Perceived Performance among School Heads of Cortes District, Cortes, Surigao Del Sur

Abstract

INTRODUCTION

In trying to understand how a school faces challenges in leading and managing the school and how teachers understand the School Heads' nature of work, the researcher is prompted to undertake this research. Based on consolidated reports of Quarterly School Monitoring and Evaluation Adjustment (SMEA), none among the school heads were able to achieve the required 70% instructional supervision.

METHODS

Two hundred eight teachers and nineteen school heads of Cortes Districts were tapped as respondents of this study. This study used a descriptive-survey method of research. Frequency, mean, percentage, chi-square and IRT or Item Response Theory were used to treat the data.

RESULTS

Among the least KRAs indicator, KRA 1 Leadership and Governance, KRA 2 Instructional Supervision were less regard KRA's as others were labeled outstanding. School Heads had less priority on KRA 1& 2 with reasons that they had lots of things to do. School heads had higher perceptions of their performance while teachers perceived that school heads had not met the standards required of them. Training is needed to enhance school heads' performance in KRA 1 and 2.

DISCUSSIONS

There was a significant relationship between the school heads' profile and their school performance because by using the chi-square test viewed in tables 7, 8, and 9, the value of asymptotic significance equal to 0.000. On the other hand, there was a significant difference in the school heads' performance as perceived by teachers and school heads themselves.