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 Reforms in education are towards the manner of school

management.
 From external supervision to empowerment of school’s staff.
 More responsibility, accountability and authority to a school
principal characterized by standards and transparency.
 To solve a huge quantity of various problems daily.
( Saha, L., & Dworkin, A., 2009)

 The issue of the school head work is very complicated.

 Some succeeded bec. they were able to make adjustments.
 Others fail bec. they misread situations and commit to irrelevant
issues or weak administrative and leadership endeavors.
 Success need join efforts of people.
( Osborn, R. N., & Marion, R. ,2009)

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 The issue of the Key Elements to Success is more likely the problem of
most of the School Heads nowadays.

 Low Academic Performance of most of the Teachers.

 Poor Administrative Practices of school heads

 Geographical Location of the Schools

 Poor academic performance of the pupils

 The Dilemma of the school heads and teachers is really a great

challenge.

 Assess School Performances and Leadership Styles

 Output of this study is the Capability Building Program

for school administrators

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 There are many
Leadership Theories definitions
Leadership Styles of Development
leadership, but
of Leadership Model
 Blanchard Situational Leadership Model

 they mostly boil
Great Man Theory
Trait Theory down
Transactional to…  Vroom-Yetton
 Transformational Leadership
Leadership Decision Model
 Behavioral Theory  Instructional Leadership Full Range Leadership Model
 Contingency Theory  Inspirational Leadership  Trans-Trans-Instruc Leadership Model
 Integrated Leadership Model

Key Result Area (KRA)

Excessive Centralization
School Based Management School Leadership, Management and Operation
(SBM) Instructional Leadership
Result-Based Performance Human Resource Management and Development
Management System Parent’s Involvement and Community Partnership
Learning Environment
(RPMS)

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 Integrated Leadership Model
 Bradley Smith, 2016
 The Role of Leadership Style in Creating a Great School
 Transformational, Transactional, Instructional, Inspirational Leadership Styles

Figure 1. Conceptual Paradigm of the Study

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1. What are the leadership styles practiced by school administrators in Numancia
East District, Siargao Division?

2. What is the school performance based on the KRA in the RPMS?

3. Which among the leadership styles influence school performance?

4. Is there a significant influence between a single styles of leadership to the school

performance?

5. What capability building for school administrators can be designed?

Ho: There no significant influence between a single styles of leadership to the school
performance.

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• RESEARCH DESIGN
- Quantitative Correlation Research Design

• Sampling and Participants(Purposive)

School No. of School No. of teachers District
Administrators Supervisor
Antipolo ES 1 7
Bitoon ES 1 7
Cabugao ES 1 4
Esperanza ES 1 7
Lobogon ES 1 7
Mahayahay ES 1 4
Sayak ES 1 7
San Fernando 2
ES
Toburan ES 1 7
Quezon PS 3
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Total 8 57 1
Name of Employee: ELMIE A. CUBILLAN Name of Rater: HAREM L. TARUC, Ph.D.
Position: HEAD TEACHER III Position: ASISSTANT SCHOOLS DIV. SUPT.
Division:
Rating Period:
 Survey Questionnaire
SIARGAO
S.Y. 2017-2018
Date of Review:
Date of Approved:
9-Nov-17

TO BE FILLED IN DURING PLANNING TO BE FILLED IN DURING EVALUATION

WEIGHT PERFORMANCE INDICATORS
MFO's KRA's OBJECTIVES TIMELINE Q E T AVE Rating
PER KRA (Quality, Efficiency, Timeliness)
Check daily lesson plans/logs of teachers June to Check daily lesson plans/logs of 7 teachers
10%
twice in a week. March in a week promptly. 5 5 5 5.00 0.50
Observe K - 12 classes of at least 4 teachers Observe 4 teachers everymonth with
KRA's 1: once in a month. 15%
competent STAR Observartion and MOV's. 5 4 4 4.33 0.65
Instructional Provide technical assistance to teachers and
Leadership stakeholders in formulating of SIP adjustment, Provide appropriate technical assistance
(30%) through coaching and providing appraisal and to teachers and stake holders once in a year
5%
feedback on their draft plans so that the school in the formulation and visiting of SIP.
can have approved plans as basis for budgeting
and resourcing. 4 4 4 4.00 0.20
Prepare and submit required documents to the June to Submit required documents for demolition of
KRA's 2: Division Engineer for demolition of new Marcos March Marcus type building based on the safety needs
6%
Learning type school building for safety of school of the school children.
Environment children. 5 5 5 5.00 0.30
(20%) Construct at least 2 improvement projects Rehabilitate stage into multipurpose building
14%
this school year. and construct dirty kitchen of school canteen. 5 5 5 5.00 0.70
KRA's 3: Conduct at least 3 faculty meetings in every June to Dessiminate every Division and District
5%
Human semester for updates and assessment. March MANCOM for updates/concerns in school year. 4 4 4 4.00 0.20
Resource Conduct IPCR/OPCR review for system Conduct IPCR/OPCR review to provide
10%
Mngt. & appraisal and evaluation. exact output on its implecations once in a year. 5 4 4 4.33 0.43
Development Conduct at least 1 SLAC session in every Enhance teachers participation on SLAC
5%
(20%) quarter with attendance sheet and MOV's. session. 4 4 4 4.00 0.20

