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COMMUNITY BUILDING SKILLS, INTERPERSONAL SKILLS AND MANAGEMENT COMPETENCE OF SCHOOL HEADS IN

SIATON WEST 1 DISTRICT, DIVISION OF NEGROS ORIENTAL: A PROGRAM

A Dissertation

Presented to The Faculty of the Graduate School

University of Southern Philippines Foundation Cebu City

In Partial Fulfillment

of the Requirements for the Degree Doctor of Education major in

Educational Management

NILA P. CATALUÑA

MARCH 2016

International Journal of Advancements in Research & Technology, Volume 8, Issue 12, December-2019 ISSN 2278-7763 1

IJOART Copyright © 2019 SciResPub.

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APPROVAL SHEET

This Dissertation entitled “COMMUNITY BUILDING SKILLS,

INTERPERSONAL SKILLS AND MANAGEMENT COMPETENCE OF SCHOOL

HEADS IN SIATON WEST 1 DISTRICT , DIVISION OF NEGROS ORIENTAL: A

PROGRAM” submitted by NILA P. CATALUÑA in partial fulfillment of the

requirements for the degree Doctor of Education major in Educational Management

has been examined and is recommended for acceptance and approval for ORAL EXAMINATION.

DISSERTATION COMMITTEE

HEIDE E. PETRAS, Ed.D. ALICIA P.CABATINGAN, Ed.D.

Member Chairman

CARMELITA ALCALA, Ed.D. CAROLINO S. MORDENO, Ed.D.

Member Member

BRYANT C. ACAR, Ed.D.

Adviser

---------------------------------------------------------------------------------------

PANEL OF EXAMINERS

Approved by Committee on Oral Examinations with the grade of PASSED.

ALICIA P. CABATINGAN, Ed.D.

Chairman

HEIDE E. PETRAS, Ed.D. CAROLINO S. MORDENO, Ed.D.

Member Member

CARMELITA ALCALA, Ed.D. ODILON A. MAGLASANG, Ed. D.

Member Member

BRYANT C. ACAR, Ed.D.

Adviser

Accepted and approved in partial fulfilment of the requirements for the Degree

Doctor of Education major in Educational Management.

Comprehensive Examination Passed : June 13-14, 2015

Date of Oral Examination : February 12, 2016

ALICIA P. CABATINGAN, Ed.D.

Dean, Graduate School



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AKNOWLEDGEMENT

The researcher wishes to express her sincerest thanks and deep

gratitude to the persons who, in one way to another, helped in the

realization of this dissertation. Writer’s appreciation and gratitude for

the assistance rendered by the following:

Dr. Alicia P. Cabatingan, Dean of Graduate School, for her

valuable suggestions for the improvement of this study;

Dr. Bryant C. Acar, the writer’s adviser, for his valuable advises,

guidance and assistance for completing this dissertation;

Dr. Carolino E. Mordeno, Dr, Heide E. Petras, and Dr. Carmelita

A. Alcala as members of the Panel of Examiners for giving their

professional suggestions and recommendations for the realization of

this study;

She is also indebted to Salustiano T. Jimenez, Ceso Vl, the

Schools Division Superintendent for giving the researcher the chance

to conduct the study in Siaton West 1 District, headed by Dr. Fe K.

Zuñiga, and the School Heads of the different Elementary Schools as

well as the teachers who participated in answering the questionnaires

of the study.



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She is earnestly thankful for the support of her family especially

to her husband, Virgilio G. Cataluña, son, Chester Gil, daughter,

Glyndale June, to her brothers, Renante T. Pojas, Allain T. Pojas,

Bibiano Pojas Jr. and sister, Agnes T. Pojas who took part of the

monetary support of this endeavour and to all friends for bearing with

her through their prayers.

Most of all, the Lord God Almighty, for whom words are not

enough to express her deepest gratitude to the wonderful gift of life,

strength, knowledge, wisdom, courage and perseverance in

overcoming her obstacles in life.



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ABSTRACT

Title : COMMUNITY BUILDING SKILLS, INTERPERSONAL

SKILLS AND MANAGEMENT COMPETENCE OF SCHOOL HEADS IN SIATON WEST DISTRICT 1, DIVISION OF

NEGROS ORIENTAL: A PROGRAM

Author: NILA P. CATALUÑA

Degree: Doctor of Education Major in Educational

Management

School: University of Southern Philippines Foundation

Adviser: DR. BRYANT C. ACAR

Year: 2016

Pages: 137

CONTENT ANALYSIS

Objectives and Scope

This study employed the descriptive-correlational design employing the

quantitative and qualitative approaches in research. This method is

appropriate to determine the level of community building skills, interpersonal

skills and management competence of school heads in public elementary

schools of West District 1, Siaton, Negros Oriental. The findings of the study

were the bases for a proposed program. Furthermore, a statistical treatment

on correlation was employed on the three variables: community building

skills; interpersonal skills and management competence of school heads.

Hence, a program focused on community building and productivity was

sought as output of this study.



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Findings

The Community Building Skills of the school heads were rated as

High. This means that the school heads have very good community

building skills.

The Interpersonal Skills of the Schools were similarly rated as

High. This means that the school heads have very good people skills in

dealing with the stakeholders.

The Management Competence of the school heads were

generally rated as Very Good. This means that the school heads are

competence in managing the schools. Furthermore, the school heads’

competence in management were to have strong positive correlation in

their interpersonal skills and very strong positive correlation in their

community building kills.

CONCLUSION

Based on the findings, it is concluded that the community

building skills and interpersonal skills were highly manifested by the

school heads. Further, these skills have significant bearing in the

management competence of the school Heads. The people skills and

community building skills are requisites of a competent school

manager.



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RECOMMENDATION

The proposed program should be utilized.



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TABLE OF CONTENTS

Page

TITLE PAGE ------------------------------------------- i

APPROVAL SHEET ------------------------------------ ii

ACKNOWLEDGEMENT -------------------------------- iii

ABSTRACT -------------------------------------------- v

TABLE OF CONTENTS -------------------------------- viii

CHAPTER I

THE PROBLEM AND ITS SCOPE --------------------- 1

Rationale of the Study -------------------- 1

Theoretical Background -------------------- 5

Conceptual Background -------------------- 34

THE PROBLEM

Statement of the Problem ------------------- -- 37

Statement of Null Hypotheses --------------- 39

Significance of the Study --------------------- 39

RESEARCH METHODOLOGY

Research Design -------------------- 41

Research Environment ---------------------- 41

Research Participants --------------------- 44

Research Instruments --------------------- 45



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Research Procedures ----------------------- 47

Gathering of Data ----------------------- 47

Statistical Treatment ----------------------- 48

DEFINITION OF TERMS ------------------------ 50

CHAPTER ll. PRESENTATION, ANNALYSIS AND

INTERPRETATION OF DATA ----------- 55

CHAPTER lll. SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

Summary ---------------------------------------------- 96

Findings ----------------------------------------------- 99

Conclusions ------------------------------------------- 99

Recommendations ----------------------------------- 100

Proposed Program ----------------------------------- 102

BIBLIOGRAPHY -------------------------------------- 111

APPENDICES ------------------------------------------ 116

CURRICULUM VITAE --------------------------------- 125



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LIST OF TABLES

Table l ----- Level of Community Building Skills In the Aspect

of Leadership

Table 2----- Level of Community Building Skills In the Aspect

Communication

Table 3 ---- Level of Community Building Skills In the Aspect

0f Influencing

Table 4 ----Level of Community Building Skills In the Aspect

of Social

Table 5 ----Interpersonal Relations In Terms of Peer

Relation

Table 6 ----Interpersonal Relations In Terms of Work

Relations

Table 7----Management Competence Among The School

Heads Based on Planning School-Based Programs

and Projects

Table 8--- Management Competence Among The School

Heads Based On (Leading Curricular and Instructional

Processes)

Table 9 ---Management Competence Among The Elementary

School Heads Based On (Developing Human Resources)



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Table10 --- Management Competence Among The School

Heads Based On (Creating the Learning Environment)

Table 11--- Management Competence Among School Heads

Based On (Managing Physical Facilities)

Table 12--- Management Competence Among The School

Heads Based On ( Managing Financial-Fiscal Resources)

Table 13---Management Competence Among The School

Heads Based On (Monitoring and Evaluating School

Performance)

Table 14 --- Management Competence Among The School

Heads Based On (Developing School and Community

Relations)

Table 15 --- Test of Relationships



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LIST OF FIGURES

Figure 1 ------------------------------------ Operational Schema



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CHAPTER I THE PROBLEM AND ITS SCOPE

Rationale of the Study

School principals exert effort to influence people in many

different ways. Some have brilliant leadership skill, communication

skill and social skill in conveying with different groups of society. The

school does not escape being influenced by their external

environment; but they also influence the attitudes of people and

affects their work performance that provides productivity and job

satisfaction.

Progress and development of an institution can be seen through

the productivity output of each member as cited by de los Reyes

(2001). In view of this, school productivity in academic instruction,

involvement in community and professional growth is the result of the

community building skills of school heads in their leadership skill,

communication skill, influencing skill and social skill.

Dumsen (2002) stressed that much of the recent issues in

education especially elementary level focused on teachers’

productivity. Teachers’ productivity in teaching more pupils with fewer

faculty to handle. While from a quantitative point of view productivity



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in the ratio of “output in input” with “output” being the member of

education.

Many school in America according to Kowalski (1996) reforms

have been taking place at restructuring educational organizations and

the behavior of educators to solve the growing negative perception on

educational institutions. The teachers’ productivity has been under

scrutiny since 1950’s. The move to restructure schools gained impetus

with the government report on “A Nation at Risk” by the National

Commission on Excellence in American Education in 1983. The

situation leads education leaders worldwide to find ways and means

toward better school productivity. Educational institutions today are

strongly determined to provide service depending on the optimum

needs of the public.

Secord (1995) also cited that today, educational institutions

show positive actions to meet the present public demand on school-

community relationship. It is the belief that educational institutions

need to bridge with the public through cooperative efforts to gain

understanding and feedback which can be utilized in the operation of

the schools.

In the Philippines, teachers’ productivity are measured through

the number of students who passed the National Achievement Test



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and those who were able to become recipient of scholarships.

Teachers’ productivity are also measured as to the number of students

who graduated in their school and the kind of school they pursued

their higher education (Andres, 1999).

Another teachers’ productivity in our country is the teachers’

involvement in community programs. Satisfactory coordination and

participation of both teachers and community members in school and

community programs are seen as productivity of teachers according to

Aquino (1995).

School and community relationship in the Philippines is a

decisive factor in obtaining financial support for the public education.

Recognizing this, many administrators have been seeking procedures

by which to help the public understand what the schools are trying to

do, and to enlist the support of the community in their efforts to

provide improved education, also schools should likewise be concerned

with the needs and problems of the community it served (Aquino,

1995).

School heads all over the Philippines, more especially in

Mindanao today, face demands of having meaningful dialogue,

breaking down barriers and establishing interpersonal relationships

among teachers and administrators. The present times call for new



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attitudes of school heads with a broader outlook, expanded

responsibilities, accepted interpersonal skills and shifted priorities with

concentration on human relations and improved in performance, which

later boast the morale of teachers (Aquino, 1998).

The researcher being one of the school administrators of Siaton

West 1 District is primarily interested to ascertain the community

building skills, interpersonal skills and management competence of

school head in public elementary schools of West 1 District Siaton,

Negros Oriental.



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Theoretical Background

This study is anchored on Social Action Theory by Wallerstein,

N., Wilson, 2007. The Social Action Theory is a community-oriented

model that is used to increase the problem-solving ability of entire

communities through achieving concrete changes towards social

justice. That is, individuals within communities come together to

redress the imbalance of powers or privileges between a

disadvantaged group and society at large. Although this community-

organization model is applicable to many social issues, it, in particular,

can be used to redress health problems that are disproportionately

affecting certain communities, such as drug and alcohol use among

adolescents in poor and at-risk neighborhoods.

The Social Action Theory applies key concepts that are used

within many community-organizing and community-building models.

These key concepts include empowerment, critical consciousness,

community capacity, social capital, issue selection, and participation

and relevance, which are defined below.

Empowerment is any social process that allows people to gain

mastery over their lives and their community. In doing so,

empowerment aims to transform power relations between

communities, institutions, and governmental agencies. For example,



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communities may feel more empowered when they work together to

strengthen their cultural identity and their community

assets.

Critical Consciousness is a mental state by which members in a

community recognize the need for social change and are ready to work

to achieve those changes. Although this process is not obvious, it is

completely necessary in achieving community involvement. We can

raise critical consciousness by engaging individuals in dialogues,

forums, and discussions that clearly relate how problems and their root

cause can be solved through social action.

