CHAPTER V

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions drawn and the

recommendations offered.

Summary of Findings

The study specifically found out the levels of professionalism and effective management

of the principals and their relationship. After analysing and interpreting the data gathered, the

following findings are hereby presented:

1. Level of professionalism of the principals as perceived by the teachers and

principals themselves
The five components of professionalism such as commitment, self-discipline,

expertise, rationality and responsibility were classified as high by the teachers and

principals themselves. The principals rated themselves the highest in commitment and in

expertise, the lowest. The teachers rated their principals on self-discipline the highest, and

on rationality the lowest.

Expertise and rationality, even though rated as the lowest are still within the range

of high. However, for the sake of continuous improvement, these components can still

be further improved.
2. Level of effective management of the principals as perceived by the teachers and

principals themselves
The six components of effective management such as goal setting,

communication, interaction influence, decision-making, innovation and control were

classified as high by the teachers and principals themselves. The principals rated

themselves the highest in goal setting and in innovation, the lowest. The teachers rated

their principals the highest in goal setting and on decision making, the lowest.

76
 Innovation and decision making, even though rated as the lowest are still within

the range of high. However, for the sake of continuous improvement, these components

can still be further improved.

3. Relationship between the level of professionalism and effective management of the

principals
There is a marked/substantial relationship between professionalism and goal

setting, communication, decision making,innovation and control. On the other hand, there

is a present but slight relationship between professionalism and interaction influence.

There is a marked/substantial relationship between effective management and

commitment, self-discipline, expertise, rationality and responsibility.

The professionalism of the principals was found to be significantly correlated

with their effective management using the 0.01 level of significance.

4. Professional Development Program for the Principals

The findingsof the study served as basis for the professional development program. The

results showed that the principals rated themselves the highest in terms of commitment and

lowest in terms of expertise. The teachers, on the other hand, rated their principals the highest in

terms of self-discipline and lowest in terms of rationality. Notably, despite being rated as lowest,

expertise and rationality are still classified as high or still within the range of high in their overall

mean.

In terms of effective management, goal setting is rated the highest by both principals and

teachers. The principals rated innovation the lowest. The teachers, on the other hand, rated their

principals the lowest in terms of decision making. Being rated as lowest, innovation and

decision making are also still classified as high or within the range of high in their overall mean.

Despite these, there is still a need for the principals to improve for the sake of continuous

improvement in terms of professionalism and effective management of schools.

77
 The main targets of this proposed program are the newly hired and aspiring principals.

This is to ensure that the new breed of school administrators will be guided by the lessons and

experiences of the seasoned principals who were the participants of this study.

This professional development program was comprised of two parts: lectures, seminar-

workshops and the reflective thinking practice.

The reflective thinking process was tailored on the professional development program of

the Edna McConnell Clark Foundation under the direction of the National Association of

Secondary School Principals (NASSP) of the Catholic University of America which engaged

principals in a professional development program based on the Schons (1983;1987) reflective

practice. Following an intensive job shadowing program, each principal was asked to choose a

component that would serve as a target for reflective thinking. Working closely with one or

two coaches assigned to the project, the principals will be guided through a multi-step, reflective

model designed to continuously improve the schools under the direction of the respective

principals.

Conclusions

Based on the results of the study, these conclusions were derived:

1. The principals practice professionalism in their leadership capacity especially in terms of

commitment, self-discipline, expertise, rationality, and responsibility.

78
 2. Principals effectively manage their schools in terms of goal setting, communication,

interaction influence, decision making, innovation and control.

3. In general, principals are perceived to be professionals in their practice of leadership and

are effective managers. But, there is a challenge of continuous improvement. Thus,

quality should be sustained so as to keep the quality of school administration that each

school is expected to have to improve educational outcomes.

Recommendations

Considering the foregoing conclusions, the following recommendations are

recommended:

1. Further research using other components of professionalism and effective management

may be done. Administrators or school heads as participants can either come from

secondary, tertiary and other state universities and colleges.

2. The results of the study may be disseminated to the principals to make them aware of

their strengths and weaknesses vis-a-vis professionalism and effective management. The

principals may follow a professional development program to continuously improve their

professionalism and effective management.

3. The Schools Division of Cabuyao may be encouraged to implement the development

program.

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 APPENDICES

APPENDIX A

DR. DANILO K. VILLENA

Program Coordinator

88
CGSTER

Dear Dr. Villena,

Greetings!

I, Dearborn E. Villafranca, a graduate student here at Philippine Normal University

taking up Master of Arts in Education with specialization in Educational Management would

like to request a portion of your time to validate items of the questionnaire that I will use for my

study on, PROFESSIONALISM AND EFFECTIVE MANAGEMENT OF SCHOOLS.

Your suggestions will be of great help to improve this instrument. Please find attached

questionnaire and the statement of the problem.

Hoping for your kind consideration.

Very truly yours,

DEARBORN E. VILLAFRANCA
Graduate Student

Noted:

CARIDAD N. BARRAMEDA, Ed.D.

Adviser

APPENDIX B

SUMMARY OF COMMENTS OF THE VALIDATORS

PROFESSIONALISM SCALE
(For Principals)

I. Questionnaire:

89
Below is a list of components of professionalism and situations/indicators that correspond to
each. On the blank before each item, put a check mark ( ) if you think that the item corresponds
to the component, a cross mark( ) if you think that the item does not so indicate; or a question
mark (?) if you are not sure. You may also add other situations that can measure the components
of professionalism on the space provided for.

