Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 15 no. 1 (2023)

School Heads’ Leadership Functions and External Stakeholders’ Support to School Programs, Projects, and Activities (PPAs)

Bernadeth Pascual

Discipline: Education

 

Abstract:

School leadership and stakeholder involvement have been the focus of educational reforms for the past twenty years. School leadership has become a unifying element of the school community. Likewise, stakeholder involvement has been regarded as an important mover of continuous improvement efforts. Hence, these two phenomena are inseparable. This quantitative study ascertained the level of performance of the school heads’ leadership functions and its relationship to the extent of stakeholders’ support to schools’ programs, projects, and activities. Using the descriptive correlational research design, this study utilized a researcher-made survey questionnaire and involved teachers, school heads, and barangay education committee. Results showed that the school heads exhibited an excellent performance of their instructional, administrative, and operational leadership functions. Likewise, results indicated that the stakeholders provided full support in planning, organizing, actuating, monitoring, and evaluating schools’ programs, projects, and activities. Moreover, a significant difference in the assessments of the three groups of respondents on the level of performance of school heads of leadership functions was found. A significant difference was also noted on the perceptions of the three groups of respondents on the extent of stakeholders’ support. Furthermore, there was a significant relationship between the level of performance of school heads’ leadership functions and the extent of stakeholders’ support based on the teachers’ and the school heads’ responses. However, a significant relationship was not established on the barangay education committee chairpersons’ responses. Based on the findings, it is recommended that school heads strengthen and sustain stakeholders’ support through a coalition convergence program and forge a long-lasting relationship with them.



References:

