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STRATEGIC MANAGEMENT STYLES OF THE 2018 PRINCIPALS

TEST PASSERS IN THE SCHOOLS DIVISION
OFFICE I PANGASINAN: BASIS FOR
AN ENHANCEMENT PROGRAM

A Dissertation
Presented to the Faculty
of the Colegio De Dagupan
Dagupan City

In Partial Fulfillment
of the Requirements for the Degree
DOCTOR OF PHILOSOPY

EUGENE DR. MAMARIL

MARCH 2019

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CHAPTER I

THE PROBLEM

Rationale

In the face of the many problems that beset the world today in

government, business and industry, education and other areas of endeavor,

there is clearly crucial need for effective and efficient managers as stated by

Peter Clincher (2009) where he pointed out that “management is actually made

up of two important dimensions that is, effectiveness and efficiency”. The

knowledge and skills for managers are, and will be a vital factor in or ability to

meet society’s task and challenges. Indeed, to say that managers are the

“activating elements” in their respective organization is to make an

understatement. Thus, it is the utmost importance that practicing, as well as

potential managers be adequately prepared for the job of management.

Management deals with people, materials, machines, methods, money

and markets and objectives of the organization. It may be said that management

developed in the value of the political and economic philosophies of the nation

along with the influence of previously established disciplines such as philosophy,

economics, psychology, sociology, law and engineering.

The field of management has been growing by leaps and bounds and

contributions of management writers have continued to enrich it in many

directions. Aside from the classical, human relations, behavioral, quantitative,

system and contingency approaches to management, new approached and

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prospective have emerged in the management scene.

The school heads’ responsibilities in the strategic management particularly

to the NQESH passers focused on the management functions like planning,

resource management, implementation and monitoring, evaluation and reporting.

They may be looked at the different angles but they essentially all converge on a

set of ways of viewing the performance of administrators in carrying out these

assigned responsibilities. In order to accomplish his task, the school heads has

to make up his mind on what has to be done and how it is to be done. But simply,

he has to make decisions on matters of substance and process.

Practitioners of school formulate lessons and principles from past

management experiences and use them as guides to their future actions. The

comparative approach of Oak (2012) is typical of this school. it cannot be denied

that the study of management experience is important but the over emphasis of

the empiricist on the past make them vulnerable to criticism on the premise that

the future is likely, to occur differently from the past.

In the school system, management is visual to be divided and composed

of subsystem such as the system of planning, organizing, controlling, budgeting,

staffing, monitoring and decision-making. For example, jobs in organizations may

constitute a system. Environment may also be viewed as internal and external to

the firm. For instance, the working condition of a factory is an external

environment while, the market as the economy in general, is an external

environment. The term system, particularly with the advent of the computer, is

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widely used in modern management.

The school analyzes management from the standpoint of interpersonal

relations represented by human relations, leadership and behavioral sciences.

This school emphasizes the study of human interactions in an organization and

draws heavily from the field of Psychology, Sociology and Social Psychology for

its techniques. This school is anchored on the belief that management is founded

on delegation, that is “getting things done through others.” The primary focus of

school therefore, is the individual (Patterson, 2013).

The School Administrators shall be accountable to the efficient and

effective administration and management of the school. Schools are organized

principally to provide various types of educational services. It is the job of the

school administrator to see to it that pupil and other school clients receive quality

educational services.

It is within this context, that the researcher was motivated to conduct this

study to assess the strategic management styles of the 2018 NQESH passers in

the Schools Division Office I Pangasinan as basis for an enhancement program.

Theoretical Framework

This study is based on the conventional theory of management’s task in

harnessing human energy to organizational requirements can be stated in terms

of three propositions, as follows (McGregor, 2000)

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1. Management is responsible for organizing the elements of productive

enterprise - money, materials, equipment, and people – in the interest

of economic ends.

2. As regards to people, this is a process of directing their efforts,

motivating them, controlling their actions, modifying their behaviour to

fit the needs of the organization.

3. Without active intervention by management, people would be passive

even resistant to organizational needs. They must therefore be

persuaded, rewarded, punished, and controlled. “Getting things done

through other people” is often the expression used to sum up

management’s task.

Research findings that have emerged from the social sciences challenge

the three propositions embodied in the conventional view of management. It is in

the area of motivation of people where the conventional approach is particularly

inadequate. This point is aptly educated on in the following quotation:

The philosophy of management by direction and control –

regardless of whether it is hard or soft – is adequate to motivate,
because the human needs on which this approach relies are today
unimportant motivators of behavior. Direction and control are
essentially useless in motivating people whose important needs are
social and egoistic. Both the hard and the soft approach fail today
because they are simply irrelevant to the situation.

Clearly, the conventional view of management’s task is adequate for the

reasons mentioned. A new theory of the task of managing people, based on

more adequate assumptions about human nature and motivation, is proposed by

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McGregor, it embodies the following propositions:

1. Management is responsible for organizing the elements of productive

enterprise – money, materials, equipment, and people - in the interest

of economic ends.

2. People are not by nature passive or resistant to organizational needs.

They have become so as a result of experience in organizations.

3. It is a responsibility of management to recognize and develop the

individual’s potential for development, his capacity for assuming

responsibility, his readiness to direct behaviour toward organizational

goals.

4. The essential task of management is to arrange organizational

conditions and methods of operation so that people can achieve their

own goals best by directing their own efforts toward organizational

objectives.

