Letter of Explanation

CITY OF MALABON UNIVERSITY
GRADUATE STUDIES & APPLIED RESEARCH
FAMILY AND SOCIAL LIFE AND ITS

RELATION TO SCHOOL HEADS’ PERFORMANCE
IN THE DIVISION OF MALABON AND NAVOTAS
___________________________
A Dissertation
Presented to
The Faculty of Graduate Studies and Applied Research
City of Malabon
___________________________
In Partial Fulfillment
Of the Requirements for the Subject
Methods of Research
___________________________
By
Carinan, Lee D.
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
In organizations and on the home front, especially schools, the challenge of
work/life balance is rising to the top of many employers‟ and employees‟
consciousness. In today’s fast-paced society, human resource professionals seek
options to positively impact the bottom line of their organizations, improve
employee moral, retain employees with valuable company knowledge, and keep
pace with workplace trends. Work-life balance has always been a concern of those
interested in the quality of working life and its relation to broader quality of life.
Work-life balance is about creating and maintaining supportive and healthy work
environments, which will enable employees to have balance between work and
personal responsibilities and thus strengthen employee loyalty and productivity.

With the upshot of K-12, teachers have many competing responsibilities
such as work, children, housework, volunteering, spouse and elderly parent care
and this places stress on individuals, families and the communities in which they
reside.
Today, the challenge calls for globally competent school managers or
school leaders whose leadership is deeply directed towards the propagation of
educational philosophy. Education Management is a remarkable occupation. It is a
skillful means of designing, structuring, and maintaining the vitality and dynamism
of the school environment to efficiently and to effectively accomplish the desired
goals and objectives. The principals, as school managers, carry out numerous
functions. They do the planning, organizing, directing, coordinating, and
controlling.
The second wave of personal task is management in school development.
They are expected to make the physical, social, academic conditions of the school
pleasant, inviting, conducive to learning as well as to give satisfaction to all people
connected with the system.
Instruction is managed to make it efficient and effective, the way the
school plant is operated. The purpose of school management and development
being carried out by the principal is to bring all phases of the total enterprise into
a harmonious working relationship around some central conception of unity
inherent in the process to be desired in learning. It has a leading role in education
and conserve as powerful, constructive influence if it is centered on the ways and
means of attaining the purpose of educational program. It demands a continuous
study of the goals to see how they can be best attained.
In this connection the principals as school managers must be equipped with
management competencies, such as: organizational skills, technical skills and
interpersonal skill to become efficient and effective on the job.
It is important to note that successful school managers composed of
principals, assistant principals, and department heads, who are achievement
oriented, support all members of the school community, provide opportunities for
people to achieve, and try their best to contribute to the quality of education and
learning for the whole school community.
In effective schools, school managers, led by the principals, establish
direction (mission, goals and purposes), in collaboration with “stakeholders”:
parents, students, and teachers. In addition, principals take responsibility for the
development of a “school growth plan”, as well as a school-wide staff
development plan.
In order to measure the effectiveness of school managers in terms of work,
management functions will be used as criteria. Management functions are very
important in school management systems. Schools come up with plans and thus
identify their mission and objectives of the school. They then organize and put in
order of priority and preference the resources which are available. The school
headmaster provides leadership by delegating duties and responsibilities to staff,
and by motivating them. The school management is also responsible for staffing
involving assessing, appointing, evaluating and developing the employees at work
in the school.
And lastly there is controlling which is about monitoring and evaluation to
ensure that everything is in the right direction to ensure attainment of set goals.
To make the above mentioned mission of school principals or heads, the
critical and more difficult task of them is the ability to effectively balance the time
and focus between one’s career demands, family pleasures and obligations, and
personal life – over a lifetime.

Theoretical Framework
Carlson and Frone (2013) discussed about the link of the person in the
organization as well as on the family of that person. A high degree of
psychological involvement with context to role of an individual i.e. job role and
family role would prioritize the individual to be somewhat mentally preoccupied
with their performance in that role, such imbalance in performance will have
significant implications on work to family and family to work interference.
Conceptually, it is obvious that psychological involvement would have
significant implications for levels of work to family and family to work interference.
Parsuraman & Simmers (2014) investigated the relationship between
parental responsibilities and time commitments to family and at work. They
reported the pattern that those with both the spouse working and more role
responsibility with children of infant category face with work life balance issues
and have more conflicts in managing the two domains.
Work–family balance is at the core of issues central to human resource
development (HRD). Grzywacz and Carlson (2008) provide evidence to the effect
that, implicitly or explicitly, work–family balance is at the core of HRD’s major
functions and that it may be a powerful leverage point for promoting individual
and organizational effectiveness.

