Competence of Public Secondary School Administrators of

Bayugan City Division 2014 in Relation to

Instructional Management

Presented to Dr. Teresita Q. Diano

Faculty, Department of Education
Philippine Normal University Mindanao

in Partial Fulfillment of the Requirements

for the course Research and Scientific Writing
Master of Arts in Education
Major in Mathematics Education

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

primordial goals of the school administrators to achieve the

desired outcomes set by the entire school community and most
especially,

by

the

Department

of

Education

(DepEd).

The

secondary school administrator plays an important role as an

instructional leader and administrative manager. He should be
ready and willing to serve with authority, responsibility and
accountability. In addition, secondary administrators level
of competence is essential to the achievement and development
of teachers, students, and the school more broadly. Thus it is
important

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,

enthusiasm, determination and administrative ability of the

administrator.
Franklin

(2007)

emphasizes

that

instructional

leaders

must take full charge of the performances of their teachers

and pupils. This denotes that the instructional management of
the school administrators helps them in maintaining school
plans in good shape.
In

effecting

supervision,
areas

school

(DepEd

realistic

and

functional

administrators

Memorandum,

2005).

must

These

instructional

consider
areas

the

would

three

include

developing/planning the instructional supervisory plan which

refers

to

the

act

making

proposed

course

of

action,

formulating scheme and setting out procedures in everything to

be

accomplished.

They

have

to

implement

the

instructional

supervisory plan, which means the act of carrying out plans.

Finally they have to evaluate the activities and projects that
are concerned with assessing to what extent the educational
activities and projects are being carried out as expected.
They have to lead to a good example and model that will be
conducive for teaching and learning.
However,

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

Education policy for administrators to spend 60% of their time

in instructional supervision function and 40% of their time in

administrative function (Republic Act 9155, 2001). The DepEd
required

the

school

administrators

to

conduct

regular

teachers instructional supervision of at least three teachers

per week, as stated in their school work plan. However, this
was not strictly followed by the school administrators.
Mendoza (2004) stressed that the quality of learning has
deteriorated and the main reason for this could be the laxity
of the instructional management of teachers in the field. This
function of school administrators needs to be addressed in
order to help teachers improve their classroom management and
teaching performance.
On the other hand, Bruzon (1994)showed that the actual
performance

of

public

elementary

school

administration

in

Agusan del Sur as perceived by teachers was satisfactory.

Management is said to be a process and cannot exist by

itself. It exists only in relation to a specific people or a
specific organization. To be effective, it must implement the
philosophy, growth, development and specific objectives of the
individuals of the organization for which it is responsible.
An administrator will fail if he is unable to respond to the
needs of his particular institution, regardless of the degree
of

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

development, his qualification as an individual manager or

administrator
evaluated.
It

is

or

his

managerial

worth

will

be

properly

(Lagdameo,2005).
on

this

premise

that

the

researcher

deemed

it

imperative to conduct this study in Bayugan City Division A.Y.

2013-2014 to determine how well those administrators carry out
their instructional role that attributes the learning of the
students.

Statement of problem
This

study

seeks

to

evaluate

the

competence

of

the

administrators of the public secondary schools in Bayugan City

Division A.Y. 2013-2014 in relation to their instructional
roles.
1.

How frequent do public secondary school administrators

exercise their role as perceived by themselves and by
their

teachers

administration,
2.

on

their

instructional

role

in

relation

management,

to

personnel

administration, student services and community?

Is there significant difference between the perception
of teachers and administrators on their roles performed
by the latter?

3.

Is there significant difference between the competence

of administrators in terms of instructional managaement
when they are grouped according to: a.) educational

qualification b.) Number of years as administrator, c.)

Type of designation, d.) Type of school, e.) Distance
from his permanent school ?
Conceptual Framework

Secondary school administrators are accountable for the

school

improvement

process

and

are

responsible

for

the

monitoring and evaluation of the school performance in order

to sustain its best practices and at the same time, revise
some aspects of the system that need change.
This
s.1997,

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,

administrative, supervisory and fiscal autonomy for a more

effective and efficient delivery of quality basic education.
Instructional Management
One of the responsibilities of school administrators is
to provide leadership in instructional management. It includes
four phases essential to the instructional management, namely:
1)

assessing

improvement;

program
3)

relevance;

implementing

evaluating of program outcomes.

2)

program

planning

program

improvement;

4)

Aupe (1980), as cited by Hanem 2007, says that effective

secondary school administrators should look into the materials
and techniques being used especially in the implementation of
the

K-12

Curriculum

with

the

view

toward

improving

the

teaching learning situations and the evaluation results.