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 Two Data Gathering Instruments

 Self-Assessment Survey (Page 40)

(For School Head)

 Rater-Assessment Survey (Page 45)

(For Teachers)

 Manual Guide (Page 50)

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 Transformational Instructional

A A
3 4 3 4
1 ___ 5 ___ 9 ___ 3 ___ 7 ___ 11 ___

B B
3 4 4 4 4
2 ___ 6 ___ 10 ___ 3
4 ___ 8 ___ 12 ___

C C
3 4 5 3 4
3 ___ 7 ___ 11 ___
57 1 ___ 5 ___ 9 ___
54
D
3
4 ___
4
8 ___
4
12 ___
57 15
D
3
2 ___
4
6 ___ 10 ___
4 54 15
E
3
1 ___
4
5 ___ 9 ___
5 3.80
E
3
3 ___
3
7 ___ 11 ___
2 3.60
Transactional Inspirational

A A
3 4 4 4 4
2 ___ 6 ___ 10 ___ 3
4 ___ 8 ___ 12 ___

B B
3
3 ___
4
7 ___
4
11 ___ 3
1 ___ 4
5 ___ 9 ___ 3
C
3
4 ___
4
8 ___ 12 ___
4 55 C

2 ___
3
6 ___
4
10 ___
56
D D
3
1 ___
4
5 ___ 9 ___
4 55 15 3
3 ___
4
7 ___ 11 ___
4 56 15
E E

2 ___
3
6 ___
4
10 ___ 3.67 3
4 ___
4
8 ___ 10 ___
3 3.73
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The following scoring guide and interpretation will be used to determine the leadership styles:

Weighted Mean Verbal Interpretation

4.20 – 500 To a Very Great Extent

3.40 – 4.19 To a Great Extent

2.60 – 3.39 To a Little Extent

1.80 – 2.59 To a Very Little Extent

00 – 1.79 No Extent at All

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Weighted Mean Verbal Interpretation
4.20 – 500 To a Very Great Extent
3.40 – 4.19 To a Great Extent

2.60 – 3.39 To a Little Extent

1.80 – 2.59 To a Very Little Extent

00 – 1.79 No Extent at All

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 Transformational Instructional

A
4 4 12 3
A
3 4 11 3 3.67
1 ___ 5 ___ 9 ___ 4.00 3 ___ 7 ___ 11 ___

B
3 4 4 11 3 3.67
B
4 4 13 3 4.33
2 ___ 6 ___ 10 ___
5
4 ___ 8 ___ 12 ___

C
5 4 5 14 3 4.67 C
3 4 11 3 3.67
3 ___ 7 ___ 11 ___ 1 ___ 5 ___ 9 ___

D 3 4 10 3 3.33 D
4 4 4 12 3 4.00
3
4 ___ 8 ___ 12 ___ 2 ___ 6 ___ 10 ___

E
3 4 5 12 3 4.00 E 3 3 2 8 3 2.67
1 ___ 5 ___ 9 ___ 3 ___ 7 ___ 11 ___

Transactional Inspirational

A
5 4 4 13 3 4.33
A
4 4 11 3 3.67
2 ___ 6 ___ 10 ___ 3
4 ___ 8 ___ 12 ___

B B
3
3 ___
4
7 ___ 11 ___
4 11 3 3.67 3
1 ___
4
5 ___ 9 ___
3 10 3 3.33
C
3 4 10 3 3.33
C
4 11 3 3.67
3 3
4 ___ 8 ___ 12 ___ 2 ___ 6 ___ 10 ___

D
3 4 4 11 3 3.67
D
4 4 4 12 3 4.00
1 ___ 5 ___ 9 ___ 3 ___ 7 ___ 11 ___

E E
4 4 12 3 4.00 3 4 3 10 3Page 13
3.33
2 ___ 6 ___ 10 ___ 4 ___ 8 ___ 10 ___
The following scoring guide will be used to analyze:

Weighted Mean Verbal Interpretation

4.20 – 5.00 Highly Evident

3.40 – 4.19 Evident

2.60 – 3.39 Moderately Evident

1.80 – 2.59 Slightly Evident

00 – 1.79 Not Evident

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Page 15
THANK YOU

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