Work-Life Balance (WLB) has been an issue of concern for the last few
decades. The current context of globalization and the changing nature of work
have provided the impetus for this topic. The current work scenario is marked by
intense pressure, constant deadlines, changing demographics, fast pace of
change, increased use of technology and the virtual workplace. Juxtaposed with
this, the increase in average income and rise in living standards have individuals
striving for better work atmosphere, improved family and personal life. Today is
the time when employees want it all. It is not restricted to one domain of work or
life but rather a rich synthesis of the two. . “Generations X and Y are keeping the
pressure on companies to devise flexible, innovative options that give high-
performing employees more choice and control in managing the competing
demands of work and family” (Klun 2008).

WORK DOMAIN
 Long and Irregular

Working Hours
 Role/Responsibility Work to Family

Interference
 Psychological
Involvement /
 Job Demands Family to Work
Interference
FAMILY DOMAIN
VARIABLES
 No. of Children and

Age
 Marital Status
 No. of Dependents
 Friends and extended

relatives
 Parental
Responsibility
Figure 1 illustrates the relationships between work domain variables and
family domain variables with its impact on WFI and FWI. Also the model is able to
explain the different ways in which work life practices and outcomes are
conceptualized and measured in the literature.

The model tries to explain the relationship of work to family interference
and family to work interference with work life conflicts for an individual in the
organization. However two things become very clear after reviewing the literature
on work life balance practices. One, that there is some association between work
domain variables and family domain variables on WFI and FWI. Also, the effect of
moderating variables can also be seen in the framework. Two, regardless of
effects on work life conflict, work life balance practices are often associated with
improved organizational outcomes and individual outcomes. The model correlates
to the concept of work life conflict and outcomes both at individual level and
organizational level.
Conceptual Framework
The main goal of this study is to analyze the management effectiveness,
competence and good performance in relation to their family and social life.
INPUT PROCESS OUTPUT
Principal / heads 1. Assessment of the The effectiveness and

principal/ head competent performance
School managers functions level of of school principal /
in management and management
development in their:
heads in school
effectiveness in management as well as
terms of planning,
 Effectiveness family and social life.
organizing,
 Competence directing,
coordinating and Three-year Strategic
 Problem Solutions/ in evaluating and Action Plan
relation with their training and
family and social life. development. Guidelines on
Professional
2. Provisions of Development
effective solutions
to problems
encountered by
the principal /
head in school
management and
development.
Statement of the Problem
This study aim to evaluate the family and social life in relation to school
heads’ performance in the division of Malabon and Navotas from elementary to
junior high school this school year 2019 - 2020.
Specifically, this study sought to answers to the following questions:
1. What is the profile of the respondents in terms of:
1.1. Gender
1.2. Age
1.3 Civil Status
1.4. Highest Degree obtained
1.5. Length of administrative service
2. How may the family and social life of the respondents be described in terms of:
2.1. Family Relation
2.2. Leisure and Hobbies
2.3. Spiritual Activities
2.4. Personal Health and Wellness
3. How significant is the difference between the respondents’ family and social life.
4. What is the level of school heads’ performance as assessed by the teachers
respondents in terms of:
4.1. Planning
4.2. Organizing
4.3. Influencing
4.4. Controlling
5. Is there a significant difference as regards to the school heads’ performance ?
6. To what extent is the level of management competencies the school heads in
terms of:
3.1 Conceptual Skills
3.2 Technical Skills
3.3 Interpersonal Skills
7. How significant is the difference as regards to the school heads’ management
competencies?
8. Is there a significant relationship between school heads’ performance and their
family and social life?
9. What is your proposed personal development plan for the school heads?
Hypothesis
1) There is a no significant difference among the respondents’ level of
performance of their leadership competence and management performance
in their function when grouped according to profile.