One

empowered

task

of

the

school

administrators

is

improvement of curriculum and instruction as mandated in the

new DepEd directive. This task is divided into five phases
that require specific understanding skills and competencies.
The task covers: 1.) assessing the context for educational
program, the school administrators must give attention to both
societal changes and community demands as they impinge on the
programs;

2.)

determining

educational

needs,

attention

is

given to the learner in general as well as to the learner of

the

particular

community;

3.)

implementing

program

implementation; and 4.) evaluating of program outcomes.

Mendoza

(2004)

says

that

supervision

is

an

expert

technical service which seeks to improve effective teaching

methods

and

approaches.

It

behooves

every

supervisor,

principal, head teacher and teacher in charge to maximize this

supervisory service toward the end that every teacher would be
conversant

and

well-acquainted

with

the

effective

methods,

techniques, and approaches for improving instruction. Equipped

with such knowledge and skill, he should be able to help the
teacher solve pedagogical problems and learning difficulties.

Figure 1 shows the conceptual model of the study. The

first

box

relation

represents
to

the

instructional

role

of

the

management.

administrators
The

second

in
box

characterizes the mediating variables: the classification of

administrators

and

administrators
administrative

the

are

nature

of

classified

ranks/designation,

the

respondents.

according
educational

to

The
their

qualification,

length of service, type of school and the distance of school

from permanent home. The third box indicates the frequency of
practice of the instructional roles of the public secondary
school administrators of Bayugan City Division 2013-2014. The
competence of the administrators is deemed to be related to
the

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

framework of the study. All the review materials lend a hand

in the conceptualization of the study. The literature helps in
clarifying the points of the study.

This chapter includes

studies which has significant bearing on the roles performed

by

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

leadership by a school principal was an essential ingredient

for school change and reform (Purkeys and Smith: 1983).
Furrari 2008 quoted Lagdameo 1987 that administrators
have to be relevant to the needs of teachers, student and
parents in the same way that a business manager has to be
relevant

to

the

needs

of

his

business.

As

managers

or

administrators they are responsible for the proper functioning

of the portion of work assigned to them.
Guerrero (2000) in her talk during the first
congress at Balanghai Hotel Butuan City, says that there are
three main ideas that reinvented school administrators should
bear in mind:

1.)

The

Art

of

Management

by

choice:

meaning

the

administrators have the right to choose what leadership

style they want as long as their people accept and follow
them.
2.)
A Manager employs social marketing (concern for the
customer). It is the responsibility of the administrators
to

look

for

the

students

and

the

community

as

their

clients and customers. School administrators should aim

at quality graduates for his school that would meet the
demand of the society.
3.)
A Manager avoids the marketing Mayopia, meaning the
school administrators must learn to adopt and develop
students from his school to come effective and productive
in everyday life.

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

such change to his teachers to make them understand. He has to

lead the teachers to effect on implement changes, as part of
his

role.

There

are

four

essential

phases

in

relation

to

instructional management: (1) assessing the importance of the

program; (2) planning on how to implement the program; (3)

implementing the program for improvement; (4) and evaluation

of program change.
Delapuz (2003) states that instructional leaders
find it difficult to observe teachers inside the classroom and
offer

suggestion,

which

might

be

effective

due

to

their

inadequate training or exposure. To hurdle this, one has to:

learn

as

much

as

possible

about

instruction,

read;

attend

seminars/workshops; takes courses and watch teachers at work

inside

the

classroom;

learn

to

recognize

the

difference

between effective and ineffective teachers; set high standards

to teaching performance and help teachers perform to achieve
or even exceed expectations.
The role of school administrators as instructional
leaders

has

administrator
questions

have

frequently

been

organizations.
been

raised

espoused,

However,
regarding:

particularly

for
(1)

some
the

time

by
now,

discrepancy

between the level of importance distributed to the function of

instructional

leadership

and

the

actual

amount

of

time

allocated to the task, and (2) the amount of instructional

expertise

school

administrators

possess.

Principals

believe

that they should be highly involved in instruction and spend a

large portion of their time in classroom working with students
and teachers.
However, research indicates a discrepancy between
this form and actual principal behavior. At least in the past,

principals have not allocated a significant portion at their

time to managing instructional activities. In a related sense,
it

has

been

observed

that,

many

teachers

feel

that

no

administrator can understand as well as they do what really

goes on the classroom and that they themselves can judge what
teaching practices are best suited to the particular group of
students

in

their

classes.

This

perspective

is

not

surprising. The instructional skills most principals possess

upon

entering

administration

trophy

overtime,

further

weakening their knowledge base for instructional leadership.

As a result administrators should interact differently with
teachers who have a great deal of experience or training.
Thus,

administrators

may

be

well-advised

to

look

for

assistance in resolving classroom problems from persons such

as

colleagues,

subject

matter

specialists,

superiors

and

professors.

Summary
From the related literature reviewed the researcher
gained

several

insights

that

gave

additional

input

in

formulating the present investigation.

The studies of Lipham and Hoe, Guerrero gave
insights on administrators to become enthusiastic and adopt
changes for the improvement of instruction in their school.