Community Capacity are characteristics of a community that

affect their ability to mobilize and identify and solve social problems.

These characteristics include the presence of leadership, participation,

skills, sense of community, and more. Community capacity can be

enhanced in many ways, such as through skill-building workshops that

allow members of the community to become more effective leaders.

Social Capital are community resources that exist via

relationships formed between community members. Social resources

such as trust, reciprocity, and civic engagement can connect

individuals in a fragmented community across social boundaries and

power hierarchies, facilitating community building and organization.



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Social networking techniques and enhancing social support are

important methods that build social capital.

Issue Selection is the process by which communities identify

winnable, specific goals that unify and build community strength. In

this process, individuals work together to select issues they feel are

relevant to the entire community.

Participation and Relevance. Lastly, after selecting an issue,

communities need to engage members and work on implementing

their plan of action.

The Philippine educational system today focuses on the

development of the public elementary education to obtain quality

education. The improvement of student’s performance and the

enlistment of the proficiency level on the academic subjects is

everybody’s’ concern in the complete elementary education system.

The principal as leaders of the school system should always make a

difference. They must work for change and upward movement.

Minimize or resolve conflicts. Work with teams to improve commitment

and decision-making. Ordillas (1994) emphasize that the role of the

school principal is great. The task of improving the quality of

instruction lies in their hand. They have to develop change

and adopt educational service in a period of unprecedented change.



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They have to carry out the tasks of developing services as efficiently

and effectively as possible.

Calang (2000), the school administrator have to perform their

roles to improve the delivery of educational services. Their leadership

counts very much. It helps promote school management and the

teaching-learning process of their schools. They have to perform their

supervisory roles to assist teachers in improving instruction. It

was also stressed by Rivera (1994), that a school manager must be

skilled in their decision-making roles, interpersonal relations and in

communication. When the school administrators effectively exercise

these roles, success in school management can be achieved.

In a study by Portin (2001), he emphasized that school leaders

in all settings face common challenges in meeting the following

expectations: 1) providing focused instructional leadership, 2)

leading change, 3) developing a collaborative leadership structure, and

4) providing the moral center.

Today’s leaders must define themselves as learners, not just

doers, constantly scanning the environment for new ideas, tools and

solutions and reflecting on the implications. He cited an argument on



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Lambert (2002) that this search for learning is becoming a ―dominant

narrative‖ for school managers. He says that today, leaders attend to

the learning of all members of the educational community.

Together, they explore current practice, beliefs and assumptions that

serve as a basis for posing inquiry questions.

Ardemer (2002) also made a study on the leadership behavior of

public elementary school managers in the southern part of the Division

of Bukidnon in school year 2001-2002. The focus on the study was to

determine the leadership behavior of the school principals in their

concerns for task and for the people. It was found that the

teachers and their school principals themselves were perceived to

have a higher concern for task while medium concern for people.

School principals who have longer experience and higher position had

a higher level of shared leadership on task and people orientation.

Principal leaders according to Behring (2002) must manage all of

the demands of administration: they must chair staff meetings,

become system managers and budget specialists. Perhaps the most

important aspect of their job is as mediator between teachers,

between staff parents and staff. They must please a number of their

own bosses and have a good human relations to all those with a stake

in calculation.



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Similarly, Cotape (1995) made a study on the supervisory

behavioral style and leadership style of public elementary school

principals. It was revealed that the public elementary school principals

in the Division of Misamis Oriental have predominantly practiced

positive motivation, employees orientation, participative power.

The strategic interaction on instructional leadership of public

elementary school principals in the Division of Iligan City was studied

by Romano (1998). The study revealed that public elementary school

principals perceived themselves as manifesting excellent degree of

extent in their instructional resource, communicator, resource

provider, and visibility.

Hall (1998) says that there is also some convincing evidence to

show that improving the quality of human relation in an institution also

improves the quality and amount of academic work produced and the

attendance of the students. There is also an improvement in less

definable qualities such as motivation and classroom climate. Research

done by Carl Rogers (1983), and Aspy and Roebuck (1977) established

a relationship between the core conditions on human relations such as

empathy, congruence and positive regard with a range of factors such

as attitudes to self, school and others, discipline problems, physical

health, attendance and cognitive growth. These definite factors are



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putting emphasis on the quality of human relations in educational

institutions that can have a positive effect on the one areas, which is

normally held sacrosanct – that is, academic achievement.

On the level of leadership role of performance of public

secondary school principals as studied by Onlos, (2001) revealed

that, the public secondary school principals perceived themselves very

competent in all areas of leadership role, namely, instructional

program, staff personnel services, student-personnel services,

financial/physical resources and school-community relationship. The

same assessment were made by the subject coordinators and the

teachers.

Straton (1994) in a survey mailed to all South Dakota school

board members and superintendent also found that the crucial

competencies for school managers effectiveness were skills in human

relations, communication and leadership. A South Carolina study

by Harrill (1990) that investigated competencies and skills needed

by district level curriculum and instructional leaders, found that

interpersonal communications, human relations and management were

the most important competency areas. Harrison (1993), in an

investigation of effective school principal preparation programs, had

similar findings. The research of Harrill (1990), Hutchison (1998), Jolly



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(1995) and Rouss (1992) also support the premise that human and

interpersonal skills are competencies needed for effective leadership.

The research shows that there is a need to decrease the use of

negative behaviors and increase the use of positive behaviors. This can

enhance the human relations with the teachers and possible conflict

can always be resolved diplomatically.

The theories and other related literatures served as direction

toward the realization of this research undertaking.

School heads are the key persons responsible for three “Ps” in

the school. These are the people; the program; and the school plant.

The quality of leadership is one of the most significant variables in

distinguishing between successful and unsuccessful school head

Palconit (2004). Hence, the school head, the principal plays significant

role in education. Aquino (1997) cited that school heads undertake

responsibilities to organize direct and supervise curricular programs,

classroom instruction and other related activities within the school and

its environment is essential for improvement of the whole school

system and the attainment of the educational goal-the center of

educational excellence.

Community according to Hillary (1995) is a space, population,

groupings, shared institutions and values interests between local



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people, power structure, ethnic structure and social system. Likewise,

Peck (1998) described community as a group of two or more people

who regardless of the diversity of their backgrounds, have been able to

accept and transcend their differences enabling them to communicate

openly and effectively, and to work together towards common goals,

while having a sense of unusual safety with one another.

Simon (1999) added that a community is a of group individuals

who have learned how to communicate honestly with each other. Their

relationships go deeper than their masks of composure, and who have

developed some significant commitment to rejoice together, mourn

together, and to make each others conditions of their own.

On the other hand, community building skills refers to the ability

of an individual to lead, organize, communicate and influence

members of the group to participate in a social interaction to discuss

matters related to their community (Peck, 1998). Similarly, Buchanan

and Huagynski (1996) cited skills that contribute to administrators’

effectiveness in building a community, these are, leadership skills,

communication skills, influencing skills and social skills.

Leaders like school heads should be equipped with pertinent

leadership skills to manage the school plan and the teachers

effectively. As Pacaña (2006) cited school principals should acquire



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leadership skills and put their best foot forward for a successful

teaching and learning.

Moreover, Miranda (1995) stated that school heads are involved

in supporting their teachers through mechanisms such as instituting

teachers’ appraisal and supervising professional development. They

are also involved in challenging teachers to reflect what they are

doing, to encourage them to accept new opportunities keep them

informed and protect them from any wrongdoing.

Furthermore Leithwood and Riehl (2003) stated that effective

leaders convey their expectations for quality and high performance.

They help others see the challenging nature of the goals. They sharpen

perceptions of the gap between what the school aspires to attain and

what is presently accomplished.

Likewise, Obeso (2003) agreed that effective school leaders have

strong administrative leadership and successful school have strong

leaders who set high standards assess skills significant to the

realization of educational objectives.

In like manners Leithwood (2003) pointed out that effective

school leaders assess how well the school is performing along with

multiple indication and use that information as goals are developed

and reviewed. According to him, school leaders ask critical and



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constructive questions, emphasize the use of systematic evidence, and

encourage careful monitoring of both teachers’ and pupils progress.

School leaders do not only build a pleasant school environment

but also the community which the former is a part of the latter. Thus,

school heads need to have skills that will enhance their leadership for

the entire society where the school belongs.

As Ribbins (1997) stated leaders of the school stretch their

relationship to the community people who are essential partners for

the realization of their objectives. Leaders have to establish good

community building skills. As Peck (1998) defined community building

skills are the abilities of an individual leader to lead, organize

communicate and influence members of the group to participate in a

social interaction to discuss matters related to the community.

In this regard, Buchanan and Huagynski (1996) cited skills that

contribute to the effectiveness of school administrators to effectively

build a community; are leadership communication, influencing and

social skills.

Leadership skills. Leadership is the heart of managerial

process because it is in valued with initiating actions. The school heads

possesses the aura of encouraging people to move to actions as cited

by Massic (1998). This is a technique or the ability of an administrator



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leading, influencing and supporting others to work enthusiastically

toward achieving objectives. It is a factor that helps an individual or a

group identify its goals and then motivates and assists them in

achieving the stated goals. This consists of three elements like

influence/support, voluntary effort, and goal achievement. Without

leadership the organization would be only confusion of people and

machines, but if there is a leader who leads, everything works

systematically according to Newstrom and Davies (1997).

They added that the primary role of a leader is to influence

others to voluntarily, seek defined objectives (preferably with

enthusiasm). The leaders plan activities, organize appropriate

structures, and control resources. They also hold formal positions,

achieve results by directing the activities of others, create a vision and

inspire others to achieve this vision and to stretch themselves beyond

their normal capabilities.

Koontz and Weilhrich (1997) posited that leading is the skill

which influence people so that they will contribute to the organization

and group goals. They possess creativity, the ability and power to

develop new ideas, introduce values and proper ways of

communication.



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School principals should possess leadership skills;

communication skills; influencing skills and social skills (Glickman,

1995). He pointed out that as a principal or head of a school, one’s

position entails interests with people at all levels. These are the

members of the school division, the school board, the board of

trustees, staff, teachers and students. As a leader who sets the

direction of the school, he’s ability to influence people is crucial to the

success of the school in relation to a positive relationship.

Lunenburg (1995) added that a leader must give positive

feedback; maintain high standards; encourage professional growth,

share decision-making and involve parents and the community in such

tasks to carry out objectives successfully.

The importance of leadership and responsibilities of school

principals can not be ignored. They need to know what effective

leadership is and how to become an effective leader. Hence, school

administrators must recognize that their role as leaders is inherent to

school success.

Much more have been said about leadership skills. Significant

issues do not end here because no one can be considered a good

leader if there is no communication between him and his subordinates.



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Communication Skills. As defined in the Webster’s Dictionary

of Modern English (1990) communication means sharing of ideas. It is

a two way process between a leader and a follower.

Massie (1987) defined communication skill as the ability of an

administrator to transmit ideas to other people, either in writing or in

oral way. Symbols of a language are often employed in varied ways to

transmit information comprehensive to the constituents.

Furthermore, Buchanan and Huagynski (2000) defined

communication skills as the ability to give information and effective

exchange of information through active and positive means. In a more

comprehensive manner, communication is conveyed both directly or

indirectly through gestures, signs and so forth. It is also a means to

ensure receipts of message or information.

There are four elements of communication skills in relation to

leadership of an administrator. These elements are: 1.) oral

communication skill where communication is conveyed in speaking

both to individual or large groups of individuals and/or via

communication media; 2.) written communication skill include using e-

mails, memoranda (both informal and directive reports); 3.) listening

which includes listening to information dissemination about people,

events; and 4.) nonverbal communication, which includes gestures like



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eye movement, facial expressions, body posture, gestures and body

movement. All these elements may influence, motivate or encourage

people to perform and do better in the programs or activities.

Glickman (1995) cited that an administrator should possess good

communication skills such as talking with subordinates, sharing ideas

and experiences so that he can influence people to do the same.

In an article entitled ―Arrive Not Editorials (2005), community

building skills of an administrator require asking questions, sharing

views, opinions and ideas and identification of interest or concern and

coordinating with one another will lead to the attainment of goals.

In Eric Orgist (2000) stated that meaningful relationship require

a two-way communication, the encoder and the decoder. Hence,

sharing of thoughts goes with the philosophy that school heads need

to have a strong and well-developed communication skills to win the

trust and confidence of his subordinates.

In school, communication is a bulwark task. It is an attempt by

which the individuals involved to share their own feelings, purposes

and knowledge and to understand the feelings, purposes and

understanding of others.

Communication involves more than the content of the statement

you make (Mamchak, 1984). People who primarily focus on



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information when they talk will often be viewed as arrogant and

unearing. Thus, a person should be very careful with what they say so

as not to be misunderstood or miscalculated for example, asking

someone how he is doing in a monotone voice with a poor eye contact

will probably discourage one to react in a positive way.