2) There is a no significant difference among the respondents’ state of their
family and social life when grouped according to their leadership and
management performance.
Significance of the Study
A study about the causal relationship between the school managers’
performance of their leadership and management, and the state of their
personal and social life may be able to impart suggestions on alternative
approaches to the current practices of principals, assistant principals and
department heads.
It is indeed significant to analyze the management effectiveness and
competence of school heads of public secondary schools in the division of
Navotas.
The finding of the study may provides school head insight which help them
to become competent and effective in the performance of their management
functions in home and in school, in terms of planning, organize, directing,
coordinating and evaluating in the development of their school and home.
Scope and Limitations of the Study
This study aimed to assess the family and social life and its relation to
school heads performance in public elementary and secondary high school in

the Division of Malabon and Navotas. This study was limited to 90 percent
respondents who were chosen by random sampling technique from the total
population of school heads in public secondary high school of the above
mentioned Division this school 2018-2019.
The researcher limited her study to the above-mentioned aspects because
these are the most influencing interrelated factors in shaping school heads’
performance and competence both in their personal and work life.
Specifically, this study focused on describing the results of the analysis and
interpretation of data pertaining to the following topics:
1) The profile of the respondents as to: age, gender, civil status, length of
service, highest degree obtained, monthly salary, and position/title.
2) The level of management effectiveness of the school heads in performing
the following functions: planning, organizing, directing, coordinating, and
evaluating the school development.
3) The level of management competencies of the principals in terms of:
organizational, technical, and interpersonal skills.
4) The level of management effectiveness of the respondents state of their
family and social life in terms of Family Planning, House Organization, Task
and Responsibility Delegation, Family Supervision, and Emotional
Satisfaction.
5) Comparison in the perceived level of management competencies of the
school heads when their profile is considered.
6) The problems encountered by the school heads
Definition of Terms
The following terms are defined to give enlightenment to the researcher
conducting this study.
Competence- quality of being adequately or sufficiently capable, proficient or
efficient.
Coordinating- the process bringing together people materials, ideas and
technologies.
Directing the process of leading, guiding people and instructing to conduct the
affairs with authority.
Evaluating is determining or appraising the value or have been achieved it
includes school survey or teacher rating.
Management Effectiveness - is efficiency or proficiency in the process of
designing and maintaining and environment in which individual working together
in groups efficiently accomplished.
Organizing is the process or act of arranging and instructing relationship into
unified effort, to achieve the goals and objectives of education planning.

Planning is the activity of devising and selecting courses of action which is
directed toward achievement of education goals and objectives.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
The school heads as managers and leaders set the direction the schools are
going. They are basically responsible in the overall operation of the school. The
tremendous changes in scope, variety of competencies, and necessary skills of
managing the school make their functions more complex, diverse, and
challenging. These functions of school heads as educational leaders and managers
are essential to the areas of management namely: the vision, mission, and goals
of the institution, curriculum and instruction, financial and budgeting, school plant
and facilities, student services, community relations, and the school improvement
plan.
The identification of competencies needed to function on these areas brings
forth the challenges faced by principals, assistant principals, and department
heads everyday where accountability, challenges, and integrity as leaders and
managers remain at stake. The essential competencies in these areas of
management greatly influence the effectiveness and efficiency of the performance
of the school as a whole.
That is why this literature review cites recent studies addressing the broad
theme of work-family balance and health of school heads or leaders. The issue is
analyzed with respect to the various contexts characterizing work, and family and
social life in Malabon and Navotas City, which have changed profoundly in recent
years.
The studies chosen come from two main information sources: research
published in peer-reviewed journals, and research and documents.
Work-Life Balance
“Work” and “Life” have been rather loosely defined in literature (Guest
2002) where work is paid employment and life is everything outside of the formal
employment but is usually used to connote the realm of family or home life
(Ransome 2007). The concept is loosely defined and is seen to derive from
sexual/gender division of labor and this renders WLB its narrow focus (Ransome
2007). Ransome (2007) highlighted that WLB is equally important for both men
and women, and that men are equally burdened by the work and family
responsibilities. His conceptualization still remains narrow in that though the
earlier rhetoric of WLB for working mothers has been criticized, it still remains in
the purview of work and family.
Further, what is implied by “balance”? Is it an equal distribution of work
and the rest of life? Is it possible to ensure that at all times there is an equal
distribution? If it is, in what terms is the distribution? Is it a distribution of time,
energy, emotions? According to Guest, the term Work-Life Balance is in itself a
misnomer (Guest 2002). Given the fluid nature of needs and responsibilities and
their changing nature at different life stages, the division of activity will neither be
easy to measure nor equal, and therefore notions of negotiation, cooperation and
compromise, reciprocity and complementarity might be better terms than balance
(Ransome 2007). In speaking of a concept of WLB there seems to be an
assumption that the scale of balance is tilting more towards the work sphere (that
work predominates) and hence the need for a balance with life.
Importance of Work-Life Balance
Earlier research has found Work-Life Balance to be positively related to
both organizational and individual outcomes such as giving employees flexibility,
information, and financial assistance can improve the organization’s financial
performance and raise employee satisfaction and labor productivity (Perry-Smith &
Blum 2000, Konrad & Mangel 2000); employee-organizational commitment and
attachment (Wang & Walumbwa 2007) and Organizational citizenship behavior
(Lambert 2000), cited in Wang and Verma ( 2009). Many employers continue to
strive to create better WLB in order to:
• Increase employee commitment and engagement
• Improve retention
• Improve mental health and productivity (Gallinsky 2005).
Further, WLB is also expected to have a positive impact on employee
engagement. Employee engagement, in fact, can make or break the business
bottom line (Lockwood 2006). Martel (2003) is of the opinion that, in order to
obtain high performance in post-industrial, intangible work that demands
innovation, flexibility, and speed, employers need to engage their employees.
Engaging employees—especially by giving them participation, freedom, and

