Re-Thinking Of the School Heads' Self-Assessment of Leadership Performance Relative to School-Based Management: Groundwork for Policy Optionsn/A

Abstract

Introduction

A principal is vested with authority and accountability as mandated by the Department of Education. But this government –given authority should be exercised with a deep sense of responsibility once cascaded among the personnel, parents, stakeholders, and learners. This study aimed at reflecting on the respondent-public schools' heads self-assessment of their leadership performance that was gauged using a modified instrument derived from the standardized Results-Based Performance Management System (RPMS) tool under the context of School-Based Management (SBM). Insights arrived at are intended to draw strands for re-thinking options to maximize the benefits of the SBM.

Methods

Specifically, the research described the profile of the 88 secondary school heads in a target division and their self-assessed core behavioral and leadership competencies and determined the association between their profile and self-assessment results. The study accomplished its objectives by using the quantitative method of gathering and analyzing data where meaning was derived from pertinent numerical figures. These figures consisted of the information elicited from the selected respondents.

Results

A general positive self-assessment was evident among the respondents and that all the independent variables relative to School-based Management are considered indicators of school leadership performance. The study revealed that there is a moderate association between school category with professionalism and ethics and School-Based Management (SBM) with self-management and people development.

Discussion

While the RPMS as a system of evaluating performance proves to be beneficial, the study strongly recommends a policy option on the strengthening of the value of self-reflection among the school heads and the device of other evidence-based courses to capture their achievements or accomplishments as well as their actual needs relative to leadership competencies development.