More importantly, communication is one of the significant way of

building trust and respect among Colleagues (Wessels, 2005). In the

workplace, showing interest and concern in things that are important

to co-workers help to create positive connections that can be very

helpful in dealing with work-related issues.

Likewise, managers are perceived to be competent and good

leaders when they are able to converse in a way that establishes social

relation with others. Additionally, they will be considered influencing

people (Watson, 2003).

Meaningful relationship requires a clear reciprocal

communication, the product of which is understanding. This occurs

through sharing of thought so that both partners will agree in a

common reality (Smith, 1995). He added that 70 to 80% of our

waking hours is spent in communicating with people.

Furthermore, he cited that as far as a group is concerned,

communication is very essential if a group is to be formed. Group



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cohesiveness depends upon common goals. It is then necessary for

group members to communicate to discover what they hold in

common and to identify the areas of differences among them. They

really have to value their subordinates through interaction hence, it is

a necessity to choose communication process that will develop unity

and coordination. Thus, administrator should possess an influencing

skills.

Influencing Skills. Limcaoco (2000) stated that communication

and human relation skills are significant relation skills for a successful

leadership. It is an extreme important in dealing with people around

you and the people working with you. Proper relation skills are

influencing skills that enable one to achieve the goals he set for

whatever specific projects you and the group have set.

As Miles (1996) stated that most employees agreed that

majority of those who fail in managerial positions because they lack

the power and abilities to convince people do a common objective.

Nevertheless, he cited that good human relation results to a good

performance.

Davis (1995) claimed that if the leaders possess character traits

acceptable to the standard norms of the society. They obliviously

influence their subordinates. These character traits are compassionate,



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kind, understanding, sympathetic and caring. These are crucial traits

essential to an influential manager.

Influencing skill as retrieved from Arrive Net Editorials (2005),

school heads are provided with powerful, proven and practical and

skills that encourage, influence, help and guide their subordinates to

help others succeed, focus on performance and achievement of results.

It also encourages others to address difficult issues, engages in other

growth opportunities and influences others to improve in doing the

assigned tasks.

Administrators influence teachers and other subordinates by

sharing ideas, brainstorming solution to common teaching challenges

and to learn things from one another (Culpepper, 2004). She affirmed

that influencing skills is also cooperating and collaborating with others,

developing influence within the organization and getting effective

teaching-learning results.

Social Skills. These are the abilities of a person to act and

interact in social setting effectively; to understand and productively

harness one’s own personality. There include three major elements

such as: 1.) personal ability which for leaders focuses on opinion,

kindness and respect for others; which for Flushman (1996) help

people trust a leader that allow him to cultivate people’s respect and



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23

see others as assets rather than a cost in professional setting; 2.)

expressiveness which simply assure that the right thing is said or done

at the ideal time; he who is strong at expressiveness is also capable of

putting emotions or professional passion into words; 3.) social

perceptiveness which relates to home understanding of one’s own

motive and action of others.

In addition, Katz (1991) claimed social skill as an ability to

handle emotion of others; interact smoothly to persuade and lead,

negotiate and settle dispute. He called this skill as interpersonal skill or

the ability to work effectively as a group member to build cooperative

efforts within.

One special social skills is charisma, the natural ability to inspire

devotion and allegiance—the gift of God. Social skills lead directly to

form power; enhance communication and increase the ability to

engage in effective human relation (Stogdil, 1998).

Goliman (1998) cited that people differ in their abilities.

According to him, some people maybe quite adopt to handle their own

anxiety, but relatively inept at soothing someone else upsets. He

added that much evidence testified that people who are emotionally

adopt know how to manage their own feelings, and read and deal with

other’s feelings at an advantage in any domain of life. People with



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well-developed social skills are more likely contented with their lives,

master the habits of the mind that foster their own productivity. One

who cannot Marshal some control over their life fight inner battles that

sabotage their ability to achieve goals in school, in work and in

relationship with others.

Furthermore, social skills people cope with the problems in life.

Socialization is the ability to relate positively to people in society in an

appropriate manner according to his age and level of education

(Reeves, 2004). Pro-social skills individuals viable tools, give them

power over their emotions and make good choices about their

behavior. These tools open up the number of alternative skills to draw

from because they have developed self-confidence that enable them to

handle stressful situations.

Research findings revealed that people feel inadequate in dealing

with social situations. The ability to get along with others showed

many skills are built over lifetime. Early skills are mostly non-verbal

like eye-contact, facial expression and body language. Social skills are

reciprocal (Namka, 1997).

There authorities who cited the social skills are learned behaviors

that a person to successfully complete social tasks. These facilitate the

development of maintenance of positive social relationship and



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25

friendship, improve school adjustment and help student to cope up

effectively with the demands of their social environment.

As education becomes a necessity than a luxury, school system

was established based on educational theories for quality standard of

teacher’s productivity. Researchers now a days have come to realize

the significance of school inputs and student’s learning to the school’s

productivity.

One of the key persons in the formal learning environment of a

school is the teacher. They try to motivate, initiate, direct, facilitate

and guide the learning activities of those under their charge. Aquino

(1996) stated that the success or failure of an institutional

performance depends upon the ability of the school heads to control

and direct activities of those who are under their charge.

Teachers are also leaders, models and facilitators who are

effective in their tasks just as other educators do. They also extend

their performance from school to the community, hence, teachers are

community facilitators.

According to Gregorio (1995) teachers’ performance need

support to arrive at its better productivity. There are productivity in

instruction, community involvement, social development and moral



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26

development of those people under their charge whether in school or

in community they serve.

Pabroa (2005) cited that teacher’s productivity is dependent on

the quality of school administrators he has and the kind of trainings he

has undergone.

Good teachers are the foundations of good schools. Thus, the

variety of professional development which methods have the most

impact. Research on professional development is widely spread,

explicitly aimed at increasing students’ achievement.

As Leithwood (2003) cited that effective school teachers assess

how well they are performing their duties and responsibilities towards

the accomplishment of the school’s vision, mission, goals and

objectives. He added that teacher’s behavior influence the

performance of the students. Ornstein (1995) explained that some

researchers asset that appropriate behavior of teachers are essential

to the kind of student’s performance he is looking forward.

Studies revealed that student’s learning performance is

demonstrated in response to the teacher’s productivity. A teacher

factor is an essence in the development of student’s performance and

potentials (Mindanao Daily Inquirer, 1997). In support to this, Castro

(2003) stated that a very satisfactory and effective performance of



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27

teachers influence the students ability to obtain high grades in school

subjects. She quoted that the attainment of the goal of quality

education is dependent on the kind of teacher the school has.

In addition, Ricafort et. al (1995) research findings showed that

student’s achievement singles out the most compelling evidence about

the teacher’s quality of instruction.

Contrary to these findings, Nugue (2000) found out that there is

no significant relationship between teacher’s behavior and the

achievement of the students.

In the study of teacher relation to student’s performance, Luce

(1995) found out that student’s involvement, attention and

participation to school tasks were positively related to students’

achievement, but none of teacher’s characteristics such as teaching

experience had any significant impact on student’s performance.

However, Aston and Webb (1986) cited that there were some

evidence that teacher’s community involvement and professional

growth played significant role in their productivity. Actively learning as

part of their education gave consistent effect on the students’

performance the number and variety of instructional activities enable

the pupils developed skills. Hence, attendance to trainings, workshops

and further studies help much in the teacher’s productivity.



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Academics. This pertains to the improvement of the quality of

children’s learning in school. Likewise, this also includes their

instructions to their organizations/activities in the community. To

accomplish this purpose, it is necessary to the school to know the

conditions surrounding the lives of the children which are important to

the educational program. They should also be familiar with the

community resources which may be utilized to enrich and supplement

the school program. Considering the community as a laboratory for

learning. It is necessary to know what facilities of the community are

useful adequately. Likewise, the school cannot function as the leader

of the community unless it knows the community fully and unless it

enjoys the trust of the people involved (Gregorio, 1995).

Through the teachers according to Aquino (1995) parents can be

encouraged and influenced to be involved in their children’s academic

performance. Their follow-up on daily assignments, study habits and

support are factors that parents can contribute to their children’s

performance. When children’s performance are high teachers’

productivity is also high hence morale is also high.

Involvement to Community. In a democratic country like the

Philippines, the school through the teacher should be made a positive

agent of social change. Teachers are devoted to improve the quality of



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29

life of the people of the community. Through cooperative work, the

school can assist in solving problems such as those improving homes

and community sanitation, beautifying homes and gardens, increasing

the crop yield, improving child care, and providing adequate

recreational community activities (Gregorio, 1995).

Significantly, the school and the community should have

harmonious relationship (Lardizabal, 1996), She added that the school

can no longer be conceived as the sole agent of education. Resources

and the life activities of the community are basis for educational

programs in which community people, young and adults participate or

get involved with.

In addition, the teachers and the community also concerned with

the development of understanding and support of the community’s

program of public education and to alienate the socio-economic status

of people in the community as cited by Gregorio (1995).

Professional Growth. Education is a continuous process. A

teacher does not end his education but continuous as he progresses in

life. One of the productivity skills a fulfilled teacher is his success in

pursuing his education and attending in service-trainings attended.

Above all is his attainment of a graduate or post graduate course.



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30

A teacher who constantly attends seminars in various fields is

expected to uplift his teaching capabilities and productivity skills that

will enhance his abilities for a successful endeavor in the field of

teaching (Robles, 2002).

Thus, it could be gleaned from the various readings that the

teachers’ productivity are the result of his performance in instruction

both students and teachers involvement to community extension to

alleviate the socio-economic status of the community they serve and

to elevate the quality education of pupils as well as the social and

moral development of every human being in the community.

The foregoing review of related literature and studies gave

significant insights that helped in the development of this research

investigation.

The researcher theorized that teacher’s productivity in their

academics, community involvement and professional growth is the

result of the school heads community building skills in their leadership

skill, communication skills, influencing skill and social skill.

This is supported by the Man’s Theory of Hallander (1996), which

states that leadership skills of an administrator determine his

managing effectiveness among teachers. The higher level of leadership

skills, the more he is able to effectively manages the school’s



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resources; the lower the level of his leadership skills the less he is able

to effectively manages his school’s resources.

This affirmed by social theory of Roethlisberger and Mayo as

cited by Falconit (2004) which states that leadership determines the

organization and group which is largely gratified by a social milieu. He

claimed for affiliation and communion with his fellow workers. It is in

and with a group that he develops himself and performs better. The

opinions of fellow workers job comfort and enjoyment of long range

security are more potent than financial considerations. Thus work

group turns out to be a stronger motivator than expected.

Also supported by the Trait Theory of Adams and Yodes (1995)

which focused on personal attributes which states that leadership

skills, community skills, influence skills and social skills of school heads

greatly influence the teachers’ performance. The most valuable reward

of a leader is self-fulfillment because he has influenced his followers.

Along this line, Hughes et., al. (1999) pointed that leaders do

not interact with all the followers in the same manner. For instance, a

leader may give general guidelines or goals to highly competent and

motivated followers but spend considerable time in coaching, directing

and training his unskilled and unmotivated followers. Leaders may also

provide relatively little praise and little assurance to followers with low



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self-confidence. However, leaders often have different styles of

interaction in dealing with individual followers.

Furthermore, Bredeson, et. al. (1996) posited that one of the

most important qualities of a school principal is his competence to lead

or technical know-how. According to him a potential school leader

should be intelligent and possesses leadership skills, communication

skill and influencing skills aware of his leadership responsibilities, and

leadership processes.

In view of these Bredeson cited that leadership skill of a school

head is his ability to lead, to manage, to direct subordinates within

their capabilities. While communication skills of school head is his

ability to transmit their ideas orally and in writing. It serves as a

linking process by which parts of a system are tied together. On the

other hand influencing skill of a school head is his ability to encourage

his subordinates and community stakeholders. His social skill is his

ability to have inter relationship with one another as cited by Massie

(1995).

According to Champman and O’Neil (2000), successful leaders

work at having their thinking communication skill and decision-making

skills. Being able to separate the small from large issues, one helps

leaders make sound and quick decisions. The success and failure of an



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33

institution is mostly dependent on the leadership skills and influencing

skills of the school heads.

Based on Berman’s (1998) Theory, productivity is an effective

and efficient tool of resources to good result or outcomes.

Effectiveness is the level of outcomes; outcomes are accomplishments.

Efficiency is defined as the ratio of outcomes and the ratio of the

resources used (inputs) to accomplishments (outcomes or outputs).

Moreover, Berman emphasized that teacher’s productivity is a

body of knowledge supervision and trainings in developing the

effectiveness and efficiency of the students academic performance.