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

treatment of the study.

The
study

researcher

because

the

will

employ

researcher

is

the

descriptive

concern

only

method

the

of

present

status of how frequent the administrators practice their roles

in

relation

method

will

to

instructional

be

utilized

management.

because

the

The

descriptive

researcher

is

fully

convinced that this type of research can be applied to every

public

school

locale

while

administrator

and

doing

role

their

facilitator of learning.

The Research Locale

teacher
as

in

the

aforecited

administrator

and/or

The study will be conducted in the Division of Bayugan

City, Agusan del Sur, Caraga Region. The Bayugan City division
has 10 public secondary schools. It comprises one Annex High
school, one Comprehensive High School and eight National High
Schools.

The map of Bayugan City shows the research locale.

Figure 2. Map of the City of Bayugan City, Agusan del Sur

The Subjects and Respondents

The subjects of this study will be the thirty percent of

the public secondary school teachers and all of the secondary
school administrators of the public high schools of Bayugan
City Division will be included in the study.
There will be two groups of respondents in the study. The
first group will be composed of 10 administrators of secondary
schools of Bayugan City Division. The second group will be
composed

of

teachers

of

secondary

schools

of

the

same

division.
The

teacher-respondents

will

be

chosen

proportionally

such that 30 percent of the total respondents will be taken

from

each

Division.

of

10

public

In

choosing

secondary
the

schools

of

Bayugan

teacher-respondents

from

City
each

school, simple random sampling will be employed. Table 1 shows

the distribution of subjects and respondents.

Schools

Number of
Administrator
s
2

Number of
Teachers

16

15

10

221

30% of
Teacher
s
66

Bayugan National
Comprehensive High
School(BNCHS)

Noli National High

School

Salvacion National High

School

Marcelina National High

School

San Juan National High

School

Calaitan National High

School

Berseba National High

School

Magkiangkang National
High School

Mt. Olive National High

School

Mt. Carmel National

High School

Total

Sampling Procedure

11

308

94

Since

the

number

of

public

secondary

school

administrators is only 11, all of them will be included in the

study.

The

teacher-respondents

will

be

prorated

in

every

secondary school of Bayugan City Division. This will be done

proportionally, that is, obtaining first the proportion and
dividing the sample size by the total number of teacher in all
complete public secondary schools of Bayugan City Division.
Thus, the desired sample size would be 94 or 30 percent of the
population. That is 308*.30 = 94 or 30% by Twila G. Punsalan
and Gabriel G.

Uriarte (1987;1989).

The research instrument

In this study, the researcher will adopt the instrument

formulated

by

Fabrigas

(1996)

and

Cepda(1998)

which

is

patterned after the questionnaire developed by Rossi (1985).

The instrument developed by Rossi makes mention about the
role of administrators and its function in the
different

functions

administration,

namely:

instructional

the

role

school in six

in

management,

relation

to

personnel

administration, student services, resource and community. The

researcher applied the same principle of administration to
public

secondary

school

administrator

only

in

relation

to

instruction management. The first part of the questionnaire is

about the personal data of the administrators. The second part

is

the

instructional

role

exercised

by

administrators

as

stated in the research.

Scoring Procedure

The respondents of this study will be asked to respond by

checking the appropriate number in each column. The following
responses

will

use

five

point

scale

developed

by

Garrett

(1965). The responses will be given points as follows:

Almost Always

- five points (5)

Oftentimes

-four points (4)

Frequently

- three points (3)

Sometimes

- two points (2)

Rarely

- one point (1)

The researcher will use the computed criterion reference

means values. The mean values will be grouped intervals in a
given

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

The researcher will make some modifications to fit the

questionnaire. For example, pupils were changed to students.
Any other roles of administrators will be discarded because
the researcher focuses on the instructional management.
The
Schools

researcher
Division

secondary

schools

will

ask

official

Superintendent
of

Bayugan

to
City

permission

conduct

Division.

from

study
The

in

the
the

approved

permit will be presented to the different school heads before

conducting the survey.
To

make

the

response

of

the

respondents

more

understandable and easy to retrieve, the questionnaires will

be delivered personally by the researcher to the school heads
and teachers of secondary schools of Bayugan City Division.
The said instrument will belikewise personally retrieved by
the researcher.

Treatment of Data

The statistical tools in the analysis and interpretation

of data will be as follows: the mean, standard deviation of
the role of the administrators were to be computed based on
the

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

Bayugan City Division.

The

t-test

determine

if

for

there

independent
was

samples

significant

will

be

difference

in

the

responses of teachers and administrators.

In

determining

administrators

when

the

differences

grouped

in

according

the
to

perception

(a)

of

educational

qualifications, (b) number of years as administrator, (c) type

of designation, (d) type of school assigned

and (e) distance

from

way

permanent

residence,

Variance will be used.

t-test

and

One

Analysis

of