A comparison of the two theories yields these facts: The conventional

theory relies upon external control of human behavior; the new theory relies on

self-control and self-direction. The conventional theory treats people as children;

the new theory treats people as mature adults. The conventional theory is

“management by control” the new theory is management by objectives.” The new

theory has two advantages in its favor. First, it does not involve the relinquishing

of leadership, the abdication of management, or the lowering of standards.

Second, it is a process of creating opportunities, encouraging growth, releasing

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potential, removing obstacles and providing guidance.

We are interested not only in a theory but also in its application. The

question now arises: How is the new theory to be applied? Before proceed under

inspection of the assembly line. Under the new concept of management, the

individual is involved in setting “targets” or objectives for himself and in a self-

evaluation of performance semi-annually. The advantage of this approach is that

it encourages the individual to take a greater responsibility for planning and

appraising his own contribution to organizational objectives. The accompanying

effects of this approach on egoistic and self-fulfillment needs are substantial.

Conceptual Framework

The legal base used in this study was the Republic Act 9155, otherwise

known as the Governance of the Basic Education Act of 2001. The law provides

the general rule of basic education: to develop the Filipino learners by providing

them basic competencies in literacy and numeracy. Critical thinking and learning

skills helps learners become potential and responsible citizen. The governance of

Basic Education Act envisioned a curriculum that shall promote the holistic

growth of the Filipino learners and enable them to acquire core competencies

and develop the proper values.

This was supported by another legal base, the Department of Education

Memorandum No. 158, s. 2018 better known as the 2018 Principal’s Test. The

examination shall serve as a mechanism for selecting competent school heads in

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the public education sector. The principal’s test covers the following topics

anchored in DepEd Order No. 32, s. 2010 entitled National Adoption and

Implementation of the National Competency-Based Standards for School Heads

and Enhanced Basic Education Program; School Leadership; Instructional

Leadership; Creating Student-Centered Learning Climate; Human Resource

Management and Professional Development; Parent Involvement and

Community Partnership; School Management and Operation; Personal and

Professional Attributes and Interpersonal Effectiveness and 21 st Century

Management and Leadership Skills.

Figure 1 in the next page presents the paradigm of the conceptual

framework of the study using the Input-Process-Output model. Included in the

inputs are the professional profile of the principal test passers in the Schools

Division Office I Pangasinan in terms of their highest educational attainment;

present position prior to taking the examination; number of years of experience

as Head Teacher/Master Teacher and Teacher III/TIC; relevant in-service

trainings attended in management and membership in relevant professional

organizations, likewise included as inputs are the extent the principal passers

exercise the strategic management system in the discharge of their duties and

responsibilities as School Administrator and the needs of the principal passers

relevant in the exercise of the Strategic Management Styles. The output of this

study is a proposed enhancement program to address the needs identified by the

principal test passers in the Schools Division Office I Pangasinan.

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Assessment of the Strategic Management System of

Principal Test Passers in the Schools Division Office I
Pangasinan: Basis for a Proposed Enhancement Program

INPUT PROCESS OUTPUT

1. Professional Profile of the

NQESH Passers in the
Following:
1. Preparation of
a. Highest educational The final draft
Attainment of the Enhancement
b. present position prior to questionnaire
Taking the examination Program
c. Number of years of
Experience as School
2. Tabulation of to Address
Head/Master Teacher and The data
Gathered the Needs
Teacher III
d. Relevant in-service Identified
Trainings attended 3. Analysis and
e. Membership in relevant
Interpretation of by the
Professional organization
data gathered Principal
2. The Extent to the Principal Relative to the
Passers Exercise the Different sub- Test Passers
Strategic Management Styles Problems
in the Discharge of Their
In the
Duties and Responsibilities Division of
as School Administrator 4. Evolvement of
the Proposed Pangasinan I
3. Needs of the Principal Enhancement
Passers Relevant in the Program
Exercise of the Strategic
Management Styles

Figure 1

Schematic Diagram on the Conceptual Framework of the Study

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Statement of the Problem

This study seeks to assess the strategic management styles of principal

test passers in the Schools Division Office I Pangasinan as basis for a proposed

enhancement program during the School Year 2018.2019.

Specifically, it sought to answer the following sub-problems:

1. What is the professional profile of the principal test passers in the

Schools Division Office I Pangasinan in terms of the following:

a. Highest educational attainment;

b. Present position prior to taking the examination;

c. Number of years of experience as Head Teacher, Master Teacher

and Teacher III;

d. Relevant in-service trainings attended;

e. Membership in relevant professional organization?

2. To what extent do the 2018 principal passers exercise of the strategic

management styles in the discharge of their duties and responsibilities as school

administrator?

3. What are the needs of the principal passers relevant in the exercise of

the strategic management styles?

4. What enhancement program can be proposed to address the needs

identified by principal test passers in the Schools Division Office I Pangasinan?

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Basic Assumptions

This study is anchored with the following basic assumptions:

1. The NQESH passers for 2018 are in a better position to implement the

strategic management styles in their respective school assignment in the public

elementary schools in the Schools Division Office I Pangasinan.

2. The identified needs by the NQESH passers in the assessment of the

strategic management styles can be used as basis in proposing an enhancement

program.

