Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

DEVELOPMENT OF SCHOOL MANAGEMENT MODEL IN THE NEW NORMAL

Dear Respondents,

Greetings!
I am CRISAMYR C. SENAGONIA, PhD-Educational Leadership and
Management postgraduate student at Laguna State Polytechnic University-Siniloan
Campus, who is currently working on my dissertation entitled, “Development of
School Management Model in the New Normal”. Your favorable response regarding
the matter is highly appreciated and rest assured that the data gathered will be held
confidential and only for the purpose of this study.
Thank you very much and God bless.

CRISAMYR C. SENAGONIA
Researcher

QUESTIONNAIRE FOR THE TEACHERS

Name of Respondent (Optional):_____________________________ Date:_______
Age : __________ Gender:__________
School : _______________________________________________________
District : ___________
Position : ___________
Level : ____ Elementary ____ JHS ____ SHS
Years in Service: _____________
Highest Educational Attainment: _______________________
Field of Specialization:________________________________

PART I. SCHOOL HEADS MANAGERIAL PRACTICES

Direction: Please check the appropriate space that corresponds to your answer using the
following scale.
Verbal
Scale Description
Interpretation

7 STRONGLY Evidences/Means of Verification represents an extraordinary level

AGREE of accomplishments. Achievements and accomplishments and
contributions to the organization are of marked excellence.

6 AGREE Evidences/Means of Verification exceeded expectation.

Accomplishments were achieved above the established
standards.

5 SOMEWHAT Evidences/Means of Verification met expectations. The goals for

 AGREE the accomplishments were met.

4 NEITHER Neutral or not supporting either side

AGREE NOR
DISAGREE

3 SOMEWHAT Evidences/Means of Verification failed to meet expectations.

DISAGREE Some of the standards were not met.

2 DISGAREE Evidences/Means of Verification is consistently below

expectations. Significant improvement is needed.

1 STRONGLY No evidences/means of verification. No accomplishments and

DISAGREE achievements.

INSPIRING LEADERSHIP

LEADING STRATEGICALLY 7 6 5 4 3 2 1

My school head …

1. have a contingency plan.

Please check the box appropriate in your contingency plan.
The flow of communication in case of emergency is
prepared and controlled.
External stakeholders are involved beforehand.
Facilities in case of emergency situations are ready.
Determine the person who is authorized to release
emergency processes.
The roles, responsibilities, and functions of the
emergency response team are assigned and clear to
everyone.
The explanations and checklist were done to help the
responsible persons to accomplish their tasks in an
emergency.

2. organizes plans for a sudden change in the situation.

Please check the box appropriate in your plan.
The school analyses the change strategy.
The school assesses the tasks’ priority.
The school is open to change.
The school encourages information sharing.
The school has a program management team.
The school always considers the external stakeholders.
 3. develop a culture that focuses on the improvement of
every individual.
Please check the box appropriate to your answer in the indicator
above.
Communicate the goal to everyone.
Educate and spread awareness.
Make change everyone’s responsibility
Enhance communication
Measure outcomes
Stay cautious and don’t rush

4. develop effective networking.

Please check the box appropriate to your answer in the indicator
above.
Improved the level of engagement that used to exist
between both students and teachers.
Trained teachers to make courses more interactive and
impactful for the students.
Encouragement for individual ability.
Technology makes the process of sharing far easier.
Trained teachers to facilitate learning when it comes to
different skills or difficult topics which are taught within a
class.
Connecting people and providing all individuals with
access to far better and profiting opportunities.

5. is future-oriented.

6. is a good listener.

7. is passionate and committed.

Please check the box appropriate to your answer in the indicator
above.
Profound understanding of people.
Have clarity of vision.
See opportunity in adversity.
Fuelled by positive energy.
Anticipate rather than react.
Always believe in themselves.
 8. encourage collaboration among the group.

9. practice a no-blame problem-solving approach.