Item 1 2 3 4 5 6 7 8

PROFESSIONALISM
Commitment
_____1. I put my best foot forward Replace foot with effort,
in doing my duties. In attending to my duties and
responsibilities
_____2. I believe I am doing my job Job.. right in accordance with
the right way. TOR
_____3.Itake pains explaining how I always make it a point to
reports are to be done until I am discuss and explain how
understood. things are to be done
_____4. I refuse to absent myself
even when I am sick.
_____5 I initiate action researches
to identify causes and remedies of
school problems.
_____6. I give diagnostic exercises
to teachers to identify areas for
improvement.
_____7. I talk to students to be
more aware of their needs.
_____8. During my spare time, I I always place school on top
attend to private business when I of my priorities
am in school to augment my salary.
_____9. I postpone planned trips
to attend an emergency task in
school.
____10. I take a leave of absence to I lead in the design and
review for a school/government reorganization of all school
examination that will help me in plans, programs and activities.
my promotion.
____11. I make overall plans for
improvement of the department
and take the difficult and crucial
decisions.
____12. I create a favorable
interpersonal relation among
faculty and students.

90
Self-discipline
_____1. I go to school 30 minutes I cometop school even before
before official time to set examples my official time.
to subordinates.
_____2. I keep the staff informed
of my whereabouts during official
time
_____3. I blow my top/ shout to
release tensions.
_____4. I participate in hearing
personal accounts of teachers and
staff.
_____5. I prepare programs of
activities for the whole year.
_____6. I go home 30 minutes after I leave school last after school
office hours. hours.
_____7. I avoid getting angry at Replace subordinates with
erring subordinates in public. staff
_____8. I refrain my disagreeing Replace my with from and
with subordinates even when I subordinates with my staff
think they are not right.
_____9. I keep my cool in
conferring with teachers regarding
classroom visitations.
_____10. I withstand the pressures
of authorities in enforcing policies,
standards and regulations issued.
_____11. I discourage unfounded
stories about teachers and staff.
_____12. .I believe I am living in a ?
house glass.

Expertise
______1. I am guided by
administrative management
principles in the operation of my
department.
______2. I am invited to serve as
consultant in academic or school
related activities.
______3. My opinions and ideas
are solicited when co-workers are
faced with problems.
______4. I initiate training programs

91
for the school on new trends and
issues in education.
______5. I am invited to serve as
leader in community related
activities.
______6. I lecture during staff I am invited to serve as
development programs of other lecturer
schools and agencies.
______7. I conduct training
programs for teachers.
______8. I am invited to chair
committee in planning activities.
______9. I believe I am an expert in
my area of specialization.
_____10. My teachers show I earn my staffs respect
respect for my sensitivity in regarding my expertise.
tackling specific subject or
technical areas.
_____11. I am knowledgeable on ? I take full responsibility in
the strengths and weaknesses of bringing about changes and
various curricular programs and improvement on school
effective enough to bring about matters.
improvement in them.
_____12. I make myself familiar on ? I update myself on the latest
the knowledge and techniques trends and innovation in
necessary for effective classroom teaching and supervision.
supervision.
Rationality
______1. I am guided by a set of
criteria in evaluating performance
of teachers.
______2. I involve teachers in the
preparation of class schedules.
______3. I accept my own
mistakes.
______4. I give equal opportunity I observe fairness and
to all teachers in attending objectivity in providing
seminars and trainings. opportunities to teachers
______5. I personally resolve I employ appropriate conflict
conflicts among faculty and staff. management technique
______6. I delegate school
responsibilities uniformly to
capable persons.
______7. I do clerical jobs when
reports are urgent.

92
______8. I spend time gathering
related information before making
decision.
______9. I render assistance to
new teachers.
______10. I accept suggestions for
changes.
______11. I believe teachers
should have regular socialization.
______12. I strongly support
teachers with potentials.

Responsibility
______1. I take the initiative to
provide advancement of my special
training program under my
department.
______2. I hold my teachers for Insert responsible before
whatever accidents that happen in teachers, and untoward
the classroom. before accidents
______3. I see to it that teachers I see to it that teachers
are on time in attending their observe punctuality.
classes.
______4. I take the blame for
whatever mistakes of teachers in
doing their job.
______5. I formulate the standard
operating procedure in my area of
responsibility.
______6. I hold myself liable for
whatever accidents that happen in
my school.
______7. I plan and coordinate co-
curricular activities within my
scope of supervision.
______8. I believe I should not be
made accountable for loses outside
my office.
______9. I monitor programs and
instructional processes the best I
could.
______10. I listen to students who Replace listen with
tell their sentiments. entertain. Remove who tell
their
______11. I organize program of Add in collaboration with

93
remedial instruction for slow teachers
learners.
______12. I strive to provide
academic climate conclusive to
improve the teaching-learning
process.

II. PROFESSIONALISM SCALE

(For Teachers)

Below is a list of components of professionalism and situations/indicators that correspond to

each. On the blank before each item, put a check mark ( ) if you think that the item corresponds
to the component, a cross mark( ) if you think that the item does not so indicate; or a question
mark (?) if you are not sure. You may also add other situations that can measure the components
of professionalism on the space provided for.

Item
PROFESSIONALISM
Commitment
_____1 He puts his best foot forward in doing his duties.
_____2. He believes he is doing his job the right way.
_____3. He takes pains explaining how reports are to be done until he is understood.
_____4. He refuses to absent himself even when he is sick.
_____5 He initiates action researches to identify causes and remedies of school problems.
_____6. He gives diagnostic exercises to teachers to identify areas for improvement.
_____7. He talks to students to be more aware of their needs.
_____8. During his spare time, he attends to private business when he is in school to augment
his salary.
_____9. He postpones planned trips to attend an emergency task in school.
_____10. He takes a leave of absence to review for a school/government examination that will
help him in his promotion.
_____11. He makes overall plans for improvement of the school and takes the difficult and
crucial decisions.
_____12. He creates a favorable interpersonal relation among faculty and students.

Self-discipline
______1. He goes to school 30 minutes before official time to set examples to subordinates.
______2. He keeps the staff informed of his whereabouts during official time.
______3. He blows his top/shout to release tensions.
______4. He participates in hearing personal accounts of teachers and staff.
______5. He prepares programs of activities for the whole year.
______6. He goes home 30 minutes after office hours.