Scope and Delimitation of the Study

This study seeks to assess the strategy management styles of the

principal test passers in the Schools Division Office I Pangasinan as basis for

proposing an enhancement program during the School Year 2018-2019. The

study will be delimited to assess the professional profile of the principal test

passers in the Schools Division Office I Pangasinan in terms of their highest

educational attainment, present position prior to their examination, number of

years of experience as School Head/Master Teacher and Teacher III; the extent

as the principal exercise the strategic management styles in the discharge of

their duties and responsibilities as school administrator and the needs of the

principal passers relevant in exercise of strategic management styles.

The output of the study was an enhancement program to address the

needs identified by principal test passers in the Schools Division Office I

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Pangasinan; however, the implementation of such is beyond the limit of this

study due to time constraints.

Significance of the Study

The findings and output of this study will benefit the following:

Department of Education. The findings of this study will provide the

DepEd officials feedbacks in the assessment of the management styles of the

principal passers which may serve as frame of reference for planning and

redirection of policies and strategies.

School Heads. Results of this study will make the school heads aware of

the pressing problem in their management styles to the new principal passers

and that need to be addressed immediately.

Teachers. The insights that will be derived from this study will make the

teachers fully aware about the crucial role they play in the attainment of quality

education in the K to 12 curriculum.

Pupils. The findings of this study will improve the delivery of the

educational services as they are the end beneficiaries of this study.

Researcher Himself. Findings and output of this study will serve as frame

of reference of their significant roles they perform in the continuous process for a

better supervisory and management functions.

Other Researchers. The findings of this study will provide the other

researchers a benchmark data to validate the findings of the study.

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Definition of Terms

For better understanding of the study, the following terms are operationally

defined.

Enhancement Program. It refers to the output of this research that

intends to improve the management of NQESH passers 2018 in the public

elementary schools, Schools Division Office I Pangasinan.

Schools Division Office I Pangasinan. It refers to the locale of the study

where the NQESH passers are presently assigned during the conduct of this

study.

Management. It refers to a system of management of schools where

School Heads, Master Teacher and Teacher III work together to improve the

performance of their respective schools.

Strategic. It refers to where you want to go, you know how to get there

and you know how to recognize the set of objectives you want to achieve. In this

study, it is a way of unifying and clarifying position, particularly in times of

change.

School Heads. They serve as respondents of the study particularly

School Heads who recently passed the principal t6est as of 2018.

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CHAPTER II

REVIEW OF LITERATURE AND STUDIES

This chapter deals with the literature and studies reviewed by the

researcher that have bearing on this study.

Literature

Management Functions of
Schools in America

Boules (1998) differentiated administration from management as follows:

Administration for our schools (in America) was clearly a management

functions only and generally speaking, it was a low-level form of management

however, is still important for school administrator, a complex function which

requires sophistication in practice of fifty years ago.

But management alone has sufficed during the present century that has

seen tremendous responsibilities being placed in the public educational system.

Management could prove its “economy and efficiency” but it turned back on the

question “for what” and led a “descent into trivia.”

Boules viewed management as the highest order of administration. He

considered management as the evidence of quality administration by the thrust of

the management role is still action oriented.

Additional insights into the concept of management of the national

assessment of a situation and the systematic collection of goods and pruposes;

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what is to be done, the systematic development of strategies to achieve these

goals, the marshaling of the required resources, the rational design organization,

direction and control of the activities required to attain the selected purposes and

finally, the motivating and rewarding of people to do the work.

The job of management is to make such cooperative endeavor function

properly, managers are needed to convert disorganized resources of men,

machines and money into a useful enterprise. Managers conceive of the service

and enterprise can render, mobilized the required means of production,

coordinate activities, the enterprise and with the outside world, and inspire

people associate with the enterprise to work toward common objectives.

As stated previously, the Education Act of 1982 provides among other

things, that every school administrator shall be accountable for the efficient and

effective administration and management of the schools. It is very clear, that

school administrator has to perform both administrative and management

functions in his school and that he must perform both categories of functions

efficiently and effectively. He must work toward the attainment of intended goals

and objectives without waste of resources.

Governance of Basic Education

The Governance of Basic Education Act of 2001 known as RA 9155

general rule of basic education to develop the Filipino learners by providing them

basic competencies in literacy and numeracy, critical thinking and learning skills,

and patriotic and responsible citizens.

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The Governance of Basic Education Act envisions a curriculum that shall

promote the holistic growth of the Filipino learners and enable to acquire the core

competencies and develop the proper values. The curriculum shall be flexible to

meet the learning needs of the diverse student, and is relative to their immediate

environment and social cultural realities.

The Department of Education envisions every learner to be functionally

literate, equipped with life skills, appreciates the arts and sports, and imbued with

the desirable values of a person who is makabayan, makatao, makakalikasan, at

maka-Diyos. In line with this vision, the DepEd has the mission to provide quality

basic education that is equitable accessible to all, and lay the foundation for life

learning and service for the common good.

The School-Based Management Program

The School-Based Management Program consisted of three (3) parts. The

first part provides the framework and standards for the implementation of the

SMB in all elementary and secondary schools in order to assure quality basic

education. It present a simple model for installing and sustaining systems to

improve educational outcomes through continues improvement of the

management of the school and its resources, classroom instruction, student’s

achievements and accountability mechanisms.

The second part embodies the guidelines on how to introduce and

institutionalize effective SMB practice in a school or cluster of schools.

The third part contains the proposed Governance of Basic Education Act

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of 2001 as well as other policy instruments within the legal mandate of the

DepEd.

