Principals’ Level of Leadership, Teachers’ Teaching Performance and

Achievement of Pupils in Boston District , Davao Oriental Division:

Basis for an Intervention program
Garry P. Lara

Abstract

The study assessed the principals’ level of leadership, the teachers’ teaching performance and the
achievement of the pupils. A descriptive research design was used. Random sampling was manipulated
in the choice of respondents. The instruments were subjected to validity and reliability tests. The
statistical tools in the data analysis were weighted mean, arithmetic mean, percentage, standard
deviation, chi-square, coefficient of contingency and t-test. The principals’ professional preparation profile
was very satisfactory. Their leadership was in the satisfactory level. The teachers exhibited a satisfactory
teaching performance. However, the learners’ achievement was in the low level. Teachers must uphold
the moral responsibility to give the best teaching to the learners to let them reach the highest peak of their
goals. Both the principals and the teachers must be loyal to their commitments and keep on inspiring one
another for the success of their undertakings.

Keywords: Principal leadership; teachers’ teaching; pupils’ achievement; intervention program

Introduction

Leadership is a process not a position. Its challenge is to create change. Its

central issue is the acceptance of responsibility. Its chief responsibility is to produce
role models in personality and character. Among the responsibilities of a leader is to
articulate the vision, embody the mission, emphasize the purpose and clarify the goals
for each person and department in school.

Teachers’ teaching performance can be described as the duties performed by a

teacher in the school system in achieving organizational goals. It also refers to the
ability of teachers to combine relevant inputs for the enhancement of teaching and
learning processes.

The results of the pupils’ regional and national examinations were taken as the
bases of the efficiency and effectiveness of principals and teachers. Though both
showed good level of performance but the pupils’ ratings in English. Mathematics,
Science and Health divulged the weaknesses of the learners. This was the objective of
the researcher in performing this study. It would like to look into the possible reasons
for the said inconsistency.
 The underlying principles in the study were based from the works of Maxwell
(2011) and Baltazar, Conti, Pimentel and Franco (2013). They advocated that effective
leaders and teachers are expected to be lifelong learners but sometimes along the way,
they get struck in their dreaded comfort zones.

Method

The researcher utilized the descriptive research design. This was conducted in
the nine complete elementary level and three primary schools of Boston District,
Division of Davao Oriental. Random sampling was used to determine the sample size
of 52 out of the 105 population of principals and teachers. A research-based
questionnaire for both of them was used. The achievement ratings of the Grade 5 pupils
were derived from the Modules 2 and 3 of the District Educational Management
Information System (EMIS). Several statistical tools were used to give proper analysis
to the data collected.

Results and Discussions

The professional preparation profile of the principals is in the very satisfactory

level. Majority of them are MA holders and have been handling administrative and
supervisory works from ten years and above. They have the bearings and competence
to perform their duties. They have the potentials to make the teachers work effectively
and proficiently. It is construed that growth and development is their highest calling but
they were not able to give the highest importance to this. The teachers perceived the
principals’ level of leadership as satisfactory. The principals gave themselves a high
rating for their own leadership prowess.

The principals rated the teachers’ teaching and management skills as

satisfactory while their guidance, evaluation, and personal competencies as high. The
teachers came up with the same results for themselves. It was found out however, that
their instructional competencies were not mobile and kinesthetic at all times. They
displayed fluctuating and diverged teaching competencies which could be ascribed and
influenced by the principals’ level of leadership. Nonetheless, despite all odds, they
exerted efforts to do their tasks as prescribed.

Ho1 was accepted. There was no significant difference on the perceptions of the
principals and teachers on the level of leadership of the principals and the instructional
competencies of the teachers.
 The achievement level of the Grace V pupils was below average due to some
factors like the teachers’ failure to give differentiated activities and the use of IM’s, the
home and parents’ factors like their distance and no follow-up actions on their children
and the pupils’ lack of interest themselves.

Ho2 is rejected. There was a significant relationship among the achievement of

the pupils in English, Mathematics Science and Health, the performance of teachers
and the principals’ level of leadership and their personal preparation profile.

Both principals and teachers have the common desires and aspirations in their
tasks and responsibilities. They have the stamina, conviction and confidence in doing
their roles and obligations.

The principals and teachers must keep on inspiring and influencing each other.
They should have courage if they fail and aspire to improve. The principals must work
hand in hand with other higher officials, parents, citizens and NGO’s to provide teachers
with much needed books, equipment and instructional materials to be in line with the K
to 12 curriculum. Furthermore, the achievement must be constantly followed-up to
determine their improvement.

According to Caldwell and Spinks (2002), quality education begins with

relationships built upon trust, time spent together, and respect and passion for each
child. All processes have to be continually reviewed, assessed and redirected as the
needs are addressed and as they change,

References

Baltazar, Conti, Pimentel & Franco (2013). Management in Philippine setting. Manila:
National Book Store

Caldwell, B. & Spinks (2002). Leading the self-managing school. London: the Falmer
Press

Maxwell, J. (2011). The five levels of leadership. Nasville, Tennessee: Thomas Nelson
Inc.