94
______7. He avoids getting angry at erring subordinates in public.
______8. He refrains from disagreeing with subordinates even when he thinks they are not
right.
______9. He keeps his cool in conferring with teachers regarding classroom visitations.
______10. He withstands the pressures of authorities in enforcing policies, standards and
regulations issued.
______11. He discourages unfounded stories about teachers and staff.
______12. He believes he is living in a house glass.

Expertise
______1. He is guided by administrative management principles in the operation of the school.
______2. He is invited to serve as consultant in academic or school related activities.
______3. His opinions and ideas are solicited when co-workers are faced with problems.
______4. He initiates training programs for the school on new trends and issues in education.
______5. He is invited to serve as leader in community related activities.
______6. He lectures during staff development programs of the other schools and agencies.
______7. He conducts training programs for teachers.
______8. He is invited to chair committees in planning activities.
______9. He believes he is an expert in his area of specialization.
______10. His teachers show respect for his sensitivity in tackling specific subject or technical
areas.
______11. He is knowledgeable on the strengths and weaknesses of various curricular programs
and effective enough to bring about improvement in them.
______12. He makes himself familiar on the knowledge and techniques necessary for effective
classroom supervision.

Rationality
_______1. He is guided by a set of criteria in evaluating performance of teachers.
_______2. He involves teachers in the preparation of class schedules.
_______3. He accepts his own mistakes.
_______4. He gives equal opportunity to all teachers in attending seminars and trainings.
_______5. He personally resolves conflicts among faculty and staff.
_______6. He delegates school responsibilities uniformly to capable persons.
_______7. He does clerical jobs when reports are urgent.
_______8. He spends time gathering related information before making decisions.
_______9. He renders assistance to new teachers.
_______10. He accepts suggestions for change.
_______11. He believes teachers should have regular socialization.
_______12. He strongly support teachers with potentials.

Responsibility
________1. He takes the initiative to provide advancement of any special training program
under his department.
________2. He holds teachers for whatever accidents that happen in the classroom.

95
________3. He sees to it that teachers are on time in attending their classes.
________4. He takes the blame for whatever mistakes of teachers in doing their tasks.
________5. He formulates the standard operating procedure in his area of responsibility.
________6. He holds himself reliable for whatever accidents that happen in his department.
________7. He plans and coordinates co-curricular activities within his scope of supervision.
________8. He believes he should not be made accountable for loses outside his office.
________9. He monitors programs and instructional processes the best he could.
________10. He listens to students who tell their sentiments.
________11. He organizes program of remedial instruction for slow learners.
________12. He strives to provide academic climate conducive to improve the teaching-
learning process.

Note:
-The same comments in the professionalism scale for teachers.

-Evaluator No. 7 checked some of the items but left the others blank. She suggested that the
components of professionalism and effective management should be operationally defined to
give a clear view of each.

- Evaluator No. 8 shared other qualifications for professional school leaders. These are:
Standard 1: Mission, Vision, and Core Values
Standard 2: Ethics and Professional Norms
Standard 3: Equity and Cultural Responsiveness
Standard 4: Curriculum, Instruction and Assessment
Standard 5: Community or Care and Support of Students
Standard 6: Professional capacity of school personnel
Standard 7: Professional Community for Teachers and Staff
Standard 8: Meaningful Engagement of families and community
Standard 9: Operations and Management
Standard 10: School Improvement

III.Organizational Performance Scale

(Self-assessment of school managers)

Below is a list of components of effective management and situations/indicators that

correspond to each. On the blank before each item, put a check mark ( ) if you think that the
item corresponds to the component, a cross mark( ) if you think that the item does not so

96
indicate; or a question mark (?) if you are not sure. You may also add other situations that can
measure the components of professionalism on the space provided for.

Item 1 2 3 4 5 6 7 8
EFFECTIVE
MANAGEMENT
Goal Setting
______1. The school
administrators have an Clarify Clarify action school
action school. action
school
______2. Superiors
need to make the
members know the
goals of the department
or school.
______3. There are
members who oppose
the goals of the school.
______4. Except in
emergencies, goals are
set by means of the
group.
______5. Superiors
always put emphasis
on the goals and
policies of the school.

Communication
______6.
Communication in the
department/ school is
aimed at achieving
goals.
______7. Members at ?
the lower levels feel
free to communicate
with the members at
higher levels.
______8.
Communication
between superiors and
subordinates is easy
because they enjoy
friendly relations.
______9. ?
Communication

97
between members in
the same level is poor
because there is
hostility and
competition among
them.
_____10. Members
know what is Incom
happening in the plete
department or school. Throu
gh
what
means
?

Interaction Influence
______11. It is difficult
to get the cooperation Vague
of members. item
______12. Interaction
between members is
friendly and with high
degree of confidence
and trust.
______13. In group
activities, any member
is friendly and with
high degree of
confidence and trust.
______14. Members
have difficulty to
participate in group
activities.
______15.
Subordinates have no Focus
influence over the on
goals, methods and mana
activities of the gers
department. organi
zation
al
perfor
mance

Decision-making
_______16. ?

98
Information needed for Rephr
decision-making is ase
inaccurate. Focusi
ng on
mana
gers
organi
zation
perfor
mance

_______17. Persons
who carry out a
decision are involved
in making it.
_______18. Those who
make decisions are not
aware of the problems
particularly at lower
levels.
_______19. Except in ?
emergencies, decision-
making is done through
group process.
_______20. Decisions
are made by members
who have the most
adequate and accurate
information bearing on
the decision.

Innovation
_______21. Changes
or innovation come as Expre
a result of group ss the
process. items
in
compl
ete
thoug
ht
_______22. Changes
or innovations are
initiated at the higher
level.
_______23. Sufficient
recognition is given to

99
members who
introduce change or
innovations.
_______24. Members
do nothing to effect
change.
_______25. Members
are slow to accept
change.