Promotion and Sustenance of

School-Based Management

The SMB aims to achieve quality education through: (a) Strengthening

School Leadership which need a well-defined designations and accountabilities,

training and development, knowledge and experience working with the

community and stakeholders, and fiscal resource management, (b) Maximizing

Internal Stakeholders’ participation which includes shared responsibilities and

accountabilities. It is the key in the institutionalization of continuous school

improvement process towards improved learning outcomes, i.e. students

parents, teachers, Parent-Teacher Community Associations (PTCAs) should be

organized and adequately organized and adequately oriented on School-Based

Management and on their rights and responsibilities as primary stakeholders

where: (1) The student should be aware of their rights to quality education and

their responsibilities as learners, the exercise of their rights and responsibilities

by participating in the school improvement process, particularly in identifying

learning needs and creating facilitative learning environment and the students to

exert effort to learn and improve their performance and engage themselves in

school government while maximizing their effort to improve their performance

and held accountable for their behavior and performance; (2) The teachers

should be trained on the curriculum, content and pedagogy while parents

assume responsibilities as partners in the learning process of their children. This

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is here the leadership role of the school heads becomes particularly important.

Teachers also engage in peer mentoring and coaching. Continuing professional

development is also pursued by teachers and they should actively participate in

the school governance; (3) The parents co-manage and co-monitor the learning

process and outcomes and also held accountable for the performance and

achievement of their children; (4) Maximizing External Stakeholder Participation.

The external stakeholders comprised of alumni, parents of alumni, local

executives, community teachers, non-government organizations and peoples’

organizations. These external stakeholders are organized and be made aware of

their rights and responsibilities as education stakeholders in order to prepare

them for school community partnership to implement School-Based Management

and continuous school improvement. They also help create community

environment that support quality basic education. The local government

stakeholders should be properly oriented into developing a functional Local

School Board to support school programs such as construction/rehabilitation of

school buildings and facilities, extension classes and sports development. The

LGUs also introduce and co-implement school improvement programs such as

Alternative Learning System (ALS). The communities are similarly oriented,

organized and mobilized to support the SMB programs like Adopt-a-School

Program and other innovative initiatives. The communities pro-actively engage

themselves in school governance and continuous school-wide improvement

process. They also have a high sense or social responsibility and accountability

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to demand and provide the best possible educational services in order to achieve

higher learning outcomes; (5) School Improvement Process is the assessment of

the school-Based Management process and practices. Schools or clusters of

schools are in varying levels of capacities, conditions and situations. As such,

each school or cluster of schools should be able to measure its level and entry

points in terms of the practices of the School-Based Management Program. The

School Improvement Plan should be prepared and implemented through

systematic situation analysis within the context of existing conditions,

circumstances and available resources. Stakeholders are informed, consulted

and engaged in the School Improvement Plan formulation, implementation and

monitoring and evaluation. The SIP should emphasize improvement of

educational outcomes. The implementation should be regularly tracked and

reported with necessary corrective measures undertaken, similarly, best

practices should be identified, documented and shared among peers; (6)

Resources management refers to the efficient and effective mobilization and

deployment of resources for the school when they are needed. Such measures

may include financial resources, human skills, physical assets, equipment, or

information technology. Management of resources, particularly financial assets is

an essential component and critical process of the SBM which will not be

completed if the fiscal autonomy of schools in the management of funds are

missed out. The main concern of the SBM fund management is to provide a

budget system that supports the implementation of SIP that lead to improved

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learning outcomes; (7) School-Based Performance Accountability. Along with

greater authority and responsibility given to the school and its community to

manage their own affairs and resources is the accountability for school

performance and learning outcomes. It is imperative that performance is

monitored, evaluated and reported to the stakeholder. Results and feedback from

the stakeholders are also used for decision-making and improvements in

educational service delivery.

Studies

A study on the level of managerial competencies of public elementary

school managers in the Cordillera Administrative Region (CAR) was made by

Canaon (1995). Her significant findings are as follows: (1) the level of managerial

competencies of school managers as perceived by themselves and the teachers

is “very satisfactory”; (2) Based on the total average weighted value (AWV) as

rated by the two groups of respondents, the managerial competencies of

elementary school managers were ranked in the following order: (a) physical

facilities management, (b) crisis management, (c) interpersonal and

organizational communication management, (d) delegation of authority and

responsibility and (e) personal performance accounting (3) there was a

significant relationship between educational attainment, years of experience as

school manager, in-service trainings in management attended, and level of

managerial competencies. Among the three (3) independent variables,

educational attainment exerted the greatest influences in enhancing the level of

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managerial competencies as school managers, while the years of experience as

a school manager, had the least influence; and (4) The degree of seriousness of

problems encountered along the five areas of managerial competencies was

rated “slightly serious” by both groups of respondents.

The relationship between the principal’s administrative performance and

their professional qualification, personal socio-demographic variables, and school

characteristic as student by Danao (1998). Respondents employed were 201

public elementary school principals/head teachers, 27 district supervisors, and

1,005 teachers in the Division of Masbate. The questionnaire was used as the

data-gathering instrument with multiple regressions, ANOVA and stepwise

multiple regression analysis as statistical tolls findings revealed that

administrative performance was not affected by professional qualification except

their experiences. Administration and supervision had a significant effect on the

principals’ decision making, planning and evaluation.