  1. Algones, B. S. (2019). Enabling Role of the Stakeholders in the School-Based Management Process. The Countryside Development Research Journal, Vol.7 Issue 1, 25-32.Ararso, S. (2014). Leadership Effectivesness of School Leaders in Implementing School Improvement Program in Ilubabor Zone Government Secondary Schools. Jimma, Ethiopia: Jimma University.
  2. Baker, C. (2017). Foundations. Washington, DC: Jone and Bartlett Learning.
  3. Baldanza, M. (2017). School Operations Matter! Retrieved from Just Ask Publications & Professional Development: https://justaskpublications.com/just-ask-resource-center/e-newsletters/professionalpractices/school-operations-matter/
  4. Bush, T. (2007). Educational leadership and management: theory, policy, and practice. South African Journal of Education, 391-406.
  5. Bush, T. (2008). Leadership and Management Development. London: SAGE Publications Ltd.
  6. Cabardo, J. O. (2016). Levels of Participation of the School Stakeholders to the Different School-Initiated Activities and the Implementation of School-Based Management. Retrieved from Semantic Scholar: https://www.semanticscholar.org/paper/Levels-of-Participation-of-the-School-Stakeholders-Cabardo
  7. De Torres, P. (2021). Stakeholder's Involvement to School-Initiated Activities of Distrcit I Secondary Schools: Basis for Enhanced Community Partnership Program of Activities. International Journal of Innovative Science and Research Technology, Vol. 6, Issue 2, 481-490.
  8. Domingo, F. C. (2016). Teaching with Conmpassion, Leading with Integrity. Caloocan: Lifelines Publishing and Training Inc.
  9. Egwu, S. O. (2015). Principal's Performance in Supervision of Classroom Instruction in Ebonyi State Secondary Schools. Journal of Education and Practice Vol. 6, No. 15, 99-106.
  10. Esther, A. R. (n.d.). The Relationship Between Stakehodlers' Involvement in Strategic Planning and Organization's Performance -.Evaluation Matters: Getting the Information You Need From Your Evaluation. (2014). Washington, D.C.: U.S. Department of Education, Office of Elementary and Secondary Education, School Support and Rural Programs.
  11. Gadson, C. (2018). Perceptions of Principal Leadership on Teacher. Retrieved from https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=6069&context=etd
  12. Gichohi, G. W. (2015). Stakeholder involvement in Schools in 21st Century for Academic Excellence. International Journal of Education and Research, 13-22.
  13. Gold, E., Simon, E., & Brown, C. (2002). Strong Neighborhoods, Strong Schools. Chicago: Cross City Campaign for Urban School Reform.
  14. Gray, J. (2018). Instructional Leadership of Principals and Its Relationship With the Academic Achievement of High-Poverty Students. Retrieved from https://digitalcommons.murraystate.edu/etd/122/
  15. Hanover Research. (2014). Best Practices for School Improvement. Retrieved from https://www.hanoverresearch.com/media/Best-Practices-for-School-Improvement-Planning.pdf
  16. Hou, Y., Cui, Y., & Zhang, D. (2019). Impact of Instructional Leadership on High School Student Academic Achievement in China. Retrieved from Asia Pacific Education Review (2019) 20:543–558: https://doi.org/10.1007/s12564-019-09574-4
  17. Khan, A. A., Asimiran, S. B., Kadir, S. A., Alias, S. N., Atta, B., Bularafa, B. A., & Rehman, M. U. (2020). Instructional leadership and Students' Academic Perormance: Mediating Effects o teacher Organizational Commitment. Retrieved from International Journal of Learning, Teaching and Educational Research Vol. 19, No. 10, pp. 233-247, October 2020 : https://doi.org/10.26803/ijlter.19.10.13
  18. Krasnoff, B. (2015). Leadership Qualities of Effective Principals. Education Northwest, 1-10. (2013). Leadership Matters. Virginia: NASSP.
  19. Let's Get This Started: Strategies, Tools, Examples and Resources to Help State Engage with Stakeholders to Develop abd Implement their ESSA Plans. (2016, June). Washington, DC, United States of America.
  20. Lunenburg, F. C. (2010). The Principal and the School: What Do Principals Do? National Forum of Educational Administration and Supervision Journal, 1-13.
  21. Mahumot, G. A. (2020). Schools’ Fiscal Management, Organizational Climate and Teachers’ Morales . Journal of World Englishes and Educational Practices, 53-63.
  22. Mejia, M. T. (2016). The Role of Principals in Creating a Healthy Environment for Teachers and Students. Retrieved from https://digitalcommons.csumb.edu/caps_thes_all/36
  23. Mokoena, P. K. (2013). Public School Principals' Understanding o Their Role in Financial Management and the Implementation of Finance Policy. Retrieved from https://repository.up.ac.za/bitstream/handle/2263/41538/Mokoena_Public_2013.pdf
  24. Moving Toward Equity Stakeholder Engagement Guide. (2021). Washington, DC, United States of America.
  25. Musee, R. (2017). Factors Influencing Principals' Performance of Administrative Duties in Public Day Secondary Schools in Mwingi East Sub-County Kenya. South Eastern Kenya University.
  26. Nicdao, M. F., & Ancho, I. V. (2020). Practices of the Stakeholders' Involvement in the Formulation of School Improvement Plan. Humanities, Arts and Social Studies Vol.20(1), 219-246.
  27. Nyaga, L. W. (2016). Factors Affecting Financial Management Practices in Public Secondary Schools: A Case of Schools in Embu West Sub-County Kenya. Retrieved from http://41.89.49.13:8080/xmlui/bitstream/handle/123456789/1167
  28. Paine, S., & McCann, R. (2009). Engaging Stakeholders. Sustainability Series Number 6, 1-16.
  29. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. ADM Policy Ment Health, 533-544.
  30. Pont, B., Nusche, D., & Moorman, H. (2008). Improving School Leadership, Volume 1: Policy and Practice. New York: OECD.
  31. Shrifian, L. (2011). Collegial Management to Improve the Effectiveness of Managers' Organizational Behavior in Educational Institutions. Procedia - Social and Behavioral Sciences 29, 1169-1178.
  32. Simon, M. K., & Goes, J. (n.d.). Correlational Research. Seattle.
  33. Spicer, F. V. (2016). School Culture, School Climate, and the Role of the Principal. Georgia: Georgia State University.
  34. Stocker, F., Boaventura, J. G., Langrafe, T., & Barakat, S. R. (2020). A Stakeholder Theory Approach to Creating Value in Higher Education Institutions.
  35. Sykes, A. H. (2015). Models of Educational Management: The Case of a Language Teaching Institute. Journal of Teaching and Education, 17-23.
  36. Taherdoost, H. (2016). Sampling Method in Research Methodology; How to Choose a Sampling Technique For Research. International Journal of Academic Research in Management, 18-27.
  37. (2013). The School Principal as a Leader: Guiding Schools to Better Teaching and Learning. New York: The Wallace Foundation.
  38. Trammell, J. (2016). The Relationship Between Distributed Leadership and teacher Affective Commitment in Public and Private Schools (Published doctoral dissertation). Tennessee: Carson-Newman University.
  39. UNESCO. (2016). Leading Better Learning: School Leadership and Quality in the Education 2030 Agenda. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/leadership-report.pdf

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic