NEEDS ASSESSMENT FOR PROFESSIONAL DEVELOPMENT

OF PUBLIC SECONDARY SCHOOL HEADS IN THE

PROVINCE OF TAWI-TAWI

A Thesis
Presented to
The Faculty of the Graduate School
MINDANAO STATE UNIVERSITY
TAWI-TAWI COLLEGE OF TECHNOLOGY AND OCEANOGRAPHY
Bongao, Tawi-Tawi

In Partial Fulfillment
Of the Requirements for the Degree of
Master of Arts in Education

by

LYNA U. HANAPI-BASRI
March 2008
 ‫ﻢ‬‫ﺣﻴ‬ ‫ﻤ ﹺﻦ ﺍﻟﺮ‬ ‫ﺣ‬ ‫ﷲ ﺍﻟﺮ‬
ِ ‫ﺴ ﹺﻢ ﺍ‬
 ‫ﹺﺑ‬
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Tawi-Tawi College of Technology and Oceanography
GRADUATE SCHOOL
Bongao, Tawi-Tawi

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Master of

Arts in Education, this thesis entitled

“NEEDS ASSESSMENT FOR PROFESSIONAL DEVELOPMENT OF

PUBLIC SECONDARY SCHOOL HEADS IN THE PROVINCE OF TAWI-
TAWI”, prepared and submitted by LYNA U. HANAPI is hereby recommended for
Oral Examination.

DR. INJUNG CARNA S. HAMIS

Adviser

Comprehensive Examination: PASSED

Approved by the oral Committee on ______________________________

with a rating of ___________________.

DR. ABRAHAM R. LEE

Chairman

PROF. BENECITO L. MARATAS

Member

Accepted in partial fulfillment of the requirements for the degree of Master of

Arts in Education (MAED).

DR. ABRAHAM R. LEE

Dean

ii
 Acknowledgment
The researcher would like to express her gratitude and appreciation to the

following persons who helped in the realization of this thesis:

To Dr. Injung Carna S. Hamis, her adviser, for her insightful and scholarly

comments, valuable input, motherly advice, and incessant reminders to keep abreast

with important dates and tasks to accomplish and finish the research on time;

Dr. Abraham R. Lee, Dean of the Graduate School and member of the panel,

for his constant support, suggestions and reminders to the researcher;

Prof. Benecito L. Maratas, member of the panel, for his statistical treatment

of the study’s data;

The late Dr. Ismowel H. Abduhalim, former chairman of the panel, for his

constructive corrections and clear ideas;

Prof. Napsa L. Fernandez, Chairman of the Education Department, for her

motivation, encouragement, and concern;

Her professors, the late Dr. Ismowel H.Abduhalim, Dr. Abraham R. Lee,

Dr. Injung Carna S. Hamis, Dr. Radzma J. Jamiri, Prof. Wayne S. Aripin, Prof.

Abduljamil S. Ishmael, Prof. Isniria E. Aripin, and Prof. Abubakar M. Kalbit,

for sharing their knowledge and insights;

The librarian personnel and staff at Graduate School, MSU-TCTO, Mrs.

Vicky H. Kalbit, Mrs. Ijajatul S. Saddari, Hja. Lydia B. Amlih, Carmencita Ugis,

Ms. Raida Taup, and Hji. Benjamin Sahipa, for their support, guidance and trust in

lending books and other reading materials.

iii
 The librarian personnel and staff of Western Mindanao State University, and

Ateneo de Zamboanga, Zamboanga City, for their accommodation and assistance to

the author in using their references;

Hja Sitti Hawa S. Sairul and staff, at DepEd Planning Office, Division of

Tawi-Tawi, for lending the copies of Form 3 to photocopy to get the samples of

population to the researcher;

Her friend, Mrs. Rowena H. Bud, for her persistence and help to accurately

compute the data using the SPSS.

Mr. Kenhal Daud Halmain, for his assistance in the distribution and

collection of questionnaires;

Her parents, sister, brothers, and cousins, for their love and inspiration;

Juvy Ann R. Sapii and Dhang Hanapi, her very best friends in the whole

world, for always being there whenever she needed them.

