CHARACTERISTICS OF SCHOOL ADMINISTRATOR AS PREDICTORS OF
INSTRUCTIONAL MANAGEMENT LEADERSHIP
Presented to
The Faculty of the Senior High Scool
Adiong Memorial State College
Ditsa-an Ramain
In Partial Fulfillment
of the Requirements for the
Practical Research 1
Norhana M. Abedin
November 2024
Chapter 1
THE PROBLEM AND ITS SETTING
Background of the Study
What are seen as school administrators’ instructional management leadership in the United
States are often problems with the management and leadership of the school administrators
(DiMartino & Miles, 2006). More than hundreds of the school administrators seem unmotivated to
perform their task and responsibilities; it is useful to examine aspects of the educational
management leadership program and the characteristics of the school administrators that might
undermine instructional management and leadership (Giley, & Giley, 2008). Instructional
management leadership is strongly affected by the characteristics of school administrators. The
characteristics of school administrators’ paramount daily problems, therefore, often actually reside
in instructional management leadership that are observed as an effective leader (Kuzma, 2004). It is
worth noting that characteristics of school administrators have been linked to student achievements
and school effectiveness. The study of Shaharbi (2010) stated that the characteristic of school
administrators brings great influence and contribution to the effectiveness of the school and the
school system. The Department of Education (DepED) focuses on situations and problems on the
schooling needs of a substantial number of students in the public schools (Saavedra, 1987).
Philippine government exerts much effort by way of sending school administrators to trainings and
seminars in enhancing their instructional management leadership in responding the low level
performance of the school. Unfortunately, this effort did not make a difference. The effective school
research has been a driving force behind political efforts in improving public education and that
improving student’s outcomes can be attained through strategic school organization and strong
school administrators’ instructional management leadership (Erbina, 2012). In the Municipality of
Malita, Davao del Sur, instructional management leadership greatly depends on the characteristics
of school administrators (San Antonio & Gamage, 2007). There are lots of school administrators
now a day that lacks characteristics that enables them to become more effective in their instructional
management leadership, Hungi (2011). Characteristics of school administrators are still highly
contested as evidence in the dismal performance of the students in the National Achievement Test
(NAT). More importantly, the researcher has not come across studies that will investigate the
relationship between the characteristics of the school administrators as predictors of instructional
management. Thus, the researcher explored which can predict a continuing instructional
management development.
Statement of the Problem
The study was conducted to determine the characteristics of school administrators as
predictors of instructional management leadership of the secondary schools in the Municipality of
Malita, Davao del Sur. Specifically, it sought to answer the following questions:
1. What are the characteristic mean scores of the following;
1.1 The school administrator as a person
1.2 The school administrator as a visionary
1.3 The school administrator as an instructional manager
1.4 The school administrator as a leader of an organization
1.5 The school administrator as a manager
1.6 The school administrator as a school-community facilitator?
2. What is the level of instructional management leadership of secondary school administrators
in terms of the following;
2.1 Frame the school goals
2.2 Communicate the school Goals
2.3 Supervise and evaluate instruction
2.4 Coordinate the curriculum
2.5 Monitor student progress
2.6 Protect instructional time
2.7 Maintain high visibility
2.8 Provide incentive for teachers
2.9 Promote professional development
2.10 Provide incentives for learners?
3. Is there a significant relationship between the characteristics of school administrators as
predictors of instructional management leadership in the secondary schools of Malita, Davao del
Sur?
4. What parameter of the characteristics of school administrator that best predicts the
instructional management leadership in the secondary schools of Malita, Davao del Sur?
Hypothesis
The study tested the null hypothesis that there is no significant relationship in the
characteristics of school administrators as predictors of instructional management leadership in the
secondary school of Malita, Davao del Sur.
Scope and Delimitation of the study
A school administrator is critical in creating a school
environment necessary and conducive for learning, (Educational
Research Service, 2003). However, the school administrator does not
work in the isolation from other factors that can create an effective
school learning climate. All the members of the institution must work
together for the common goals; supports the students learning and
achievements. To be effective in every function, particularly on the
instructional management, the goals of the institution must be clearly
understood and is being agreed by every member that involves in the
process (Cheng and Towsend , 2000).
Theoretical Framework
This study was anchored on the theory of Lyons (2010) that characteristics of secondary
school administrators were strongly linked to the instructional management leadership that enables
the school administrators to be more effective in leading their school and continues to produce
competitive and productive individuals in the society. The aforementioned argument was supported
by Kuzma (2004), postulated that the main characteristic of an effective school administrator is the
ability to always accept change. School administrators must be able to not only being committed to
high educational values, but also to manage change while working with a variety of people and
cultures both in and out of the school system. School administrators concern and caring for the
teachers and students have meaningful effects on the performance of the school.
