EDITED Chapter 3 and 4

SCHOOL HEADS’ ACADEMIC MANAGEMENT PROFICIENCY IN BAUAN
DISTRICT, DIVISION OF BATANGAS PROVINCE S.Y. 2020 - 2021
RIZAL COLLGE OF TAAL
Chapter 3
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the presentation, analysis and interpretation of data
gathered by the researcher.
1. Profile of the Respondents
1.1 Age. Table 1.1 shows the profile of the respondents in terms of age.
Table 1.1
Profile of Respondents in terms of Age.
Age (years) Frequency Percentage
35 years and above 103 66.0
34 years and below 53 34.0
Total 156 100.0
The data in the table shows that the majority of the respondents (66%) or
103 out of 156 respondents are 35 years old and above. Fifty-three (34%) of the
156 respondents are 34 years old and below.
This was supported by Batool, Khattak, and Saleem, (2016), determined
impact of principal's age and experience on conflict management style at
secondary school level. Result shows that there was insignificant relationship of
the principal's age and experience with their management skills. This means that
no matter what the age of the principal was, they could still manage the school.
1
1.2 Gender. Table 1.2 shows the profile of the respondents in terms of gender.
Table 1.2
Profile of Respondents in terms of Gender.
Sex Frequency Percentage
Male 13 8.3
Female 143 91.7
Total 156 100.0
Table 1.2 revealed that majority of the respondents are female, with a
frequency of 143 or 91.7%, it was followed by male with a frequency of 13 or
8.3%.
The result of the study was supported by The National Survey for
Statistics, (2020), revealed that the percentage of public school principals who
were female in 2017–18 (54 percent) was 10 percentage points higher than in
1999–2000 (44 percent).
Moreover, Smith, (2011), revealed that in a survey about the correlation of
demographic profile in terms of sex to online surveys. Pearson's chi square
analysis showed a significant relationship between gender and survey response
rates: female faculty members contributed to the respondent data set, compare
to male. One possible explanation for the observations is that the observed
differences in female and male faculty response rates is a product of differences
in female and male values operating in a gendered online environment. Results
2
of this study suggest that researchers should not assume that response behavior
toward online surveys, and therefore data gathered from online surveys, is free of
gender bias.
1.3 Educational Attainment. Table 1.3 shows the profile of the respondents in
terms of educational attainment.
Table 1.3
Profile of Respondents in terms of Educational Attainment.
Educational Attainment Frequency Percentage
BS Graduate 20 12.8
MA units 91 58.3
MS Graduates 38 24.4
Ed.D or/Ph.D Units 6 3.8
Ed.D or/Ph.D Graduate 1 .6
Total 156 100.0
The data revealed that out of 156 respondents, only 1 or 0.6 % has the
highest educational attainment of Doctor of Education; 6 or 3.8 % have earned
units in Doctor of Education, 38 or 24.4 % graduated as Master of Arts in
Education; and majority, 91 or 58.3 % of the respondents just earned several
units in Master of Arts in Education. On the other hand, the remaining 20 or 12.8
% attained different degrees like Bachelor of Elementary Education andr
Bachelor of Science.
3
The result of the study was supported by Brandman, (2021), revealed that
the minimum requirement for elementary, middle and high school principals is a
bachelor’s degree. But the typical entry-level education is a master’s
degree or higher. It is Because school districts look for education leadership skills
and knowledge that are distinct from classroom teaching. A master’s degree
focused on education administration can help them prepare to manage staff,
develop budgets, evaluate and develop curriculum, and handle education policy
issues. Pursuing a relevant, advanced degree in education is one of the most
important steps that a principal can take in becoming a principal.
1.4 Length of Service. Table 1.5 shows the profile of the respondents in terms
of length of service.
Table 1.4
Profile of Respondents in terms of Length of Service.
Length of Service Frequency Percentage
21 years in service and

52 33.3
above
20 years in service and

104 66.7
below
Total 156 100.0
The data indicate that 104 out of 156 or 66.7% of the respondents are
serving for about 20 years and below while only 52 out of 156 or 33.3 % are 21
years in service and above.
4
This was supported by Podolsky, (2016), years in service in relation to
teaching experience is positively associated with student achievement gains
throughout a teacher’s career. As teachers gain experience, their students are
more likely to do better on other measures of success beyond test scores, such
as school attendance.
1.5 Designation. Table 1.5 shows the profile of the respondents in terms of
designation.
Table 1.5
Profile of Respondents in terms of Designation.
Designation Frequency Percentage
School Head 11 7.1
Master Teacher 18 11.5
Teacher 127 81.4
Total 156 100.0
The data indicate that 127 or 81.4% of the respondents are teachers, 18
or 11.5% are master teachers and 11 or 7.1% are school heads.
The findings are similar to the study conducted by Lopez (2016) in
Classroom Supervisory Practices and Their Relationship to Teacher
Effectiveness as Perceived by Elementary Teachers. Majority of respondents
were female. This supports the common observation that teaching is female-
dominated profession. Teaching-learning situation in the classrooms were
5
influenced by the factors that contribute to the characteristics of the middle-aged
teachers. The study reveals that more than one half of the respondents are
Master of Arts unit earners. This indicates that only few of the respondents have
pursued higher studies for professional growth which is necessary for the
enhancement of teaching competence. On contrary, the teacher respondents are
generally middle-aged with slightly more than one-third of them were in the age
of 31- 40 years. The teachers employed in the elementary schools of Nasipit are
middle-aged.
A study on Clinical Supervision: Towards Effective Classroom Teaching
by Ghavifekr, Husain, Afiqah, Zulaida, Hamat (2019) also used the same
demographic profile of respondents in their study. The number of female
respondents was also more compared to the male respondents in the selected
public elementary schools. Age profile was also included and young respondents
were also dominated. For the highest education category, PhD was also the least
with 0% respondents. Most of the respondents were also Degree holder.
6
1.6 Trainings Attended. Table 1.6 shows the profile of the respondents in terms
of trainings attended.
Table 1.6
Profile of Respondents in terms of Trainings Attended.
Trainings Attended Frequency Percentage
Administrative Training 5 3.2
Curricular Development 39 25.0
School Policy/ Reform