Control
_______26. Members
have standards to guide
their behavior within
work groups.
_______27. Members
work hard because they
know they will be
checked by superiors.
_______28. There are
cliques or informal
groups which oppose
the department/school
goals and hamper their
attachment.
_______29. Members
do not give adequate
recognition for good
works.
_______30. Superiors
work hard to set an
example for members
to follow.

IV.Organizational Performance Scale

(Assessment of direct subordinates)

Below is a list of components of effective management and situations/indicators that correspond

to each. On the blank before each item, put a check mark ( ) if you think that the item
corresponds to the component, a cross mark( ) if you think that the item does not so indicate; or
a question mark (?) if you are not sure. You may also add other situations that can measure the
components of professionalism on the space provided for.

Item
EFFECTIVE MANAGEMENT
Goal Setting
________1. My immediate superior has an action program or statement of goals with objectives

100
that are appropriately the ones sought by the department of the school.
________2. My immediate superior makes the members know the goals of the department or
school.
________3. There are members who oppose the goals of the school.
________4. Except in emergencies, goals are set by means of the group.
________5. Superiors always put emphasis on the goals and policies of the school.

Communication
________6. Communication in the department/ school is aimed at achieving goals.
________7. Members at the lower levels feel free to communicate with the members at higher
levels.
________8. Communication between superiors and subordinates is easy because they enjoy
friendly relations.
________9. Communication between members in the same level is poor because there is
hostility and competition among them.
________10.Members know what is happening in the department or school.

Interaction Influence
_______11. It is difficult to get the cooperation of members.
_______12. Interaction between members is friendly and with high degree of confidence and
trust.
_______13. In group activities, any member is friendly and with high degree of confidence and
trust.
_______14. Members have difficulty to participate in group activities.
_______15.Subordinates have no influence over the goals, methods and activities of the
department.

Decision-making
_______16. Information needed for decision-making is inaccurate.
_______17. Persons who carry out a decision are involved in making it
_______18. Those who make decisions are not aware of the problems particularly at lower
levels.
_______19. Except in emergencies, decision-making is done through group process.
_______20. Decisions are made by members who have the most adequate and accurate
information bearing on the decision.

Innovation
_______21. Changes or innovation come as a result of group process.
_______22. Changes or innovations are initiated at the higher level.
_______23. Sufficient recognition is given to members who introduce change or innovations.
_______24. Members do nothing to effect change.
_______25. Members are slow to accept change.

Control
_______26. Members have standards to guide their behavior within work groups.
_______27. Members work hard because they know they will be checked by superiors.
_______28. There are cliques or informal groups which oppose the department/school goals and

101
hamper their attachment.
_______29. Members do not give adequate recognition for good works.
_______30. Superiors work hard to set an example for members to follow.

APPENDIX C

Part I. PROFILE OF THE SCHOOL HEAD

Name: (OPTIONAL)
______________________________________________________________________
School: _______________________________________________________________

Part II. PROFESSIONALISM SCALE

(For Principals)

GENERAL DIRECTIONS: The following are situations in the exercise of your duties. Please check
the appropriate column that corresponds to your answer. Please use the code:

5-Always 4-Often 3- Sometimes 2- Rarely 1- Never

Item 5 4 3 2 1
PROFESSIONALISM
Commitment
1. I put my best effort in attending to myduties
and responsibilities.
2. I believe I am doing my job right in
accordance with terms of reference.
3.I always make it a point to discuss and explain
how things are to be done.
4. I refuse to absent myself even when I am sick.
5 I initiate action researches to identify causes
and remedies of school problems.
6. I give diagnostic exercises to teachers to
identify areas for improvement.
7. I talk to students to be more aware of their
needs.
8. I always place school on top of my priorities.
9. I postpone planned trips to attend an
emergency task in school.
10. I lead in the design and reorganization of all
school plans, programs and activities.
11. I make overall plans for improvement of the
department and take the difficult and crucial
decisions.

102
12. I create a favorable interpersonal relation
among faculty and students.
Self-discipline
1. I come to school even before my official time.
2. I keep the staff informed of my whereabouts
during official time
3. I blow my top/ shout to release tensions.
4. I participate in hearing personal accounts of
teachers and staff.
5. I prepare programs of activities for the whole
year.
6. I leave school last after school hours.
7. I avoid getting angry at erring staff in public.
8. I refrain from disagreeing with the staff even
when I think they are not right.
9. I keep my cool in conferring with teachers
regarding classroom visitations.
10. I withstand the pressures of authorities in
enforcing policies, standards and regulations
issued.
11. I discourage unfounded stories about
teachers and staff.
12. .I believe I should not criticize other people
for faults that I have myself.
Expertise
1. I am guided by administrative management
principles in the operation of my department.
2. I am invited to serve as consultant in
academic or school related activities.
3. My opinions and ideas are solicited when co-
workers are faced with problems.
4. I initiate training programs for the school on
new trends and issues in education.
5. I am invited to serve as leader in community
related activities.
6. I am invited to serve as lecturer during staff
development programs of other schools and
agencies.
7. I conduct training programs for teachers.
8. I am invited to chair committee in planning
activities.
9. I believe I am an expert in my area of
specialization.
10. I earn my staffs respect regarding my

103
expertise in tackling specific subject or technical
areas.
11. I take full responsibility in bringing about
changes and improvement on school matters.
12. I update myself on the latest trends and
innovation in teaching and supervision.
Rationality
1. I am guided by a set of criteria in evaluating
performance of teachers.

2. I involve teachers in the preparation of class

schedules.
3. I accept my own mistakes.

4. I observe fairness and objectivity in providing

opportunities to teachers to attend seminars
and trainings.
5. I employ appropriate conflict management
techniques to resolve conflicts among faculty
and staff.
6. I delegate school responsibilities uniformly to
capable persons.
7. I do clerical jobs when reports are urgent.
8. I spend time gathering related information
before making decision.
9. I render assistance to new teachers.
10. I accept suggestions for changes.
11. I believe teachers should have regular
socialization.
12. I strongly support teachers with potentials.
Responsibility
1. I take the initiative to provide advancement of
my special training program under my
department.
2. I hold my teachers responsible for whatever
untoward accidents that happen in the
classroom.
3. I see to it that teachers observe punctuality.

