Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

College of Teacher Education
GRADUATE PROGRAM
Lucban, Quezon

TITLE PROPOSAL

A Course Requirement Submitted to

LUIS MIGUEL P. SALUDEZ, PHD.
of the Graduate Program
of the Southern Luzon State University
Lucban, Quezon

In Partial Fulfillment of the Requirements

of the Course EdM 700
DISSERTATION WRITING

By

(NAME)
Doctor of Philosophy
Major in Educational Management

September 16, 2021

 TITLE: Leadership and Behavioral Practices of School Heads in the
Division of Quezon

Rationale

As the quality of learning becomes diverse, effective leaders must also

deliver various strategies in the classroom to discover many effective

approaches that would bring better results. The Fourth Industrial Revolution

and Education 4.0 has had a significant impact on global society. Technology

has become integrated into virtually every facet of life, influencing our lifestyles

and values significantly. Education is at the heart of preparing present and

future generations to thrive in the competitive world (Mohamed, Valcke & De

Wever, 2017).

Leadership plays a critical role in any organizational development. The

changing global conditions in the era of Industrial Revolution 4.0 such as the

intensifying efficiency requirements, the pressing need for continuing learning

and the advanced digital technologies call for new approaches to organizational

leadership (Lappalainen, 2015). Leadership role is changing along with the

shifting expectations for educational excellence. School leaders need to

respond to the needs of Education with sufficient competencies so as to be the

effective leaders who can bring the schools to the transformational edge. School

leaders can only become effective leaders unless they are able to gain new

knowledge, skills and ability through effective professional development

programs such as LAC sessions, focus group discussions, seminars and

workshops. Aspiring 21st century teaching and learning demands 21 st century

leaders. The collaboration, problem solving, creativity, and critical analysis are

the skills that the leaders must have.

Today’s K-12 education program of the Department of Education

requires adept leaders who are able to adapt to the diverse environments they

traverse, as well as understand the impact of the particular leadership styles

and approaches that they utilize. The school as an educational institution

shall provide a safe and inclusive learning environment. The school shall also

play part needs to ensure a free of violence and discrimination, and gender-

sensitive environment. Teachers and the school principals shall follow

professional norms regarding appropriate disciplinary practices and provide

unbiased instruction. The principal, being the head of the school, should

always seek to determine the best ways on how to attain school success,

transform the organization and to apply what is greatly needed.

The ever-turbulent changing environment in this generation allows the

school heads, master teachers and teachers to extend their abilities of

determining the needed human resource who may contribute to the success of

the school. The need to transform the school from the conventional into a

more responsive institution to the needs of the society also offers an avenue for

the school leaders to have great consideration to all of its members. A Leader

shall be a person who is expected to be fair to each and everyone in the

organization. In school, the principal shall look into the quality and

characteristics of teachers which may be contributory to the school’s success.

 The dynamics of developing new approaches in describing school

leadership was motivated not only by improvement purposes. Hallinger (2016)

notices that today’s favorite brand is soon replaced by another and that

leadership models in education are subject to the same faddism that is

apparent in other areas of education. As a consequence, notice, focus on

school leadership and educational effectiveness resulted in a variety of

leadership theories: instructional leadership, multidimensional leadership,

multidimensional leadership, moral leadership, constructivist leadership,

servant leadership, cultural leadership, and primal leadership. Certainly some

of these models appear to be no more than ‘slogans’; some have almost no

reference to a body of evidence or a cohesive conceptual framework or are just

stylistic exercises meant to demonstrate authors’ ability of adding text to some

newly invented labels (Hallinger, 2016).

Further, according to Pont (2016) as the key intermediary between the

classroom, the individual school and the education system as a whole, effective

school leadership is essential to improve the efficiency and equity of schooling.

Within each individual school, leadership can contribute to improve student

learning by shaping the conditions and climate in which teaching and learning

occur. Beyond the school borders, school leaders can connect and adapt

schools to changing external environments. And at the school-systems

interface, school leadership provides a bridge between internal school

improvement processes and externally initiated reform.

 There is no “one size fits all” leadership style for public schools (Reynolds

et al., 2008). The complex challenges demanded of the K-12 education system

require a leader with a multidimensional approach and practices. Kruger

(2008) argued that school leadership is “being asked to do the impossible”.

Organizational leaders are obligated to understand how differing leadership

and behavioral practices might influence their roles. Having said that, this

research is intended to explore how current school leaders make decisions and

how their leadership and behavioral practices affect their decisions.

