachers and staff in setting and 4.04 Agree
resetting performance goals
23. Monitor and evaluate performance of teaching and 3.98 Agree
non-teaching personnel vis-a-vis targets
24. Delegate specific tasks to help manage the 4.18 Agree
performance of teaching and non-teaching
personnel
25. Coach deputized staff as needed on managing 4.07 Agree
performance
26. Create a functional school-based performance 3.89 Agree
appraisal committee
27. Assist and monitor the development of IPPD of 4.00 Agree
each teacher
AWM 4.18 Agree
As revealed in Table 3, there were twenty-seven (27)
statement indicators which measures the creating student-
centered learning climate. Only four (4) had been rated as
strongly agree with weighted means ranging from 4.33 – 4.51
signified as “agree”. This means that school heads

PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP WM DESCRIPTION

Establish school and family partnerships that 4.33 Strongly
promote students’ peak performance Agree
Organize programs that involve parents and 4.29 Agree
other school stakeholders to promote learning
Conduct dialogues, fora, training of teachers, 4.18 Agree
learners and parents on the welfare and
improves performance of learners
Promote the image of the school through school 4.27 Agree
summit, State of the School Address (SOSA)
cultural shows, learners’ project exhibits,
fairs, etc.
Conduct dialogues and meetings with multi- 4.02 Agree
stakeholders in crafting programs and projects
Participate actively in community affairs 4.40 Strongly
Agree
Establish sustainable linkages/partnership with 4.04 Agree
other sectors, agencies and NGOs through MOA/
MOU or using Adopt- a- School Program policies
4.22 Agree

SCHOOL MANAGEMENT AND OPERATIONS WM DESCRIPTION

Manage the implementation, monitoring and 4.24 Agree
review of the SIP/AIP and other action plans
Establish and maintain specific programs to 4.29 Agree
meet needs of identified target groups
Take the lead in the design of a school physical 4.47 Strongly
plant and facilities improvement plan in Agree
consultation with an expert/s
Allocate/prioritize funds for improvement and 4.47 Strongly
maintenance of school physical facilities and Agree
equipment
Oversee school operations and care and use of 4.44 Strongly
school facilities according to set guidelines Agree
Institutionalize best practices in managing and 4.20 Agree
monitoring school operations thereby creating
a safe, secure and clean learning environment
Assign/ hire appropriate support personnel to 3.84 Agree
manage school operations
Prepare a financial management plan 4.42 Strongly
Agree
Develop a school budget which is consistent 4.36 Strongly
with SIP/AIP Agree
Generate and mobilize financial resources 4.24 Agree
Manage school resources in accordance with 4.38 Strongly
DepEd policies and accounting and auditing Agree
rules and regulations and other pertinent
Guidelines
Accept donations, gifts, bequests and grants in 4.27 Agree
accordance with RA 9155
Manage a process for the registration, 3.98 Agree
maintenance and replacement of school assets
and dispositions of non-reusable properties
Organize a procurement committee and ensures 4.31 Strongly
that the official procurement process is Agree
followed
Utilize funds for approved school programs and 4.38 Strongly
projects as reflected in SIP/AIP Agree
Monitor utilization, recording and reporting of 4.58 Strongly
funds Agree
Account for school fund 4.67 Strongly
Agree
Prepare financial reports and submit/ 4.40 Strongly
communicate the same to higher education Agree
authorities and other education partners
Apply Information Technology (IT) plans for 4.16 Agree
online communication
Use IT to facilitate the operationalization of 4.07 Agree
the school management system (e.g. school
information system, student tracking system,
personnel information system)
Use IT to access Teacher Support Materials 4.02 Agree
(TSM), Learning support Materials (LSM) and
assessment tools in accordance with the
guidelines
Share with other school heads the school’s 4.09 Agree
experience in the use of new technology
4.28 Agree

PERSONAL AND PROFESSIONAL ATTRIBUTES AND WM DESCRIPTION

INTERPERSONAL EFFECTIVENESS
Manifest genuine enthusiasm and pride in the 4.44 Strongly Agree
nobility of the teaching profession
Observe and demonstrate desirable personal 4.67 Strongly Agree
and professional (RA 6713 & Code of Ethics
RA 7836) behaviors like respect, honesty,
dedication, patriotism and genuine concern
for others at all times
Maintain harmonious relations with 4.69 Strongly Agree
superiors, colleagues, subordinates,
learners, parents and other stakeholders
Endorse appointments, promotions and 4.78 Strongly Agree
transfers on the bases of merit and needs in
the interest of the service
Maintain good reputation with respect to 4.62 Strongly Agree
financial matters such as the settlement of
debts, loans and other financial affairs
Develop programs and projects for continuing 4.28 Agree
personal and professional development
including moral recovery and values
formation among teaching and non-teaching
personnel
Communicate effectively to staff and other 4.47 Strongly Agree
stakeholders in both oral and written forms
Listen to stakeholders’ needs and concerns 4.44 Strongly Agree
and respond appropriately in consideration
of the political, social, legal and cultural
context
Interact appropriately with a variety of 4.29 Agree
audiences
Demonstrate ability to empathize with others 4.44 Strongly Agree
Observe Award System and a system of 4.33 Strongly Agree
assistance for teachers staff to sustain
integrity, honesty and fairness in all school
practices
Demonstrate integrity, honesty and fairness 4.53 Strongly Agree
in all his/her dealings and transactions
Make individuals accountable for their 4.44 Strongly Agree
actions
4.49 Strongly Agree