4. I take the blame for whatever mistakes of

teachers in doing their job.
5. I formulate the standard operating procedure
in my area of responsibility.
6. I hold myself liable for whatever accidents

104
that happen in my school.
7. I plan and coordinate co-curricular activities
within my scope of supervision.
8. I believe I should not be made accountable for
loses outside my office.
9. I monitor programs and instructional
processes the best I could.
10. I entertain students sentiments.
11. I organize program of remedial instruction
for slow learners in collaboration with teachers.
12. I strive to provide academic climate
conclusive to improve the teaching-learning
process.
Part III. Organizational Performance Scale
(Self-assessment of school managers)
GENERAL DIRECTIONS: The following is a list of items that may be used to describe the
performance of your school management. Each item describes a specific aspect of management
performance but does not ask you to judge whether it is desirable or not. This is not a test ability.
It simply asks you to describe as accurately as you can how you manage or perform in your
organization.

Please check the appropriate column that corresponds to your answer. Use the scale:

5-Always 4- Often 3- Sometimes 2- Rarely 1- Never

Item 5 4 3 2 1
EFFECTIVE MANAGEMENT
Goal Setting
1. I have an action plan for the school.
2. I see to it that the members know the goals of
the department or school.
3. There are members who oppose the goals of the
school.
4. Except in emergencies, goals are set by means
of the group.
5. I always put emphasis on the goals and policies
of the school.
Communication
6. Communication in the department/ school is
aimed at achieving goals.
7. Members at the lower levels feel free to
communicate with the members at higher levels.
8. Communication between superiors and
subordinates is easy because they enjoy friendly
relations.

105
9. Communication between members in the same
level is poor because there is hostility and
competition among them.
10. Members know what is happening in the
department or school through both written and
oral means.
Interaction Influence
11. It is difficult to get the cooperation of
members in school activities.
12. Interaction between members is friendly and
with high degree of confidence and trust.
13. In group activities, any member is friendly and
with high degree of confidence and trust.
14. Members have difficulty to participate in
group activities.
15. Subordinates have no influence over the goals,
methods and activities of the school.
Decision-making
16. Information needed for decision-making is
inaccurate.
17. Persons who carry out a decision are involved
in making it.
18. Those who make decisions are not aware of
the problems particularly at lower levels.
19. Except in emergencies, decision-making is
done through group process.
20. Decisions are made by members who have the
most adequate and accurate information bearing
on the decision.
Innovation
21. Changes or innovation come as a result of
group process.
22. Changes or innovations are initiated at the
higher level.
23. Sufficient recognition is given to members
who introduce change or innovations.
24. Members do nothing to effect change.
25. Members are slow to accept change.
Control
26. Members have standards to guide their
behavior within work groups.
27.Members work hard because they know they
will be checked by superiors.
28.There are cliques or informal groups which
oppose the department/school goals and hamper
their attachment.

106
29. Members do not give adequate recognition for
good works.
30.Superiors work hard to set an example for
members to follow.
APPENDIX D

Part I. PROFILE OF THE TEACHER

Name: (OPTIONAL)
______________________________________________________________________
School: ________________________________________________________

Part II. PROFESSIONALISM SCALE

(For Teachers)

GENERAL DIRECTIONS: The following are situations in the exercise of the duties and functions of
your Principal. Please check on the appropriate column that best describes the situation
presented.Use the scale:

5-Always 4- Often 3- Sometimes 2- Rarely 1- Never

Item 5 4 3 2 1
PROFESSIONALISM
Commitment
1. He/she puts his best effort in attending to his
duties and responsibilities.
2. He/she believes he is doing his job in accordance
with terms of reference.
3. He/she always makes it a point to discuss and
explain how things are to be done.
4. He/she refuses to absent himself even when he is
sick.
5. He/she initiates action researches to identify
causes and remedies of school problems.
6. He/she gives diagnostic exercises to teachers to
identify areas for improvement.
7. He/she talks to students to be more aware of their
needs.
8. He/she always place school on top of his priorities.
9. He/she postpones planned trips to attend an
emergency task in school.
10. He/she leads in the design and reorganization of
all school plans, programs and activities.
11. He/she makes overall plans for improvement of

107
the school and takes the difficult and crucial
decisions.
12. He/she creates a favorable interpersonal relation
among faculty and students.
Self-discipline
1. He/she goes to school even before his official time.
2. He/she keeps the staff informed of his
whereabouts during official time.
3. He/she blows his top/shout to release tensions.
4. He/she participates in hearing personal accounts
of teachers and staff.
5. He/she prepares programs of activities for the
whole year.
6. He/she leaves school after school hours.
7. He/she avoids getting angry at erring staff in
public.
8.He/she refrains from disagreeing with the staff
even when he thinks they are not right.
9. He/she keeps his cool in conferring with teachers
regarding classroom visitations.
10. He/she withstands the pressures of authorities in
enforcing policies, standards and regulations issued.
11. He/she discourages unfounded stories about
teachers and staff.
12. He/she believes he should not criticize other
people for faults that he has.
Expertise
1. He/she is guided by administrative management
principles in the operation of the school.
2. He/she is invited to serve as consultant in
academic or school related activities.
3. His/her opinions and ideas are solicited when co-
workers are faced with problems.
4.He/she initiates training programs for the school on
new trends and issues in education.
5. He/she is invited to serve as leader in community
related activities.
6. He/she is invited to serve as lecturer during staff
development programs of the other schools and
agencies.
7. He/she conducts training programs for teachers.
8. He/she is invited to chair committees in planning
activities.
9. He/she believes he is an expert in his area of

