Level of Technical Assistance Provided by the PSDS to the School Heads in the Performance of their Key Result Areas

Abstract

INTRODUCTION

The adoption of the Result-based Performance Management System (RPMS) in Department of Education strengthens the culture of performance and accountability in the agency. This is the reason why the researcher being a Public School District Supervisor (PSDS) must spearhead outcome-based plans that will help the school heads under her jurisdiction to enhance their competencies. Thus, this study aimed to help the school heads to assess the level of technical assistance provided by the PSDS and the problems they encountered in the performance of their Key Result Areas (KRAs).

METHODS

This study utilized the descriptive qualitative research which aimed to assess the level of technical assistance provided by thePSDS to school heads in the performance of their KRAs. The respondents were the thirteen (13) elementary school heads of Agoncillo District who were the direct implementers of Department of Education programs and projects in their respective schools. A survey questionnaire served as a tool in data gathering. Weighted mean, frequency, and percentage were the statistical treatment used in interpreting the data gathered.

RESULTS

The findings of the study showed that the PSDS provided very satisfactory technical assistance to the school heads in the performance of their KRAs. There were three problems per KRA identified by the school head-respondents in the performance of their functions. Among the few who were accomplishing the supervisory plans due to conflict of schedule of activities, construction, and repair of facilities, engaging stakeholders for effective school reforms and bureaucracy (excessive paper works) took much of their time. Since the PSDS has provided very satisfactory technical assistance to the school heads, the researcher suggested the action plan made for the sustainability of her performance to better serve the school leaders.

DISCUSSIONS

To further enhance the school heads’ competencies in performing their roles and responsibilities as specified in their KRAs and to achieve better teaching-learning outcomes, Department of Education officials must continue to provide training programs on professional development for school leaders. PSDS should also take initiative in uplifting herself in providing technical assistance by attending seminars. In addressing the problems encountered by the school heads, close monitoring and evaluation should be done by the PSDS to ensure quality outputs. Effective and constructive professional support must be given to improve their performance.