2 1.3
Development
Academic Management 18 11.5
Leadership Training 13 8.3
School Based
79 50.6
Management Training
Total 156 100.0
The data revealed that out of 156 respondents, 2 or 1.3% have attended
trainings involving School Policy/ Reform Development and 5 or 3.2% have
Administrative Trainings. On the other hand, 13 or 8.3% participated in
Leadership Trainings while 18 or 11.5% on Academic Management. This table
shows that majority of the respondent which is 79 or 50.6% have taken School
Based Management Training and the rest of 39 or 25.0% have Curricular
Development trainings.
7
According to Kibler (2017), academic management proficiency is justified
by their creativity in planning activities. Creativity in planning means making
things interesting, suggesting, devising, investing, experimenting and providing
something new creative administrator encourages growth and brings new and
original ways of doing things into the programs of managing, teaching and
learning. Kiblers study supported this result that most educators have school
management trainings and skills.
Moreover, the study of Chavez (2018) supported also this result.
According to Chavez (2012), school heads perceive themselves a highly effective
in all managerial functions while teachers perceived school heads highly effective
only in planning and moderately effective for the rest, and least effective in
leading. There was a significant difference on how school heads and teachers
perceived managerial effectiveness in the performance of functions, and the
length of service as school head and their educational attainment contributed to
the level of effectiveness in performing managerial functions. Factors affecting
the performance of the school heads and teachers were contributed much by the
socio-demographic characteristics and the school climate of the school. The
relationships of principals, as the school leader, strongly and directly affect
teachers attitude which define the school climate.
8
Part II. This part pertains to the Level of Assessment the School Heads'
Academic Management Proficiency in terms of: Subject matter management;
Classroom management; Instructional materials/resource development; Strategic
techniques; and Evaluation.
Table 2.1
Summary of ratings for level of assessment the school heads' academic management
proficiency in terms of subject matter management.
Verbal
Standard
Subject Matter Management Mean Rank Interpretatio
Deviation
n
Allot sufficient time for each Moderate

3.20 1.12 1
subject Extent
Determine subject areas to

Moderate
be taught in the morning and 3.19 1.16 2
Extent
afternoon session.
Determine the staff to teach Moderate

3.17 1.13 3
the subject area Extent
Establish remediation Moderate

3.13 1.12 4
classes Extent
Deals with academic Moderate

3.10 1.15 6
problem objectively Extent
9
Government thrust and

Moderate
current educational issues in 3.10 1.04 6
Extent
daily lessons
Categorize objectives in Moderate

3.10 1.06 6
different subject area Extent
Equal distribution of teaching Moderate

3.08 1.14 8
load Extent
Provide time for extra- Moderate

3.04 1.06 9
curricular activities Extent
Moderate
Composite Mean 3.12 1.04
Extent
Table 2.1, shows the level of assessment the school heads' academic
management proficiency in terms of subject matter management. The statements
that got the highest weighted mean are the following: Allot sufficient time for each
subject; Determine subject areas to be taught in the morning and afternoon
session; and Determine the staff to teach the subject area; with a weighted mean
of 3.20 (i.e. moderate extent), 3.19 (i.e. moderate extent), and 3.17 (i.e.
moderate extent).
Least rated indicators are: Provide time for extra-curricular activities; and
Equal distribution of teaching load; with a weighted mean of 1.06 (i.e. moderate
extent), and 1.14 (i.e. moderate extent). Overall, there is a moderate extent in
10
terms of the level of assessment the school heads' academic management
proficiency in terms of subject matter management, with a composite mean of
1.04.
This was supported by Bomett, Gathu, and Ndungu, (2015), investigated
the influence of school head’s monitoring and evaluation on effective teaching
and learning in secondary schools. It was revealed that there should be
improvement on lesson preparation process, the schools should improve on the
monitoring of school attendance for teachers and students as it has an impact on
teaching and learning process. The finding of the study will provide invaluable
insight into the role of monitoring and evaluation by principals on effective
teaching and learning in secondary schools. This will help policy makers in
formulating policies to guide the monitoring and evaluation process in secondary
schools.
Baron, (2018), added that with the school heads guidance and direction
classrooms become the center of learning processes. The teacher, who takes
charge of learning situation do their best to meet the needs of the students. The
students’ performances will reflect the learning outputs. Thereby, the success of
classroom activities depends on the abilities and joint effort of both school heads
and teachers. They take care of two aspects of classroom management namely
the academic learning and discipline. The prospective teacher will gain more
insight through the principles and practices and suggestions provided to them by
11
their heads of school. Constructive and innovative ideas are worth trying in
classroom management.
Yin (2017), explained that teaching strategies are plans for managing the
learning environment in order to provide learning opportunities and meet the
objective. School heads follow-up techniques and strategies utilized by teachers.
They should be aware of the details of each of the strategy.
Table 2.2
Level of assessment the school heads' academic management
Proficiency in terms of classroom management.
Classroom Management Mean Standard Rank Verbal
Deviation Interpretation
Cleanliness/neatness of 1.5 Moderate Extent