Both Adams and Yobes (1995) Treat Theory as well as Bermans’

Theory of productivity supports this study.

In the light of the theories of Hallander, Roethlisberger, Mayo,

Adams and Yobes concepts cited in this study, the researcher

conceptualizes that community building skills of school heads is related

to the teacher’s productivity.

The foregoing review of related literature and studies gave

significant insights that helped in the development of this research

investigation.



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Conceptual Background

The research is focused on the following inputs: The level of

community building skills of the school heads in terms of: leadership

skills; communication skills; influencing skills; and social skills; The

extent of interpersonal skills of school heads in terms of: peer relation;

and work relation; The management competence of the school heads

based on the following: Planning School-Based Programs and Projects;

Leading Curricular and Instructional Processes; Developing Human

Resources; Creating the Learning Environment; Managing Physical

Facilities; Managing Financial-Fiscal Resources; Monitoring and

Evaluating School Performance; and Developing School and

Community Relations; Significant relationship between the

management competence of the school heads and their: community

building skills; and interpersonal skills.

As to the Process box, gathering of data through reviews of

related theories and literatures from the library resources and internet

surfing. These reviews of related literatures helped the researcher in

formulating the research problems and will greatly aide in the analysis

of the data and in formulating recommendations.



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35

Gathering of the data through respondents will be done.

Statistical Treatment will also be employed. The proposed program will

be the output of the study.



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36

Figure 1

Operational Schema

1. The level of community

building skills of the school

heads in terms of:

1.1 leadership skills;

1.2 communication skills;

1.3 influencing skills; and

1.4 social skills

2. The extent of interpersonal

skills of school heads in terms

of:

2.1 peer relation; and

2.2 work relation

3. The management

competence of the school

heads based on the following:

3.1 Planning School-Based

Programs and Projects;

3.2 Leading Curricular and

Instructional Processes;

3.3 Developing Human

Resources;

3.4 Creating the Learning

Environment;

3.5 Managing Physical

Facilities;

3.6 Managing Financial-

Fiscal Resources;

3.7 Monitoring and

Evaluating School

Performance; and

3.8 Developing School and

Community Relations?

4. Significant relationship

between the management

competence of the school

heads and their:

4.1 community building

skills; and

4.2 interpersonal skills

Gathering of Data

1. Library

Research 2. Internet

Research 3. Community

Building Skills 4. Interpersonal

Relations 5. Management

Competence Statistical Treatment

1. Weighted

Mean 2. Pearson r



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THE PROBLEM

Statement of the Problem

This study assessed the community building skills, interpersonal

skills and management competence of school heads in public

elementary schools in Siaton West District 1, Division of Negros

Oriental. The findings of the study were the bases for a proposed

enhancement program.

Specifically, this study sought to answer the following

questions:

1. What is the level of community building skills of the school heads in

terms of:

1.1 leadership skills;

1.2 communication skills;

1.3 influencing skills; and

1.4 social skills?

2. What is the extent of interpersonal skills of school heads in terms

of:

2.1 peer relation; and

2.2 work relation?



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3. What is the management competence of the school heads based on

the following:

3.1 Planning School-Based Programs and Projects;

3.2 Leading Curricular and Instructional Processes;

3.3 Developing Human Resources;

3.4 Creating the Learning Environment;

3.5 Managing Physical Facilities;

3.6 Managing Financial-Fiscal Resources;

3.7 Monitoring and Evaluating School Performance; and

3.8 Developing School and Community Relations?

4. Is there a significant relationship between the management

competence of the school heads and their:

4.1 community building skills; and

4.2 interpersonal skills?

5. What program can be proposed based on the findings of the

study?



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Statement of the Null Hypothesis

There is no significant relationship between the management

competence of the school heads and their:

1.1 community building skills; and

1.2 interpersonal skills.

Significance of the Study

A school head of a school, one’s position entails interests with

people at all levels. These are the members of the school division, the

school board, the board of trustees, staff, teachers and students. As a

leader who sets the direction of the school, he’s ability to influence

people is crucial to the success of the school in relation to a positive

relationship.

Lunenburg (1995) added that a leader must give positive

feedback; maintain high standards; encourage professional growth,

share decision-making and involve parents and the community in such

tasks to carry out objectives successfully.

The result of this study can be beneficial to the following:

Pupils. The findings of the study will serve as eye-opener to students

regarding the concerns of their school administrators, teachers and



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40

parents on their educational improvement as well as their community

improvement.

Teachers. The teachers will be updated of the new trends and

methods on better performance in order to achieve better productivity

of both students and community they serve. The result will also help

them understand the problems and needs of the community.

School Heads. The findings of the study will hopefully provide the

school administrators with some clear perspective on how to develop

and function the community building skills of school administrators.

The result will also provide the school administrators a plan to conduct

seminars updating community building skills of school heads.

Community Stakeholders. The result of the study will challenge the

people in the concerned community on the concern of the school

administrators and teachers in the improvement of the education of

their children, their socio-economic status, their social and moral

development. The result may serve as a motivating skill to be

influenced on the good programs of the school and their influence as

well as social skill to be involved in all projects of the school.

Future Researchers – the findings of the study will serve as

baseline information of their researches which are directly or indirectly

related to this research undertaking.



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RESEARCH METHODOLOGY

Research Design

The researcher employed the descriptive-correlational design

employing the quantitative and qualitative approaches in research.

This method is appropriate to determine the level of community


school heads in public elementary schools of West 1 District, Siaton,

Negros Oriental. The findings of the study were the bases for a

proposed program. Furthermore, a statistical treatment on correlation

was employed on the three variables: community building skills;

interpersonal skills and management competence of school heads.



Research Environment

The locales of the study will be the elementary schools of West 1

District, Siaton, Negros Oriental.

Siaton West 1 District has fourteen complete elementary schools.

Some of these schools are manned by a school principal, head teacher,



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42

but mostly, schools are manned by a classroom teacher who at the

same time is the teacher-in-charge.

These are the elementary schools that comprise Siaton West 1

District: Apoloy Elementary School is 25 kilometers away from the

district office, has a total enrolment of 258 pupils with 7 teachers and

manned by a teacher-in-charge. Caticugan Elementary School is 11

kilometers away from the district office, has a total enrolment of 247

pupils, 7 teachers and is headed by a teacher-in-charge. Cruz

Gadiane Elementary School is 6.5 kilometers away from the district

office, with an enrolment of 154 pupils, with 5 teachers and headed by

a teacher-in-charge. Hagikhik Elementary School is the farthest. It

is 38 kilometers away from the district office with an enrolment of 87

pupils, 4 teachers and is manned by a teacher-in-charge. Lamberto L.

Macias Elementary School is 18 kilometers away from the district

office. Has a total enrolment of 302 pupils. It has 8 teachers and is

headed by a teacher-in-charge. Maloh Central School is located

along the National Highway. It has a total enrolment of 1,112 pupils. It

has 29 teachers and is spearheaded by a school principal. The District

Office is also located here. Managobsob Elementary School is

another school of the district that is situated 22 kilometers away. It



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has an enrolment of 165 pupils under the tutelage of 7 teachers and is

headed by a teacher-in-charge. Mantuyop Elementary School is

also along the National Highway, 8 kilometers away from the district

office, with a total enrolment of 266 pupils. It has 8 teachers and is

manned by a Head Teacher. Nasipit Elementary School is 3.5

kilometers from the district office. It has an enrolment of 238 pupils

with 6 teachers and is headed by a School Principal. Olambid

Elementary School is situated 29 kilometers away from the district

office with 144 pupils and 4 teachers. The school is headed by a

teacher-in-charge, too. Pagang Elementary School is 15 kilometers

away from the district office. It has an enrolment of 172 pupils with 5

teachers and is managed by a teacher-in-charge. Salag Elementary

School is another school situated along the National Highway which is

4 kilometers away from the district office, with an enrolment of 345

pupils, 10 teachers and is headed by a School Principal. Sandulot

Elementary School is 13 kilometers away from the district office,

with an enrolment of 262 pupils, 7 teachers and managed by a

teacher-in-charge. The last but not the least is Ulayan Elementary

School. It is situated 7 kilometers away from the district office. It has

an enrolment of 78 pupils with 4 teachers and manned by a teacher-

in-charge.



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Research Respondents

The subjects of this study were the school heads of the public

elementary schools who are occupying the positions of Teacher in

Charge; Head Teachers; and principal positions, and the respondents

of the study were the teachers in the schools equivalent to 100% of

the total teaching force in the school within the district. All school

heads officially designated as School In-Charge or Head Teacher and

Principals. They are the key persons in the schools where they are

assigned. They performed the significant role in school supervision to

improve the quality of instruction.

In choosing the school heads as participants, the researcher

went to the division office planning officer to get the number of school

managers in the division within the district with an item of Teacher-

In-Charge; Head Teacher 1, Head Teacher II, Head Teacher III and

principal I positions. All appointed School Heads were automatically

the subjects of this study. In choosing the teacher-respondents 100%

of the total number of teachers under the school managers within the

school and district are included in the study. Universal random

sampling and complete enumeration was used as sample size. It is

represented (100%) of the total number of teachers under each school

administrators. Below is the distribution of respondents.



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Table I

Distribution of Respondents

NAME OF SCHOOLS School

Heads

No. of

Teachers

Total

Sample Size

(100%)

1. Apoloy Elementary School 1 6 7

2. Caticugan Elementary School 1 6 7

3. Cruz Gadiane Elementary

School

1 4 5

4. Hagikhik Elementary School 1 3 4

5. Lamberto M. Macias

Elementary School

1 7 8

6. Maloh Central School 1 29 29

7. Managobsob Elementary

School

1 6 7

8. Mantuyop Elementary School 1 8 8

9. Nasipit Elementary School 1 6 6

10. Olambid Elementary School 1 3 4

11. Pagang Elementary School 1 4 5

12. Salag Elementary School 1 10 10

13. Sandulot Elementary School 1 6 7

14. Ulayan Elementary School 1 3 4

TOTAL RESPONDENTS 14 111 111

Research Instruments

This research made use of the questionnaire on Community

Building skills with four indicators: leadership skills, communication

skills, influencing skills and social skills with five items each

answerable in a five-point scale described as: 5 – Very Highly

Manifested, 4 – Highly Manifested, 3 – Moderately Manifested, 2 –



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Poorly Manifested, and 1 – Not manifested. The variables in the

questionnaire is adopted from the book of Gregorio (1997) on

Administrations and Supervision.

The second instrument assessed the interpersonal skills among

school heads. It is a researcher-made modified instrument using the

references of Andrew Halpin’s standardized test of The Leadership

Behavior Description Questionnaire (LBDQ) and The Organizational

Climate Description Questionnaire (OCDQ). Likewise, the modifications

made by the researcher were based more on her experienced in the

work environment.

The third instrument is the Management Competence Tool. This

is based on Administrative Competency Framework for Southeast

Asian School Heads. This instrument is tailored fit for Asian School

Heads including Philippines and was based on trending study on Asian

Educational System and Management. The tool is composed of the

following management characteristic indicators: Planning School-Based

Programs and Projects; Leading Curricular and Instructional Processes;

Developing Human Resources; Creating the Learning Environment;

Managing Physical Facilities; Managing Financial-Fiscal Resources;



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Monitoring and Evaluating School Performance; and Developing School

and Community Relations.

Research Procedures

Data Gathering

In collecting the data, the following steps were undertaken:

Seeking Permission to Conduct the Study. A letter of permission

was sent to the Superintendent Division of Siaton West 1 District, with

a copy for the school principal regarding the conduct of the study in

Elementary schools in Siaton, Negros Oriental. As soon as the

Superintendent’s letter of approval was received the administration of

the questionnaire was conducted.

Pretesting of Instruments. The researcher-made instruments

were pretested on the selected teachers of schools in Siaton East

District.

Administration of the Questionnaires. Two sets of

questionnaires were constructed by the researcher. The community

building skills; interpersonal skills; and management competence were

answered by the selected teachers. Administration of the

questionnaires were made personally by the researcher herself.



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Retrieval and Tabulation Data. After the teachers are done

answering the three set of questionnaires, the researcher retrieved

personally the results. The data was tabulated and processed for

statistical analysis.

Statistical Treatment

The following statistical tools were used in analyzing and

interpreting the data:

Weighted Mean. This was employed to determine the most

appropriate tool for the interval data. The same statistic used to

describe the level of measurement. This was used to determine the

extent of the community building skills; interpersonal skills; and

management competence of the school heads.

WM = ∑fw

N

Where: WM = the weighted mean

∑ = summation

f = frequency of the responses

w = weight of the responses

N = number of case



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49

Pearson r. This was used to determine the relationship between

the community building skills, interpersonal skills; management

competence of school heads. Where the Formula is:

.