De Leon’s (1999) study focused on the relationship between the

differentiated supervisory techniques used by the public elementary school

principals in the Division of City Schools in Pasay City and the growth needs of

teachers. Her findings revealed the following: (1) Teachers need crucial

refinement and self-development skills; (2) The perception of the principals

concerning teachers’ growth needs tend to be consistent with those of the

teachers; (3) Clinical and peer or collaborative supervision were “often” used with

the experienced, “outstanding”, with the experienced teachers; and(4) The

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perceptions of the principals on the extent of used of the four differentiated types

of supervision were congruent with those of the experienced teachers but

differed significantly with those of the master teachers, specifically on the use of

clinical supervision and administrative monitoring.

Another study on the management competencies of the principals was

made by Del Rio (1998). Her study revealed the following findings: (1) The grade

school principals perceived themselves as “very satisfactory” in their

management competencies; (2) The school (private/public) is not a very strong

factor in the perceptions of management competencies among grade school

teachers; (3) The perception of public school teachers differed from those in the

private school in some aspect of management competencies; (4) The teachers

had “very satisfactory” performance; and (5) The Grade VI pupils’ perception of

the teaching performance of their teachers indicated to a “least” extent the

influence of the management competencies of the grade school principals.

Similarly, Gundayao’s (1997) studied the level of management

competencies of the public school administrators in the Division of Pangasinan I,

Pangasinan II, Dagupan City and San Carlos City in terms of certain

management concerns. He used the descriptive methods of research with the

questionnaire as the main data gathering instrument to determine the personal

and professional characteristics as well as the level of management

competencies of the school administrators in terms of some variables.

Gundayao drew the following conclusions based from his findings:

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1. Majority of the public elementary school administrators of the four

school divisions: Pangasinan I, Pangasinan II, Dagupan City and San

Carlos City are in their senior years, females and married holding the

Principal I positions.

2. The majority are in need of adequate professional training in

Educational Management.

3. The disagreement in the perception of the school administrators and

their teachers indicate that the competencies of the school

administrators in communication and professional development need

to be given attention.

4. The proposed program for staff development can help address the

needs in management competencies of the public elementary school

administrators as it was involved based on the needs assessment.

Another study on principal’s managerial skills and tasks performances was

that of Mayan (2016). The study sought to determine the relationship of the

school effectiveness on the principal’s skill and performance. Skills were focused

on the principal’s technical, human and conceptual skills. The study used the

descriptive method of research with the questionnaire as the data-gathering

instrument focusing on the principal’s skills significantly affect school

effectiveness; that the principal’s managerial skills are related to the task

performance and school effectiveness.

A study on the extent of managerial leadership effectiveness of the school

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principals of the Cordillera Administrative Region was conducted by Samonte

(1998). The findings of this study were as follows: (1) The predominant

leadership styles of the school principals are leadership by “Kayod” (realistic) and

leadership by “Libro” (idealistic). In these two styles, the school principals were

very effective in their managerial leadership; (2) The leadership styles of the

school principals are independent of their sex, civil status and educational

qualification. Their leadership styles are influenced by their age and years of

administrative experiences, tended to be idealistic while the older ones tended to

be realistic in their leadership styles; (3) The school principals perceived

themselves to be very effective leaders; (4) The leadership effectiveness of the

school principal is independent. Their leadership effectiveness is influenced by

the variables of age, educational qualification, years of administrative experience

and leadership style; and (5) The teachers perceived that their principals are

moderately effective learners.

San Pedro (2000) attempted to find out the extent of the school

community and human resources utilization in the secondary school of

Congressional District IV, of the Division of Nueva Ecija, during the school year

1999-2000 and its implication to educational management. The descriptive type

of research was used in this study. The study employed frequency distribution,

measures of central tendency, measures of dispersion, test of relation using the

chi-square test and Pearson’s correlation coefficient. All tests of hypotheses were

tested at the significance probability level of 0.05.

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Based on the results and analysis of the collected data, the following were

the findings:

1. The majority of the teacher respondents belonged to the age group of

31-40 years old with an average age of 36.51 years old, 68.5 percent

were females, 75.3 percent were married, 68.5 percent have not

gained any advance units beyond their bachelor’s degree, 66.3 percent

occupied Teacher I positions and 87.6 percent had been in the service

for 20 years with an average of 11.35 years. On the other hand,

majority of the principal respondents belonged to the age group of 51

years and above with an average age of 53.44 years, 68.7 percent

were females, all were married, 93.7 percent have not made any

advances beyond their MA degree, 68.8 percent have already acquired

10 years of administrative experiences with average of 8.5 years.

2. The extent of human resources management of the school principals in

terms of policy making and planning, implementation of policies and

objectives, supervision and control, assistance given to teachers and

evaluation obtained weighted mean score of 3.33, 3.44, 3.44, 3.45 and

3.48, respectively and had a verbal description of “evident”. These

results showed that the school principals were doing their duties and

responsibilities in managing their schools in such a way that they work

in an environment where efficiency, effectiveness and productivity of

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the schools are obtained, and the educational goals are achieved

using variety of strategies and techniques.

3. The extent of utilization of the school resources such as classroom,

library, laboratory, shop rooms, and canteen obtained a weighted

mean score of 3.07, 2.83, 2.965, 2.98 and 2.89, respectively and

obtained also verbal description of “moderately adequate”. These

results showed that the physical facilities of the schools in

Congressional District IV were lacking in basic materials, equipment

and other school faciliti4es in maximizing the teaching-learning

process in the secondary level.