3.23 1.11
learning areas
Well-arranged 1.5 Moderate Extent

3.23 1.13
seats/tables
Bulletin boards for display 3 Moderate Extent

3.18 1.13
purposes
Well-decorated and 4 Moderate Extent

3.17 1.13
painted classroom
Proper lighting and 5 Moderate Extent

3.12 1.15
ventilation
Spacious room 3.02 1.17 6 Moderate Extent
12
Composite Mean 3.16 1.06 Moderate Extent
management proficiency in terms of classroom management. The statements
that got the highest weighted mean are the following: Cleanliness/neatness of
learning areas; Well-arranged seats/tables; and Bulletin boards for display
purposes; with a weighted mean of 3.23 (i.e. moderate extent), and 3.18 (i.e.
moderate extent).
Least rated indicators are: Spacious room; Proper lighting and ventilation;
and Well-decorated and painted classroom; with a weighted mean of 3.02 (i.e.
moderate extent), 3.12, and 3.17 (i.e. moderate extent). Overall, there is a
moderate extent in terms of the level of assessment the school heads' academic
management profifciency in terms of classroom management, with a composite
mean of 1.06.
This was supported by Hindman, Stronge, and Tucker, (2021), said that
the school head also monitor the classroom management of the teachers. The
classroom environment is influenced by the guidelines established for its
operation, its users, and its physical elements. Teachers often have little control
over issues such as temperature and leaky ceilings, but they greatly influence the
operation of their classrooms. Effective teachers expertly manage and organize
the classroom and expect their students to contribute in a positive and productive
13
manner. It seems prudent to pay careful attention to classroom climate, given
that it can have as much impact on student learning as student aptitude
Table 2.3
Instructional materials/resource development
Instructional Mean Standard Rank Verbal

materials/resource Deviation Interpretation
development
Accept book and reference 1 Moderate

3.07 1.14
material donations Extent
Check the conventional and 2.5 Moderate
2.98 1.12
technological devices Extent
Account for the number with 2.5 Moderate
real objects and improvised 2.98 1.11 Extent
materials
Use supplementary reference 4 Moderate
2.97 1.12
material Extent
Introduce technological and 5 Moderate
2.95 1.08
like computers, DVD's, video Extent
Install projects for use in other 6 Moderate
2.94 1.09
activities Extent
Update instructional materials 7 Moderate
2.90 1.08
by units Extent
14
Sufficient 8 Moderate
textbooks/modules/answer 2.87 1.15 Extent
sheets/worksheets
5 Moderate
2.96 1.03
Extent
management proficiency in terms of Instructional materials/resource
development. The statements that got the highest weighted mean are the
following: Accept book and reference material donations; Check the conventional
and technological devices; and Account for the number with real objects and
improvised materials, with a weighted mean of 3.07 (i.e. moderate extent), and
2.98 (i.e. moderate extent).
Least rated indicators are: Sufficient textbooks/modules/answer
sheets/worksheets; Update instructional materials by units; and Install projects
for use in other activities; with a weighted mean of 2.87 (i.e. moderate extent),
2.90, and 2.94 (i.e. moderate extent). Overall, there is a moderate extent in terms
of the Instructional materials/resource development, with a composite mean
of 2.96.
This was supported by UNESCO (2017) points out that the rapid
expansion of students enrolments, led to inadequate resources which resulted
into difficulties in creating expected outcomes. This has made school
management to be more complex and difficult enterprise now than few decades
ago. The school head is, therefore, in a difficult position, being expected to
15
improve the students’ academic performance in a period of diminishing
resources. However, achievement in students’ academic performance in schools
cannot be achieved if schools heads are not in fully committed to play their roles
effectively.
Table 2.4
Strategic techniques
Strategic techniques Mean Standard Rank Verbal
Adapt the strategy to 1.5 Moderate Extent

3.08 1.05
child's cultural environment
Check on strategy 1.5 Moderate Extent
appropriate for a subject 3.08 1.06
content
Update teaching 3.5 Moderate Extent

3.04 1.02
techniques
Utilize instructional models 3.04 1.05 3.5 Moderate Extent
Make several try out 5 Moderate Extent
teaching for the suitability 3.02 1.02
of the method
Composite Mean 3.06 0.99 4 Moderate Extent
16
management proficiency in terms of strategic techniques. The statements that
got the highest weighted mean are the following: Adapt the strategy to child's
cultural environment; and Adapt the strategy to child's cultural environment; with
a weighted mean of 3.08 (i.e. moderate extent), and 3.08 (i.e. moderate extent).
Least rated indicators are: Make several try out teaching for the suitability
of the method; Update teaching techniques; and Utilize instructional models; with
a weighted mean of 2.87 (i.e. moderate extent), 2.90, and 2.94 (i.e. moderate
extent). Overall, there is a moderate extent in terms of the strategic techniques,
with a composite mean of 3.06.
Leaders who can provide the necessary leadership when managing the
teachers’ performance can have a large impact on their school’s work
environment and if the impact is positive, it may lead to teachers practicing and
displaying desired behaviors in the workplace, especially in their commitment
towards the school organizations (Hallinger and Heck, 2017a; Ponnusamy,
2017).
Elmore (2019) asserted that principals are expected to possess the skills
and knowledge to improve teacher instruction and student achievement.
According to Lashway (2017) and Tucker (2017), the standards and
accountability movement has increased the importance of the principal’s role in
school effectiveness
17
Table 2.5
Evaluation
Evaluation Mean Standard Rank Verbal