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DEFINITION OF TERMS

Terms used are defined conceptually and operationally to make

the study clearer and more understandable.

Community Building Skills. This refers to the ability of an individual

to lead, organize, communicate and influence members of the group to

participate in social interactions to discuss matters related to their

community (Peck, 1998).

As used in the study, this refers to the ability of the school

administrator to lead, communicate, influence and socialize with his

teachers and people of the community where the school is located.

They coordinate each other to achieve goals and progress of their

community.

Leadership skills. Leadership is the heart of managerial

process because it is in valued with initiating actions. This is a

technique or the ability of an administrator in leading, influencing and

supporting others to work enthusiastically toward achieving objectives.

It is a factor that helps an individual or a group identify its goals and

then motivates and assists them in achieving the stated goals.

Communication Skills. The ability of an administrator to

transmit ideas to other people, either in writing or in oral way.



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Symbols of a language are often employed in varied ways to transmit

information comprehensive to the constituents.

Influencing Skills. These are skills that enable one to achieve

the goals he set for whatever specific projects he and the group have

set. These are also proven and practical skills that encourage,

influence, help and guide their subordinates to help others succeed,

focus on performance and achievement of results. It also encourages

others to address difficult issues, engages in other growth

opportunities and influences others to improve in doing the assigned

tasks.

Social Skills. These are the abilities of a person to act and

interact in social setting effectively; to understand and productively

harness one’s own personality. There include three major elements

such as: 1.) personal ability which for leaders focuses on opinion,

kindness and respect for others.

Community Building Activities – these are activities organized

by the school principals to promote community awareness, and

development among people in the community. These activities are

offshoot of the School-Community Relations and extension services.



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Interpersonal Relations - refer to the school heads’ skills in relating

to teachers, and student’s interpersonal relationships. It further deals

with the interactions among school heads and teachers.

Work Relations – refer to the rapport of the school managers

and teachers in relation to their professional work responsibilities.

Peer Relations – refer to the human relationship of the school

managers and teachers.

Interpersonal Relations – refer to the personal relationship of

school managers and teachers.

Management Competence - the knowledge and skills of the School

heads in the schools of West District 1 of Siaton, Negros oriental

regards to the characteristics as specified in the Management

Competence Tool.

Planning School-Based Programs and Projects – a

competence in management to: review/formulate the school’s vision

and mission; prioritize the needs of the school; identify projects and

programs; develop a plan of action for programs and projects.

Leading Curricular and Instructional Processes - a competence in

management to: direct curriculum implementation; assign teachers to



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their area of competence; manage the development and production of

Instructional materials and technology and supervise instruction.

Developing Human Resources - a competence in management to:

recruit/recommend manpower for school operations; assess

competency level of faculty and staff; provide opportunities for

professional development.

Creating the Learning Environment – a competence in

management to: maintain safe, secure, clean and green school

environment; promote a caring and learning-friendly school

atmosphere; facilitate an interactive learning environment; develop

learning resources and service centers; Promote collegiality and

professionalism.

Managing Physical Facilities - a competence in management to:

assess status of physical facilities and equipment; match facilities with

program needs; design a school physical plant and facilities

improvement plan and allocate funds for improvement and

maintenance of school physical facilities and equipment.

Managing Financial-Fiscal Resources - a competence in

management to: prepare a financial management plan; generate

financial resources; organize a procurement committee; utilize funds



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for approved school programs and projects and account for school

funds and expenditures.

Monitoring and Evaluating School Performance - a competence in

management to: determine monitoring and evaluation goals; plans

school monitoring and evaluate committee; organize a monitoring and

evaluation committee; prepare criteria for evaluating performance and

develop monitoring and evaluation instruments.

Developing School and Community Relations - a competence in

management to: organize Parents, Teachers Association (PTA); foster

relationship with parents and community; promote the image of the

school; determine community education needs; and design,

implement and evaluate community outreach.

Proposed Program – the output of the study.



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CHAPTER II

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

Presented in this chapter are the results of the findings. This

study employed the descriptive-correlational design employing the

quantitative and qualitative approaches in research. This method is

appropriate to determine the level of community building skills, interpersonal

skills and management competence of school heads in public elementary

schools of West District 1, Siaton, Negros Oriental. The findings of the study

were the bases for a proposed program. Furthermore, a statistical treatment

on correlation was employed on the three variables: community building

skills; interpersonal skills and management competence of school heads.




elementary schools in who are occupying the positions of Teacher in


of the study were the teachers in the schools equivalent to 30% of the

total teaching force in the school within the districts. All school heads

officially designated as School In-Charge or Head Teacher and

principals. They are the key persons in the schools where they are



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principal I positions. All appointed School Heads were automatically

the subjects of this study. In choosing the teacher-respondents 30% of

the total number of teachers under the school managers within the

school and districts are included in the study.

This research made use of the questionnaire on Community Building

skills with four indicators: leadership skills, communication skills,

influencing skills and social skills with five items each answerable in a

five-point scale described as: 5 – Very Highly Manifested, 4 – Highly

Manifested, 3 – Moderately Manifested, 2 – Poorly Manifested, and 1

– Not manifested. The variables in the questionnaire is adopted from

the book of Gregorio (1997) on Administrations and Supervision.

The second instrument assessed the interpersonal skills among school

heads. It is a researcher-made modified instrument using the





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work environment.














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Community Building Skills in terms of Leadership

Table 1 presents the level of community building skills in terms

of leadership. Community Building Skills refer to the ability of an

individual to lead, organize, communicate and influence members of

the group to participate in social interactions to discuss matters related

to their community (Peck, 1998). As used in the study, this refers to

the ability of the school administrator to lead, communicate, influence

and socialize with his teachers and people of the community where the

school is located. They coordinate each other to achieve goals and

progress of their community.

Leadership skill is the heart of managerial process because it is

in valued with initiating actions. This is a technique or the ability of an

administrator in leading, influencing and supporting others to work

enthusiastically toward achieving objectives. It is a factor that helps an

individual or a group identify its goals and then motivates and assists

them in achieving the stated goals.

Based on the findings of the study, the average weighted mean

is 3.71 (High). This means that that level of community building skills

in terms of leadership skills are observed and well practiced by the

school principals. The highest rated item is on ―works with



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stakeholders to craft and develop school’s vision, mission and goal,‖

with a weighted mean of 3.83 (High). This means that the school

administrators are tapping the participation of the stakeholders like

students, faculty, parents, community officers, NGO and others to

contribute in the formulation of the school’s VMGO. This is highly

encouraged among schools and valuable as well. The school’s VMGO

should be a product of collaboration of stakeholders. The lowest rated

item is on ―plans activities and programs and establish appropriate

structure and control resources,‖ with a weighted mean of 3.55 (High).

Although this item got a lowest rating but still the interpretation is

high. This means that the school administrators plan and implement

specific programs. However, teachers viewed the item as highly

controlled and centralized since most programs in public school are

instruction coming from DEPED. So school administrators would act as

implementer of the instructed programs.

More importantly, communication is one of the significant ways

of building trust and respect among colleagues (Sevilla, et al, 1990).

In the workplace, showing interest and concern in things that are

important to co-workers help to create positive connections that can

be very helpful in dealing with work-related issues.



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Table 1

Level of Community Building Skills in

The Aspect of Leadership

Items Mean Interpretation

1. Supports teachers to work

enthusiastically in their designed tasks.

3.80

High

2. Works with stakeholders to

craft and develop school’s

vision, mission and goal.

3.83

High

3. Plans activities and programs

and establish appropriate

structure and

control of resources.

3.55

High

4. Occupies top organizational position which achieves results by

directing activities of others.

3.64

High

5. Provides opportunities to

teachers to integrate values in all school operations.

3.59

High

Average Weighted Mean 3.71 High

1.00-1.80 – Poor

1.81-2.60 – Fair

2.61-3.40 – Moderate

3.41-4.20 – High

4.21-5.00 – Very high



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Community Building Skills in Terms of Communication

Table 2 presents the community building skills in terms of

communications. Community Building Skills refer to the ability of an








Communication skill is the ability of an administrator to transmit

ideas to other people, either in writing or in oral way. Symbols of a

language are often employed in varied ways to transmit information

comprehensive to the constituents.

Based on the findings of the study, the average weighted mean

in communication skills is 3.63 (High). This means that the school

principals were observed to practice good communication procedures.

School heads are presumed to possess good communication skills

since they are leaders and it is basic of the leader to communicate

plans and concepts to the people in organization. The highest rated



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item is on ―allows feedback giving and sharing of comments and

suggestions to teachers,‖ with a weighted mean of 3.63 (High). This

means that school administrators conduct regular feed backing. School

principals regularly schedule a classroom observation/ evaluation and

students evaluation to monitor and rate the teachers’ performance.

This is one of the responsibilities of the school principals. Giving feed

back is essential so that teachers would be able to know their

strengths and weaknesses and be able to improve their skills. The

lowest rated item is on ―listens and considers suggestions, decisions of

subordinate and avoid harsh judgment on their situation,‖ with a

weighted mean of 3.35 (Moderate). This means that the school heads

have reservations and hesitation in considering decisions and

judgment of the subordinates. This may stem from the idea of

autocratic leadership style that the leader is the one who has the voice

and makes decision. Most especially in the public schools where

leaders are conventional and follows protocol. In public school setting,

most of the time it is their decision that is heard and seldom listens to

the decision and judgment of others.

According to Yuke (2002), the communication skills should be an

innate ability of the leader to posses. Communication is the key to rule

and understanding. Leader who does not communicate well is a weak



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leader. Communication provides beneficial effects. It streamlines

misunderstanding; it provides clear and common understanding

among people; and most especially it’s the key to a successful

organization.



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Table 2

Level of Community Building Skills in the Aspect of

Communication

Items Mean Interpretation 1. Makes sure that all

stakeholders have clear

and common

understanding of school’s

vision, mission and goal.

3.61

High

2. Employs varied ways of

transmitting information

understandable to their

constituents.

3.48

High

3. Shares time to

coach/mentor her

subordinates where and

when needed.

3.51

High

4. Listens and considers

suggestions, decisions of

subordinate and avoid

harsh judgment on their

situation.

3.35

Moderate

5. Allows feedback giving

and sharing of comments and suggestions of teachers.

3.63

High


1.00-1.80 – Poor

1.81-2.60 – Fair


3.41-4.20 – High

4.21-5.00 – Very high



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Level of Community Building Skills in the Aspect of Influencing

Table 3 presents the community building skills in terms of

influencing. Community Building Skills refer to the ability of an








Influencing Skills are skills that enable one to achieve the goals

he set for whatever specific projects he and the group have set. These

are also proven and practical skills that encourage, influence, help and

guide their subordinates to help others to succeed, focus on

performance and achievement of results. It also encourages others to

address difficult issues, engages in other growth opportunities and

influences others to improve in doing the assigned tasks.

Based on the data, the weighted mean of the community

building skills in terms of influencing skills is 3.86 (High). This means

that the school principals are influential and has the ability to control



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and inspire others in the organization. Influencing people is an

essential skill of a leader. It allows the leaders to supervise people and

make command with greater ease and develop understanding for a

common frame of mind. The highest rated item is on ―acts with great

moral values,‖ with a weighted mean of 3.85 (High). This means that

the school principals are able to plan and act reflective of decency and

high morality. Showing great concern with upholding moral values is

essential for the leaders. School principals should be a role model of

the value of uprightness and high morality. The lowest rated item is on

―encourages teachers and community to work efficiently on various

tasks assigned to them relative to projects,‖ with a weighted mean of

3.83 (High). The rating is still high on this aspect, which means that

the school heads are able to inculcate the value of cooperation and

unity among stakeholders.

According to Santos (2004), the ability of the school heads to

influence is essential for the success of the organization. Influencing

people generates high productivity and cooperation among members

of the organization. Influencing people requires encouragement,

action, and inspiration.



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Table 3

Level of Community Building Skills

In the Aspect of Influencing


1. Encourages subordinates to engage in activities where their

potentials and activities.

3.84

High

2. Acts with great moral

values. 3.85 High

3. Encourages teachers

and community to work

efficiently on various

tasks assigned to them

relative to projects.

3.83

High


and parents to organize

teamwork to have

cooperation,

collaboration and unity in

decision-making.

3.76

High

5. Generates opinions and

ideas through concrete

behavioral strategies. 3.72

High


1.00-1.80 – Poor

1.81-2.60 – Fair


3.41-4.20 – High

4.21-5.00 – Very high



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Level of Community Building Skills in the Aspect of Social

Table 4 presents the community building skills in terms of social.