Please check the box appropriate to your answer in the indicator
above.
There is no finger-pointing when things don’t go as
planned, only a focus on what to do going forward.
Create an environment where problems are quickly
identified and dealt with.
Personnel is not afraid to raise issues, even if they
caused them, resulting in quicker solutions.
Blaming someone else for one’s inability to get
something done is not tolerated.
Everyone is empowered to deal with barriers to their
own success and is expected to approach each barrier
professionally.
Collaboration is expected, and as a result, there are
few instances of interpersonal barriers.

10. is a change driver.

Please check the box appropriate to your answer in the indicator
above.
Manage the perception
Make change a part of school culture
Appreciate the skeptics
Know the history of change within the organization
Always be aware of preconceived notions

1. How does your school head setting up the direction of your school? The School head
plans and consistent about the goals of the school.

2. How does your school head delegate the responsibilities efficiently?

3. What are the values/characteristics of your school heads that you think can help your
 institution to sustain quality education? Committed in Achieving Performance
Outcomes, Passionate, Hardworking, Consistent, Caring

MANAGING INNOVATIONS

My school head …

1. reach out to the outside community to collaborate and

form partnerships.

Please check the box appropriate to the school-community

partnerships.
The organization's vision and mission are clear to the
students and the community partners.
The school acknowledges the shared knowledge and
expertise of the community partner.
We have established a schedule of regular meetings
with our community partners about Projects, Programs,
and Activities.
Project, Program, and Activities are created for
students.
Name of the PPA: ALPABETO
Objective of the PPA: Improve their reading skills using
different kinds of texts

. Expected outcome of the PPA: To Lessen the number of

Struggling readers.
Our community partners can pave the way for industry-
linked training and genuine employment options for our
learners.
Our community partners create an
innovation/intervention for our learners to achieve their
maximum potential.
Name of Innovation/intervention: __________________
Person Involved:_______________________________
Result of the Innovation/Intervention:_______________
___________________________________________.
 2. create safe physical and emotional spaces for teachers
to explore and develop innovative learning opportunities.
Please check the box appropriate to your answer in the indicator
above.
Celebrate successes of the staff and parents
Introduce an opportunity for new adult learning
Create an opportunity for open conversations
Give time to the personnel to think and breathe
Reminding the teachers on taking care of themselves.

3. provide the teachers with the necessary tools to tackle

the challenges of the institution's future.
Please check the box appropriate to the necessary tools
provided by the school heads to teachers.
Increasing the teachers’ digital skills through seminars
such as SLAC's.
Holding seminars for socio-emotional skills.
Holding seminars on the different strategies and
techniques in teaching for the new normal.
Trained the teachers in academic competencies for the
students such as literacy, numeracy, and science but
also including such things as teamwork, critical thinking,
communication, persistence, and creativity.
Involved each teacher in the school program and
activities.
Involved all teachers in planning.

4. give the teachers the confidence and skills to continue to

adapt.
Please check the box appropriate to the necessary tools
provided by the school heads to teachers.
Teachers are always prepared.
Remind them to always walk tall.
Give them the right to decision- making.
Remind them to use criticism positively.
Allow them to realize their strength.
Always remind them how important they are in the
 organization.

5. practice innovation for the practice of teaching and

learning to ensure the quality preparation of all students
for life and work.

6. do innovation which focuses on the development of the

teaching and learning process.
Name of Innovation:_________________
Date of Implementation:_____________
Person Involved:___________________
Objectives of the Innovation:____________
Expected Result of the Innovation:_________________
___________________________________________.

7. do innovation which focuses on the upgrading of

knowledge and skills of teachers.
Name of Innovation:_________________
Date of Implementation:_____________
Person Involved:___________________
Objectives of the Innovation:____________
Expected Result of the Innovation: _________________
____________________________________________
___________________________________________.

8. understand the need to innovate.

9. design training and seminars to discuss matters that can

address the things needed to create an innovation.

10. consider the increase in students’ access to excellent

educational opportunities.

1. How does your school head prepare for innovations?

2. How important is innovation/intervention in the time of recovery of our educational

system from the crisis of the pandemic?
 3. What is the impact of the innovation implemented in your school?

CULTIVATING CONNECTIONS

My school head …

1. offer effective teaching and learning strategies.

2. encourages teachers to ask for help when necessary.