Present progress report 1 Moderate Extent
of academic 3.22 1.12
achievement
Administer test to 2 Moderate Extent
determine pupils 3.17 1.13
achievement
Ocular inspection of 3 Moderate Extent
3.16 1.17
classrooms
Utilize observation 4 Moderate Extent
results for academic 3.13 1.14
upliftment
Consider result of 5 Moderate Extent
competitions as 3.11 1.09
academic performance
Check on the Interactive 6 Moderate Extent
discussion between 3.08 1.12
teachers and peers
Conduct oral written test 7 Moderate Extent
3.04 1.09
to the learners
Evaluate teachers' 3.00 1.09 8 Moderate Extent
18
achievement through
testing
Composite Mean 3.10 1.03 3 Moderate Extent
management proficiency in terms of evaluation. The statements that got the
highest weighted mean are the following: Present progress report of academic
achievement; Administer test to determine pupils achievement; and Ocular
inspection of classrooms; with a weighted mean of 3.22 (i.e. moderate extent),
3.17 (i.e. moderate extent), and 3.16 (i.e. moderate extent).
Least rated indicators are: Evaluate teachers' achievement through
testing; Conduct oral written test to the learners; and Check on the Interactive
discussion between teachers and peers; with a weighted mean of 3.00 (i.e.
moderate extent), 3.04, and 3.08 (i.e. moderate extent). Overall, there is a
moderate extent in terms of the evaluation, with a composite mean of 3.10.
School leaders can facilitate the development of students’ educational
competence to face challenges. Farr (2018) asserted that when school
leadership is strategically examined, factors such as classroom management;
school environment (i.e., internal and external to the school); and academic
performance emerge. School leadership practices (i.e., those of principals and
teachers) can change the academic trajectory of a school. Danielson (2018)
emphasized that change itself comes from the collective efforts of teachers,
schools, and communities. School leaders who are action oriented and response
19
centered can help teachers to be role models who embody values and success
in teaching and learning (Farr, 2017; Spillane, 2017; Townsend, 2017).
Part III. This part pertains to the significant difference between the level of
assessment of school heads' academic management proficiency when
respondents are grouped according to their profile.
Table 3.1
Independent t-test for ratings for level of assessment of school heads'
academic management proficiency when respondents are grouped
according to Age and Sex
AGE
Age and Assessment of school t df p conclusion
heads' academic management value value
proficiency
Subject Matter Management
.374 154 .709 Not
significant
Classroom Management
1.424 154 .156 Not
significant
Instructional Materials
.350 154 .727 Not
significant
Strategy Techniques Not
.713 154 .477 significant
Evaluation Not
SEX
Age and Assessment of school t df p conclusion
heads' academic management value value
proficiency
.830 154 .408 Not
significant
.740 154 .461 Not
significant
20
.681 154 .497 Not
significant
Strategy Techniques Not
When respondents are group according to age, there is no significant
difference on ratings for level of assessment of school heads' academic
management proficiency in Subject Matter Management, t =.374, df=154,
p=.709>0.05), in Classroom Management, t =1.424, df=154, p=.156>0.05), in
Instructional Materials, t =.350, df=154, p=.727>0.05), in Strategy Techniques t
=.713, df=154, p=.477>0.05), and in Evaluation t =.161, df=154, p=.873>0.05)
That is, the ratings for level of assessment of school heads' academic
management proficiency in the 5 categories do not vary between age group of
respondents.
Meanwhile, When respondents are group according to sex, there is no
significant difference on ratings for level of assessment of school heads'
academic management proficiency in Subject Matter Management, t =.830,
df=154, p=.408>0.05), in Classroom Management, t =.740, df=154,
p=.461>0.05), in Instructional Materials, t =.681, df=154, p=.497>0.05), in
Strategy Techniques t =.998, df=154, p=.320>0.05), and in Evaluation t =1.320,
df=154, p=.189>0.05) That is, the ratings for level of assessment of school
heads' academic management proficiency in the 5 categories do not vary
between sex of respondents.
21
The result of the study was supported by Collis, (2020), Providing
academic proficiency cannot be the sole responsibility of the school heads. The
efficient and effective implementation of the curriculum depends a great deal in
the support system that is provided to the school. For this matter, teachers who
implement the curriculum should be trained, instructional materials, equipment
and facilities should be made available. Enabling policies and school heads’
support should be provided and facilitate the work of the teacher. Community
support is usually secured to augment and improve the existing resources. This
means that no matter what the age or sex of the school head, their responsibility
as a school head should not be affected by this profile.
22
Table 3.2
Analysis of Variance for ratings for level of assessment of school heads'
academic management proficiency when respondents are grouped
according to educational attainment and length of service.
Educational Attainment
Educational Attainment F df p conclusion
and Assessment of school value value
heads' academic
management proficiency
Subject Matter
Management 1.074 (4,151) .371 Not significant
Classroom Management (4,151)

2.912 .023 Significant
Instructional Materials (4,151)

.846 .498 Not significant
Strategy Techniques (4,151) Significant

2.504 .045
Evaluation (4,151) Not significant

1.154 .334
LENGTH OF SERVICE
Length of Service and t df p conclusion
Assessment of school value value
heads' academic
2.479 154 .014 Significant
1.531 154 .128 Not significant
1.169 154 .244 Not significant
23
Strategy Techniques Significant

