Antecedents of effective performance of school heads of public elementary schools in lowland

abra
Pepilaquin District
Schools Division of Abra
Reynaldo Sabian
A Thesis Proposal
Submitted to
The faculty of the graduate studies of the
Saint Marys College
Sta. Maria, Ilocos Sur
Philippines
In partial fulfillment of the
Requirements for the
Degree
Master of Arts in Education
Chapter 1
Introduction
Situation Analysis
In the Philippines, the basic objective of educational governance is to manage the educational
system effectively and efficiently as much as possible so that the mission, goals and objectives of
education will be attained at the least social and economic cost ( Congressional Commission on
Education, 1993).
External governance relates to the management of the entire educational system, while the
internal governance relates to the management of and by each of the systems component areas
and/or institution such as, the elementary, secondary and tertiary levels.
The elementary level in our educational system comprise the largest infrastructure in terms of
teachers and school plants. At least every municipality in the country has an elementary school.
In most cases, every barangay has at least a primary school. Under the DepEd, there are about
elementary schools in the country with teachers and total yearly enrolment of
pupils.
Based on the above quantitative indicators, elementary schools in the Philippines are an
enormous system. The administration of these schools is a daunting task, no to mention of
graduates these schools produce every year.
There were several issues disclosed by the Congressional Commission on Education (EDCOM,
1993) which concerns the Philippines Educational System.
One of these is the governance of each system at the micro-level.

 The success of any educational system is gauged by the result of sound and effective leadership
and management Albano ( 1997).
The demands of management require broad knowledge, trainings, experiences and related
abilities and skills. The public school administrator processed with these resources; however, do
not insure success in management.
Mondy (1991) explained that the school managers should be skilled in planning, organizing,
staffing, directing, coordinating, reporting, bookkeeping, accounting, budgeting or controlling,
communicating, management of salary increases and supplies and evaluating of the physical and
human resources in the school. Furthermore, he stressed that the school manager should develop
a wholesome, relationship with the school personnel. These features in the management process
develop organizational unity, purpose and belongingness which are contributory to success in
school management.
A cursory observation of a particular school would reveal a distinct behavior pattern or sort of
climate which pervades in its atmosphere. A closer examination of this organic atmosphere
would show identifiable relationships between the behavior of the teaching and no-teaching
personnel and the overt leadership and performance of the school head or principal. A much
closer scrutiny would yield not only the school heads styles of leadership, but also his or her
personality and the distinct uniqueness of the school being administered. These observations lend
some truth to the statement of Davis (1982) which postulated that an individual brings with him
his person and personality to the organization, and that an organization is but a shadow of the
personality of the leader.
There also exist situations regarding the performance of the school head within a school. Most
authorities agree that natural talent for the job is the most important attribute of an administrator.
Good administrator often have a natural ability that helps them reach the right decision.
Furthermore, success in management is the result of learning from experience.
The School Head/ Principal. The principal, head or chief leader of a school, is directly
responsible for the attainment of the schoolss corporate commitment (PASSA, 1993). He is
primarily the one who sets the tone. The school community may be dynamic or lethargic,
achiever or hesitant, cheerful or melancholic, intense or dissipated depending on the leadership
style the principal or school head carry out. He is responsible to the students, parents, teachers
and personnel, community and society. They are also his resources in realizing the highest ideals
of the school; the total education of the minds and hearts.