CORRELATING ADMINISTRATIVE PRACTICES

OF JUNIOR AND SENIOR HIGH SCHOOL

PRINCIPALS AND TEACHERS’ PERFORMANCE
IN THE DIVISION OF QUEZON: BASIS FOR A
DEVELOPMENT PLAN FOR SCHOOL LEADERSHIP

EDAD-280
Seminar in Dissertation Writing

BLANDE C. TULLAO
May, 2019
INTRODUCTION:
In today’s educational system, a principal or the school
leader is tasked with engaging and managing staff, leading
and monitoring curriculum delivery, effectively allocating
resources, and responding to the demands of external
stakeholders to ensure that progress and development of
the school will be attained. It is of utmost importance for
the school leader that his role emanates from the goals and
aspirations of all the stakeholders in that particular
educational institution (Corpuz, 2015). For more than
twenty years of teaching experience by the researcher, lots
of achievements were given to one particular school in the
First Congressional District of Quezon because substantial
and significant improvement had been observed within a
short period of time and the sudden change came when the
reshuffling of principals happened.
STATEMENT OF THE PROBLEM:
This study attempts to identify the administrative practices of
public secondary school principals and the teachers’ performance in
the Division of Quezon.
Specifically, it seeks to find answers to the subsequent
questions:
1. What are the principals’ profile in terms of:
1.1 Age
1.2 Sex
1.3 Educational Attainment
1.4 Length of Service as Principal

2. What are the level of the administrative practices of public Junior

and Senior High School Principals in terms of;
2.1 Data Management
2.2 Financial Management
2.3 Conflict Management
2.4 School Facility Management
2.5 School Linkages
3. What are the level of teachers’ performances in terms of
3.1 Professional Development
3.2 Teaching-Learning Process
3.3 Students’ Outcome
3.4 Decision Making
3.5 Collegiality and Collaboration

4. Is there a significant relationship between the administrative

practices of the public secondary school principals and the
teachers’ performances in terms of?
4.1 Professional Development
4.2 Teaching-Learning Process
4.3 Students’ Outcome
4.4 Decision Making
4.5 Collegiality and collaboration
Theoretical Framework
Theories allow people to make vast and
complicated amounts of information into understandable
concise pieces and to highlight the main issues or focal
points of that vast amount of information (Burnes &
Cooke, 2012).
The study is anchored to the leadership role of the
principals as they applied administrative practices in
educational institutions. According to Boyd et. Al. in
2011, the power of leaders may be measured in terms of
the amount of influence they have over group members’
behaviour and motives. Their power varies with their
prestige; the degree to which their actions are regarded
as significant, relevant, appropriate and legitimate by
others.
Danielson (2011) noted that certain individuals are
likely to be perceived as leaders by others because they
possess the proper combination of personalities.
Traditionally, these qualities or traits were considered
to be inborn-genetically determined, but the view that
generally prevails in Western cultures is that
characteristics of leadership can be learned by those
who aspire to high position.
 Figure 1: Mc Gregor Theory X and Theory Y

Theory X and Theory Y are theories of human motivation and management

created by Douglas McGregor. These theories describe two contrasting
models of workforce motivation applied by managers in human resource
management, organizational behaviour, organizational communication and
organizational development. From the DepEd’s RPMS point of view, the
theory Y relates to competencies at play when teachers do their jobs. Each
teacher’s competencies can promote organizational values and help achieve
organizational goals. If individuals and units possess required
competencies and demonstrate values consistent with strategic goals, the
organizational vision will be realized.
CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Principals profile in terms of Assessing

:
 Age Teachers’
 Sex Performances in
 Educational terms of:
Development Plan for
Attainment
School Leadership
 Length of •Professional
Service as Development
Principal
Administrative •Teaching-
Practices of the Learning Process
Principals in terms
of: • Students ‘
 Data Outcome
Management
•Decision Making
 Financial
Management •Collegiality and
 Conflict Collaboration
Management
 School Facility
 School Linkages

Figure 2: Research Paradigm

Scope and Limitations of the Study
This study will focus on forty five public Junior
and Senior High School Principals in the Division of
Quezon and eight randomly selected teachers from
each of the 60 public high schools will be selected.
Thus, the total respondents will be 60 principals and
540 teachers from those schools in the entire
Division of Quezon. This study focuses on the
probable relationship between the administrative
practices of public Junior and Senior High School
Principals and the teachers’ performance in terms of
professional development, teaching-learning
process, students’ outcome, decision making and
collegiality and collaboration.
Research Design
The descriptive correlation
research will be used by the
researcher to gather data and
information about the public secondary
school principal’s personal profile, their
administrative practices and the
teacher’s performance in the Division
of Quezon.
Research Population and Sample
The Department of Education Division of
Quezon Province is composed of four (4)
congressional districts. This study will focus
on sixty public Junior and Senior High School
Principals in the Division of Quezon and eight
randomly selected teachers from each of the
60 public high schools will be selected. Thus,
the total respondents will be 60 principals and
540 teachers from those schools in the entire
Division of Quezon.
Research Instrument
A self-constructed questionnaire is the main
instrument to be employed by the researcher.
Content study of the written materials of different
authors was utilized to come up with the primary
data to be gathered, these materials included books,
unpublished thesis, journals, magazine, periodicals
and other reading references available in different
libraries that were visited by the research.
Data Gathering Procedure
In order to expand the ease of access to the
respondent’s institution, the researcher will write a letter
of request to conduct study addressed to the Schools
Division Superintendent of the Department of Education
(DepEd) Division of Quezon Province, Dr. Merthel M.
Evardome, Schools Division Superintendent of Tayabas
City, Dr. Catherine P. Talavera and Schools Division
superintendent of Lucena City, Dr. Aniano A. Ogayon.
After the approval, the researcher will present it to the
District Supervisors of the Division of Quezon Province for
the proper endorsement to the respective public secondary
school principals to accommodate the researcher and
provide assistance needed to facilitate the survey.