3. clarify to teachers and the community that good things

take time and effort.

4. offer reflective questions that encourage a growth

mindset.

5. open to possibilities and new ideas.

6. encourages people to do better.

7. is an active listener.

8. is aware of verbal and non-verbal signals.

9. give praises and appreciate the works of the teachers.

10. conduct regular meetings with external stakeholders.

1. How did you see the importance of making connections with your school head outside
of your school?

2. How does your school head construct meaningful opportunities for collaboration with
the internal stakeholders?

3. How does your school head make connections with the students as the most important
part of the institution?
TECHNICAL-FUNCTIONAL LEADERSHIP

MANAGING TECHNOLOGY 7 6 5 4 3 2 1

My school head…

1. can learn technology easily.

2. can solve his/her own technical problems.

3. keep up with important new technologies.

4. can use technology to innovate.

5. know the uses of different technologies.

6. have technical skills in using the technology.

7. can use technology tools to process data and report

results.

8. can use technology in the development of strategies for

solving problems in the real world.

9. have the ability to design web pages and to use

authoring software.

10. understand the legal, ethical, cultural, and societal issues

related to technology.

1. How does the technological knowledge of your school head can help the school in the
present situation?

2. How does your school head use technological tools for various purposes?

3. Does the technological knowledge of your school head offer adequate training and
support to the internal stakeholders of the school?
RESEARCH AND DATA MANAGEMENT

My school head …

1. have a plan in providing the skills that the institutions

demand.
Objective of the Plan:____________________________
____________________________________________.
Person Involved:__________________
Time Frame:____________________
Expected Output:______________________________
___________________________________________.

2. use Learning Management systems (such as Edmodo,

Google Classroom, etc.) in our institution.
Learning Management System Tool:
__________________

3. keep intact all disciplinary records, report cards, national

assessments, students’ proficiency level, etc.

4. use benchmarks to create best practices.

Name of organization/institution visited in benchmarking:
____________________________________________
Date of benchmarking:_____________

5. have the school-based management in which all data is

stored.
Level in SBM: _________________

6. practice transparency in the data when needed.

7. encourage all teachers to do action research.

If someone accomplished action research, pls. specify:
 Name of Teacher (Optional):_________________
Title of Action Research:____________________
Date Approved:_________________

8. conduct training and seminars about action research.

9. discuss the educational issues that can be addressed by

research.

10. discuss the importance of research in the quality of the

teaching and learning process, especially in the recovery
of the educational setting in the current situation.

1. What is the technique of your school head in involving you in the research?

2. Are you all aware of all the data in your school? How does your school head engage
you in data management?

3. As a teacher, what is the importance of data management?

INSTRUCTIONAL LEADERSHIP

My school head …

1. make sure that the professional development activities of

teachers are in accordance with the teaching goals of the
school

2. ensure that teachers work according to the school’s

educational goals.
 3. use student performance results to develop the school’s
educational goals.

4. take the initiative to discuss the problems encountered

by a teacher in his/her classroom.

5. inform teachers about possibilities for updating our

knowledge and skills.

6. check to see whether classroom activities are in keeping

with our educational goals.

7. pay attention to disruptive behavior in the organization.

8. monitor teachers' work.

9. give suggestion to teacher on how they can improve their

teaching.

10. observe instruction in the organization.

1. How do your school heads give instructions to you when it comes to the teaching-
learning process?

2. What are the strategies of your school head to enhance teachers’ capacity to provide
quality learning experiences for all students?

3. How does your school head create a conducive school climate?

EFFECTIVE MANAGEMENT

MANAGING FINANCE 7 6 5 4 3 2 1

My school head utilized school finances…

1. to support expenses from the district to the regional

trainings/workshops/seminars of the school head and
 teachers.

2. for the reproduction of school reports and other school

forms.

3. for the provision of materials needed in informing

stakeholders on the conduct of different school events
and activities.

4. to repair the school infrastructures.

5. to repair and improve the necessary basic amenities and

to meet the requirements for a child-friendly school
system.

6. to conduct DepEd advocacies like Washing Area.