4. The extent of utilization of the community resources such as Parents

Teachers Association, Local Government Units, Non-Government

Organization, obtained a weighted mean scores of 2.76, 2.89, and

2.78, respectively and obtained a verbal description of “to some

extent”. This result showed that the community supports extended by

the different organization to the schools were considered low

especially in terms of their financial contributions to augment school

funds. However, community involvements in school activities are still

considered high.

5. The principal’s profile such as age, sex, educational attainment,

present position and length of administrative experience were not

significantly related to the extent of human resources management by

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the school principals except the relationship of present position to

supervision and control where a highly significant relationship existed.

In terms of the relationship of the school utilization of the school

resources, chi-square analysis revealed highly significant relationship

among the three variables considered. Pearson’s correlation coefficient

revealed a substantial to high correlation of the different resource

variables.

6. On the implementation of the educational management, the evaluation

made by the principals and the teachers on the utilization of human,

school and community resources were moderate; it indicated that there

is still a big room for improvement for both the teachers and principals.

As such the principals should be empowered so that they may have a

significant control over his human and school resources for an effective

and efficient school program. Likewise, linkages can be better

established with the community and the other government institution

advocating goo education. Similarly, teachers could increase their

efficiency and productivity by totally understanding the goals of the

educational system thereby increasing their teaching potentials which

directly related to academic performance thus, improving the quality of

education.

Based on the findings of the study, the following conclusions were offered

by the researcher.

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1. On the teacher’s profile, majority of the teacher respondents belonged to

the lower-minded aged group, females, married, with bachelor’s degree as

their e4ducational attainment, occupying Teacher I positions and had

been in the service for ten years. On the principal’s profile, majority of the

principal respondents, belonged to the upper middle aged groups, females

all married, with master’s degree as their highest educational attainment,

occupying Principal I position and have 10 years of administrative

experience and service.

2. The extent of the school principal’s human resources management was

evident which indicated the most of the principal respondents performed

their supervisory and management functions only to a certain extent.

3. The extent of the school resources as evaluated by both the teachers and

principals, there was only a “moderately adequate” in terms of the basic

materials, equipment and other school facilities in maximizing their

teaching-learning practices.

4. The extent of utilization of community resources were only to “some

extent” which revealed that the community support extended by the

different organizations to the schools were considered low.

5. The principal’s personnel profiles were not significant related to the extent

of human resources management utilization. It revealed that the principal’s

profile variables were not predictor variables in determining their human

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resources management, hence, the hypothesis of no significant

relationship was accepted.

However, highly significant relationships from substantial to high

correlation existed between the school, and the utilization of the community and

human resources hence, the hypothesis of no relationship was rejected.

Yturralde (2016) sought to analyze the top performing public and private

elementary school principals of the NEAT results in the Division of Angeles City

and Tarlac during school year 1995-2016.

This investigation used the descriptive correlational method with the

questionnaire as the main data gathering instrument as well as documentary

analysis particularly the NEAT results.

Chosen as respondents in this study were 24 top performing principals in

the NEAT. Of the total number, 10 are public elementary school principals of the

Division of Tarlac and 14 were principals of private schools in the Division of

Angeles City. They represented 100 percent of the population of the top-

performing principal schools in both school divisions based on the percentage of

passing.

Simple percentage average, weighted point, and the Pearson r were

computed to answer the following sub-problems.

1. Majority of the elementary school principals are educationally qualified

for the principal position, have kept up their professional growth

through sufficient attendance in relevant in-service trainings, and have

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maintained a very satisfactory performance rating; while a near

majority were more productive in their ten years experience as

principals.

2. Regardless of the school types (public or private) the schools under

the effective principals produced a high overall percentage of passing

in the NEAT.

3. Along the three development concerns, generally, school principals

highly practiced the activities in public development and physical

facilities development. They “very highly practiced” staff development.

4. Generally, the principals view their performance in the management of

people and resources as one on that is rarely equalled; in the

management of work, linkages and their innovativeness as one of that

exceeds acceptable standards and in the management of constraints,

as one that meets acceptable standards.

Pedro’s study (1998) assessed the staff development of the public

elementary school teachers in Cervantes – Quirino District, Division of Ilocos Sur.

Fifty (50) administrators and one hundred (100) teachers of the district of

Cervantes – Quirino gave their perception on the problems raised in the study

during the school year 1997-1998.

The study used the descriptive survey with a questionnaire checklist as

the data-gathering tool. Statistically, tools used were the means and the

Sandler’s A test.

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The study used the descriptive survey with a questionnaire checklist as

the data-gathering tool. Statistically, tools used were the means and the

Sandler’s A test.

The following were the conclusions of the study.

1. The objectives of the staff development program in Cervantes-Quirino

District for public elementary school teachers were “much attained”.

2. Although the administrators and teachers regarded the staff

development modes utilized by the former as “very effective” and

“moderately effective” respectively, the Sandler’s A test failed to

establish a significant difference between their perceptions.

3. The problems encountered by the teachers in staff development

programs were “moderately serious”.

4. There was much agreement on the proposed measures to insure more

meaningful teacher-attendance to staff development programs.

5. The administrators’ and teachers’ perception on the need for staff

development activities in the study differed significant. The

administrators perceived this to be “moderately needed” while the

teachers said that it was “much needed”.