Community Building Skills refer to the ability of an individual to lead,

organize, communicate and influence members of the group to

participate in social interactions to discuss matters related to their

community (Peck, 1998). As used in the study, this refers to the ability

of the school administrator to lead, communicate, influence and

socialize with his teachers and people of the community where the



Social Skills are the abilities of a person to act and interact in

social setting effectively; to understand and productively harness one’s

own personality. There include three major elements such as personal

ability which for leaders focuses on opinion, kindness and respect for

others.

Based on the data, the average weighted mean of the

community building skills in terms of social skills is 3.77 (High). This

means that the school leaders posses great social skills and performs

good social interaction among the stakeholders. The school principals

shows respect to people and upholds the promotion of social



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awareness, participation and collaboration. The highest rated item is

on ―respects the belief in the school which directly or indirectly

changes some behaviors of subordinates acceptable to the group,‖

with a weighted mean of 3.92 (Highly Manifested). This means that

the school heads inspires people to change behavior in accordance

with school identity, values and culture. The people tend to transcend

the value of oneness with the school’s beliefs. The lowest rated item is

on ―promotes staff harmony by showing confidence and acceptable

values to his subordinates,‖ with a weighted mean of 3.47 (Highly

Manifested). Although rated as lowest but still shows high response

which means that the school heads are able to carry themselves with

great confidence in front of the subordinates. In public school, school

heads are considered a person with great authority and bears

confidence in everything they do.

According to Mintzberg (1993), in his hygiene theory of

leadership, leaders are essentially social person. This means that they

promote social interaction and are able to handle different people in

different walks of life. School heads on this note are expected to win

the trust and confidence of the subordinates.



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Table 4

Level of Community Building Skills

In the Aspect of Social


1. Shows ability to

interact effectively in

various social settings. 3.70

High

2. Corroborates with

various community

groups towards the

realization of school’s

goals.

3.76

High

3. Promotes staff harmony by showing confidence

and acceptable values to his subordinate.

3.47

High

4. Allow diversity of opinion and suggestion

to form a unified

decision or action.

3.75

High

5. Respects beliefs in the

school which directly or indirectly changes some

behaviors of subordinates acceptable to the

group.

3.92

High


1.00-1.80 – Poor

1.81-2.60 – Fair


3.41-4.20 – High

4.21-5.00 – Very high



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INTERPERSONAL SKILLS OF SCHOOL HEADS IN TERMS OF

PEER RELATION

Table 5 shows the aspect of interpersonal skills of school heads

in terms of peer relations. The grand mean is 4.16 which is perceived

as High. This implies that the teachers were highly satisfied with their

working relationship towards their school heads. Thus, the researcher

commends to the principals for a continuous attitude towards each

other for it is a sign of healthy human relationship, in which the school

needs.

Likewise, the researcher observed that during meetings the

school managers settles work problems and listens to suggestion given

by the teachers. Though, there were some suggestions given by the

teachers that were not put into practiced; like limiting the number of

students per class, this was not put into practiced due to financial

problem. However, in other cases suggestions given by the teachers

were considered. Most of the time, the school managers prioritizes the

need of the teachers.

The findings can be related to Gonzalez (1998) discussion to the

supervision of teachers that the supervisor as an educational leader

must have the characteristics and ability to inspire others, to develop

cooperative effort, to seek and use talents of the teachers his school



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system. He must expect differences of opinion and should encourage

honest expression of thought and opinion. He must prove his ability to

help, guide, encourage and inspire teachers.



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Table 5

Interpersonal Relations In Terms of Peer Relations

I. Peer Relation Weighted

Mean

Interpretation

1. has fun socializing with others after school hours

3.97 High

2. has a listening ear to the co-workers 4.10 High

3. looks out for the personal welfare of others

4.40 Very High

4. comforts each other 3.80 High

5. adjusts to the personal needs of others 4.00 High

6. eats snacks together with co-workers 3.90 High

7. remembers special occasions by greeting

the person

4.50 Very High

8. prays to co-workers who are sick 4.00 High

9. extends help to a co-worker who is in trouble

4.40 Very High

10. respects co-workers dignity 4.30 Very High

11. compliments co-workers achievements 4.60 Very High

12. greets co-workers with a smile 4.50 Very High

13. knows the family background of other

members of the school family

4.00 High

14. establishes close friends among co-workers

3.80 High

15. invites co-workers to visit them at home 3.70 High

16. uses kind words in order not to hurt others

4.30 Very High

17. feels comfortable in the work place. 4.40 Very High

18. laughs together 4.00 High

19. shares sad and happy experiences to the co-workers

4.40 Very High

Grand Mean 4.16 High

1.00-1.80 – Poor

1.81-2.60 – Fair


3.41-4.20 – High

4.21-5.00 – Very high



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INTERPERSONAL SKILLS OF SCHOOL HEADS IN TERMS OF

WORK RELATION

Table 6 shows the aspect of the work relation of school heads to

teachers; the teachers perceived them in all aspects as HIGH with an

average mean of 3.53 (high). This implies that the teachers were

highly satisfied with their working relationship towards their school

heads. Thus, the researcher commends to the teachers for a

continuous attitude towards each other for it is a sign of healthy

human relationship, in which the school needs.

Likewise, the researcher observed that during meetings the

school managers settles work problems and listens to suggestion given

by the teachers. Though, there were some suggestions given by the

teachers that were not put into practiced; like limiting the number of

students per class, this was not put into practiced due to financial

problem. However, in other cases suggestions given by the teachers

were considered. Most of the time, the school managers prioritizes the

need of the teachers.

The findings can be related to Gonzalez (1998) discussion to the

supervision of teachers that the supervisor as an educational leader

must have the characteristics and ability to inspire others, to develop

cooperative effort, to seek and use talents of the teachers his school



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system. He must expect differences of opinion and should encourage

honest expression of thought and opinion. He must prove his ability to

help, guide, encourage and inspire teachers.

Table 6

Interpersonal Relations In Terms of Work Relations

ASPECTS MEAN INTERPRETATION

II. Work Relation

1. goes out of his/her way to help teachers

3.42

High

2. compliments the achievements of

the teachers

3.55

High

3. keeps in touch with the teachers 3.58 High

4. understands the need of the

teachers

3.49 High

5. settles work problems with the

teachers

3.58

High

6. considers the teachers as friends 3.74 High

7. secures the teachers feeling of belongingness

3.50

High

8. listens to suggestions 3.56 High

9. puts suggestions made by the teachers into operation

3.33

High

10. assists the teachers in their teaching endeavor

3.51

High

Average Mean 3.53 High

1.00-1.80 – Poor

1.81-2.60 – Fair


3.41-4.20 – High

4.21-5.00 – Very high



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MANAGEMENT COMPETENCE AMONG SCHOOL HEADS BASED

ON PLANNING SCHOOL-BASED PROGRAMS AND PROJECTS

Table 7 presents planning school-based programs and projects.

In planning school-based programs and projects, the school

heads were rated 3.45 (Very Good). The highest rated item was on

―develop a plan of action for programs and projects‖ with a mean

score of 3.62 (Very Good) and the lowest rated item was on ―evaluate

school-based programs and projects‖ with a mean score of 3.30 (Very

Good). The result implies similar and common perceptions on the

management competence among school heads. Significant ratings

were focused on the review of school’s vision and evaluation of

school’s projects and programs.

In the aspect of planning, the organization have direct control in

the review of the school’s vision aside directly cascading from the

DepEd directive and the school principals should have a clear

evaluative measure on school’s programs and projects.



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Table 7

MANAGEMENT COMPETENCE AMONG THE SCHOOL HEADS BASED ON PLANNING SCHOOL-BASED PROGRAMS AND

PROJECTS

A. Planning School-Based Programs and Projects

WEIGHTED MEAN

INTERPRETATION

1. Review/Formulate the school’s vision and mission.

3.40 VERY GOOD

2. Prioritize the needs of the school.

3.40 VERY GOOD

3. Identify projects and programs.

3.60 VERY GOOD

4. Develop a plan of action for programs and projects.

3.62 VERY GOOD

5. Organize committees for

school-based programs and projects.

3.40 VERY GOOD

6. Oversee implementation of school-based programs and Projects.

3.50 VERY GOOD

7. Monitor school-Based programs and projects.

3.60 VERY GOOD

8. Evaluate school-based programs and projects.

3.30

VERY GOOD

AVERAGE 3.45 VERY GOOD

LEGEND

3.26 - 4.00 VERY GOOD 2.51 - 3.25 GOOD

1.76 - 2.50 FAIR 1.0 - 1.75 POOR



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MANAGEMENT COMPETENCE AMONG THE SCHOOL HEADS

BASED ON (Leading Curricular and Instructional Processes)

Table 8 presents the management competence among the school

heads based on leading curricular and instructional processes. In

leading curricular and instructional processes, the school heads were

rated 3.14 (Good). The highest rated item was on ―direct curriculum

implementation‖ with a mean score of 3.50 (Very Good) and the

lowest rated item was on ―Organize demonstration teaching on the use

of different strategies‖ with a mean score of 2.80 (Good). This implies

difference in the perception of the respondents. Critical area that

needs improvement was on the promotion on the use of technology.



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Table 8


BASED ON (Leading Curricular and Instructional Processes)

B. Leading Curricular and Instructional Processes

Mean Interpretation

1. Direct curriculum

implementation.

3.50 Very Good

2. Assign teachers to their area of competence.

3.30 Very Good

3. Manage the development and production of Instructional materials and technology.

3.00 Good

4. Supervise Instruction 3.20 Good

5. Introduce Innovations in instruction.

2.90 Good

6. Promote the use of technology.

3.00 Good

7. Manage curriculum enrichment.

3.20 Good

8. Manage integration of multiple intelligence and higher order thinking skills.

3.10 Good

9. Organize demonstration teaching on the use of different strategies.

2.80 Good

10. Plan co-and extra curricular activities.

3.40 Very Good

AVERAGE 3.14 Good

LEGEND

3.26 - 4.00 VERY GOOD

2.51 - 3.25 GOOD

1.76 - 2.50 FAIR

1.0 - 1.75 POOR



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BASED ON (Developing Human Resources)

Table 9 presents the ratings on developing human resources.

The school heads were rated 3.45 (Very Good). The highest rated

item was on ―evaluate faculty and staff performance‖ with a mean

score of 3.50 (Very Good) and the lowest rated item was on ―organize

welfare programs for staff‖ with a mean score of 3.30 (Poor). This

implies consistent perceptions of the respondents as observed on their

school heads. Critical area that needs improvement was on

organization of welfare programs for the teachers. The issue implies

allocation of more funds to create professional growth of the teachers

through attendance in relevant trainings and seminar.



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Table 9

MANAGEMENT COMPETENCE AMONG THE ELEMENTARY SCHOOL

HEADS BASED ON (Developing Human Resources)

C. Developing Human Resources

WEIGHTED MEAN

INTERPRETATION

1.Recruit/recommend

manpower for school operations.

3.40 Very Good

2. Assess competency level of faculty and staff.

3.33 Very Good

3. Provide opportunities for professional development.

3.40 Very Good

4. Supervise faculty and staff. 3.40 Very Good

5. Counsel/mentor faculty and staff.

3.40 Very Good

6. Evaluate faculty and staff performance.

3.50 Very Good

7. Recommend teachers and other personnel for career advancement.

3.45 Very Good

8. Organize welfare programs for staff.

3.30 Very Good

9. Motivate teachers to participate in professional development activities.

3.47 Very Good

AVERAGE 3.41 Very Good

LEGEND

3.26 - 4.00 VERY GOOD

2.51 - 3.25 GOOD

1.76 - 2.50 FAIR

1.0 - 1.75 POOR



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BASED ON (Creating Learning Environment)

Table 10 presents the factor on creating learning environment.

The school heads were rated 3.18 (Good). The highest rated item was

on ―Promote a caring and learning-friendly school atmosphere‖ with a

mean score of 3.45 (Good) and the lowest rated item was on ―promote

technology literacy‖ with a mean score of 2.90 (Good). This implies

that the school principals in their best of ability have promoted good

learning environment. However, critical area was on promotion of

literacy on technology. This implies lack of resources of the school

which is beyond control of the principals.



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Table 10


BASED ON (Creating the Learning Environment)

D. Creating the Learning Environment

WEIGHTED MEAN

INTERPRETATION

1. Maintain safe, secure,

clean and green school environment.

