This literature is an analysis of the theory and practice of selecting school heads/leaders; it shows that theory as contained on books and practice thereof are not so parallel in the Philippine setting, it is just a pilot investigation which will be revised later on.
This literature has been passed as a partial requirement for a subject in Master of Arts in Education Major in Administration and Supervision at Divine Word College of San Jose.
For comments, suggestions ad reactions please e-mail me at edu_peter2000@yahoo.com, your pertinent suggestions will be valued.
Original Title
Qualification Philippine School Heads in the Philippines
This literature is an analysis of the theory and practice of selecting school heads/leaders; it shows that theory as contained on books and practice thereof are not so parallel in the Philippine setting, it is just a pilot investigation which will be revised later on.
This literature has been passed as a partial requirement for a subject in Master of Arts in Education Major in Administration and Supervision at Divine Word College of San Jose.
For comments, suggestions ad reactions please e-mail me at edu_peter2000@yahoo.com, your pertinent suggestions will be valued.
This literature is an analysis of the theory and practice of selecting school heads/leaders; it shows that theory as contained on books and practice thereof are not so parallel in the Philippine setting, it is just a pilot investigation which will be revised later on.
This literature has been passed as a partial requirement for a subject in Master of Arts in Education Major in Administration and Supervision at Divine Word College of San Jose.
For comments, suggestions ad reactions please e-mail me at edu_peter2000@yahoo.com, your pertinent suggestions will be valued.
SELECTION OF SCHOOL HEADS IN PHILIPPINE SCHOOLS: DILEMMAS OF
MISMATCH OF THEORY AND PRACTICE
Peter Philip M. Perez MA in Education -Supervision and Administration Divine Word College of San Jose
I. INTRODUCTION: School Heads plays vital role in the success of every affairs of the Department of Education; this is said to be true whether taken in a unit analysis or the school analysis or macro analysis or the entire system. Thus, selection of the appropriate persons to be promoted in such positions entails proper analysis of credentials and backgrounds of the prospective applicants. The said analysis must be done to ensure smooth functioning of the entire system. There are things which a duly positioned heads must possess. Generally speaking, they must be able to follow well defined memorandums sent from the higher hierarchies of the Department (DECS Manual 2000, p. 99) wherein it states that A memorandum is sent to an official or employee in the organization to announce directive/ assignment or to request information, authority, funding, etc. And inability to follow such will pervert the so called good intentions of higher executives for the entire department. Thus, in lieu of the above statements; qualifications are, and must be deemed necessary in the installation of such in the field offices or schools. These qualifications are said to have come from two polar origins which are: the theoretical, which is an ideal description of what the school head must be, and, the operational, which is the actual which is the credentials deemed by the Department of Education for prospective school heads as stipulated in the memorandums and directives. Kathleen Cotton (2003) in her literature entitled Principals and Student Achievement: What the Research Says. Enumerated some theoretical qualifications/characteristics that school heads must possess which I quote: 1. Ability to maintain safe and orderly environments. 2. Has Vision and goals focused on high levels of student learning. 3. Has high expectations for student learning 4. Self-confidence, responsibility and perseverance. 5. Maintains visibility and accessibility. 6. Ability to poster positive and supportive climate. 7. Ability to enhance communication and interaction. 8. Has emotional and interpersonal support. 9. Fosters Parent and Community outreach and involvement. 10. Maintains rituals, ceremonies and other symbolic actions. 11. Maintains and foster shared leadership, decision making, and staff development. 12. Fosters collaboration 13. Has instructional leadership. 14. Ongoing pursuit of high levels of student learning 15. Maintain norms of continuous improvement 16. Fosters discussion of instructional issues 17. Does classroom observation and feedbacks to teachers 18. Support teachers autonomy 19. Support of risk taking 20. Provides professional development opportunities and resources. 21. Always protecting instructional time 22. Monitoring student progress and sharing findings 23. Use student progress for program improvement 24. Recognition of student and staff achievement. 25. Role modeling. These characteristics are indeed needed by one who wants to become a leader of school for reasons of its idealism. However, there are more to reality than the theoretical; thus, sprouts administrative decisions on selection of school heads. The Department of Education provides through well stipulated memorandums, the necessary or ideals needed for elevating a school teacher to the position of heads; thus, sprouts the operational side of selection. DepEd Order No. 48, s. 2004 for instance mentioned the necessary qualifications for Head Teacher I or the lowest rank which can be entrusted to take care of a school which are: Bachelors Degree in Secondary/Elementary Education or equivalent thereof with 18 professional education units and with appropriate field of specialization. 1 year Teacher-In-Charge or 3 years teaching experience 8 hours of relevant training. With eligibility as stipulated in RA 1080.