Conceptual Framework
As shown in Figure 1, the independent variable of this study is the characteristics of the
school administrator and according to Little and Little (2001), characteristics of school
administrators include: the school administrator as a person which refers to a person directly
responsible for carrying out the mission of the school; the school administrator as a visionary or
creates learning communities that improve student outcomes by shaping the internal school
community and partnering with families and organization in the external community; the school
administrator as an instructional leader which refers to a person who promotes students
achievement and teachers performance; the school administrator as a leader of an educational
organization or a person who set the tone for success and harness the power of the school culture to
boost achievement; the school administrator as a manager refers to a person who engaged in
managing and maintaining harmonious relationship within the school system; the school
administrator as a community facilitator or a person who brings together the entire education
Characteristics of school Instructional Management
administrators
community of staff, students and parents, building positive relationships to create teams whose
Frame school goals
members will work collaboratively towards a shared vision. The dependent variable is the school
The school administrator as a Communicate school goals
administrators’
person instructional management leadership. Supervise and evaluate
The school administrator as instruction
visionary Coordinate curriculum
The school administrator as Monitor student progress
INDEPENDENT VARIABLE DEPENDENT
Protect instructional time
an instructional leader
The school administrator as a Maintain high visibility
VARIABLE Provide incentives for
leader of an organization
The school administrator as a teachers
manager Promote professional
The school administrator as a development
school-community facilitator Provide incentives for
learners
Figure1. Conceptual Framework Showing Variables of the Study
Significance of the study
The study may be significant to school leadership research for means on how to improve
the quality of instruction of teachers and learning for students. In particular, the study will be
beneficial to the following;
DepED Officials. The result of the study may serve as the basis for Department of Education
officials in the secondary schools of Municipality of Malita, Davao del Sur in examining the trends
in educational governance, with particular attention to the characteristics of school administrators in
relation to instructional management leadership in order to design an appropriate program to
develop, improve and promote the instructional management practices of school administrators.
School administrators. The information gathered in this study will serve as an “eye opener” for
this group of people to bring about improvements of their duties and responsibilities. This will also
help them to gain greater understanding on their own instructional management leadership behavior
which can lead them to have self-improvement and significant improvement of their school.
Teachers. This study will help teachers to realize the importance of the instructional management
that their school administrators brings about in their school in order that the school will become
effective and conducive for learning and can produce productive and competent learners.
Policy Makers and Researchers. The result of this study contributes greater insights with regards
to characteristics of school administrators in relation to instructional management leadership
practices.
Definition of Terms
The following terms were defined conceptually and operationally for clarity and
understanding;
Characteristics of school administrators. It was defined as the ability of the school administrator
to provide instructional management within the school system (Kuzma, 2004). This involved the
increase in the quality of teaching and the expansion of problem solving skill of the learners.
Instructional management. This was defined as the action taken by the school administrator
towards change of the directions and supports of the curriculum and programs within the school
system for what was best for the students, teachers, school staffs and the community
(Kuzma ,2004).
School administrators. It was defined as an individual identified and functioned as the chief
building level administrator of the school who were in charged with providing instructional
leadership for the school assigned, and managerial operation of the school and property (Turner,
2008).
ROLE OF SCHOOL ADMINISTRATION IN SOLVING STUDENTS ' PROBLEMS AMONG
ADIONG MEMORIAL POLYTECHNIC STATE COLLEGE
Presented to
The Faculty of the Senior High Scool
Adiong Memorial State College
Ditsa-an Ramain
In Partial Fulfillment
of the Requirements for the
Practical Research 1
Johari L. Hadji Ibrahim
November 2024
Chapter 1
THE PROBLEM AND ITS SETTING
Background of the Study
The school administration is considered one of the most important areas of administration and the
greatest one in the community, which its role is no longer limited to implement educational policies and
objectives but has become responsible for raising the generations and qualifying them in a rapidly
changing era. School administration keeps in direct contact with the community, provides it with care
and education, and proper environment that would academically qualify students well, leading
eventually to the progress of community and upgrades its level. Consequently, the school administration
is basic in helping students to grow well in all areas to become good citizens and responsible for
themselves and their home countries (Zahran, 2012). The importance of the school administration lies in
the influence and change made in the students’ behaviors through the practice of behavioral function in
several aspects like belief in the objectives of the school, the willingness to work for the school and
being proud of it and unwilling to leave it (Hulpia and Devos, 2009). The school administration
continuously follows up the students’ issues and problems, monitors and provides solutions (Faulkner,
2015). The schools all over the world have recently suffered from student problems that seem clearly
obvious, whether academic, behavioral, social or emotional, the school administration called for to
urgently solve them. These problems have become a major barrier in achieving the school’s ultimate
goal which is to provide school environment able to meet the needs of students, teachers and employees
(Anastasia & Angeliki, 2008). Literature review confirmed the role of school administration, where Al-
Beladi (2010) indicated that the most common problems among high school female students are
cheating and imitating men. Al-Athamna (2003) also showed that the most common problems that high
school students suffer from are straying, distraction, lack of concentration, revolt behavior,
insubordination, hyperactivity, shyness, social withdrawal and aggressive behavior. Ibrahim (2007)
assured that the most important school problems from which the students suffer are aggressive and
psychological problems, rebellion, and the loss of belonging to the community. Jamil (2007) found that
the most important behavioral problems among students are rush and neglect of the study, the lack of
attention, and low academic achievement, while Cryer (2009) sees that the problem of lying is one of the
most common behavioral problems among students.