Based on the conclusions drawn from the findings, these

recommendations are offered:

1. The administrators and teachers should consistently attain the

objectives of their staff development program fully.

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2. Varied effective modes of staff development should be used by school

administrators.

3. Solutions to the problems encountered in the staff development

program should be attended to just after each staff development

program. Distance of home to seminar venue need to be given priority

as this was considered to be serious problem on the part of the

teachers.

4. The proposed measures to insure a meaningful teacher-attendance in

staff development program should be one of the agenda on the first

district meeting for school year 1998-1999.

5. A more careful scrutiny of the staff development activities should be

made by school administrators based on relevant and current teachers’

needs.

Contributions of Reviewed Literature

and Related Studies to the Present
Study

The reviewed literature and studies positively contributed to strengthen the

framework of the present study. These substantiated the need and importance of

the issues raised. Moreover, these were used extensively to corroborate the

findings of this study.

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CHAPTER III

METHODOLOGY

This chapter presents the research design, sources of data,

instrumentation and data collection and tools for data analysis in answer to the

different sub-problems raised in the study.

Research Design

This study will be utilized the descriptive method of research with the

questionnaire as the main data gathering instrument in the assessment of the

professional profile of the 2018 Principal Test Passers in the Schools Division

Office I Pangasinan, in terms of their highest educational attainment, present

position prior to taking the examination; number of years of experience as School

Head/Master Teacher, Teacher III and Teacher In-Charge; relevant in-service

trainings attended, and membership to professional organizations. The study

also include the extent in the principal passers exercise the strategic

management styles in the discharge of their duties and responsibilities as school

administrator and the needs of the principal test passers relevant in the exercise

of the strategic management styles. The output of this study was an

enhancement program to assess the needs identified by the 2018 principal test

passers in the Schools Division Office I Pangasinan.

Sources of Data

The one hundred thirty six (136) NQESH passers during the year 2018

were the respondents of the study. Both from Elementary and Secondary School

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Heads, Master Teachers and Teacher III served as respondents of the study who

provided data needed in the study. Table 1 presents the distribution of

respondents by school.

Table 1
Distribution of Respondents
N=136

Positions of NQESH Passers in the Number of NQESH

Schools Division Office 1 Pangasinan passers
1. Head Teachers 51
2. Master Teachers 25
3. Teacher III 60
Total 136

Instrumentation and Data Collection

The researcher seeks to assess the Strategic Management System of

Principal Test passers in the Schools Division Office I Pangasinan, basis for a

proposed enhancement program during the school year 2018-2019. The

questionnaire served as data gathering instrument in the assessment of the

professional profile of the Test Passers in the Schools Division Office I

Pangasinan in terms of the afore cited variables as Part I of the questionnaire.

Part II focused on the extent of the principal passers exercise the strategic

management styles in the discharge of their duties and responsibilities as school

administrator. Part III discussed the needs of the principal test passers, relevant

in the exercise of the strategic management styles.

The items in the questionnaire was adopted from the readings of the

researcher along books and dissertations, which was presented to the panel

members and to his adviser during the proposal defense, their suggestions were

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incorporated in the questionnaire upon the approval of the Dean of the Graduate

School. After the refinement of the questionnaire, the researcher will ask

permission from the Schools Division Superintendent of Schools Division Office I

Pangasinan to administer the approved questionnaire to the identified

respondents.

The researcher personally will distribute the questionnaires and likewise

retrieve to ensure 100 percent retrieval.

Tools for Data Analysis

To different sub-problems were statistically treated:

For sub-problem 1, along the professional profile of the Principal Test

Passers, in terms of variables: frequency and percentage will be used.

For sub-problems 2 and 3, on the extent to the principal passers exercise

the strategic management system and the needs of the principal passers

relevant in the exercise of the Strategic Management Styles, average weighted

mean will be used. The formula is:

AWM = ∑fx
N

Where:

AWM = Average Weighted Mean

∑fx = Distributed frequencies

N = Total Number of respondents

To interpret sub-problem 2 and 3 the scale below was used.

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Descriptive Equivalent (DE)

Scale Statistical Sub-Problem 2 Sub-Problem 3
Range
5 4.50-5.00 Full Extent (FE) Very Much Needed (VMN)
4 3.50-4.49 Great Extent (GE) Needed (N)
3 2.50-3.49 Moderate Extent (ME) Moderately Needed (MN)
2 1.50-2.49 Slight Extent (SE) Slightly Needed (SN)
1 1.00-1.49 Not at All (NAA) Not at All (NAA)

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Appendix A
Letter of Request for Permission to Conduct the Study

Republic of the Philippines

COLEGIO DE DAGUPAN
INSTITUTE OF GRADUATE AND PROFESSIONAL STUDIES
Dagupan City

MARIA CELIA JUNIO-FERNANDEZ, Ed.D.

Schools Division Superintendent
Schools Division Office I Pangasinan

Madam:

Presently, I am conducting a research work entitled “Strategic

Management Styles of the 2018 Principal Test Passers in the Schools
Division Office I Pangasinan: Basis for an Enhancement Program” in partial
fulfillment for the requirements for Doctor of Philosophy at the Colegio de
Dagupan, Institute of Graduate and Professional Studies, Dagupan City this
academic year 2018-2019.

In this connection, I have the honor to request from your good office to
please allow me to administer my attached questionnaire to the 2018 Principal
test Passers by way of providing necessary data which is the main data
gathering instrument in my study.