2.088 154 .038
Evaluation Significant
2.749 154 .007
When respondents are group according to educational attainment, there is
a significant difference for ratings of assessment of school heads' academic
management proficiency in Classroom management, F(4,151)=2.912,
p=0.023<0.05), and in Strategy techniques, F(4,151)=2.504, p=0.045<0.05). Post
Hoc analysis indicates that, in terms of Classroom Management, the MS
Graduates (M=3.40) and those with PhD Units (M=4.44) has significantly higher
mean rating than the BS Graduates (M=2.76). Also, in terms of Strategy
techniques, the teachers with PhD Units (M=3.87) has significantly higher mean
rating than the BS Graduates (M=2.62).
Meanwhile, When respondents are group according to length of service,
there is a significant difference on ratings for level of assessment of school
heads' academic management proficiency in Subject Matter Management, t
=2.479, df=154, p=.014<0.05), in Strategy Techniques t =2.088, df=154,
p=.038<0.05), and in Evaluation t =2.749, df=154, p=.007<0.05) . For Subject
Matter Management, the mean ratings of teachers 35 years old and above
(M=3.41) is significantly higher than those of teachers 34 years and below
(M=2.98). In terms of strategy techniques, the mean ratings of teachers 35 years
old and above (M=3.29) is significantly higher than those of teachers 34 years
and below (M=2.94). Likewise, in terms of Evaluation, the mean ratings of
24
teachers 35 years old and above (M=3.42) is significantly higher than those of
teachers 34 years and below (M=2.95).
On the other hand, there is no significant difference on ratings for level of
assessment of school heads' academic management proficiency in Classroom
Management, t =1.531, df=154, p=.128>0.05), and in Classroom Management, t
=.740, df=154, p=.461>0.05),in Instructional Materials, t =1.169, df=154,
p=.244>0.05). That is, the ratings for level of assessment of school heads'
academic management proficiency in Classroom Management and Instructional
Materials do not vary between length of service of respondents
In terms of the significant relationship between the assessment of school
heads' academic management proficiency in terms of strategy techniques.
Persaud, (2018), said that educators who use instructional strategies allow
students to have the capability to make meaningful connections between
concepts learned in class and real-life situations. They offer an opportunity for
students to demonstrate their knowledge and course correct on their own when
needed. Teachers also benefit from using instructional strategies because they’re
able to better monitor and assess student performance through different methods
of evaluation. That’s why school head should encouraged the teachers to apply
different instructional strategies.
In addition, Podgornik, and Vogrinc, (2017), in terms of significant
relationship between the assessment of school heads' academic management
proficiency in terms of evaluation, Efforts to achieve the highest possible levels of
25
quality and school work performance are based on the assumption that the
concept of quality should be developed at the level of the professional autonomy
of schools and individual teachers. That’s why school head evaluated the
teachers for improvement.
Table 3.3
Summary of results for Analysis of Variance for ratings for level of
respondents are grouped according to designation and trainings attended
Educational Attainment
Designation and Assessment of F df p conclusion
school heads' academic value value
Subject Matter Management Significant
7.057 (2,153) .001
Classroom Management (2,153) Significant

3.213 .043
Instructional Materials (2,153) Not

Strategy Techniques (2,153) Significant
3.471 .034
Evaluation (2,153) Significant

4.114 .018
TRAININGS ATTENDED
Trainings Attended and F df p conclusion
Assessment of school heads' value value
academic management
proficiency
Subject Matter Management Not
1.562 (5,150) .174 Significant
Classroom Management (5,150) Significant
2.648 .025
26
Instructional Materials (5,150) Significant

2.345 .044
Strategy Techniques (5,150) Not

Evaluation (5,150) Not
When respondents are group according to their designation, there is a
significant difference for ratings of assessment of school heads' academic
management proficiency in Subject Matter Management, F(2,153)=7.057,
p=0.001<0.05), in Classroom management, F(2,153)=3.213, p=0.043<0.05), in
Strategy techniques, F(2,153)=3.471, p=0.034<0.05), and in Evaluation,
F(2,153)=4.114, p=0.018<0.05) . Post Hoc analyses indicate that the mean rating
of School Heads is significantly higher than the mean rating of Teachers in
Subject Matter Management (M=4.16 vs M=3.01), Classroom Management
(M=3.91 vs M=3.08), Strategy Techniques (M=3.73 vs 2.97), and Evaluation
(M=3.89 vs M=3.01).
On the other hand, there is no significant difference for ratings of
assessment of school heads' academic management proficiency in Instructional
Materials, F(2,153)=1.569, p=0.212>0.05). That is, ratings of assessment of
school heads' academic management proficiency in Instructional materials does
not vary with designation of respondents
Meanwhile, When respondents are group according to Trainings Attended,
there is a significant difference for ratings of assessment of school heads'
27
academic management proficiency in Classroom management, F(5,150)=2.648,
p=0.025<0.05), and in Instructional Materials, F(5,150)=2.345, p=0.044<0.05).
Post Hoc analyses indicate that respondents that attended School Based
Management Training has significantly higher scores than those that attended
Administrative Training in Classroom management (M=3.31 vs M=1.77), and in
Instructional materials ( M=3.79 vs M=1.78).
On the other hand, there is no significant difference for ratings of
assessment of school heads' academic management proficiency in Subject
Matter management, F(5,150)=1.562, p=0.174>0.05), in Strategy Techniques
F(5,150)=1.421, p=0.220>0.05), and in Evaluation, F(5,150)=1.427,
p=0.218>0.05). That is, ratings of assessment of school heads' academic
management proficiency in Subject Matter management, Strategy techniques
and Evaluation do not vary with type of trainings attended of respondents.
The result of the study in terms of the level of assessment of school
heads' academic management proficiency when respondents are grouped
according to designation and classroom management was significant. It was
supported by Wilson, (2012), said that with strong evidence of the behaviors
exhibited by principals, five themes were developed: collaboration,
communication, professional development, instructional support and discipline
support. These five themes and two additional themes (expectations and teacher
recognition and feedback) were developed when addressing the similarities and
difference of new teacher and principal perceptions of principal support in
28
classroom management. Three findings were found to have common perceptions
shared by both principals and teachers: collaboration, instructional support, and
professional development. Two findings, communication and expectations, were
perceived by principals to be more valuable methods of support. Finally,
discipline support, feedback and positive recognition were deemed more vital as
supports for teacher classroom management to teachers than principals. As
elementary principals strive to support novice teacher classroom management,
they can benefit from recognizing the impact of their leadership behaviors.
Principals can foster new teacher management by cultivating their ability to
collaborate and communicate with teachers about classroom management,
providing classroom management professional development, setting behavioral
expectations, offering instructional and discipline support, and giving new
teachers recognition for effective management and specific feedback which can
be used to improve
Meanwhile, in terms of the level of assessment of school heads' academic
management proficiency when respondents are grouped according to
instructional materials was significant. Tety, (2016), mentioned that teachers
used different strategies to minimize the challenges of attaining and using quality
instructional materials like borrowing books and improvation. The study
recommends that the government should budget sufficient funds for improving
the availability of instructional materials in all secondary schools.
29
Part IV. Significant relationship between the level of assessment of school
heads' academic management proficiency when respondents are grouped
according to their profile.
Table 4
Summary of result for Correlation test between respondents’ ratings for the
five categories of school heads' academic management proficiency
Sample Pearson r p conclusio

Variables
size correlation value n
Subject Matter
Management and 156 .792 p<.001 Significant
Subject Matter 156
Management and .817 p<.001 Significant
Subject Matter 156
Management and Strategy .775 p<.001 Significant
Techniques
Subject Matter 156 Significant
Management and .872 p<.001
Evaluation
Classroom Management 156 Significant
and Instructional Materials .863 p<.001
and Strategy Techniques .820 p<.001
and Evaluation .833 p<.001
Instructional Materials and 156 Significant
Strategy Techniques .808 p<.001
Instructional Materials and 156 Significant
Evaluation .847 p<.001
Strategy Techniques and 156 Significant
Evaluation .873 p<.001
30
There is a significant correlation between ratings of the Subject Matter
Management and Classroom Management, r=.792, n=156, p<0.001, in Subject
Matter Management and Instructional Materials, r=.817, n=156, p=<.001, in
Subject Matter Management and Strategy Techniques, r=.775, n=156,
p=<.001,in Subject Matter Management and Evaluation, r=.872, n=156, p=<.001,
and in Classroom Management and Instructional Materials, r=.863, n=156,
p=<.001. Likewise, there is a significant correlation between ratings of the
Classroom Management and Strategy Techniques, r=.820, n=156, p<0.001, in
Classroom Management and Evaluation, r=.833, n=156, p=<.001, in Instructional
Materials and Strategy Techniques, r=.808, n=156, p=<.001,in Instructional
Materials and Evaluation, r=.847, n=156, p=<.001, and in Strategy Techniques
and Evaluation, r=.873, n=156, p=<.001 There is a significant positive correlation
between the paired variables, that is, higher ratings on the first variables tend to
also have higher ratings for the second variable
The result of the study was supported by Yukl, (2019), asserted that
School leadership entails guidance, support, and behaviors essential to change
overall performance of a school. In addition, leadership is an evolving and
influential process that leads to the achievement of a desired purpose.
Leadership involves inspiring and supporting others to achieve a vision based
upon clear personal and professional values. This means that the school head,
influence the development of the over-all performance of the schools, through
31
supporting, monitoring and evaluating teacher’s performance in terms of
classroom management, and strategy techniques.
Leithwood, Jantzi, and Steinbach (2019) discussed the importance of
accountability and standards in school leaders who work toward a vision of
education that combines the societal, system administration, and environmental
influences on leadership. Such leadership should be geared toward improved
teachers’ skills, knowledge, and ability. Leaders’ competence and efficacy play a
role in the quality of the school environment and its impact on student learning.
Therefore, maintaining student learning is a priority requiring that school leaders
respond positively to changes in the management and development of teaching
methods, classroom organization and management, and delivery of the
curriculum.
32
Chapter 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter reflects the summary of findings the conclusions drawn on
the findings and the recommendations offered by the researcher based on the
findings and the conclusions drawn.
Summary
This study aims to assess the school heads management proficiency in
Bauan East District, Division of Batangas, School Year 2020- 2021.
Specifically, it seeks answer to the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2. Sex
1.3. Length of Service
1.4. Designation
1.5. Educational Attainment
1.6. Training Attended
2. What is the level of assessment the school heads' academic
management proficiency in terms of:
2.1. Subject matter management
2.2. Classroom management
2.3. Instructional materials/resource development
33
2.4. Strategic techniques
2.5 Evaluation
3. Is there a significant difference between the level of assessment of
school heads' academic management proficiency when respondents are grouped
according to their profile?
4. Is there a significant relationship between the level of assessment of
school heads' academic management proficiency when respondents are grouped
according to their profile?
Findings
After the analysis and interpretation of data, the researchers came up with
the following findings.
1. it was revealed that the profile of the respondents in terms of:
1.1. Age- shows that the majority of the respondents (66%) or
103 out of 156 respondents are 35 years old and above.
Fifty-three (34%) of the 156 respondents are 34 years old
and below.
1.2. Sex- revealed that the percentage of public school principals
who were female in 2017–18 (54 percent) was 10
percentage points higher than in 1999–2000 (44 percent).
1.3. Length of Service- revealed that out of 156 respondents,
only 1 or 0.6 % has the highest educational attainment of
34
Doctor of Education; 6 or 3.8 % have earned units in Doctor
of Education, 38 or 24.4 % graduated as Master of Arts in
Education; and majority, 91 or 58.3 % of the respondents
just earned several units in Master of Arts in Education. On
the other hand, the remaining 20 or 12.8 % attained different
degrees like Bachelor of Elementary Education andr
Bachelor of Science.
1.4. Designation- indicate that 104 out of 156 or 66.7% of the
respondents are serving for about 20 years and below while
only 52 out of 156 or 33.3 % are 21 years in service and
above.
1.5. Educational Attainment- indicate that 127 or 81.4% of the
respondents are teachers, 18 or 11.5% are master teachers
and 11 or 7.1% are school heads.
1.6. Training Attended- revealed that out of 156 respondents, 2
or 1.3% have attended trainings involving School Policy/
Reform Development and 5 or 3.2% have Administrative
Trainings. On the other hand, 13 or 8.3% participated in
Leadership Trainings while 18 or 11.5% on Academic
Management. This table shows that majority of the
respondent which is 79 or 50.6% have taken School Based
35
Management Training and the rest of 39 or 25.0% have
Curricular Development trainings.
2. It was revealed that the level of assessment the school heads' academic
management proficiency in terms of:
2.1. Subject matter management- shows the level of
assessment the school heads' academic management
proficiency in terms of subject matter management. The
statements that got the highest weighted mean are the
following: Allot sufficient time for each subject; Determine
subject areas to be taught in the morning and afternoon
session; and Determine the staff to teach the subject area;
with a weighted mean of 3.20 (i.e. moderate extent), 3.19
(i.e. moderate extent), and 3.17 (i.e. moderate extent).
Least rated indicators are: Provide time for extra-curricular
activities; and Equal distribution of teaching load; with a
weighted mean of 1.06 (i.e. moderate extent), and 1.14 (i.e.
moderate extent). Overall, there is a moderate extent in
terms of the level of assessment the school heads'
academic management proficiency in terms of subject matter
management, with a composite mean of 1.04.
2.2. Classroom management- shows the level of assessment the
school heads' academic management proficiency in terms of
36
classroom management. The statements that got the highest
weighted mean are the following: Cleanliness/neatness of
learning areas; Well-arranged seats/tables; and Bulletin
boards for display purposes; with a weighted mean of 3.23
(i.e. moderate extent), and 3.18 (i.e. moderate extent).
Least rated indicators are: Spacious room; Proper lighting
and ventilation; and Well-decorated and painted classroom;
with a weighted mean of 3.02 (i.e. moderate extent), 3.12,
and 3.17 (i.e. moderate extent). Overall, there is a moderate
extent in terms of the level of assessment the school heads'
academic management proficiency in terms of classroom
management, with a composite mean of 1.06.
2.3. Instructional materials/resource development- shows the
level of assessment the school heads' academic
management proficiency in terms of Instructional
materials/resource development. The statements that got
the highest weighted mean are the following: Accept book
and reference material donations; Check the conventional
and technological devices; and Account for the number with
real objects and improvised materials, with a weighted mean
of 3.07 (i.e. moderate extent), and 2.98 (i.e. moderate
extent). Least rated indicators are: Sufficient
37
textbooks/modules/answer sheets/worksheets; Update
instructional materials by units; and Install projects for use in
other activities; with a weighted mean of 2.87 (i.e. moderate
extent), 2.90, and 2.94 (i.e. moderate extent). Overall, there
is a moderate extent in terms of the Instructional
materials/resource development, with a composite mean of
2.96.
2.4. Strategic techniques- shows the level of assessment the
school heads' academic management proficiency in terms of
strategic techniques. The statements that got the highest
weighted mean are the following: Adapt the strategy to
child's cultural environment; and Adapt the strategy to child's
cultural environment; with a weighted mean of 3.08 (i.e.
moderate extent), and 3.08 (i.e. moderate extent). Least
rated indicators are: Make several try out teaching for the
suitability of the method; Update teaching techniques; and
Utilize instructional models; with a weighted mean of 2.87
(i.e. moderate extent), 2.90, and 2.94 (i.e. moderate extent).
Overall, there is a moderate extent in terms of the strategic
techniques, with a composite mean of 3.06.
2.5. Evaluation- shows the level of assessment the school heads'
academic management proficiency in terms of evaluation.
38
The statements that got the highest weighted mean are the
following: Present progress report of academic achievement;
Administer test to determine pupils achievement; and Ocular
inspection of classrooms; with a weighted mean of 3.22 (i.e.
moderate extent), 3.17 (i.e. moderate extent), and 3.16 (i.e.
moderate extent). Least rated indicators are: Evaluate
teachers' achievement through testing; Conduct oral written
test to the learners; and Check on the Interactive discussion
between teachers and peers; with a weighted mean of 3.00
(i.e. moderate extent), 3.04, and 3.08 (i.e. moderate extent).
Overall, there is a moderate extent in terms of the
evaluation, with a composite mean of 3.10.
3. It was revealed that there is a significant difference between the level of
respondents are grouped according to their profile.
4. It was revealed that there is a relationship between the level of
respondents are grouped according to their profile?
5. An action plan was created based from the results of the study.
39
Action Plan for the Improvement of School Heads’ Academic
Management Proficiency
Objective/s Activities Person- Source Targe Success