Statement of the Problems
The student problems have recently spread in the schools including
academic problems such as lowachievement and poor adaptation to school,
or social problems such as bad social behavior, poor social skills and lack of
friendship, or emotional problems such as fear, anxiety, violence, anger and
psychological depression. Behavioral problems emerged such as lack of
personal hygiene, bullying, rebellion, violence and aggression. Accordingly,
the author believes that the modern school administration has an important
role in achieving effective solutions to the problems of the students and to
address them. Hence, the problem of study in detecting the role of school
administration in solving student problems in the Bedouin schools within the
Green Line in Palestine was crystallized by answering the following
questions:
1. What is the role of school administration in solving student problems in
the Bedouin schools within the Green Line?
2. Are there statistically significant differences at the level of ( α = 0.05) in
the role of school
administration in solving student problems in the Bedouin schools within the
Green Line due to the
variables of (gender, scientific qualification, years of experience and job
title)?
Significant of the study
The significance of this study shown as follows:
- The current study adds new information to the human knowledge about the role of school
administration in solving student problems.
- Identifying the student problems and the role of school administration in solving such problems
contribute to offering effective solutions for student problems in the future and highlighting the culture
of the role of the school administration in solving student problems that may
be an introduction to the development of school performance among officials
and principals, locally and regionally.
- Educational leaders and principals may benefit from the results of the field
study to activate the role of school administration in solving student
problems and applying them in the local educational field.
Theoretical Framework
This study was anchored on the theory of Lyons (2010) that characteristics of secondary
school administrators were strongly linked to the instructional management leadership that enables
the school administrators to be more effective in leading their school and continues to produce
competitive and productive individuals in the society. The aforementioned argument was supported
by Kuzma (2004), postulated that the main characteristic of an effective school administrator is the
ability to always accept change. School administrators must be able to not only being committed to
high educational values, but also to manage change while working with a variety of people and
cultures both in and out of the school system.
Conceptual Framework
As shown in Figure 1, the independent variable of this study is the role of the school
administrator and according to Little and Little (2001), role of school administrators include: the
school administrator as a person which refers to a person directly responsible for carrying out the
mission of the school; the school administrator as a visionary or creates learning communities that
improve student outcomes by shaping the internal school community and partnering with families
and organization in the external community; the school administrator as an instructional leader
which refers to a person who promotes students achievement and teachers performance; the school
Instructional
administrator as a leader of an educational organization or a person Management
who set the tone for success and
Frame school goals
harness the power of the school culture to boost achievement; the school administrator as a manager
Communicate school goals
Supervise and evaluate
refers to a person who engaged in managing and maintaining harmonious relationship within the
instruction
Coordinate
school system; the school administrator as a community facilitator curriculum
or a person who brings together
Monitor student progress
the entire education community of staff, students and parents, building
Protect positive relationships
instructional time to
Maintain high visibility
create teams whose members will work collaboratively towards a shared vision. The dependent
Provide incentives for
variable is the school administrators’ instructional management teachers
leadership. According to Hallinger
Promote professional
and Murphy (1986) that instructional management includes: frame development
the school goals or develop goal
that
INDEPENDENT VARIABLE DEPENDENT
VARIABLE
Figure1. Conceptual Framework Showing Variables of the Study
seeks improvement and improve performance; communicate the school goals or discussing the
importance of school goals with parents, teachers and students; supervise and evaluate instruction or
ensuring the school goals are translated into practice; coordinate the curriculum refers to translating
the curriculum knowledge into meaningful curriculum programs, matching instructional objectives
with curriculum materials and ensuring curriculum continuity; monitor student progress or
diagnosing student problems and evaluating their progress; protect instructional time or a strategy
used by school administrator to ensure larger blocks of time; maintain high visibility or maintain
interest in innovation efforts and be available to individuals or any stakeholder groups; provide
incentives for teachers or rewarding and recognizing the efforts of teachers; promote professional
development or a method used to increase the number of highly qualified teachers; provide
incentives for learners refers to making knowledge available to employees and constituents and give
value to learning and knowledge.
Scope and Delimitations
The domain of “the role of school administration in solving academic problems” ranked
the first, and the results showed that there are no statistically significant differences due to the variables
of gender scientific qualification, years of experience and job title in all domains of the questionnaire and
the total questionnaire. The study concluded with some recommendations This research is designed to
have a thorough knowledge of problems of school administration. And how to them solve their problems
by being aware of the programs of the Department of Education.
Definition of Terms
The following terms were defined conceptually and operationally for clarity and
understanding;
Characteristics of school administrators. It was defined as the ability of the school administrator
to provide instructional management within the school system (Kuzma, 2004). This involved the
increase in the quality of teaching and the expansion of problem solving skill of the learners.
Instructional management. This was defined as the action taken by the school administrator
towards change of the directions and supports of the curriculum and programs within the school
system for what was best for the students, teachers, school staffs and the community
(Kuzma ,2004).
School administrators. It was defined as an individual identified and functioned as the chief
building level administrator of the school who were in charged with providing instructional
leadership for the school assigned, and managerial operation of the school and property (Turner,
2008).