trust—is the most comprehensive response to the ascendant post-industrial values
of self-realization and self-actualization.
Essence of Management in Schools
Changes undergoing within the school system naturally lead to
different questions regarding the effectiveness of the school, the effective school
management, the role and the place of different factors in school organization and
the school environment as well. Bringing together the management approaches
and the pedagogical principles, researchers and professionals within the school
system and social sciences are trying to determine what a better way to run a
school is in terms of school environment, school climate, teachers’ qualification,
teaching approaches and so on. Inevitably the issue of school evaluation came at
hand along with following questions on what this evaluation should be, what
should be evaluated, who should be responsible for the evaluation.
The term ‘management’ is often used in relation to an organizational
hierarchy, with those occupying higher (management) positions in the hierarchy
having more power and responsibility than those lower down the (management)
hierarchy. This view of management has its roots in Weberian bureaucracy
(Bendix, 1977), and Lumby (2017) has recently drawn attention to these origins in
this journal. From a Weberian bureaucratic perspective, those in lowly positions in

the management hierarchy are monitored and controlled by those with higher
standing, in the interests of organizational efficiency.
When viewed from that standpoint it is easy to see why educational
management may be viewed negatively. It has connotations of control and the
dominance of those deemed to be of lower standing in the hierarchy with a focus
on efficiency at the expense of institutional aims and purposes. Thus, when staff
systems in schools are viewed this way, teachers would be controlled and
dominated by those at higher levels, such as the head teacher/principal who is
deemed to have status and privilege.
Regardless of the validity of such a perspective, our interest here is not in
understanding management on the basis of how those in a management hierarchy
behave in relation to their colleagues but in understanding the essence of
management. To do that we start with the idea of delegation, a central concept in
notions of management, which we consider is key to understanding the real
meaning of management.
Role of School Managers
Principals and Assistant Principals

A complete description of principal leadership roles is introduced by
Sergiovanni (2015) based on the observed behavior of principals in successful
schools. He identified those interdependent roles which develop and be expressed
in the modem principalship. The first role is states person. Principals are primarily
concerned with their school's overall mission, philosophy, working assumptions,
educational program and the school design, values and beliefs as well as with the
quality and relevance of the school's broad goals and objectives. They also
communicate the school direction and emphasis to outside forces, seeking support
and obtain necessary resources, and accepting responsibility for developing policy
and practices within the school. The second role is educational leadership.
A school principal is also responsible for the development and articulation of
educational programs including teaching objectives, subject content organizations,
methods, classroom climates, and evaluation. The third role is supervisory
leadership. This refers to the principal's work with teachers which seeks to obtain
their commitment to school goals and motivate them towards the achievement of
these goals. Such a role encompasses staff development and clinical supervision.
The 4th is organizational leadership. Principals are expected to ensure that school
purposes, objectives, and work requirements are reflected in organizational
structure pattern. The fifth role is administrative leadership. Although this is