3.40 Very Good

2. Promote a caring and learning-friendly school atmosphere.

3.45 Very Good

3. Facilitate an interactive learning environment.

3.10 Good

4. Develop learning resources and service centers.

3.00 Good

5. Promote collegiality and professionalism.

3.08 Good

6. Promote life-long learning.

3.40 Very Good

7. Promote technology literacy.

2.90 Good

8. Promote primary health care.

3.10 Good

AVERAGE 3.18 GOOD

LEGEND

3.26 - 4.00 VERY GOOD

2.51 - 3.25 GOOD

1.76 - 2.50 FAIR

1.0 - 1.75 POOR



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MANAGEMENT COMPETENCE AMONG SCHOOL HEADS BASED

ON (Managing Physical Facilities)

Table 11 presents the administrative competence among school

heads in terms of managing physical facilities. The average mean is

3.15 which is perceived as Good. This means that the school heads

averagely manage the school’s physical plant and facilities. This is

crucial in managing the school since facilities promotes learning

opportunities. The highest rated item is on ―Match facilities with

program needs,‖ with a weighted mean of 3.50 interpreted as Very

Good. This means that the school heads exert effort in mobilizing

facilities to match with the learning needs of the students. The lowest

rated item is on ―Allocate funds for improvement and maintenance of

school physical facilities and equipment,‖ with a weighted mean of

2.90. This means that the school heads exerted effort in allocating

budget to improve facilities.



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Table 11

MANAGEMENT COMPTENCE AMONG SCHOOL HEADS BASED ON

(Managing Physical Facilities)

E. Managing Physical Facilities

Weighted Mean

Interpretation

1. Assess status of physical facilities and equipment.

3.40 Very Good

2. Match facilities with program needs.

3.50 Very Good

3. Design a school physical plant

and facilities improvement plan.

3.00 Good

4. Allocate funds for improvement and maintenance of school physical facilities and equipment.

2.90 Good

5. Supervise the maintenance and improvement of physical facilities and equipment.

3.00 Good

6. Coordinate with external agencies.

3.10 Good

Average Mean 3.15 Good

LEGEND 3.26 - 4.00 VERY GOOD

2.51 - 3.25 GOOD

1.76 - 2.50 FAIR 1.0 - 1.75 POOR



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BASED ON (Managing Financial-Fiscal Resource)

Table 12 present the managing financial-fiscal resources. The

school heads were rated 3.18 (Good). This means that the school

heads perform averagely in managing finances especially on allocation

and budgeting. The highest rated item was on ―account for school

funds and expenditures‖ and ―prepare financial reports‖ with a mean

score of 3.50 (Very Good) and the lowest rated item was on ―generate

financial resources‖ with a mean score of 2.50 (Fair). This implies the

transparency of the school principals on disbursing the allocated

budget. The principals are accountable of the release budget

otherwise legal sanctions will be given. The critical area was on

generation of school funds.



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Table 12


BASED ON (Managing Financial-Fiscal Resources)

Managing Financial-Fiscal Resources

WEIGHTED MEAN

INTERPRETATION

1. Prepare a financial

management plan.

3.30 Very Good

2. Generate financial resources.

2.50 Fair

3. Organize a procurement committee.

3.00 Good

4. Utilize funds for approved school programs and projects.

3.30 Very Good

5. Account for school funds

and expenditures.

3.50 Very Good

6. Prepare financial reports.

3.50 Very Good

AVERAGE 3.18 GOOD

LEGEND 3.26 - 4.00 VERY GOOD

2.51 - 3.25 GOOD 1.76 - 2.50 FAIR

1.0 - 1.75 POOR



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MANAGEMENT COMPETENCE AMONG THE ELEMENTARY

SCHOOL PRINCIPALS BASED ON (Monitoring and Evaluating School Performance)

Table 13 presents the monitoring and evaluating school

performance. The school heads were rated 3.33 (Very Good). This

means that he school heads manages the human resources very

effectively. The highest rated item was on ―prepare criteria for

evaluating performance‖ with a mean score of 3.80 (Very Good) and

the lowest rated item was on ―benchmark school performance‖ with a

mean score of 2.80 (Good). This implies good practice among the

school principals to regularly monitor and evaluate the performance of

the school teachers. Monitoring is one of the highlighted

responsibilities of the principal in public school.



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Table 13


BASED ON (Monitoring and Evaluating School Performance)

Monitoring and Evaluating School Performance

WEIGHTED MEAN INTERPRETATION

1. Determine monitoring and

evaluation goals.

3.60 Very Good

2. Plans school monitoring

and evaluation

3.70 Very Good

3. Organize a monitoring and evaluation committee.

3.70 Very Good

4. Prepare criteria for evaluating performance.

3.80 Very Good

5. Develop monitoring and

evaluation instruments.

3.20 Good

6. Conduct monitoring and

evaluation.

3.40 Very Good

7. Analyze and interpret monitoring and evaluation

results.

3.00 Good

8. Determine areas for

improvement.

3.00 Good

9. Disseminate evaluation results.

3.50 Very Good

10. Benchmark school performance.

2.80 Good

11. Design a program for

improvement of school performance.

3.00

Good

AVERAGE 3.33 Very GOOD LEGEND

3.26 - 4.00 VERY GOOD

2.51 - 3.25 GOOD

1.76 - 2.50 FAIR

1.0 - 1.75 POOR



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BASED ON (Developing School and Community Relations)

Table 14 presents the management competence among the

elementary school principals based on developing school and

community relations. In developing school-community relations, the

school heads were rated 3.38 (Very Good). The highest rated item was

on ―organize Parents, teachers and community association (PTCA)‖

with a mean score of 3.90 (Very Good) and the lowest rated item was

on ―determine the community education needs‖ with a mean score of

2.90 (Good). This implies very good management of the principals with

regards to the relationship between the school and the community.

The school principals have activities that promote community

development and participation.



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Table 14

MANAGEMENT COMPETENCE AMONG THE SCHOOL HEADS BASED ON (Developing School and Community Relations)

I. Developing School and Community Relations

Mean Inter-

pretation

1. Organize Parents, Teachers and

Community Association (PTCA).

3.90 Very Good

2. Foster relationship with parents and community.

3.50 Very Good

3. Promote the image of the school. 3.0 Good

4. Determine community education needs.

2.90 Good

5. Design, implement and evaluate community outreach.

3.80 Very Good

6. Support continuing education and community programs and projects.

3.20 Good

AVERAGE 3.38 VERY GOOD

LEGEND

3.26 - 4.00 VERY GOOD

2.51 - 3.25 GOOD

1.76 - 2.50 FAIR

1.0 - 1.75 POOR



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TEST OF RELATIONSHIP BETWEEN MANAGEMENT COMPETENCE

AND COMMUNITY BUILDING SKILLS

Table 15 presents the test of relationship between the

management competence of the school heads and their community

building skills. All the variables of management competence correlated

to the community building skills revealed a strong positive significant

relationship resulting to the rejection of null hypothesis. The over-all r

value is 0.68 with a computed t value of 5.352 which is higher than

the table value of 2.336 and so the null hypothesis is rejected. This

means that the management competence of the school heads has

significant bearing on their community building skills. Community

buildings skills require people skills and such essential indicator as a

competent school managers.



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TABLE 15

TEST OF RELATIONSHIPS

Variables

Correlated:

MANAGEMENT

COMPETENCE AND

COMMUNITY

BUILDING SKILLS

r values t values Table

Value

@.05

Decision

on Ho

Interpretation

Planning School

Based Programs

.82

6.653

2.336

Reject Ho

Significant Relationship/ very strong positive

Leading Curricular

Process

.66

4.018

2.336

Reject Ho

Significant

Relationship/ strong positive

Developing Human

Resources

.79

6.033

2.336

Reject Ho


Creating learning

environment

.68

4.221

2.336

Reject Ho

Significant

Relationship/ strong

positive

Managing physical facilities

.66

4.018

2.336

Reject Ho

Significant

Relationship/ strong positive

Managing fiscal-

financial resources

.68

4.221

2.336

Reject Ho

Significant Relationship/ strong

positive

Monitoring school

performance

.72

4.798

2.336

Reject Ho

Significant Relationship/

very strong positive

Developing school-community relations

.74

5.352

2.336

Reject Ho



OVER ALL

.72

4.914

2.336

Reject Ho

Significant

Relationship/ very strong positive



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RELATIONSHIP BETWEEN INTERPERSONAL SKILLS AND

MANAGEMENT OF SCHOOL HEADS

Table 16 presents the relationship between the INTERPERSONAL

skills and MANAGEMENT Competence of the school heads. The over-all

r value is 0.68 and the computed t value is 6.26 which is higher than

the table value of 1.213 and so the null hypothesis is rejected. This

means that there is a significant very strong positive relationship

between interpersonal skills and management competence of school

heads. This implies strong connection between two variables. The

interpersonal skills entail the capacity of the school heads to bring

together the human factors and resources in the organization into a

common vision and mission.

According to Mintzberg (1993), the leadership productivity

requires output focused on the instruction, community and research.

In the aspect of interpersonal skills; leadership skills, social skills,

influencing skills and communication skills are skills that are enhanced.

There is direct correlation between interpersonal skills and skills

focused on people and the leadership productivity of the leaders which

is also focused on improving people in schools.



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TABLE 16

TEST OF RELATIONSHIPS

Variables

Correlated:

MANAGEMENT

COMPETENCE AND

INTERPERSONAL

SKILLS

r

values

t values Table

Value

@.05

Decision on

Ho

Interpretation

Planning School Based Programs

.78

7.121

1.213

Reject Ho

Significant Relationship /

very Strong positive

Leading Curricular Process

.61

5.918

1.213

Reject Ho

Significant Relationship/ strong positive

Developing Human Resources

.75

6.433

1.213

Reject Ho



Creating learning environment

.63

6.021

1.213

Reject Ho


strong positive

Managing physical

facilities

.62

5.972

1.213

Reject Ho


strong positive

Managing fiscal-financial resources

.63

6.021

1.213

Reject Ho


strong positive

Monitoring school performance

.71

6.224

1.213

Reject Ho



Developing

school-community relations

.73

6.336

1.213

Reject Ho


OVER ALL

.68

6.26

1.213

Reject Ho


strong positive



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CHAPTER III

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary of the findings,

conclusions and recommendations of the study.

Summary

This study employed the descriptive-correlational design

employing the quantitative and qualitative approaches in research.

This method is appropriate to determine the level of community


school heads in public elementary schools of West 1 District, Siaton,

Negros Oriental. The findings of the study were the bases for a

proposed program. Furthermore, a statistical treatment on correlation

was employed on the three variables: community building skills;

interpersonal skills and management competence of school heads.




elementary schools who are occupying the positions of Teacher in




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97

of the study were the teachers in the schools equivalent to 100% of

the total teaching force in the school within the district. All school

heads officially designated as School In-Charge or Head Teacher and

principals. They are the key persons in the schools where they are







Principal I positions. All appointed School Heads were automatically

the subjects of this study. In choosing the teacher-respondents 100%

of the total number of teachers under the school managers within the

school and districts are included in the study.

This research made use of the questionnaire on Community

Building skills with four indicators: leadership skills, communication

skills, influencing skills and social skills with five items each

answerable in a five-point scale described as: 5 – Very Highly

Manifested, 4 – Highly Manifested, 3 – Moderately Manifested, 2 –

Poorly Manifested, and 1 – Not manifested. The variables in the



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questionnaire is adopted from the book of Gregorio (1997) on

Administrations and Supervision.

The second instrument assessed the interpersonal skills among

school heads. It is a researcher-made modified instrument using the





work environment.














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Findings

The Community Building Skills of the school heads were rated as

High. This means that the school heads have very good community

building skills.

The Interpersonal Skills of the Schools were similarly rated as

High. This means that the school heads have very good people skills in

dealing with the stakeholders.

The Management Competence of the school heads were

generally rated as Very Good. This means that the school heads are

competence in managing the schools. Furthermore, the school heads’

competence in management were to have strong positive correlation in

their interpersonal skills and very strong positive correlation in their

community building kills.

CONCLUSION

Community building skills and interpersonal skills have

significant bearing in the management competence of the school

Heads. The people skills and community building skills are requisites of

a competent school manager.



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100

Recommendations

Based on the conclusion of the study, the following are

recommended:

1. The proposed program should be implemented and utilized;

2. On the aspect of community building skills, the school principals

should:

2.1 Strengthen the planned activities and programs and

establish appropriate control resources;

2.2. Create a venue to include stakeholders in a meeting and

open forum before making decisions;

2.3 Strengthen the parent-teachers association and collaborate

with the school community programs; and

2.4 Promote staff harmony and serve as role models in all

aspects as leaders.

3. On the aspect of leadership productivity, the school principals

should:

3.1 Strive to enrich the multilevel materials related to learning;

3.2 Create an extensive criteria and awarding ceremony for the

community members for a job well done in the school-community

projects; and



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101

3.3 Enrich subscription on educational reading materials to

update oneself to relevant issues and trends in education.

4. The school heads should tap more NGOs and GOs for possible

sponsorship of the school-community program; and

5. The school heads should create a comprehensive evaluative

measure on the school-community based projects.