108
specialization.
10. He/she earns the staffs respect regarding his
expertise in tackling specific subject or technical
areas.
11. He/she takes full responsibility in bringing about
changes and improvement on school matters.
12. He/she updates himself on the latest trends and
innovation in teaching and supervision.
Rationality
1. He/she is guided by a set of criteria in evaluating
performance of teachers.
2. He/she involves teachers in the preparation of
class schedules.
3. He/she accepts his own mistakes.
4. He/she observes fairness and objectivity in
providing opportunities to all teachers in attending
seminars and trainings.
5. He/she employs appropriate conflict management
techniques to resolve conflicts among faculty and
staff.
6. He/she delegates school responsibilities uniformly
to capable persons.
7. He/she does clerical jobs when reports are urgent.
8. He/she spends time gathering related information
before making decisions.
9. He/she renders assistance to new teachers.
10. He/she accepts suggestions for change.
11. He/she believes teachers should have regular
socialization.
12. He/she strongly support teachers with potentials.
Responsibility
1. He/she takes the initiative to provide
advancement of any special training program under
his department.
2. He/she holds teachers responsible for whatever
untoward accidents that happen in the classroom.
3. He/she sees to it that teachers observe
punctuality.
4. He/she takes the blame for whatever mistakes of
teachers in doing their tasks.
5. He/she formulates the standard operating
procedure in his area of responsibility.
6. He/she holds himself reliable for whatever
accidents that happen in his department.

109
7. He/she plans and coordinates co-curricular
activities within his scope of supervision.
8.He/shebelieve he should not be made accountable
for loses outside his office.
9.He/she monitors programs and instructional
processes the best he could.
10. He/she entertains students sentiments.
11. He/she organizes program of remedial instruction
for slow learners in collaboration with teachers.
12. He/she strives to provide academic climate
conducive to improve the teaching-learning process.

Part III. Organizational Performance Scale

(Assessment of direct subordinates)

GENERAL DIRECTIONS: The following is a list of items that may be used to describe the
performance of your school management. Each item describes a specific aspect of management
performance but does not ask you to judge whether it is desirable or not. This is not a test of
ability. It simply asks you to describe as accurately as you can how your direct superior manage
or perform in your organization.

Please check the appropriate column that corresponds to your answer. Use the scale:

5-Always 4- Often 3- Sometimes 2- Rarely 1- Never

Item 5 4 3 2 1
EFFECTIVE MANAGEMENT
Goal Setting
1. My immediate superior has an action
program or statement of goals with objectives
that are appropriately the ones sought by the
school.
2. My immediate superior makes the members
know the goals of the department or school.
3. There are members who oppose the goals of
the school.
4. Except in emergencies, goals are set by
means of the group.
5. Superiors always put emphasis on the goals
and policies of the school.
Communication
6. Communication in the department/ school is
aimed at achieving goals.
7. Members at the lower levels feel free to

110
communicate with the members at higher
levels.
8. Communication between superiors and
subordinates is easy because they enjoy friendly
relations.
9. Communication between members in the
same level is poor because there is hostility and
competition among them.
10.. Members know what is happening in the
department or school both through written and
oral means.
Interaction Influence
11. It is difficult to get the cooperation of
members in school activities.
12. Interaction between members is friendly
and with high degree of confidence and trust.
13. In group activities, any member is friendly
and with high degree of confidence and trust.

14. Members have difficulty to participate in

group activities.
15.Subordinates have no influence over the
goals, methods and activities of the school.
Decision-making
16. Information needed for decision-making is
inaccurate.
17. Persons who carry out a decision are
involved in making it.
18.Those who make decisions are not aware of
the problems particularly at lower levels.
19. Except in emergencies, decision-making is
done through group process.
20. Decisions are made by members who have
the most adequate and accurate information
bearing on the decision.
Innovation
21. Changes or innovation come as a result of
group process.
22. Changes or innovations are initiated at the
higher level.
23.Sufficient recognition is given to members
who introduce change or innovations.
24.Members do nothing to effect change.

25.Members are slow to accept change.

Control

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26. Members have standards to guide their
behavior within work groups.
27. Members work hard because they know
they will be checked by superiors.
28. There are cliques or informal groups which
oppose the department/school goals and hamper
their attachment.
29. Members do not give adequate recognition
for good works.
30. Superiors work hard to set an example for
members to follow.

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 APPENDIX E

INFORMED CONSENT FORM

I, the undersigned, confirm that (please tick box as appropriate):

1. I have read and understood the information about the research study, as provided in
the letter given by the researcher.

2. I have been given the opportunity to ask questions about the study and my
participation.

3. I voluntarily agree to participate in the study.

4. I understand I can withdraw at any time without giving reasons and that I will not be
penalised for withdrawing nor will I be questioned on why I have withdrawn.

5. The procedures regarding confidentiality have been clearly explained (e.g. use of
names, pseudonyms, anonymisation of data, etc.) to me.

6. If applicable, separate terms of consent for interviews, audio, video or other forms of
data collection have been explained and provided to me.

7. The use of the data in research, publications, sharing and archiving has been explained
to me.

8. I understand that other researchers will have access to this data only if they agree to
preserve the confidentiality of the data and if they agree to the terms I have specified

in this form.

9. Select only one of the following:

I would like my name used and understand what I have said or written as part
of this study will be used in reports, publications and other research outputs so
that anything I have contributed to this project can be recognised.

I do not want my name used in this project.

10. I, along with the Researcher, agree to sign and date this informed consent form.

Participant:

________________________ ___________________________ ________________

Name of Participant Signature Date

Researcher:

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________________________ ___________________________ ________________
Name of Researcher Signature Date
APPENDIX F

Interview Schedule
(For Principals)
Commitment

1. How committed are you as a principal and a leader in your school?

2. What made you say that you are committed? What are the activities that you do that
show your commitment?

Self-Discipline

1. How do you show discipline?

2. What instances led you to think that you are self-disciplined?

Expertise

1. How do you show your expertise?

2. How do you serve as a source of knowledge?

Rationality

1. How do you show fairness and impartiality?

2. How do you evaluate the performance of your teachers?

Responsibility

1. How do you show that you are responsible?

2. Can you cite some instances where you showed that you are a responsible principal?

Goal Setting

1. How do you set goals for the school?

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2. Who are involved in setting the goals of the school?

