Policy Implementation of Republic Act 9155, (Authority, Responsibility and Accountability of School Heads): Basis for Intervention Plan of South Glan District

Abstract

INTRODUCTION

In the field of education, school leadership has become a priority in education policy agendas internationally. It plays a significant part in improving school outcomes by influencing the motivations and capacities of teachers, as well as the school climate and environment. Effective school leadership is important to improve the efficiency and equity of schooling. Our country has moved towards decentralization, making schools more autonomous in their decision making and holding school heads more accountable for results. With the ideas about the school leadership and its effectiveness through the school heads functions of their roles and responsibilities, this study looks for the effectiveness level of school leadership of the different school heads.

METHODS

The descriptive method was used in determining the level of effectiveness of the school heads in the aspects of school leadership as perceived by the teachers. The study utilized the teachers and school heads of the different public schools to answer the given survey questionnaires -the questions posted about the Effectiveness Level of School Leadership. The study used a survey questionnaire on the Profile of the Respondents and Level of Effectiveness of School Leadership which was adopted and modified from the Manual of SBM Assessment of Department of Education (2009).

RESULTS

All of the teachers who participated the evaluation of their school heads using the questionnaire on the level of effectiveness of school leadership as adopted from the manual of School-Based Management Assessment rated their school heads in terms of their effectiveness in instructional development, resource generation, and budget management. It is evident that the school heads under the study were significantly effective based on the result of the study. It was found out that school heads of effective schools are those who devote more time to the coordination and control of instruction, perform more observations of teachers' work; and discuss work problems with teachers.

DISCUSSIONS

The results of the researcher suggest that School Heads and teachers set a key strategy aimed and measurable, researchable-based goals, monitored throughout the year. School heads should implement a school improvement plan to achieve exemplary performance among its constituents on areas of instructional development, resource generation, budget management, and professional development in accordance to the practice of the teaching-learning process and the holistic development of the learners.