in- of t Date Indicators
charge Income
To provide The Teacher Person All- 100% of the

assistance and principals’ s al Fund year teachers will be
support among may… round given assistance
teachers in and support in
terms of subject Provide School terms of subject
matter time for Head MOOE matter
management extra- management
curricular
activities,
that will
promote
collaboratio
n among
teachers
Be fair in
providing
load among
the
teachers
following
the legal
basis of
teaching
load
distribution;
To provide
assistance and The Teacher Person All- 100% of the
40
support among principals’ s al Fund year teachers will be

teachers in may… round given assistance
terms of and support in
classroom Provide School terms of
management support Head MOOE classroom
through management
MOOE in
the repairs
and
beautificatio
n of school
Conduct
Brigada
Eskwela
To provide
Instructional Acquire School terms of
materials/resour sufficient Head MOOE Instructional
ce development learning materials/resour
resources, ce development
like books
to support
the delivery
of
instruction,
especially
during
Modular
Distance
Learning
To provide
Strategic Provide School terms of
41
techniques webinars Head MOOE Strategic

and training techniques
that will
develop a
21st century
teachers
To provide
Evaluation Observe School terms of
and monitor Head MOOE Evaluation
of the
teachers
based from
COT in their
IPCRF and;
Provide
feedback
for
improveme
nt
42
Conclusions
The following conclusions were drawn based on the highlights of the
findings revealed in this study: It was revealed that in terms of the profile of the
respondents, it shows that the majority of the respondents are 35 years old and
above., most of them were female, has the highest educational attainment of
Doctor of Education; 6 or 3.8 % have earned units in Doctor of Education. The
respondents are serving for about 20 years and below while, most of them were
master teachers. In terms of the level of assessment the school heads' academic
management proficiency in terms of: the level of assessment the school heads'
academic management proficiency in terms of subject matter management.
Overall, there is a moderate extent in terms of the level of assessment the school
heads' academic management proficiency in terms of subject matter
management, with a composite mean of 1.04. Moreover, in terms of Classroom
management, there is a moderate extent in terms of the level of assessment the
school heads' academic management proficiency. On the other hand, in terms of
materials/resource development and the strategic techniques, there is also a
moderate extent in terms of the Instructional materials/resource development as
well as the evaluation, with a composite mean of 2.96. It was revealed that there
is a significant difference between the level of assessment of school heads'
academic management proficiency when respondents are grouped according to
43
their profile. In addition. It was also revealed that there is a relationship between
the level of assessment of school heads' academic management proficiency
when respondents are grouped according to their profile. An action plan was
created based from the results of the study.
Recommendations
From the highlights of the findings and based on the conclusions drawn
the following recommendations are made:
To the School Head- the result of the study can be included in School
Based Management, as part of their intervention to support teachers during this
pandemic, and to provide adequate instructional resources, as well as to monitor
the over-all performance of the school.
To the teachers- this study will serve as their voice to let the school head
discover their crucial role in the over-all performance of the school through
supporting teachers.
To the future researchers- the result of the study could serve as their
reference in conducting a study that is similar to this.
44
Additional Reference
Bomett E, Gathu A, and Ndungu N, (2015), Influence of Monitoring and
Evaluation by Principals on Effective Teaching and Learning in Public Secondary
Schools in Githunguri District. Journal of Education and Practice. 6(9).
Brandman U, (2021), How to become a school principal: Your step-by-step guide
toward educational leadership. Retrieved from: https://www.brandman.edu/news-
and-events/blog/how-to-become-a-principal.
Batool S, Khattak S, and Saleem Z, (2016), IMPACT OF PRINCIPAL'S AGE
AND ADMINISTRATIVE EXPERIENCE ON CONFLICT MANAGEMENT
45
STYLES AT SECONDARY SCHOOL LEVEL. City University Research Journal.
6(2).
Hindman J, Stronge J, and Tucker P, (2021), Handbook for Qualities of Effective
Teachers. Retrieved from:
http://www.ascd.org/publications/books/104135/chapters/Classroom-
Management-and-Organization.aspx
Persaud C, (2018), Instructional Strategies: The Ultimate Guide. Retrieved from:
https://tophat.com/instructional-strategies/
Podolsky A, (2016), Does Teaching Experience Increase Teacher Effectiveness?
A Review of the Research. Retrieved from:
https://learningpolicyinstitute.org/product/brief-does-teaching-experience-
increase-teacher-effectiveness-review-research
Podgornik V, and Vogrinc J, (2017), The Role of Headteachers, Teachers, and
School Counselors in the System of Quality Assessment and Assurance of
School Work. Retrieved from:
https://journals.sagepub.com/doi/full/10.1177/2158244017713239
46
Wilson N, (2012), The Principal's Role in Developing the Classroom
Management Skills of the Novice Elementary Teacher. Retrieved from:
https://trace.tennessee.edu/utk_graddiss/1572/
The National Survey for Statistics, (2020), Characteristics of Public School
Principals. Retrieved from: https://nces.ed.gov/programs/coe/indicator/cls
Tety J, (2016), ROLE OF INSTRUCTIONAL MATERIALS IN ACADEMIC
PERFORMANCE IN COMMUNITY SECONDARY SCHOOLS IN ROMBO
DISTRICT. UNIVERSITY OF TANZANIA. Dissertation.
47

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SCHOOL HEADS’ ACADEMIC MANAGEMENT PROFICIENCY IN BAUAN

DISTRICT, DIVISION OF BATANGAS PROVINCE S.Y. 2020 - 2021

RIZAL COLLGE OF TAAL

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis and interpretation of data

gathered by the researcher.

1. Profile of the Respondents

Profile of Respondents in terms of Age.

Age (years) Frequency Percentage

35 years and above 103 66.0

34 years and below 53 34.0

Total 156 100.0

156 respondents are 34 years old and below.

This was supported by Batool, Khattak, and Saleem, (2016), determined

impact of principal's age and experience on conflict management style at

RIZAL COLLGE OF TAAL

Profile of Respondents in terms of Gender.

Sex Frequency Percentage

Female 143 91.7

Total 156 100.0

frequency of 143 or 91.7%, it was followed by male with a frequency of 13 or

1999–2000 (44 percent).

Moreover, Smith, (2011), revealed that in a survey about the correlation of

demographic profile in terms of sex to online surveys. Pearson's chi square

analysis showed a significant relationship between gender and survey response

differences in female and male faculty response rates is a product of differences

in female and male values operating in a gendered online environment. Results

RIZAL COLLGE OF TAAL

terms of educational attainment.

Profile of Respondents in terms of Educational Attainment.

Educational Attainment Frequency Percentage

Ed.D or/Ph.D Units 6 3.8

Ed.D or/Ph.D Graduate 1 .6

Total 156 100.0

highest educational attainment of Doctor of Education; 6 or 3.8 % have earned

units in Doctor of Education, 38 or 24.4 % graduated as Master of Arts in

Education; and majority, 91 or 58.3 % of the respondents just earned several

% attained different degrees like Bachelor of Elementary Education andr

RIZAL COLLGE OF TAAL

bachelor’s degree. But the typical entry-level education is a master’s

degree or higher. It is Because school districts look for education leadership skills

focused on education administration can help them prepare to manage staff,

issues. Pursuing a relevant, advanced degree in education is one of the most

important steps that a principal can take in becoming a principal.

Profile of Respondents in terms of Length of Service.

Length of Service Frequency Percentage

21 years in service and

20 years in service and

Total 156 100.0

years in service and above.

RIZAL COLLGE OF TAAL

This was supported by Podolsky, (2016), years in service in relation to

teaching experience is positively associated with student achievement gains

throughout a teacher’s career. As teachers gain experience, their students are

Profile of Respondents in terms of Designation.

Designation Frequency Percentage

School Head 11 7.1

Master Teacher 18 11.5

Teacher 127 81.4

Total 156 100.0