admitted to be the least glamorous of the six, it is nonetheless important to
provide the systems and organizational arrangement for efficiency and
effectiveness. The sixth is team leadership.
As a team leader, the principal helps teachers to develop mutual support
and trust as they work together to establish an effective school.
Instruction is managed to make it efficient and effective the way the school
is operated. The purpose of school management and development being carried
out by the principals is to bring all phases of the total enterprise into a harmonious
working relationship around some central conception of unity inherent in the
process to be desired in learning. It has a leading role in education and can serve
as a powerful, constructive influence if it is centered on the ways and means of
attaining the purpose of educational program. It demands a continuous study of
the goals to see how they can be best attained.
In this connection, the principals as school managers, must be equipped
with management competencies, such as organizational skills, technical skills, and
interpersonal skills to become efficient and effective on the job. According to
Koonty and Weilrich (2014) organizational skills is the ability to design job, and
solve problems in a way that will benefit the enterprise. A technical skill is
knowledge and proficiency involving methods, processes, and procedures. Human
or interpersonal skill is the ability to work people. It is a cooperative effort.
Department Heads
Siskin (2017) stated that ``... high schools are fundamentally different
structures from elementary schools, and one key anatomical difference is their
departmentalized differentiation of specialized teachers'.” She further argued that
departments influence teachers and teaching in high schools. Her research
findings indicated that there was a high correlation between effective schools and
the strength of their departments.
Results of Siskin's (2017) study also suggest that departments are
meaningful subunits that play a significant role in ``... the culture and authority of
secondary schools'' (p. 139). Moreover, departments may have different
cultures, providing particular environments that reinforce certain kinds of
behavior, lead to different departmental policies and practices and result in
different responses to external policies; department heads perform as middle
managers in secondary schools and exercise power over their members.
Siskin (2017) posited that:

1. “Departments are fundamental boundaries forming distinct subcultures within
the school.”
2. “They provide links to and participation in the wider community and culture of
the respective disciplines'.”
3. “They serve as potent administrative units'.”
Moreover, Wilson and Corcoran (2016), in their study of effective high
schools, came to the conclusion that department heads and members play
essential leadership roles in effective high schools. Hence, it can be argued that
the loosely-coupled structure of high schools allows department heads to make
their own choices as professionals in the school, in a relatively autonomous
workplace, and influence the development and implementation of a vision for the
school.
On improving working systems in schools for school heads and teachers
Organizational and support from co-workers and supervisors have always
been an influential variable for the study of work-life balance issues. Not only do
school heads and leaders have this proclivity, but also the teachers themselves.
Previous studies demonstrated that, in order for employees to have better work
life balance it is equally important that they get supportive work environment
Thompson et al, 1999, Allen, 2001;, O’Driscoll et al., 2003). Further Frances,
2003) revealed that employees who reported their organizations to be supportive
of their family commitments, they are satisfied with their job and face less work
life conflicts. In contrast, unsupportive work environments, stressful job, long
working hours, negative supervisors support leads to negative commitment on job
and work-life conflicts issues in organizations. It must be emphasized that the
setting of work environment comes from the department through memorandas,
orders, and announcements. Through improving working systems in schools, the
Department of Education may be leading the nation’s schools to their betterment.
Schartz as cited by Notman (2005) named the external pressures school
managers and the school environment are confronted with in which no solution is
being offered and they are as follows: (1) politically - which means new tasks,
school programs, and evaluation; (2) economically - which includes stricter budget
and restricted expenditures; (3) socially - in terms of status and image of teaching
professing; (4) globally - which includes inter-schools ranking and competition; (5)
educationally – which means schools efficiency; (6) didactical-methodical level -
which demands for dynamic teaching ; and (7) multi-media level - which means
new form of communication and media.

