Administrative and supervisory practices among elementary school heads in the schools division of Nueva Vizcaya: towards redefining exemplar practices/
Jimenez, Rosalie L.
Administrative and supervisory practices among elementary school heads in the schools division of Nueva Vizcaya: towards redefining exemplar practices/ Rosalie L. Jimenez - Bayombong: Nueva Vizcaya State University, 2021. - xvi, 183 leaves : illustrations ; 28 cm.
This study determined the personal and school-related profile of the school heads, the level of their administrative and supervisory practices as to the different dimensions. It also aimed to redefine the administrative and supervisory practices of school heads. This study was conducted to 18 school heads and 206 elementary teachers from the Schools Division of Nueva Vizcaya. The data were generated through the use of online survey questionnaire via google form as the main data gathering tool supported by document analysis and interview. The online survey questionnaire has two parts, demographic profile and assessment of the school heads' administrative and supervisory functions.
The data were analyzed using both quantitative and qualitative methods. In the quantitative approach, the descriptive evaluative type of research using a survey questionnaire was utilized to provide descriptive data in dealing with the demographic and school-related profile of the respondents as well as the level of practices of elementary school heads in terms of administrative and supervisory functions, differences on the administrative and supervisory practices of school heads when grouped according to profile variable and the significant relationship between the level of school heads practices of administrative and supervisory functions. In the qualitative approach, document analysis was utilized to strengthen or support the administrative and supervisory practices of school heads. The results of the qualitative analysis were supported by an interview with the Public Schools District Supervisors to further strengthen the findings of the study and to develop a better analysis and provide details on the exemplar practices of school heads.
The administrative and supervisory functions of elementary school heads were compared by their profile variables. Results of the study revealed that most of the school heads are within the age group 60 years old and below mostly females, school heads by position and master degree holder. Most of the school heads were awarded in the district level and were assigned in central schools with a population of 15 and below teachers and 301 and above pupils with a total school MOOE of 21, 000 and above.
The level of practices of elementary school heads in terms of administrative and supervisory functions as to the different dimensions was strongly practiced. Significant differences were observed in the administrative functions of the school heads as to the different dimensions when grouped according to age, sex, position and highest educational attainment while no significant differences occur on the school leadership management and operations and other functions/ special assignment when grouped according to age and sex. Significant differences were also noted on the administrative functions of school heads as to the different dimensions when grouped according to type of school, teacher population, pupil population and total school MOOE.
Furthermore, the age group of respondents belonged to 60 years old and below had a significant impact on the execution of plans for a sustainable learning environment. Female school heads are practicing their administrative functions than the male school heads. They engage more in collaboration with parents and community in attaining the DepEd goals inbasic education. In addition, the position of the school heads had no influence on the learning environment and parents' involvement and community partnership for performance. School heads with master's degrees are strongly practicing their administrative functions than the school heads with doctorate degrees. Moreover, the various awards received by school heads either regional, national, and international awards could contribute in the execution of learning environment strategic plans of school heads. The type of school had significant influence on the learning environment, parents' involvement and community partnership for performance school leadership management and operations and other functions/ special assignment. The higher the teacher population of schools, the better execution of learning environment strategic plans. Thus, having more teachers in schools could have a positive influence on school academic functions such as partnerships and community involvement.
Likewise, the more the population of the pupils, the more they manifest their practice of administrative functions. In terms of MOOE, the more finances given the more task to be conducted signifying more practice of their administrative functions to improve their learning environment. Schools with higher MOOE has a great impact on the formulation and implementation of school plans.
Supervisory practices directly influenced the instructional leadership and human resource management and development in terms of their position and highest educational attainment. Moreover, school heads do not vary in their practice of supervisory functions as to instructional leadership and human resource management and development in terms of their age, sex, and awards received. As to the school-related profile of the school heads, they do not differ in their practice of supervisory functions when grouped according to type of school, teacher population, pupil population and total school MOOE. Significant relationship between the level of practice of school heads in their administrative functions and supervisory functions in all of their respective dimensions was also observed. This indicates that when the school heads strongly practiced their administrative functions, it follows that they manifest a high level of practices in terms of their supervisory functions. Lastly, redefined exemplar practices are derived based on the data gathered through online survey questionnaire supported by document analysis and interview.