7. to provide communication services and internet access

for better basic education services.

8. to repair the provision of safety and basic janitorial

services for the school's welfare.

9. to procure school supplies and other consumables for

teachers and students deemed necessary in the conduct
of classes.

10. to support expenses for school-based training and

activities selected or designed to improve learning
outcomes, such as but not limited to, Learning Action
Cells (LAC) and Continuous Improvement (CI) Sessions.

1. What are the possible problems experienced regarding the management of school
finances?

2. What is the implication of MOOE in school operations?

3. How does your school head manage the school's finances effectively and efficiently?
CRISIS MANAGEMENT

My school head …

1. ask the personnel for ideas and input on upcoming plans

and projects about the preventive and precautionary
measures in case of unexpected crisis or natural
calamity.

2. tell the teachers what to be done in case of crisis and

how to do it.

3. provide guidance without pressure in case of emergency.

4. give orders and clarify procedures.

5. show concern for the personnel's well-being.

6. have a plan for crisis communication.

7. set standards for the performance of the group.

8. update personnel with regular meetings.

9. put up a crisis and planning response team.

10. communicate with the member of the groups during the

emergency period.

1. What is the most important quality that must be displayed by an effective crisis
manager?

2. How prepared is your school head in a crisis situation?

3. What are your school head's practices when faced with pressure situations?
MANAGING SCHOOL OPERATIONS

My school head……

1. ensure a safe and effective learning environment.

2. provide regular and constructive feedback.

3. find solutions for the problem between teachers and the

classroom.

4. make recommendations on the regulatory practices of

teachers.

5. effectively plan, organize, and manage the human,

physical and financial resources of the school and
identify the areas of need.

6. ensure that school operations are align with legal

frameworks provincial legislation, regulation, and policy
as well as school authority policy, directives, and
initiatives.

7. utilize principles of teaching, learning, and student

development to guide management decisions and the
organization of learning.

8. a source of legal advice at times and also an advocate

for distinct initiatives and programs.

9. aware of timetables, budget, and resource allocation.

10. ensure facilities and resources are always accessible,

sufficient, and in good working order.

1. What is the priority of your school head in managing the school operations?

2. What is your school head's alternative solution to ensure that no child will be left behind
and that the quality of education will continue in this time of health crisis?

3. How important are the school management operations?

PART II. TEACHER’S LEARNING INTELLIGENCE

Direction: Check the appropriate space that corresponds to your answer using the
following scale.

Verbal
Scale Description
Interpretation

7 STRONGLY Evidences/Means of Verification represents an extraordinary level

AGREE of accomplishments. Achievements and accomplishments and
contributions to the organization are of marked excellence.

6 AGREE Evidences/Means of Verification exceeded expectation.

Accomplishments were achieved above the established
standards.

5 SOMEWHAT Evidences/Means of Verification met expectations. The goals for

AGREE the accomplishments were met.

4 NEITHER Neutral or not supporting either side

AGREE NOR
DISAGREE

3 SOMEWHAT Evidences/Means of Verification failed to meet expectations.

DISAGREE Some of the standards were not met.

2 DISGAREE Evidences/Means of Verification is consistently below

expectations. Significant improvement is needed.

1 STRONGLY No evidences/means of verification. No accomplishments and

DISAGREE achievements.

TECHNOLOGICAL INTELLIGENCE 7 6 5 4 3 2 1

As a teacher, I/I am…

1. use technology for personal productivity (e.g. word,

processor, spreadsheet)

2. use technology for information presentation (e.g.

PowerPoint, digital media)

3. use technology for communication with peers, parents,

students (e.g. email, online chats, parent newsletters,
class websites)

4. use technology to document personal/professional

growth (e.g. electronic teaching portfolios)

5. use technology to analyze students'

 achievement/performance data (e.g. identify trends,
provide remediation to learners)

6. use technology to support various student learning styles

(e.g. use of media for auditory and visual learners)

7. use technology to support activities that facilitate higher

order thinking (e.g. collaborative problem-based
activities, activities that require analysis and synthesis of
information)

8. use technology to help you differentiate instruction to

help each and every student access that thinking and
learning rather than just some students.