II. STATEMENT OF THE PROBLEMS: Jiving from the above statements, we can see conspicuously that there are problems as regards to the selection of school heads in the country. The qualifications mentioned in DepEd Order No. 48, s. 2004 might not be enough to ensure that the ideals mentioned in the literature of Kathleen Cotton (2003). Thus, it may be enough to say that it is indeed contributory to the flop of Philippine Educational system mentioned in many literatures ( ). III. OBJECTIVES: o To ensure installation of qualified school heads in Philippine schools o To alleviate the problems concerning the past iniquitous selection of school leaders.
IV. ALTERNATIVE COURSE OF ACTION/DISCUSSION:
1. In-Service training for duly installed School Heads who lacks qualifications as against the international standards.
In-Service Trainings are of benefits to both teachers and School Heads alike (Bohumra Lazarov and Alice Prokopov (2004). However, although deemed important research studies on the demographic characteristics and professional development of educators have focused more on teachers than on school administrators. And Little information is available about the profiles and preparation of school leaders to meet the new challenges in the twenty-first century schools (Zhixin Su et.al (2003). Thus, it must be emphasized for reasons of deemed success of schools. Deutsche Gesellschaft fr Internationale, a training institution provides that trainings such as these are important so that they can perform their roles efficiently and provide effective management of education and training deliver. Furthermore, The School administration is different from that of enterprises due to its goal. And, like any other organization, the school needs means to run efficiently. These means are mainly of human, material, financial, legal and technological nature (GAPARAYI Andr, 2008). Thus, makes emphasis to what Bamburg and Andrews' (1990) studys that school districts and professional associations must develop in-service programs that will provide on-going leadership training and support for practicing administrators.
2. Oblige school heads to enroll to leadership focused subjects offered in various Post Graduate schools in the country.
The education-portal.com provides that, principals must major in Administration and Supervision to make sure that they will be able to facilitate the task of overseeing the school affairs with ease in highfalutin degree; for, the knowledge and skills needed to be effective instructional leaders are not innate; they must be learned said Richardson et al. (1989) and further states that "a systematically designed and implemented training program has a positive effect on practicing principals" (p. 9).
3. Careful selection of prospective school heads in tune with international standards.
Common sense has it that we must install qualified persons for the key positions in schools and, the iniquity to do such will inevitably result to failure of the affairs of the entire system. The said is also in connection to the common idiom garbage in, garbage out (thefreedictionary.com; wisegeek.org).
V. RECOMMENDATIONS: All the alternative courses of action mentioned above must be followed in order to attain school leadership which is in orderly fashion, and in tune with the standards of global educational leadership.
VI. REFERENCES:
1. Marzano (2005) School Leadership that Works. Association for supervision and curriculum development. 2. DepEd Order No. 48, s. 2004 3. Kathleen Cotton (2003) Principals and Student Achievement: What the Research Says. Alexandria, VA: Association for supervision and Curriculum Development. 4. GAPARAYI Andr (2008) SCHOOL MANAGEMENT:Training manual for secondary school Head teachers. Mineduc School Management. 5. Richardson, M., Prickett, R., Martray, C., Cline, H., Ecton, G., & Flanigan, J. (1989). Supervised practice: A staff development model for practising principals. Paper presented at the Annual Meeting of the National Council of Statistics on Inservice Education, San Antonio, TX. (ERIC Document Reproduction Service No. ED 314861) 6. Bamburg, J. D., & Andrews, R. L. (1990). Instructional leadership, school goals, and student achievement: Exploring the relationship between means and ends. Boston, MA.: Paper presented at the Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service No. ED 319783) 7. Idiom garbage in, garbage out. http://idioms.thefreedictionary.com/Garbage+in,+garbage+out 8. Idiom garbage in, garbage out. http://www.wisegeek.org/what-is-garbage-in-garbage- out.htm