Education
Volume: 123 , Issue: 1 , April Published Date: 27 April 2023
Publisher Name: IJRP
Views: 253 , Download: 171 , Pages: 388 - 409
DOI: 10.47119/IJRP1001231420234677
Publisher Name: IJRP
Views: 253 , Download: 171 , Pages: 388 - 409
DOI: 10.47119/IJRP1001231420234677
Authors
| # | Author Name |
|---|---|
| 1 | RONA P. PERALTA |
Abstract
This research study examined the effects of school heads competence and shared instructional leadership on the school outcomes, with the aim of developing enhancement programs for school heads. Data was collected from 32 public school heads in Pila and Victoria sub-offices in the Division of Laguna, using various survey questionnaires. The findings showed that school heads demonstrated high levels of competence in promoting collaboration, self-efficacy, encouraging organizational learning, demonstrating strong ethics, authenticity, and shaping positive culture. However, they demonstrated lower levels of competence in empowering teachers to self-organize. The study also revealed that school heads exhibited a high level of shared instructional leadership in terms of school organization and operations, while demonstrating a lower level of shared instructional leadership in academics. This study also examined school outcomes in terms of School-Based Management (SBM) Level, over-all IPCR ratings of teachers, enrollment rate, dropout rate, and graduation rate. The results indicated that the schools represented by the respondents were at a Developing level in terms of SBM Level, with consistent ratings across three years. The overall IPCR ratings of teachers were at a Very Satisfactory level for all three school years, and the enrollment rate was consistently high over the three years. However, the dropout rate increased significantly in 2021-2022, and the graduation rate exhibited high variability across the three years. Moreover, the study found a positive correlation between school heads level of competence and school outcomes, and that shared instructional leadership positively impacted school organization, academic, and operational aspects. The results suggest the need for enhancement programs for school heads to further improve their competence and shared instructional leadership to achieve better school outcomes. Recommendations include developing programs and policies focusing on shared instructional leadership practices and improving school-based management. Additionally, the article recommends prioritizing the development of competencies among school heads and exploring strategies to improve school outcomes. Further studies are also recommended to determine the effects of school heads competence and shared instructional leadership on school outcomes.