Evaluating Instructional Leadership Practices of Elementary School Heads in Rosario West District: Basis for Professional Development Plan

Abstract

INTRODUCTION

IRR of RA 9155 under rule 1, section 1.2, states that principals, school administrators, and teachers-in-charge (hereinafter collectively referred to as school heads) must exercise instructional leadership and sound administrative management of the school. It has been observed and experienced that there are multi-tasks incurred to the roles and functions of school heads. In this study, the researcher evaluated the leadership practices of the elementary school heads as a basis for a professional development plan that will help promote professional growth. Thus, the Department of Education’s Vision and Mission be attained.

METHODS

A questionnaire was used to obtain data from the respondents. This was composed of three major parts. The first part included the profile of the school heads in terms of age, gender, educational attainment, position and number of years in present position. The second part of the questionnaire contained items related to dominant instructional leadership practices that the school heads exhibited in their respective school in line with assessment for learning, developing programs and or adapting existing programs, implementing programs for instructional improvement, and instructional supervision. The third part was the plan of action that may be proposed to ensure effective delivery of instructional leadership practices for elementary school heads in Rosario West District.

RESULTS

Most of the respondents found difficulty in practice on the uses of research, expertise, and /or other vehicles to assist in developing and implementing a coherent and responsive schoolwide curriculum as a component of instructional leadership practices. Management of curriculum innovation and enrichment with the use of technology as a component of instructional had been found to be one of the practices needed to improve. On the other hand, organizing teams to champion instructional innovation were practiced by some. Preparing instructional supervisory plans were sought to be practiced very much by the respondents.

DISCUSSIONS

The results show the need to strengthen the said practice by attending research training and compendium where teachers can benchmark the works of colleagues thereby each one will grow professionally. Implementation of programs for instructional improvement through the use of technology can be materialized through tapping or soliciting various stakeholders for technology resources. The Professional development plan will be developed to help improve the said practices.