With these, school heads’ work and responsibilities become complex that a
full range of leadership and management knowledge, skills, competencies, and
standards are needed. Every school that promotes lifelong learning, raise student
achievement, uphold high teaching standard and advocate school improvement
must be led by school heads who are skilled in leadership and management
techniques.
On the role of school heads as supervisors
Supervisors play a particularly important role in the work arrangements and
controlling access over employees (Walkins, 1995). This is most especially true in
the set ups of schools. Having a supportive supervisor has been reported to
reduce the negative impact of Work-Family-Social Life Conflict (Thomas &
Ganster, 1995). It has been examined that if the supervisor is supportive it leads
to low level of stress, low psychological strain and reduced work life conflicts
(O’Drisoll et. al). Also Barham Gotllieb, & Kelloway (2001) reported that when
the supervisor is supportive it also leads to flexi work arrangements, gender
favors, reduced employee working hours and low amount of work responsibilities.
Those with high levels of supervisor support reported less conflicts and less
psychological strain than those with unsupportive supervisor support.

On Job Satisfaction of School Heads
When employees are not satisfied with their job and are not able to balance
between the two domains of work and family they tend to withdraw from their
work related activities Greenhaus, Parsuraman and Collins (2016). Further
Greenhaus et al. discussed about the level of stress that the employee possess in
the organization leads to work life conflict which then lead to quitting of the job.
Batt and Valcour (2015) reported work interference with family to be significantly
and positively related to turnover intentions, and employee perceptions of control
over managing work and family to be significantly negatively related to turnover
intentions. Turnover intentions are the direct outcome of work life conflict or WFI
or FWI Boyar et al. (2013).
Which this study is mainly based, has produced strong evidence that school
administrators are effective factors on teachers’ extrinsic motivation and job
satisfaction.
Lepper and Henderlong (2000) suggest that intrinsic motivation and
extrinsic motivation operate simultaneously and are not necessarily reciprocal.
Extrinsic motivation is affected by the way a leader behaves and can actually
enhance intrinsic motivation. Similar studies in the field also show that there is a
significant relationship between leader behavior, operating as extrinsic motivation
and teacher job satisfaction (Fast, 2004; Brown, 2007; Stromberg, 2007; Andreas
and Ilada Andreas, 2007; David, 2000; Fjelstad, 1990; Lunenberg and Ornstein,
2000; Allegre, 2004; Reyes and Shin, 2005; Bare-Oldham, 2008; John & Taylor,
2009).
How School Performance is determined
According to Maslowski (2001), school performance can be measured
through the effectiveness and efficiency of the school system. Effectiveness and
efficiency can be viewed as ratios between inputs to and outputs of the education
system. A more effective system obtains more outputs for a given set of non-
monetary inputs while an efficient system obtains more output for a given set of
monetary inputs (Lockheed, 1998).
While Sammons, Hillman, and Mortimore (2015) admit that the concept of
school performance is complex, multi-dimensional, and not reducible to simple
measures, they argue that core characteristics of school effectiveness and
efficiency can be categorized. In general, frameworks that measure school
performance concentrate on the following elements: leadership in school and
classroom, assessment for and of learning, resource allocation, family and
community engagement and partnership, student voice, professional
development, intervention and support, improvement and accountability, and
curriculum and teaching (Welsh Assembly Government, 2008; DCPS, 2009;

Ontario Ministry of Education, 2013).
Defining Management and its Functions
Management can be defined as the act of coordinating the efforts of people
to accomplish desired goals and objectives using available resources. Management
involves the alignment of resources to meet organisational goals and objectives.
1. Planning
Participants identified planning as the first crucial function that educational
managers engage in. They all agreed that planning is the basis on which all other
functions fall. For Gabriel (2003) planning involves defining goals of the
organisation and the determining activities and resources required to achieve
them. Thus in simple terms planning is preparing for tomorrow (Kreitner, 1995).
Planning is focused on
 translating national education policies into school-based teaching and
learning objectives and targets;
 planning both the long-term acquisition of relevant teaching and learning
resources (including finances);

 preparing school syllabuses, schemes of work, timetables and schedules of
activities; and
 preparing schedules for meetings of the heads of departments, level heads,
parents teacher association, staff, etc.
2. Organising
Organising is the second crucial function performed by educational managers.
Gabriel (2003) sees organising as involving the acquiring of resources that the
organisation needs to achieve its aims. It, thus, involves the division of work into
functions and sub-functions, grouping of activities that are closely related in their
nature, assigning of duties and responsibilities to the employees and finally
delegation of authority and power to each employee or the group to discharge
their duties accordingly (Ibid). Thus organising involves putting in order of priority
and preference the resources which are available.
Organization aims to do:
 preparing up-to-date job descriptions for all employed staff, and assigning
roles, responsibilities and duties to staff and pupils;
 arranging for the appointment of new staff and the selection and
appointment of all staff and students holding responsibility posts;