Hji. Basri, Hja. Husniya, Dhang, Nhurj, Mheng, and there are too many of
them to name, her in-laws, for their profound concern for her;

Nushaiva, Abdurahman, Khadija and Al-Hudair Basri, her precious and

beloved children, for their childish games and antics which made the researcher more

enthusiastic and inspired;

A’lim Rajad B. Basri, her beloved husband, for his sacrifice, patience, care,

love and excitement to carry out such a gigantic task from the beginning until the end

iv
of the research process. He is her constant inspiration and loyal supporter in all

hurdles and difficulties in life;

And most of all Almighty Allah, for making her who she is, and giving her

motivations, talents, strong passions, perpetual guidance and eternal strength to

smoothly and absolutely finish her task.

LUH-
LUH-B

v
This Thesis is

lovingly dedicated

to the persons

who love me and

strengthen my faith

to Allah and

share wonderful memories

in my

precious life:

My ever dearest, husband

A’lim Rajad B. Basri

and the pearls of our love,

Nushaiva,
Nushaiva,

Abdurahman,
Abdurahman,

Khadija

And

Al-
Al-Hudair.
Hudair.

Lyna U. Hanapi-
Hanapi-Basri

vi
 Abstract
LYNA U. HANAPI, Master of Arts in Education, Mindanao State University, Tawi-
Tawi College of Technology and Oceanography, April 2008, “NEEDS
ASSESSMENT FOR PROFESSIONAL DEVELOPMENT OF PUBLIC
SECONDARY SCHOOL HEADS IN TAWI-TAWI”.

Adviser: Dr. Injung Carna S. Hamis

The study was aimed to assess the needs on managerial skills of the public

secondary school heads in Tawi-Tawi. For this purpose, the study sought to answer

the following questions:

1. What are the primary demographic profiles of the public secondary school

heads and teachers in Tawi-Tawi?

2. How are the following managerial skills being perceived for professional

development by school heads and teachers:

2.1 Planning skills;

2.2 Organizing skills;

2.3 Directing skills; and

2.4 Controlling skills?

3. Are there significant differences in the school heads' perceptions and the

teachers' perceptions on the school heads' needs along the aforementioned

managerial skills for professional development?

The null hypothesis of the study states “There is no significant difference in

the perceptions of the public secondary school teachers and school heads themselves

as regards the school heads' managerial skills needs for professional development.”

vii
 The study used a descriptive quantitative survey type. The presentation,

analysis, and interpretation of data as perceived by the respondents were ranked using

the Likert’s five-point scale: very much needed, much needed, needed, less needed,

and not needed at all.

The sample populations consisted of public secondary school heads and

teachers, males and females and connected at Department of Education (DepEd)-

Tawi-Tawi Division and Mindanao State University Tawi-Tawi College of

Technology and Oceanography (MSU-TCTO) Secondary Education Department.

From the 259 teachers at DepEd and 213 at MSU-TCTO Secondary Education

Department, 122 were randomly selected as teacher-respondents and all 30 school

heads as school head-respondents.

The questionnaires consisted of two parts: a) the respondents’ demographic

profiles and b) the respondents’ checklist questionnaires. Pilot testing was done with

MSU-TCTO Preparatory High School principal and teachers to determine its

strengths and weaknesses, ask for additional questions and suggestions, and modify,

revise and reconstruct for a clearer and easily understandable instrument before it was

distributed to the respondents. The researcher asked assistance from a close friend in

the distribution, collection and mailing the questionnaires.