Communication

1. What can you say about the communication in your school?

2. Can you cite some ways on how information is communicated from you to the teachers?
vice versa?

Interaction Influence

1. How do you influence your teachers?

2. Can you cite some instances where your teachers have been influenced by you?

Decision Making

1. Who makes the decision in your school?

2. Are the people carrying out the decision involved in making it?

Innovation

1. What are the changes or innovations that have made in your school?

2. How do the teachers accept or support these changes/ innovations?

Control

1. How do you control your school?

2. How do you evaluate the performance of your teachers?

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 APPENDIX G

Interview Schedule
(For Teachers)
Commitment

1. How committed is your principal as a leader in your school?

2. What made you say that he is committed? What activities does he do that shows his
commitment?

Self-Discipline

1. How does your principal show discipline?

2. What instances led you to think that he is self-disciplined?

Expertise

1. How does your principal show his/her expertise?

2. How does your principal serve as a source of knowledge?

Rationality

1. How does your principal show fairness and impartiality?

2. How does he evaluate your performance as a teacher?

Responsibility

1. How do you describe your principal as a responsible leader?

2. Cite instances that show him/her as a responsible principal?

Goal Setting

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 1. How does your principal set goals for the school?

2. Who are involved in the setting of goals of the school?

Communication

1. What can you say about the communication in your school?

2. Can you cite some ways on how information is communicated from the principal to the
teachers? vice versa?

Interaction Influence

1. How does your principal influence you?

2. Can you cite some instances where your principal has influenced you?

Decision Making

1. Who makes the decision in your school?

2. Are the people carrying out the decision involved in making it?

Innovation

1. What are the changes or innovations that have been made in your school?

2. How do the teachers accept or support these changes/ innovations? Cite examples.

Control

1. How does your principal control the school?

2. How does your principal evaluate your performance as a teacher?

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 APPENDIX H

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
Taft Avenue, Manila

DR. JOSILYN S.SOLANA, CESO V

Schools Division Superintendent
Division of Laguna

Dearest Madam:

I am currently undertaking a study entitled, PROFESSIONALISM AND EFFECTIVE

MANAGEMENT OF SCHOOLS, as part of the requirement for the degree of Master of Arts in
Education, major in Educational Management at the Philippine Normal University.

In this regard, may I seek approval from your good office to administer my instrument to
prospective number of principals and teachers among selected elementary schools in your
division. Rest assured that any information gathered from your principals and teachers will be
treated with strict confidentiality.

Herewith is the instrument for your knowledge of its content. May you find it useful and
relevant for your division.

I deeply appreciate your grant of permission and approval.

Very truly yours,

DEARBORN E. VILLAFRANCA
Researcher

Noted by:

CARIDAD N. BARRAMEDA, Ed.D.

Adviser

Approved:

DR. JOSILYN S.SOLANA, CESO V

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 Schools Division Superintendent
APPENDIX I

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
Taft Avenue, Manila

DR. EDNA F. HEMEDEZ

District Supervisor
District of Cabuyao

Dearest Madam:

I am currently undertaking a study entitled, PROFESSIONALISM AND EFFECTIVE

MANAGEMENT OF SCHOOLS, as part of the requirement for the degree of Master of Arts in
Education, major in Educational Management at the Philippine Normal University.

In this regard, may I seek approval from your good office to administer my instrument to
prospective number of principals and teachers among selected elementary schools in your
district for S.Y. 2016-2017. Rest assured that any information gathered from your principals and
teachers will be treated with strict confidentiality.

I deeply appreciate your grant of permission and approval.

Very truly yours,

DEARBORN E. VILLAFRANCA
Researcher

Noted by:

CARIDAD N. BARRAMEDA, Ed.D.

Adviser

Approved:

DR. EDNA F. HEMEDEZ

District Supervisor

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 APPENDIX J

______________
Principal I
Banay Banay ES

Dear Madam:

I am currently undertaking a study entitled, PROFESSIONALISM AND EFFECTIVE MANAGEMENT

OF SCHOOLS, as part of the requirement for the degree of Master of Arts in Education, major in
Educational Management at the Philippine Normal University.

In this regard, may I resort to your invaluable assistance by answering the attached instrument
measuring the aforecitedconstruct. Rest assured, any response you will give will be treated with
utmost confidentiality. I sincerely appreciate your support.

Thank you and God bless!

Very truly yours,

DEARBORN E. VILLAFRANCA
Researcher

120
 APPENDIX K

Dear Sir/Madam:

I am currently undertaking a study entitled, PROFESSIONALISM AND EFFECTIVE

MANAGEMENT OF SCHOOLS, as part of the requirement for the degree of Master of Arts in
Education, major in Educational Management at the Philippine Normal University.

In this regard, may I resort to your invaluable assistance by answering the attached instrument
measuring the aforecitedconstruct. Rest assured, any response you will give will be treated with
utmost confidentiality. I sincerely appreciate your support.

Thank you and God bless!

Very truly yours,

DEARBORN E. VILLAFRANCA
Researcher

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 APPENDIX L

A PROPOSED DEVELOPMENT PROGRAM ON

PROFESSIONALISM AND EFFECTIVE MANAGEMENT OF PRINCIPALS:
PUTTING REFLECTIVE THINKING INTO PRACTICE

A. Rationale

This development program on professionalism and effective management was developed

based on the findings of the study. The results of the study showed that the principals rated

themselves the highest in terms of commitment and lowest in terms of expertise. The teachers, on

the other hand, rated their principals the highest in terms of self-discipline and lowest in terms of

rationality. Notably, despite being rated as lowest, expertise and rationality are still classified as

high or still within the range of high in their overall mean.