 organising financial, human and material resources through class
allocations and purchase of textbooks and stationery; and
 preparing timetables and arranging classrooms for examinations.
3. Directing
Directing is the umbrella term for communication, leadership, motivation
and other related concepts / functions (Gabriel, 2003). Directing is nothing but
guiding and leading the people in an organisation. It is not just giving instructions
by a superior to the sub-ordinates but also is a process of supervising, guiding and
motivating the latter to achieve the organisational goals. It is a complex function
of management that ensures the employees work effectively and efficiently.
The following are some of the management directing tasks identified:
• inducting new teachers, pupils and parents;
• communicating regularly and fully, by the most appropriate means, to all
those with an interest in the school, about school programmes and
activities; and
• holding formal and informal discussions with individuals and groups,
including staff and students, and those outside the school, about all aspects
of school life.
4.4. Staffing
One of the participants defined staffing as the process of making out,
assessing, appointing, evaluating and developing the employees at work in the
school. This process involves determining the characteristics of a job and
measuring that the right number of and kind of employees are placed at the right
places and at the right time when the organisation is in need of them. Staffing
function of management begins with notifying the vacancies in the organisation
and selecting the best individuals as employees. Performance appraisal and
manpower development were also identified as the other processes involved
under the staffing function of management.
Management staffing includes:
• interviewing prospective staff;
• inducting new staff members; and
• staff developing established members of staff.

CHAPTER 3
METHODOLOGY OF RESEARCH AND PROCEDURES
This chapter presents the methods and procedures used in this study. It
describes the research design, the respondents, the research instrument used,
data gathering procedures, sampling technique, validation of instrument,
distribution and retrieval and the statistical treatment of data.
Research Design
This study used the descriptive method of research. It is an effective
method in obtaining exact fact and figure about the situation. It attempts to
describe a condition or to learn the status of something and whatever possible to
draw valid general conclusion from the facts discovered.
This method was applied to assess the state of family and social life of
school managers and their performance regarding leadership and management

using the core management functions in corporate environment: planning,
organizing, staffing, directing, and controlling.
Respondents of the Study
There are planned 100 respondents requested by the researchers to
answer the questionnaire. They are all principals, assistant principals, and
department heads from both elementary and high school (junior and senior) of
Navotas City.
Research Instrument Used
The researcher prepared a questionnaire to assess the level of leadership
competency and state of personal and social relationship of the school managers.
A Likert Type scale with a four (4) point scale of 4,3,2,1 will be utilized in the
survey.
The questionnaire consisted of two parts; the first part contained the profile
of the respondents such as gender, age, civil status, highest degree obtained,
length of administrative service, position/title, and monthly salary.
The second part of the questionnaire pertains to the assessment of the
respondents on their competency on planning, organizing, directing, coordinating,
and evaluating.
Data Gathering Procedures
Permission to conduct the study will be secured first from the Division
Office of Malabon and Navotas before distributing the copies of questionnaire to
the target respondents. As soon as the permit was given, the researcher
personally will distribute the questionnaire to the respondents, and when
accomplished, the researcher will retrieve personally from them.
Validation of the Group
The questions prepared by the group will be presented to their advisers for
comment and suggestions. The corrected questionnaire will be drafted for final
copy and then will be presented to the adviser for final draft. Then when face
validated by the adviser the questionnaire will be prepared for administration to
the respondents of the study.
Sampling Technique
The researcher used cluster sampling. In this sampling technique,
subgroups of the population are used as the sampling unit, rather than individuals.
The population is divided into subgroups, known as clusters, which are randomly
selected to be included in the study.