The demographic data and checklist questionnaires were tabulated, analyzed

and interpreted in simple frequency, percentage and means terms using suitable and

rigorous statistical tool like t-test with the assistance from Microsoft access computer

database - Statistical Package for Social Sciences (SPSS) to test the significance of

responses.

viii
 After the data were subjected to statistical treatment, the following findings

were revealed:

Demographic Profiles

1. There were more male respondents than females, 18 against 11, most were

married, belonged to 51-60 years old bracket, professed Islam, and

belonged to the Sama ethnic group. The highest academic rank they have

earned was MT-III and the least was HST-I. The greatest number obtained

MAED/MED degree, had a permanent status with a teaching experience

16 years and above. An administrative experience of 4-6 years had the

highest number of responses and 13-15 years the least. Many have not

participated in management courses but received trainings in in-service of

more than 2 days sponsored by the training organization.

Managerial Skills

1. On the planning aspect, the teachers and school heads revealed that the

school heads were very good in setting goals, objectives, plans and making

decisions regarding their schools’ programs and activities. This implies

that the professional development of the school heads on this particular

skill is less needed.

2. For the organizing aspect, all the items were rated by the teachers and

school heads themselves less needed except for the skill on provision of

training and development for subordinates which was perceived to be

needed.

ix
 3. For the directing aspect, the school heads were seen by the two groups of

respondents to be less needed in performing their duties and

responsibilities except for the utilization of a variety of rewards to

reinforce exceptional performance rated by the teacher-respondents to be

needed.

4. On the controlling aspect, all the items rated less needed but the school

heads felt that their computer literacy and how to use it on their job is

needed.

5. The overall perceptions of the two groups of respondents on the identified

managerial skills were less needed for professional development. This

connotes that the performance of the school heads therefore, is hardly

required professional development. This further implies that their

performance is greater than 50% of what is expected of them to do their

duties and responsibilities pertaining to the specific objectives targeted

annually.

Other Related Skills and Problems Encountered

1. The two groups of respondents ranked the management problems of school

heads from highest to lowest as: administration, controlling, human

relation, organizing, planning, and personnel evaluation.

2. The managerial skills needed for training to enhance job performance of

the school heads were ranked from highest to lowest as: diagnostic,

(planning), communication (directing), interpersonal (organizing),

x
 decision-making (planning), combination of two or more skills, and time–

management (planning).

3. The perceived problems encountered by the school heads were ranked as

follows:

1st – Lack of school building/repair of school building

2nd – Lack of instructional materials

3rd – Lack of sports/lab facilities

4th – Lack of teachers

5th – Financial problems for school operations

These problems can be ranked into the following managerial

skills: first, planning, second, organizing and third, controlling.

4. The suggested solutions to major problems faced by the school heads as

identified by the groups of respondents were the following:

a) Head Office should act/intervene on problems from the higher

authority.

b) Hire qualified teachers only.

c) Strengthen Parent-Teachers Coordination Association (PTCA) and

mobilize for fund-raising.

d) School head should always be at station to solve problems with

teachers.

e) School Development Assistance Fund (SDAF) collections should be

utilized for the school improvement.

f) Others like ask help from NGO

xi
 5. The perceived areas of major weaknesses of school heads were: 1) Easily

disappointed/ discouraged/ frustrated when problems arises, 2) Inclined to

be corrupted/easily influenced by money, 3) Lenient in school

policies/teachers become abusive, 4) Not firm in decision making/afraid to

give direct order or command, 5) Practiced poll patronage-not sensitive in

recruiting teachers, and 6) Not following school programs and activities.

6. The groups of respondents perceived the following as major extra qualities

of school heads:

1. Considerate, understanding, generous, etc.

2. Physically, mentally and academically prepared.

3. Can command high coordination/can solicit people's support.

4. Sensitive to teachers and students’ needs.

5. Give teachers their due including praises.

6. Strict with school policies/principled administrators.

7. Others, like religious/God-fearing.

These identified qualities were organized into managerial skills: organizing

(human relations), organizing (training and development), directing (leadership,

motivation), and controlling (rules and regulations).

7. There is a highly significant difference between the perceptions of the

teachers and those of the school heads that all the managerial skills for

professional development were less needed by the school heads. The null

hypothesis states that “There is no significant difference between the

perceptions of the teachers and school heads themselves on the managerial

xii
 skills of the school heads needed for professional development” is

therefore, rejected.

