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Kim S. Carlos
February 2, 2014
Chapter One
The Problem
Background of the Study
With the change of curriculum from RBEC to K-12 in the
Philippine Basic Education System, advancement of managerial
roles
and
competencies
administrators.
School
must
be
portrayed
administrators
by
must
the
possess
school
the
21st
century skills, the new salient feature of the k-12 and this
must be transmitted towards among teachers and students.
The
quality
instructional
management
is
one
of
the
by
the
Department
of
Education
(DepEd).
The
to
educational
note
system
that
lies
the
success
much
on
administrator
is
the
or
failure
of
the
hands
of
the
school
appointed
to
direct
and
process,
the
administrators.
The
manage
school
the
performance
linkages
to
school.
of
The
teachers,
its
school
the
external
improvement
strengthening
stakeholders
of
and
the
the
school
school
performance
lie
greatly
in
the
motivation,
passion,
(2007)
emphasizes
that
instructional
leaders
effecting
supervision,
areas
school
(DepEd
realistic
and
functional
administrators
Memorandum,
2005).
must
These
instructional
consider
areas
the
would
three
include
to
the
act
making
proposed
course
of
action,
accomplished.
They
have
to
implement
the
instructional
the
supervision
has
results
some
to
Generally,
the
not
essence
been
problems
higher
of
done
in
office
functional
and
the
had
instructional
implemented
educational
issued
fully
system
which
today.
Department
of
the
school
administrators
to
conduct
regular
of
public
elementary
school
administration
in
knowledge,
However,
skill
granting
organization
and
or
that
that
potential
one
it
is
is
that
in
aware
the
he
of
might
area
the
of
needs
his
possess.
of
his
personal
is
or
his
managerial
worth
will
be
properly
(Lagdameo,2005).
on
this
premise
that
the
researcher
deemed
it
Statement of problem
This
study
seeks
to
evaluate
the
competence
of
the
teachers
administration,
2.
on
their
instructional
role
in
relation
management,
to
personnel
3.
improvement
process
and
are
responsible
for
the
study
is
which
supported
provides
principals
to
achieve
principals
shall
by
the
henceforth
the
policy
desired
be
DepEd
of
empowering
learning
vested
Order
with
No.
17,
school
outcomes.
All
instructional,
assessing
improvement;
program
3)
relevance;
implementing
2)
program
planning
program
improvement;
4)
K-12
Curriculum
with
the
view
toward
improving
the
empowered
task
of
the
school
administrators
is
2.)
determining
educational
needs,
attention
is
particular
community;
3.)
implementing
program
(2004)
says
that
supervision
is
an
expert
and
approaches.
It
behooves
every
supervisor,
and
well-acquainted
with
the
effective
methods,
box
relation
represents
to
the
instructional
role
of
the
management.
administrators
The
second
in
box
and
administrators
administrative
the
are
nature
of
classified
ranks/designation,
the
respondents.
according
educational
to
The
their
qualification,
frequency
of
practice
of
their
roles
in
relation
to
instructional management.
Figure 1. A Schematic Diagram Showing the Competence of Public
Secondary School Administrator of Bayugan City Division A.Y.
2013-2014 in relation to Instructional Management
Role of administrator in relation to
Instructional Management
Classification of Administrators
according to:
Educational Qualification
Number of Years as
Administrator
Administrative Designation
Type of School
Distance from Permanent
House
Classification of Respondents
Teachers
Administrators (the subject)
Competenece of
Administrators in terms of
Frequency of practices of
instructional roles
Almost always
Oftentimes
Frequently
Sometimes
Rarely
Chapter Two
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter deals with the review of related
literature
and
studies
which
lend
support
to
the
overall
public
secondary
schools
administrators
in
relation
to
instructional management.
A cited in the Encyclopedia of Educational Research,
many
researchers
and
policy
analysis
agreed
that
strong
to
the
needs
of
his
business.
As
managers
or
1.)
The
Art
of
Management
by
choice:
meaning
the
look
for
the
students
and
the
community
as
their
Instructional Management
Lipham and Hoe as cited by Cepeda (2008) say that in
the educational system, changes always occur from time to time
for the improvement of instruction. It is the responsibility
of
the
administrators
to
disseminate
information
regarding
role.
