School Heads' Management of Change and Implementation of School Innovations: Bases of Improving School Performance

Abstract

INTRODUCTION

Schools nationwide are grappling with serious problems ranging from outbreak of violence and crumbling facilities to staff shortfalls and chronically low academic expectations for students. There is no doubt that the schools need good leaders who are accountable and responsive. There is a need to re-focus school heads' function toward that of active control over variables and factors that affect success.

METHODS

The questionnaire was used as the main data-gathering instrument which has four parts, the first of which focused on the profile of the respondents in terms of age, gender, highest educational attainment and length of service. The second part encompasses the description of school heads as managers in terms of human rights advocacy, decision making, instructional leadership, resource management and conflict resolution. The third part are the factors that influence the school heads' management of change which include organizational culture, educational values, motivation and school philosophy. Finally, the last part dwells on the implementation of innovations of school heads to cope with changes in terms of school administration and school supervision.

RESULTS

On the data gathered, the following important results were summarized as follows: School heads described as managers "highly evident" in the implementation of management of change in terms of human rights advocacy, the respondents saw that school heads promote human rights, decision making, instructional leadership, resource management, and conflict management. The extent of influence factors to the management of change of school heads' in coping changes is described to a "very great extent" as to organizational culture, educational values, motivation, and school philosophy. Perception on the effects of management of change to the implementation of innovations by school heads in terms of school administration, and school supervision were both interpreted with "great extent”.

DISCUSSIONS

The results showed that the school head may provide opportunities, since teachers are accepting leadership roles. They serve as the steering wheel to get into the right direction and that is the achievement of the greater and lawful good for the school and the learners. Teachers may participate to learn new skills to increase student learning. Pupils may be open for change and be able to adapt with the innovations since they are the end-beneficiaries of the learning institution.