Thesis (Master of Education - Educational Administration)
Includes appendices and bibliographical references.
Administrative and supervisory practices among elementary school heads in the schools division of Nueva Vizcaya: towards redefining exemplar practices/ Rosalie L. Jimenez - Bayombong: Nueva Vizcaya State University, 2021. - xvi, 183 leaves : illustrations ; 28 cm.
This study determined the personal and school-related profile of the school heads, the level of their administrative and supervisory practices as to the different dimensions. It also aimed to redefine the administrative and supervisory practices of school heads. This study was conducted to 18 school heads and 206 elementary teachers from the Schools Division of Nueva Vizcaya. The data were generated through the use of online survey questionnaire via google form as the main data gathering tool supported by document analysis and interview. The online survey questionnaire has two parts, demographic profile and assessment of the school heads' administrative and supervisory functions.
The data were analyzed using both quantitative and qualitative methods. In the quantitative approach, the descriptive evaluative type of research using a survey questionnaire was utilized to provide descriptive data in dealing with the demographic and school-related profile of the respondents as well as the level of practices of elementary school heads in terms of administrative and supervisory functions, differences on the administrative and supervisory practices of school heads when grouped according to profile variable and the significant relationship between the level of school heads practices of administrative and supervisory functions. In the qualitative approach, document analysis was utilized to strengthen or support the administrative and supervisory practices of school heads. The results of the qualitative analysis were supported by an interview with the Public Schools District Supervisors to further strengthen the findings of the study and to develop a better analysis and provide details on the exemplar practices of school heads.
The administrative and supervisory functions of elementary school heads were compared by their profile variables. Results of the study revealed that most of the school heads are within the age group 60 years old and below mostly females, school heads by position and master degree holder. Most of the school heads were awarded in the district level and were assigned in central schools with a population of 15 and below teachers and 301 and above pupils with a total school MOOE of 21, 000 and above.
The level of practices of elementary school heads in terms of administrative and supervisory functions as to the different dimensions was strongly practiced. Significant differences were observed in the administrative functions of the school heads as to the different dimensions when grouped according to age, sex, position and highest educational attainment while no significant differences occur on the school leadership management and operations and other functions/ special assignment when grouped according to age and sex. Significant differences were also noted on the administrative functions of school heads as to the different dimensions when grouped according to type of school, teacher population, pupil population and total school MOOE.
Furthermore, the age group of respondents belonged to 60 years old and below had a significant impact on the execution of plans for a sustainable learning environment. Female school heads are practicing their administrative functions than the male school heads. They engage more in collaboration with parents and community in attaining the DepEd goals inbasic education. In addition, the position of the school heads had no influence on the learning environment and parents' involvement and community partnership for performance. School heads with master's degrees are strongly practicing their administrative functions than the school heads with doctorate degrees. Moreover, the various awards received by school heads either regional, national, and international awards could contribute in the execution of learning environment strategic plans of school heads. The type of school had significant influence on the learning environment, parents' involvement and community partnership for performance school leadership management and operations and other functions/ special assignment. The higher the teacher population of schools, the better execution of learning environment strategic plans. Thus, having more teachers in schools could have a positive influence on school academic functions such as partnerships and community involvement.
Likewise, the more the population of the pupils, the more they manifest their practice of administrative functions. In terms of MOOE, the more finances given the more task to be conducted signifying more practice of their administrative functions to improve their learning environment. Schools with higher MOOE has a great impact on the formulation and implementation of school plans.
Supervisory practices directly influenced the instructional leadership and human resource management and development in terms of their position and highest educational attainment. Moreover, school heads do not vary in their practice of supervisory functions as to instructional leadership and human resource management and development in terms of their age, sex, and awards received. As to the school-related profile of the school heads, they do not differ in their practice of supervisory functions when grouped according to type of school, teacher population, pupil population and total school MOOE. Significant relationship between the level of practice of school heads in their administrative functions and supervisory functions in all of their respective dimensions was also observed. This indicates that when the school heads strongly practiced their administrative functions, it follows that they manifest a high level of practices in terms of their supervisory functions. Lastly, redefined exemplar practices are derived based on the data gathered through online survey questionnaire supported by document analysis and interview.
Thesis (Master of Education - Educational Administration)
Includes appendices and bibliographical references.
