Principals' Leadership Practices on the Implementation of School Improvement Plan: Basis for an Intervention Program

Abstract

INTRODUCTION

The study aimed to determine different leadership practices of the school principals in terms of the Implementation of the school VMGO, students, faculty, and physical facilities development, administration, and instructional supervision; find out the extent of implementation of the school improvement plan in relation to VMGO implementation, student-teacher activities, administration, instructional supervision; determine leadership practices and extent of implementation of school improvement plan; and design an intervention program/ material based on the result of the study.

METHODS

The research was conducted in Padre Burgos District as the respondents of the study. To interpret the data gathered, weighted mean and the Pearson r were used.

RESULTS

Findings revealed that the leadership practices of the school principals are as follows VMGO implementation, 3.29 AWM, student development, 3.39, faculty development, 3.32, administration, 3.28, instructional supervision 3.20. The extent of implementation of the school improvement plan was VMGO implementation, 3.30 AWM, student - teachers’ activities, 3.30 physical facilities 3.29, administration 3.23, and instructional supervision,3.28. It is therefore concluded that the leadership practices of the school principals are highly favorable to the teachers. The school improvement plan is perceived to be widely implemented in the respondent schools.

DISCUSSIONS

There is no significant relationship between leadership practices of principals and the extent of implementation of the School Improvement Plan. An intervention program practices and extent of implementation of SIP is ready for the initial try-out. It is recommended that a similar and parallel study might be conducted in other areas in Quezon to derive findings and make effective benchmarking of the results. Areas of instructional supervision and administration may be given emphasis in the light of leadership practices and the implementation of the school improvement plan. An intervention plan program on leadership practices and the extent of implementation of SIP may be adopted by other schools. Close supervision of school principals' leadership practices may be constantly done to generate more verifiable indicators of these practices affecting the school improvement plan implementation. Other parameters such as financial management and link with stakeholders are viewed for evaluating the leadership practices of principals and ancillary services and complete personnel of SIP implementation.