9. teach students the use of technology as a tool in the

teaching and learning process.

10. believe that technology is great for communication.

1. How will this technology empower students to control their own learning?

2. What will you do when this technology doesn’t work?

3. How does this technology align with my school and class mission and vision?

ECONOMIC INTELLIGENCE

As a teacher, I/I am …

1. use teaching materials which are user-friendly.

2. make supplementary materials/activity sheets when the

modules are not enough for the number of students.
 3. use self-made materials which are effective in both in-
person and online teaching.

4. review the self-made supplementary materials before

printing.

5. use electronic modules in the learning process.

6. deliver the lesson material with simulation or animation.

7. use books as references in addition to modules.

8. provide supplementary handouts and web pages that are

well organized and clearly written.

9. make materials aside from modules that can provide

more independent exercises for the students.

10. offer a variety of researchable topics using internet in

their self-made materials.

1. What is the role of supplementary materials in the teaching and learning process?

2. What are your criteria for making the materials for the teaching-learning process?

3. What did you do in the textbooks/materials that are out of date?

POLITICAL INTELLIGENCE

As a teacher, I/I am …

1. can adapt easily to sudden changes in the educational

system.

2. provide a back up plan to continue the operations of the

school in spite of crisis.
 3. develop contents in the supplementary materials/activity
sheets aligned in the MELC.

4. used my own money to design my classroom.

5. give internet allowance to those students that do not

have money to attend online classes.

6. have learning modalities in education which are suited

for today’s health crisis.

7. teach students diligently to prepare them for

standardized tests like National Achievement Test.

8. look for means to improve my classroom.

9. monitor all students' progress.

10. employ quality teaching and learning strategies.

1. How can political intelligence support you in your professional growth?

2. How is the budget support the learning environment?

3. What are the advantages and disadvantages of the learning modality used in your
school?

CULTURAL INTELLIGENCE

As a teacher, I/I am …

1. control disruptive behavior in my classroom.

2. motivate students who show low interest in learning the

subject.

3. help students to value learning my subjects.

 4. integrate values education in class that promotes respect
of different cultures inside and outside the school.

5. establish a classroom management system applicable to

varied group of learners.

6. use a variety of assessment strategies.

7. provide an alternative explanation or example when

students are confused.

8. enjoy interacting with people from different cultures.

9. can describe the different cultural value frameworks that

explain behaviors among groups.

10. can understand the different leadership styles of school

heads in different situations.

1. What is the leadership style of your school head?

2. How would you deal with the different characters of your peers inside the organization?

3. How would you deal with your students in the school?

SOCIAL INTELLIGENCE

As a teacher, I/I am …

1. have a positive attitude on a daily basis.

2. view students as an all-important part of the classroom

and peers as an important part of the institution.

3. do an intervention for students that have different

learning abilities.

4. guide students and help peers in a positive direction for

their personal growth.

5. provide high and clear expectations for academic

performance.
 6. take the time to assist individual students and peers that
need help.

7. motivate students through inspiring teaching.

8. motivate peers through inspiring work.

9. expect the whole institution to succeed.

10. conduct activities professionally.

1. How do you develop your social skills?

2. How would you establish relationships with your peers?

3. How can social skills help you in your success as a teacher?

PART III. SCHOOL PERFORMANCE INDICATORS

I.WITHIN THE SCHOOLS

Direction: Please fill out the table below with your corresponding rating of the following
school performance rate for the previous school years 2020-2021 and 2021-2022.

SCHOOL PERFORMANCE SY 2020-2021 SY 2021-2022

INDICATORS

Cohort Survival Rate

Retention Rate
 Promotion Rate

Simple Drop Out

Transition Rate

Repetition Rate

II. BEYOND THE SCHOOLS

Direction: Please check the appropriate space that corresponds to your answer using the
following scale.

VERBAL DESCRIPTION
SCALE INTERPRETATION

7 STRONGLY AGREE Evidences/Means of Verification represents an extraordinary level

of accomplishments. Achievements and accomplishments and
contributions to the organization are of marked excellence.