Objectives
This research study aims to determine leadership and behavioral

practices of school heads in the Quezon Province. Specifically, as a mixed

method research, this is geared towards the attainment of the following

objectives:

A. Qualitative Phase

1. To assess the respondents Leadership Practices; and

2. To assess the respondents Behavioral Practices.

B. Quantitative Phase

1. To determine the demographic profile of the participants in terms

of;

A. Name of School

B. Position

C. Age
 D. Civil Status

E. Length of Teaching Experience

F. Highest Educational Attainment

2. To determine how leadership practices affects the approaches of

School Heads in terms of:

A. School Head Roles and Responsibilities

B. Leadership Styles

C. Leadership in 21st Century

D. Leadership Competencies for Learner-Centered,

Personalized Education

3. To determine how behavioral practices affects the approaches of

School Heads in terms of:

E. School Head Roles and Responsibilities

F. Leadership Styles

G. Leadership in 21st Century

H. Leadership Competencies for Learner-Centered,

Personalized Education

C. Mixed Method (Qualitative – Quantitative)

1. How do the qualitative findings explain leadership and

behavioral practices affects the quantitative results of school

head leadership and behavioral assessment?

Conceptual Framework

The IPO (Input-Process-Output) model provides the general structure

and guide for the direction of the study.

The researcher came up with the conceptual framework wherein the

variables of this study put in the respective place on the IPO model.
 Figure 7. Paradigm of the Study

This presents the conceptual framework showing the variables that will

be involved in this study, the processes that will be undertaken and the

proposed outputs focusing on identifying the Leadership and Behavioral

Practices of School Heads

 The INPUT box contains the assessment of the school heads with regards

to their leadership and behavioral practices.

An arrow pointing to the right presents the PROCESS of study, which

includes data gathering, validating the accuracy of the information, collection

of data, organization, and analysis. The data that will be gathered results from

the assessments of the respondents concerning the leadership practices, school

heads, master teachers and teachers. The second process set about is a

comparative analysis that seeks to determine the difference in the assessments

of the three groups of respondents regarding the leadership practice. The

result of the survey will be used as support to the findings of the study.

The OUTPUT box presents the final output of this research which is the

Leadership and Behavioral Practices of School Heads

Based on the ideas and concepts from the aforementioned related

sources, the study adopted the paradigm, which served as the foundation and

guide of the research investigation.

METHODOLOGY

Locale of the Study

This research will be conducted in the Schools Division of Quezon. The

Division of Quezon is considered as one of the four very large schools divisions

in the Philippines. DepEd Quezon encompassing of 953 schools; 771

Elementary and 182 Secondary Schools. 166 out of 182 are offering Senior
High School Program. These schools are distributed in four congressional

districts of Quezon. Quezon Province is composed of 1,543 barangays.

Research Design

The study will utilize the mixed method approach of Creswell (2003)

which is anchored on pragmatism philosophical point of view and recognizes

the value of different approaches of Morgan (2014) about how to conduct

inquiry. This likewise emphasized the practicality of the mixed method of the

research where the researcher intended to solve problems using both numbers

and words according to West (2012).

Population

The study will focus on the ______________________ school heads and

teachers of _______________________. The total number of respondents are as

follow;

Position No. of Participants Total

School Heads
Department Heads
Master Teachers

Teachers

Furthermore, the researcher will utilize Random Sampling Design in

choosing the number of respondents per school so that a greater number of the

population has an equal opportunity to participate in the study.

Research Instrumentation
 The questionnaire will used as the main instrument for gathering the

needed data for the investigation. The semi structured with open ended

questions are aligned with the purpose of the study to divulge the current

leadership approaches of school heads. Also, the research instrument will

undergo pilot testing to determine the reliability of the survey tool and will be

conducted to a group of thirty (30) teachers. The modified questionnaire shall

have a Cronbach Alpha result of .5 to be labelled as excellent. Laerd Statistics

(2018) stated that Cronbach’s alpha is the most common measure of internal

consistency It is most commonly used when you have multiple Likert questions

in a survey/questionnaire that form a scale and you wish to determine if the

scale is reliable.

Statistical Treatment

The study will utilize the following statistical tools for the analysis of data

in the qualitative phase and the interpretation of the data in the quantitative

phase.

A. Qualitative Phase

The qualitative phase of the study focused on the text rather than on

numbers which is the most important feature of the qualitative analysis. The

researcher conducted a face-to-face semi-structured interview to school heads,

master teachers and teachers through an open-ended question about

masculine, feminine, or multidimensional leadership. To analyze the text data,

the following steps are as follows:

 1. Transcribing interviews all relevant parts of the recorded interview

data were transcribed from an audio to a text format.

2. Reading through the data in order to get a general sense of the overall

meaning of the data, all transcribed interviews were read through.

3. Generating codes and themes coding are then labeled with terms that

describe the data on different levels of abstraction. Three such levels

have been defined in the course of this data analysis, namely sub-codes,

codes and themes.

4. Interpreting the meaning of the themes, the researcher interprets the

meanings of the coded data.

B. Quantitative Phase

The quantitative phase of the study focused on the numbers. It

emphasized objective measurements and the statistical, mathematical, or

numerical analysis of data collected through polls, questionnaires, and

surveys, or by manipulating pre-existing statistical data using computational

techniques. To analyze the numeric data, the following methods are carried

out such as Weighted Mean and Standard Deviation and test of Difference.