I would be very thankful for your favorable action on the request.

Very truly yours,

(Sgd.) EUGENE MAMARIL

Researcher
Noted:

(Sgd.) JOEY L. CASERIAL, Ed. D.

Adviser

APPROVED:

(Sgd.) MARIA CELIA JUNIO-FERNANDEZ, Ed.D.

Schools Division Superintendent

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APPENDIX B

Letter to the Respondents

Republic of the Philippines

COLEGIO DE DAGUPAN
INSTITUTE OF GRADUATE AND PROFESSIONAL STUDIES
Dagupan City

Dear Respondents,

Presently, I am conducting a research work entitled “Strategic

Management Styles of the 2018 Principal Test Passers in the Schools
Division Office I Pangasinan: Basis for an Enhancement Program” in partial
fulfillment for the requirements for Doctor of Philosophy at the Colegio de
Dagupan Institute of Graduate and Professional Studies, Dagupan City this
academic year 2018-2019.

Kindly help the researcher by way of providing necessary data in the

attached questionnaire which is the main data gathering instrument in my study.
Rest assured that your responses will be kept completely confidential.

Thank you very much as I look forward for your cooperation.

Very truly yours,

(Sgd.) EUGENE MAMARIL

Researcher

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APPENDIX C

QUESTIONNAIRE FOR THE NQESH PASSERS

IN THE SCHOOLS DIVISION OFFICE I PANGASINAN

Part I. Professional Profile of the NQESH passers in the Schools Division

Office I of Pangasinan in Terms of Variables

Directions: Kindly put a check (/) mark on the space provided for each item.

A. Highest Educational Attainment

_____ Doctor of Education

_____ Doctor of Philosophy

_____ Doctor of Education Academic Requirements

_____ Doctor of Philosophy Academic Requirements

_____ Master of Arts in Education

_____ Master of Arts in Education Academic Requirements

_____ BS Degree Only

_____ Others (please specify)

B. Present Position Prior to the Examination

_____ Head Teacher III

_____ Head Teacher II

_____ Head Teacher I

_____ Master Teacher II

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_____ Master Teacher I

_____ Teacher In-Charge

_____ Teacher III

_____ Others (please specify)

C. Relevant In-Service Trainings Attended

_____ International Level

_____ National Level

_____ Regional Level

_____ Division Level

_____ Congressional District Level

_____ District Level

_____ School Level

D. Membership in Professional Organization

Kindly write your membership in professional organizations.

Part II. Extent of the NQESH passers Relevant in the Exercise of Strategic
Management Styles in the Discharge of Their Duties and
Responsibilities as School Administrators

Directions: Kindly put a check (/) mark provided for each column using the scale
in the next page.

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Legend:
Scale Statistical Ranges Descriptive Equivalent
5 4.50-5.00 Full Extent (FE)
4 3.50-4.49 Great Extent (GE)
3 2.50-3.49 Moderate Extent (ME)
2 1.50-2.49 Slight Extent (SE)
1 1.00-1.49 Not at All (NAA)

Extent of Principal Test Passers Duties and

Responsibilities of School Administrators

A. Decision-Making FE GE ME SE NAA
5 4 3 2 1
1. Has the skill in differentiating among
types of decision.
2. Determining the amount and type of
information needed to make a
decision.
3. Encouraging the appropriate
involvement of other people in making
decision.
4. Establishing priorities for actions.
5. Anticipating both intended or
unintended consequences of
decisions.
6. Others, please specify
B. Organizing
1. Detailing all the works that must be
done to attain the organization’s goal.
2. Dividing the total work load into
activities that can logically and
comfortably be performed by one
person or by a group of individuals.
3. Combining the works of organization
member in a logical and efficient
manner.
4. Setting-up a mechanism to coordinate
the work of organization members into
unified harmonious while.
5. Monitoring the effectiveness of the
organization and making adjustment to
maintain or increase effectiveness.
6. Others, Please specify

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C. Staffing FE GE ME SE NAA
5 4 3 2 1
1. Incorporating human resource
planning.
2. Conducting in-service trainings.
3. Providing organizational goals,
objectives, purpose, mission and
vision.
4. Taking care to integrate
performance appraisal into the
overall organization.
5. Moving of personnel within the
organization, their promotions and
transfer.
6. Others (please specify)
D. Planning
1. Providing consistent guidelines for
the organization.
2. Recognizing risky and safe
opportunities and choose between
them.
3. Minimizing the chance of mistakes
and unpleasant surprises.
4. Developing a plan or set actions
for leading the goals.
5. Relating the degree of consistency
of his resources to the need of the
definite plan.
6. Others (please specify)

Part II. Needs of the Principal Test Passers Relevant in the Exercise of the
Strategic Management Styles

Directions: Put a check (/) mark on the blank provided for each column using
the scale below.

Scale Statistical Ranges Descriptive Equivalent

5 4.50-5.00
4 3.50-4.49
3 2.50-3.49
2 1.50-2.49
1 1.00-1.49
Very Much Needed (VMN)
Needed (N)
Moderately Needed (MN)
Slightly Needed (SN)
Not at All (NAA)

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Needs of the Principal Test Passers VMN N MN SN NAA

5 4 3 2 1
1. In-service trainings in line with
management styles.
2. Implementing guidelines in submission
of reports.
3. Observance of time management.
4. Relationship among the members of
the organization.
5. Values development program.
6. Others (please specify)

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