The researcher has limited the collection of data from samples who are
appointed in public elementary and high schools in Navotas, mainly:
Elementary
1. Navotas Elementary School
2. Navotas Elementary School I
3. Daanghari Elementary School
4. San Roque Elementary School
5. Tangos Elementary School
6. Tangos I Elementary School
7. Tanza Elementary School
8. Wawa Elementary School

High School
1. Kaunlaran High School
2. Navotas National High School
3. San Rafael Technological and Vocational High School
4. San Roque National High School
5. Tangos National High School
6. Tanza National High School
Statistical Treatment of Data
The data will be presented in tabular form. It will be analyzed and
interpreted within the parameter of the specific question in the statement of the
problem. The question using the following statistical tools will be applied.
1. Percentage of Distribution
This will be used to show the profile of the respondents according to their
age, gender, high school attended, and senior high school track.
% =f/ N (100)
Where:
% = percentage
f = frequency
N = total number of sample
2. Weighted Mean
This was used to determine the weight of each item in second part of the
questionnaire
Wx=Σƒx / N
Where: Wx = weighted mean
F = frequency
X = weight of responses
N = total number of respondents
To find the respondent’s preference, the weighted mean was applied using the
scale below.
Responses Scale Interpretation
4 3.50 and above Strongly Agree
3 2.50 - 3.49 Agree
2 1.50 - 2.49 Disagree
1 1.00 - 1.49 Strongly Disagree

CHAPTER 4
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the tabulated data gathered by the researcher
based on the response of respondents in the study. The data obtained were
analyzed and presented in tables with their statistical value arranged in the order
and sequence of the questions raised in chapter one.

APPENDICES

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CITY OF MALABON UNIVERSITY

GRADUATE STUDIES & APPLIED RESEARCH

FAMILY AND SOCIAL LIFE AND ITS

THE PROBLEM AND ITS BACKGROUND

In organizations and on the home front, especially schools, the challenge of

work/life balance is rising to the top of many employers‟ and employees‟

consciousness. In today’s fast-paced society, human resource professionals seek

options to positively impact the bottom line of their organizations, improve

personal responsibilities and thus strengthen employee loyalty and productivity.

With the upshot of K-12, teachers have many competing responsibilities

Today, the challenge calls for globally competent school managers or

school leaders whose leadership is deeply directed towards the propagation of

educational philosophy. Education Management is a remarkable occupation. It is a

of the school environment to efficiently and to effectively accomplish the desired

functions. They do the planning, organizing, directing, coordinating, and

The second wave of personal task is management in school development.

pleasant, inviting, conducive to learning as well as to give satisfaction to all people

connected with the system.

Instruction is managed to make it efficient and effective, the way the

school plant is operated. The purpose of school management and development

a harmonious working relationship around some central conception of unity

inherent in the process to be desired in learning. It has a leading role in education

and conserve as powerful, constructive influence if it is centered on the ways and

means of attaining the purpose of educational program. It demands a continuous

study of the goals to see how they can be best attained.

In this connection the principals as school managers must be equipped with

management competencies, such as: organizational skills, technical skills and

interpersonal skill to become efficient and effective on the job.

It is important to note that successful school managers composed of

principals, assistant principals, and department heads, who are achievement

learning for the whole school community.

In effective schools, school managers, led by the principals, establish

direction (mission, goals and purposes), in collaboration with “stakeholders”:

development of a “school growth plan”, as well as a school-wide staff

In order to measure the effectiveness of school managers in terms of work,

management functions will be used as criteria. Management functions are very

headmaster provides leadership by delegating duties and responsibilities to staff,

involving assessing, appointing, evaluating and developing the employees at work

And lastly there is controlling which is about monitoring and evaluation to

To make the above mentioned mission of school principals or heads, the

personal life – over a lifetime.

organization as well as on the family of that person. A high degree of

family role would prioritize the individual to be somewhat mentally preoccupied

significant implications on work to family and family to work interference.

Conceptually, it is obvious that psychological involvement would have

Parsuraman & Simmers (2014) investigated the relationship between

parental responsibilities and time commitments to family and at work. They

and have more conflicts in managing the two domains.

Work–family balance is at the core of issues central to human resource

that, implicitly or explicitly, work–family balance is at the core of HRD’s major

and organizational effectiveness.

intense pressure, constant deadlines, changing demographics, fast pace of

pressure on companies to devise flexible, innovative options that give high-

performing employees more choice and control in managing the competing

demands of work and family” (Klun 2008).

 Long and Irregular

 Role/Responsibility Work to Family

 No. of Children and

 Friends and extended

Figure 1 illustrates the relationships between work domain variables and

conceptualized and measured in the literature.

The model tries to explain the relationship of work to family interference

moderating variables can also be seen in the framework. Two, regardless of

improved organizational outcomes and individual outcomes. The model correlates