In terms of effective management, goal setting is rated the highest by both principals and

teachers. The principals rated innovation the lowest. The teachers, on the other hand, rated their

principals the lowest in terms of decision making. Being rated as lowest, innovation and

decision making are also still classified as high or within the range of high in their overall mean.

Despite these, there is still a need for the principals to improve for the sake of continuous

improvement in terms of professionalism and effective management of schools.

B. Objectives:

This development program has the following objectives:

1.) Enhance the principals level of professionalism in terms of commitment, self-discipline,

expertise, rationality and responsibility through seminar-workshops. Please refer to the matrix in

the next pages.

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2.) Enhance the principals level of effective management in terms of goal setting,

communication, interaction influence, decision making, innovation and control through seminar-

workshops. Please refer to the matrix in the next pages.

3.) Implement intensive shadowing program and reflective thinking process among principals

for positive change

The main targets of this proposed program are the newly hired and aspiring principals.

This is to ensure that the new breed of school administrators will be guided by the lessons and

experiences of the seasoned principals who were the participants of this study.

This professional development program is comprised of two parts: lectures, seminar-

workshops and the reflective thinking practice.

The reflective thinking process was tailored on the professional development program of

the Edna McConnell Clark Foundation under the direction of the National Association of

Secondary School Principals (NASSP) of the Catholic University of America which engaged

principals in a professional development program based on the Schons (1983;1987) reflective

practice. Following an intensive job shadowing program, each principal was asked to choose

between commitment and goal setting that would serve as a target for reflective thinking.

Working closely with one or two coaches assigned to the project, the principals were guided

through a multi-step, reflective model designed to continuously improve the schools under the

direction of the respective principals.

Central to reflective practice for principals is to move beyond a focus on the techniques

of school administration to a focus on the techniques of school administration. Reflective

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practice challenges principals to no longer think in terms of how (technical) to solve problems,

but why (critical) when considering a particular solution. (Polite,1997;Schuttloffel,1999)

PHASE ONE: SHADOWING ENCOUNTERS

The components of professionalism and effective management will be considered as

topics in a series of seminar-training workshops. After these, principal participants will undergo a

shadowing encounter. A semi-structured Shadowing Encounter Instrument and procedures were

developed by Polite (1997) as a working tool and component of an on-going, monthly

professional development program. The shadowing procedures are designed with the purpose of

facilitating reflection among the principals. Each principal is shadowed once a month. Each is

engaged in a feedback session, and an in-depth interview related to the topic discussed for that

day. Each principal should be able to categorically answer two questions at the close of Phase

One: This is for the first part of the seminar-training workshop.

1. What do I intend to do in my commitment in attending to my duties and

responsibilities as a principal?
2. What do my collective work behaviors mean with respect to developing clear goals

and targets for my school?

Each principal is paired with a coach, preferably a seasoned principal or at least with three

years of experience in managing a school. The data that will be gleaned from the shadowing

encounters will be used as an opportunity to discern daily practices across five components of

professionalism and six components of effective management. The components are:

1. Commitment and Goal Setting

2. Self- Discipline and Communication
3. Expertise and Interaction Influence
4. Rationality and Decision Making
5. Responsibility and Innovation

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6. Control

PHASE TWO: INDIVIDUAL REFLECTIVE PRACTICE EXPERIENCES

After undergoing the monthly seminar workshops from January to June 2018, the

principals will be asked to engage in a reflective thinking project based on the work of Ellis,

1994; Polite, 1997; Schon, 1989; and Schuttloffel, 1999. The principals can consider the

following components: commitment and goal setting, self- discipline and communication,

expertise and interaction influence, rationality and decision making, responsibility and

innovation and control.

Each principal will be asked to consider one component that would serve as a target for

reflective thinking and positive change. The reflective thinking projects are multi-step projects

and involved on-going and incremental interactions with the support of coaches, teachers, staff,

parents and students.

The first step is visioning-critical reflection (desired outcome). Principals will be asked to

spend time considering what should be occurring with the target component selected and to

consider the ideal outcomes and persons who will support the planned activities.

The second step is Reflection for Action (consider the current state). At this point, the

principal will consider what is happening at his/her school with respect to the target component

prior to any interventions.

The next step is the Technical Reflection (how will you cause change?). The principal

will write a detailed description of the here and now to be used as benchmark to measure

change. At this step, the principal will begin to design and implement a plan of action to bring

about change.

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 Interpretive reflections (what are the implications of the change(s) will be an essential

step in the process. After the plans implementation, the implications of change will be expected

to emerge. An understanding of the implications of change will be critical to the process.

Finally, the principals will be asked to indicate other individuals who will be involved,

what roles will they play, and how will they bring about the process. The principals should learn

from this step to draw upon resources that are readily available but rarely utilized.

REFLECTIVE PRACTICE OUTCOMES

At this point, the principals should have developed and implemented school-based

reflective practice projects. These projects should showcase the success indicators of their

selected component found in the matrix of the proposed professional development program.

IMPORTANCE OF THE PROGRAM

According to Darling-Hammond, et.al (2004), principals should have access to the

different kinds of professional development such as workshops and conferences. Principals

should participate in a network, engage in a research topic of interest, and undertake visits to

other schools at least once every twelve months. In their study, 21.6 percent of the principals

have undergone mentoring or coaching by experienced principals, 45.8 percent attended

workshops, 71.7 percent had individual or collaborative research, and 81.7 percent participated

in a principals network in the last 12 months.

This is the very framework of this development program. The principals will be asked to

attend seminar-workshops about the components of professionalism, then they undergo

mentoring or coaching sessions with experienced principals. Afterwards, they will be asked to

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work on their own implementation plan to bring about change in their chosen component of

professionalism and effective management.

This development program was crafted to maintain and further develop the

professionalism and effective management of the principals and improve on their weaknesses. It

is a planned program that may guide the principals in effectively managing their school with

their professionalism.

This is a proposed professional development program that could respond to the needs of

the City Schools Division of Cabuyao. Thus, it is recommended to newly hired school heads as

well as the aspiring ones to serve as a guide for them.

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