An Assessment Of Instructional Leadership Of Secondary School Principals In The City Of Santa Rosa: Basis For An Action Plan

Abstract

INTRODUCTION

The study is aimed to assess the instructional leadership of secondary principals in the city of SantaRosa. There were three (3) groups of respondents namely, eight (8) secondary school principals, one hundred seventy-five (175) school teachers, and one (1) assistant schools division superintendent (ASDS).

METHODS

The descriptive method was used in the study. The following are the statistical analysis applied in the study: frequency counts and percent distributions were used in presenting the profile of the respondents, the median was used to check the validity of the assessment in terms of setting goals, allocating resources for instruction, managing curriculum, evaluating teachers and viable home school relations. These indicators are used to measure the instructional leadership of the secondary school heads. In testing the hypothesis of the independence of the instructional leadership on the principal's socio-demographic profile, the study used the chi-square test of independence.

RESULTS

Based on the findings of the study a proposed action plan for instructional leadership is necessary.

DISCUSSIONS

Results of the study revealed that majority of the secondary school principals belong to 41-50 years old, female, married with doctorate degree and having 6-10 years in service. The instructional leadership of the secondary school principals as assessed by their teachers and assistant school’s division superintendent (ASDS) indicated that they were proficient, while their assessment revealed highly proficient. The principals' instructional leadership was not dependent on their socio-demographic profile and the factors affecting their instructional leadership in terms of school level, teachers' level and student level such as viable and guaranteed curriculum, safe and orderly environment, clear and focus vision, mission, opportunity to learn students time on task, frequently monitoring of student progress and home school relationship.