In the light of the findings, the conclusions drawn from this study were:

1. The public secondary school heads in the Province of Tawi-Tawi were

perceived by the teachers and school heads themselves to be very good in

their managerial performance, therefore, they hardly required professional

development except on some aspects on organizing, directing and

controlling skills which appeared to be needed or required for professional

development.

2. The perceptions between the two groups of respondents have a significant

difference due to some factors considered. The number of years served and

commitment of the school heads to perform their duties and

responsibilities are some of the leading factors observed by the teachers to

effectively respond to the demand in every school in the Province of Tawi-

Tawi for quality education. It is through training that they will be able to

achieve effective quality education in response to the current needs, trends,

issues and problems that the school is undertaking. In fact, some more

trainings for school heads in the different management skills is not a waste

of resources but a real instrument for quality school management in

particular and quality education as a whole.

xiii
 TABLE OF CONTENTS

Page Number

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication vi
Abstract vii
Table of Contents xiv
List of Tables xvi
List of Figures xvii

CHAPTER I THE PROBLEM AND ITS SCOPE 1

Introduction 1
Statement of the Problem 5
Null Hypothesis 6
Significance of the Study 6
Scope and Delimitation of the Study 7
Place and Respondents Delimitation 7
Conceptual and Operational Frameworks 8
Definition of Terms 12

CHAPTER II REVIEW OF RELATED LITERATURE

AND STUDIES 15
Related Foreign Studies 27
Related Philippine Studies 30

CHAPTER III RESEARCH DESIGN AND METHODOLOGY 36

Research Design and Variables 36
Research Locale and Respondents 37
Research Sampling Procedure 37
Research Instrument 40
Validity of the Instrument 42
Gathering of Data 42
Statistical Treatment of Data 43

xiv
CHAPTER IV PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA 45

CHAPTER V SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS 77

BIBLIOGRAPHY 87

APPENDICES 89
Appendix A – Map of Tawi-Tawi Province 90
Appendix B1 – Permission Letter to all Principals
of DepEd 91
Appendix B2 – Permission Letter to all Principals
of MSU-TCTO High Schools 92
Appendix C1 –Authorization Letter to all Principals
of MSU-TCTO High Schools Carried by the
Assistant Researcher 93
Appendix D – Survey Questionnaire’s Front Letter 94
Appendix E – Respondent's Demographic Checklist 95
Appendix E2 – Respondent's Questionnaire Checklist 99
Appendix F1 – Respondent’s Master List at
MSU-TCTO High School Department 104
Appendix F2 – Respondent’s Master List at DepEd 105
Appendix G – Perceptions of Respondents on the
Degree of Needs for Professional Development
of the School Heads in the Identified Managerial Skills 106
Appendix H – Statistical Printouts 110

CURRICULUM VITAE 113

xv
 LIST OF TABLES

TABLES PAGES

1 Details of Teacher-Respondents at DepEd 38

2 Details of Teacher-Respondents at MSU-TCTO 39

3 School Heads and Teachers Questionnaire Breakdown

and Table of Specification Grid 41

4 Scale Value Distribution 44

5 Profiles of School Heads 45

6 Perceptions of Respondents on the Degree of Managerial

Performance of the School Heads Needed for
Professional Development 50

7 Area of Management Problem Perceived 57

8 Perceived Skills that Needs Training to Enhance Job Performance 59

9 Perceived Major Problems Encountered as School Heads 61

10 Suggested Solutions to Major Problems Identified as Faced

by the School Heads 63

11 Perceived Major Weaknesses of School Heads 65

12 Perceived Major Extra Qualities of School Heads 67

13 T-Test Results on Significant Difference Between the

Types of Respondents on the Performance Level of
Managerial Skills Needed for Professional Development
of The School Heads 69

xvi
 LIST OF FIGURES

FIGURES PAGES

1 Conceptual and Operational Frameworks 11

2 The Diagram on School Management 21

3 Mapping the Job of Educational Administrator 23

4 Map of the Province of Tawi-Tawi

xvii