6 AGREE Evidences/Means of Verification exceeded expectation.

Accomplishments were achieved above the established standards.

5 SOMEWHAT AGREE Evidences/Means of Verification met expectations. The goals for

the accomplishments were met.

4 NEITHER AGREE Neutral or not supporting either side

NOR DISAGREE

3 SOMEWHAT Evidences/Means of Verification failed to meet expectations. Some

DISAGREE of the standards were not met.

2 DISGAREE Evidences/Means of Verification is consistently below expectations.

Significant improvement is needed.

1 STRONGLY No evidences/means of verification. No accomplishments and

DISAGREE achievements.
 I. KOLEHIYO

Our Alumni/Alumnae… 7 6 5 4 3 2 1

1. go to college.

2. graduated from college.

3. took up vocational courses.

4. took up 4-year degree courses.

5. took up industry-related courses.

6. took up services-related courses.

7. took up agricultural-related courses.

8. is a college achiever (e.g. deans lister, magna cum laude, suma

cum laude, cum laude)

9. took up courses that they personal choice.

10. enhance their skills for their work after college.

II. NEGOSYO

Our Alumni/Alumnae… 7 6 5 4 3 2 1

1. can put a business even if not a college graduate.

2. can sustain their daily living through their business.

3. engaged in business and practice their potential.

4. enrolled in vocational courses that offer a business career.

5. can put up properties through their business.

6. can handle their own business finances properly even without

proper training.

7. continuously improved their quality of life because of their

business.

8. has a small business (e.g. grocery stores, medical stores, small

manufacturing units, etc.)

9. has its own micro business (e.g. street vendors, plumbers,

carpenters, etc.)

10. has their own big business (e.g. Google, Apple, Microsoft, etc.)

III. TRABAHO
Our Alumni/Alumnae… 7 6 5 4 3 2 1

1. are permanent employees of the government.

2. are permanent employees of the private sector.

3. are self-employed.

4. are employed (their course in college is aligned to their present

job)

5. are underemployed (their course in college is not aligned to their

present job)

6. are unemployed

7. have a quality of living because of their job.

8. have the highest position in their job.

9. are continuously growing professionally.

10. are content in their job.

IV. OTHER EDUCATIONAL STATUS/PROFILE OF ALUMNI

Our pupils/students… 7 6 5 4 3 2 1

1. are graduated from elementary.

Please check the box appropriate to your answer in the indicator above.
100% 90%-93%
97%-99 % other data ______
94%-96%

2. are continue their education from Elementary-Junior High

School/Junior High School-Senior High School.

Please check the box appropriate to your answer in the indicator above.
100% 90%-93%
97%-99 % other data ______
94%-96%

3. did not finished their elementary education/junior high school

education/senior high school education.
Please check the box appropriate to your answer in the indicator above.
none 31%-40%
1%-10%
11%-20% other data ______
21%-30%

4. are not engaged in studying nor in business neither in other type

of job.

Please check the box appropriate to your answer in the indicator above.
none 31%-40%
1%-10%
11%-20% other data ______
21%-30%

5. did not finished tertiary education.

Please check the box appropriate to your answer in the indicator above.
none 31%-40%
1%-10%
11%-20% other data ______
21%-30%

6. are engaged in a different kind of job rather than to finish their

studies in elementary/junior high school/senior high school.

Please check the box appropriate to your answer in the indicator above.
none 31%-40%
1%-10%
11%-20% other data ______
21%-30%

7. are engaged in child labor.

Please check the box appropriate to your answer in the indicator above.
none 31%-40%
1%-10%
11%-20% other data ______
21%-30%

8. are working student.

Please check the box appropriate to your answer in the indicator above.
none 31%-40%
1%-10%
11%-20% other data ______
21%-30%

9. are repeater/continuer/balik-aral originated from our school.

Please check the box appropriate to your answer in the indicator above.
none 31%-40%
1%-10%
11%-20% other data ______
21%-30%

10. are OFW.

Please check the box appropriate to your answer in the indicator above.
none 31%-40%
1%-10%
11%-20% other data ______
21%-30%