There
are
four
essential
phases
in
relation
to
suggestion,
which
might
be
effective
due
to
their
as
much
as
possible
about
instruction,
read;
attend
the
classroom;
learn
to
recognize
the
difference
has
administrator
questions
have
frequently
been
organizations.
been
raised
espoused,
However,
regarding:
particularly
for
(1)
some
the
time
by
now,
discrepancy
leadership
and
the
actual
amount
of
time
school
administrators
possess.
Principals
believe
has
been
observed
that,
many
teachers
feel
that
no
in
their
classes.
This
perspective
is
not
entering
administration
trophy
overtime,
further
administrators
may
be
well-advised
to
look
for
colleagues,
subject
matter
specialists,
superiors
and
professors.
Summary
From the related literature reviewed the researcher
gained
several
insights
that
gave
additional
input
in
Administrators
materials
must
and
be
careful
administrators
in
developing
and
teachers
instructional
need
to
be
study:
the
innovative.
CHAPTER 3
Methodology
This
research
chapter
presents
locale,
instruments,
the
the
the
design
of
the
subject-respondents,
scoring
procedures,
and
the
the
research
statistical
researcher
because
the
will
employ
researcher
is
the
descriptive
concern
only
method
the
of
present
relation
method
will
to
instructional
be
utilized
management.
because
the
The
descriptive
researcher
is
fully
school
locale
while
administrator
and
doing
role
their
facilitator of learning.
teacher
as
in
the
aforecited
administrator
and/or
of
teachers
of
secondary
schools
of
the
same
division.
The
teacher-respondents
will
be
chosen
proportionally
each
Division.
of
10
public
In
choosing
secondary
the
schools
of
Bayugan
teacher-respondents
from
City
each
Schools
Number of
Administrator
s
2
Number of
Teachers
16
15
10
221
30% of
Teacher
s
66
Bayugan National
Comprehensive High
School(BNCHS)
Magkiangkang National
High School
Total
Sampling Procedure
11
308
94
Since
the
number
of
public
secondary
school
The
teacher-respondents
will
be
prorated
in
every
Uriarte (1987;1989).
by
Fabrigas
(1996)
and
Cepda(1998)
which
is
functions
administration,
namely:
instructional
the
role
school in six
in
management,
relation
to
personnel
secondary
school
administrator
only
in
relation
to
is
the
instructional
role
exercised
by
administrators
as
Scoring Procedure
will
use
five
point
scale
developed
by
Garrett
Oftentimes
Frequently
Sometimes
Rarely
distribution.
The
range
of
the
mean
values
will
be
categorized as follows.
Qualitative
description
Almost Always
Mean value
Qualifying statement
4.51-5.0
9-10
out
of
ten
instances
(always).
Always performed and
Oftentimes
3.51-4.5
Frequently
2.51-3.5
Sometimes
1.51- 2.5
Rarely
0.5-1.5
accomplished
to
every high degree.
7-8
out
of
ten
instances
(oftentimes).
Often
performed
and
accomplished
to
a
high degree.
5-6
out
of
ten
instances
(frequently).
Frequent
performed
and accomplished to
an average degree.
4-5
out
of
ten
instances
(sometimes).
Sometimes
performed
and accomplished to
a low degree.
0-2
out
of
ten
instances
(never)
not
performed
at
all.
Administration of Questionnaire
researcher
Division
secondary
schools
will
ask
official
Superintendent
of
Bayugan
to
City
permission
conduct
Division.
from
study
The
in
the
the
approved
make
the
response
of
the
respondents
more
Treatment of Data
responses
ranking
will
administrators
taken
be
from
made
and
the
based
teachers
questionnaires.
on
of
the
mean
public
After
as
which,
perceived
secondary
by
school
of
used
to
t-test
determine
if
for
there
independent
was
samples
significant
will
be
difference
in
the
determining
administrators
when
the
differences
grouped
in
according
the
to
perception
(a)
of
educational
from
way
permanent
residence,
t-test
and
One
Analysis
of