Management Functions of the School Heads and School Performance of Public Elementary Schools in the Province of Laguna

Abstract

INTRODUCTION

Effective management and leadership are an important factors for organizational success. The school heads are primarily responsible for administering all aspects of operations; combining and coordinating various resources by conducting basic management functions. This study was designed to assess the effectiveness of school heads' managerial functions and to determine its relationship on School-Based on Management practices and school's performance.

METHODS

A descriptive-correlation design was used. The study anchored on the System Theory were respondents are composed of two hundred seventeen public elementary school heads which randomly selected from five school divisions of the Province ofLaguna. Hence, survey questionnaires were distributed to the respondents. Data collected were tallied, categorized and encoded for statistical treatment using SPSS. Pearson Product Moment Correlation and Multiple Linear Regression was employed to evaluate the hypotheses of the study.

RESULTS

The study concluded that the school heads' managerial functions shown a significant relationship with SBM practices as moderated by school heads' profile in terms of age, gender, civil status, and position. Furthermore, the school performance, net intake rate, and NAT singly predicted by SBM practices' Management of Resources and the latter by Leadership and Governance. However, the net intake rate was in combination predicted by SBM practices' Management of Resources and Accountability and Continuous Improvement.

DISCUSSIONS

The results revealed that the school heads' age, gender, and position are essential factors that predict the effectiveness of their performance on managerial functions while age and position are vital factors that predict the schools' level of practice of School-Based Management; that the schools' level of SBM practices significantly predicts schools' performance improvement. Furthermore, complying with the current evaluation system that determines the effectiveness of School-Based Management practices may be considered to foster excellence. The school heads may consider the enhancement of their leadership skills to ensure efficient and effective school management. Likewise, they may consider alternative resource allocation for the budgetary requirements of various school activities vis-a-vis teaching and learning effectiveness. Another is effective implementation of stakeholders' empowerment activities may be considered by dedicated school heads. Furthermore, cohesive participation of stakeholders in formulating timely education policies and blueprints for school improvement and development may be considered. Lastly, SBM practices strictly are followed to improve school performance indicators and managerial functions of school heads.