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PROPOSED PROGRAM

BY

NILA CATALUÑA

Introduction

School principals exert effort to influence people in many

different ways. Some have brilliant leadership skill, communication

skill and social skill in conveying with different groups of society. The

school does not escape being influenced by their external

environment; but they also influence the attitudes of people and

affects their work performance that provides productivity and job

satisfaction.

Progress and development of an institution can be seen through

the productivity output of each member as cited by de los Reyes

(2001). In view of this, teachers’ productivity in academic instruction,

involvement in community and professional growth is the result of the

community building skills of school heads in their leadership skill,

communication skill, influencing skill and social skill.

Based on the result of the study, it was found out that school

principals have high manifestation in community building skills and are

perceived to have high productivity as leaders. This management plan



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is an offshoot of the researcher’s recommendations and weakness

found in the study. This plan will improve and enhance the school

principals’ knowledge and skills in community building and

improvement on leadership behavior could be done.

Objectives:

The plan will enhance and improve the school principals based

on the following:

1. the community building skills;

2. management performance; and

3. interpersonal relations.



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MANAGEMENT COMPETENCE

MANAGEMENT

AREAS

Indicator

Specific Objectives Strategies Persons

Involved

Time

Frame

A. Curricular

and

instructional

Areas,

Creating a

Learning

Environment

The school head should

perform and promote

the following:

1. Provides multilevel

materials related to

learning for students

needs.

2. Encourage varied

teaching methods and

strategies so that

students will

understand the lessons

better.

3. Monitors teachers’

classes and evaluate

teaching outcomes.

4. Promotes varied

authentic assessment

to track progress of

each student.

5. Creates an

interactive teaching-

learning atmosphere to

bring about

improvement of

students performance.

A. Lesson

Planning

B. Classroom

Management

C. Classroom

Discipline

D. Class Record

Keeping

E. Test

Construction

F. Teaching

Strategies

G. Research and

Community

Extension

School

Heads

Teachers

Students

A. Annual

Or Periodic



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105

MANAGEMENT

AREA

Indicator


Involved

Time

Frame

A. MANAGING

PHYSICAL

FACILITIES


perform and promote

the following:

1. Develop a strong

linkage with sponsors

and LGU, NGOs for

donation of resources

2. Supports school-

based programs and

projects related to

acquisition of physical

facilities

3. Develop strong

resource mobilization

program

4. Prioritize budget and

projects intended for

physical resources

needed for school use

A. Project

planning and

Implementation

B. Community

projects

C. Open

Dialogue

D. PTCA Meeting

School

Heads

Teachers

Parents

Community

Non-

Government Organization

A. Annual

B. Periodic

C. Periodic

D.

Quarterly



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106

MANAGEMENT

AREA

Indicator


Involved

Time

Frame

A.MANAGING

THE FISCAL AND

FINANCIAL

PROPERTIES


perform and promote the

following:

1. Attends seminars and

workshops related

managing fiscal resources

.

2. Follow the strict

compliance of the rules

and regulations in

managing fiscal resources

3. Develop transparency

schemes so other can

monitor the resources

effectively.

4. Create strong

evaluation committee

A. Trainings

and Seminars

B.

membership

on

organizations

C.

Subscription

to inventories

and

liquidations

D. Pursuing

Graduate

education

E. MOOE

Sponsorship

School

Heads

Teachers

Accounting

A.

Quarterly

B. Periodic

C.

Quarterly

E.

Continuing

F.

Continuing



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107

COMMUNITY BUILDING SKILLS

Community

Building Skills

Indicators


Involved

Time

Frame

A. LEADERSHIP

SKILLS


perform and promote

the following:

1. Supports

teachers to work

enthusiastically

in their

designed tasks.

2. Works with

stakeholders to

craft and develop

school’s vision,

mission and goal.

3. Plans activities

and programs

and establish

appropriate

structure and

control of

resources.

4. Occupies top

organizational position

which achieves results

by directing activities

of others.

5.Provides

opportunities to

teachers to integrate

values in all school

operations.

A. Professional

Counseling

B. Strategic

Planning

C. PTCA

meeting and

planning for

yearly activities

D. Monitoring,

Supervision and

Evaluation

E. Curriculum

Enhancement

School Heads

Teachers

Parents

Community

Non-Government Organizations

Government Organizations

Local

government Unit

A. As the

need arises

B. Annual

C. Annual

D. Periodic

E. Annual



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108

Community

Building Skills

Indicator


Involved

Time

Frame

A. Interpersonal

Skills

The school head

should perform and

promote the following:

1. Allows feedback

giving and sharing

of comments and

suggestions of

teachers.

Seminar and

Trainings on:

A. Sensitivity

Workshop

B. Speech

Improvement

C. Public

Speaking

D. Business

Correspondence

E. Parliamentary

Procedure

F. Handling

Meetings

School

Heads

Teachers

Parents

Community

A. Annual

or Periodic



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109

Community

Building Skills

Indicator


Involved

Time

Frame

A. Social Skills


perform and promote

the following:

1. Encourages

subordinates to engage

in activities where their

potentials and

activities.

2. Acts with great

moral values.

3. Encourages

teachers and

community to work

efficiently on various

tasks assigned to them

relative to projects


and parents to

organize teamwork to

have cooperation,

collaboration and unity

in decision-making.

5. Generates opinions

and ideas through

concrete behavioral

strategies.

Seminars and

Trainings on:

A. Power

Dressing

B. Public

Relations

C. Project

Evaluation

D. Team

Building

E. Suggestion

Box

School

Heads

Teachers

Parents

Community

Non-

Government Organizations

A. Periodic

B. Periodic

C. Periodic

D. Periodic

E. Periodic



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110

Community

Building Skills

Indicator


Involved

Time

Frame

A. SOCIAL SKILLS


perform and promote

the following:

1. Shows ability to

interact effectively in

various social settings.

2. Corroborates with

various community

groups towards the

realization of school’s

goals.

3. Promotes staff

harmony by showing

confidence and

acceptable values to

his subordinate.

4. Allow diversity of

opinion and suggestion

to form a unified

decision or action.

5. Respects beliefs in

the school which

directly or indirectly

changes some

behaviors of

subordinates

acceptable to the

group.

Seminars and

Trainings on:

A. Power

Dressing

B. Personality

Development

C. Public

Manners

School

Heads

Teachers

Parents

Community

NGO

LGU

A. Monthly

B. Periodic

C. Twice a

year

D. Periodic

E. Periodic



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116

APPENDICES

Appendix A

Letter of Request to Conduct Study

November 15, 2015

SALUSTIANO T. JIMENEZ, CESO Vl Schools Division Superintendent

Division of Negros Oriental

Dear Sir Jimenez:

Greetings of peace!

I am Nila Cataluna, currently enrolled at University of Southern Philippines Foundation, Cebu City. I am presently working on my

dissertation entitled “COMMUNITY BUILDING SKILLS, INTERPERSONAL SKILLS AND MANAGEMENT COMPETENCE OF

SCHOOL HEADS IN SIATON WEST 1 DISTRICT, SIATON, NEGROS ORIENTAL : A PROGRAM”

In view of this, the undersigned would like to request permission to

conduct a study in West 1 Siaton District. The respondents will be the School Heads and Teachers of the identified schools. The result of the

study will be taken with confidentially and that the data will only be

used for the necessity of the study.

Thank you so much for your favorable response to this request.

Respectfully yours,

NILA CATALUÑA

Researcher



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Appendix B

COMMUNITY BUILDING SKILLS

A. LEADERSHIP SKILL 5 4 3 2 1

1.Supports teachers to work enthusiastically in

their designed tasks.

2.Works with stakeholders to craft and develop

school’s vision, mission and goal.

3.Plans activities and programs and establish

appropriate structure and control of resources.

4.Occupies top organizational position which achieves results by directing activities of others.

5.Provides opportunities to teachers to integrate values in all school operations.

B. COMMUNICATION SKILLS 5 4 3 2 1

1.Makes sure that all stakeholders have clear and common understanding of school’s vision,

mission

2.Employs varied ways of transmitting information understandable to their

constituents.

3.Shares time to coach/mentor her subordinates

where and when needed.

4.Listens and considers suggestions, decisions of subordinate and avoid harsh judgment on

their situation.

5.Allows feedback giving and sharing of

comments and suggestions of teachers.

C. INFLUENCING SKILLS 5 4 3 2 1

1.Encourages subordinates to engage in

activities where their potentials and activities.

2.Acts with great moral values.

3.Encourages teachers and community to work

efficiently on various tasks assigned to them relative to projects.

4.Encourages teachers and parents to organize

teamwork to have cooperation, collaboration and unity in decision-making.

5.Generates opinions and ideas through



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concrete behavioral strategies.

D. SOCIAL SKILLS 5 4 3 2 1

1.Shows ability to interact effectively in various social settings.

2.Corroborates with various community groups towards the realization of school’s goals.

3.Promotes staff harmony by showing

confidence and acceptable values to his subordinate.

4.Allows diversity of opinion and suggestion to form a unified decision or action.

5.Respects beliefs in the school which directly

or indirectly changes some behaviors of subordinates acceptable to the group.



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APPENDIX C

INTERPERSONAL SKILLS Evaluation Tool

SCHOOL ______________________ Respondent’s No. ________

Direction: Rate each description based on your own experience with your

peer relations by checking the appropriate column using the following scale:

Rate Response Category Description

4 – Very Satisfied - behavior is displayed all the

time and conditions are functioning tremendously

3 – Moderately Satisfied - behavior is displayed most of the time and conditions are functioning

moderately

2 - Fairly Satisfied - behavior is displayed sometimes

and conditions are functioning fairly

1 - Poorly Satisfied - behavior is displayed rarely and

conditions are functioning poorly

Description 4 3 2 1

I. Peer Relation

1. has fun socializing with others after school

hours

2. has a listening ear to the co-workers

3. looks out for the personal welfare of others

4. comforts each other

5. adjusts to the personal needs of others

6. eats snacks together with co-workers

7. remembers special occasions by greeting the



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person

8. prays to co-workers who are sick

9. extends help to a co-worker who is in trouble

10. respects co-workers dignity

11. compliments co-workers achievements

12. greets co-workers with a smile

13. knows the family background of other

members of the school family

14. establishes close friends among co-workers

15. invites co-workers to visit them at home

16. uses kind words in order not to hurt others

17. feels comfortable in the work place.

18. laughs together

19. shares sad and happy experiences to the co-

workers

II. Work Relation

A. School Managers to Teachers

1. goes out of his/her way to help teachers

2. compliments the achievements of the teachers

3. keeps in touch with the teachers

4. understands the need of the teachers

5. settles work problems with the teachers

6. considers the teachers as friends

7. secures the teachers feeling of belongingness

8. listens to the suggestions of the teachers

9. puts suggestions made by the teachers into

operation

10. assists the teachers in their teaching endeavor



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APPENDIX D

Management Competency Tool

(Based on Competency Framework for Southeast Asian School Heads)

School Manager’s Name _____________________

Department _____________________ Respondent’s No. ______

Direction: Rate the school managers on each of the given criteria by checking the appropriate column using the following scale:

Rate Response Category Description

4 – Very Good - performance displayed all the time and functioning

competently 3 – Good - performance displayed most of

the time and functioning moderately

2 – Fair - performance displayed

sometimes and functioning fairly

1 – Poor - performance displayed-rarely and functioning poorly

The descriptions are intended for the assessment of school head’s

competency that will be utilized for upgrading the school system. The purpose is

to make it possible for you to describe, as accurately as you can, the competency

you perceived from your school heads. Please read and follow carefully the

directions given below. For the purpose of upholding confidentiality, you may not

write your name but please indicate the school you belong and your respondent’s

number. Rate the school principal whose name is written below.

Thank you so much for your support and God Bless You!



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CHARACTERISTICS 4 3 2 1

A. Planning School-Based Programs and Projects 1. Review/Formulate the school’s vision and mission. 2. Prioritize the needs of the school. 3. Identify projects and programs. 4. Develop a plan of action for programs and projects. 4.a Formulate objectives of programs and projects. 4.b Identify strategies. 4.c Determine time frames. 4.d Set standards. 4.e Prepare the guidelines for program/project

implementation.

4.f Identify people involved. 4.g Determine source of funds. 5. Organize committees for school-based programs and

projects.

6. Oversee implementation of school-based programs

and Projects.

7. Monitor school-Based programs and projects. 8. Evaluate school-based programs and projects. B. Leading Curricular and Instructional Processes 1. Direct curriculum implementation. 2. Assign teachers to their area of competence. 3 Manage the development and production of

Instructional materials and technology.

4. Supervise Instruction 4.a Prepare an instructional supervisory plan. 4.b Evaluate the teaching learning process. 4.c Evaluate lesson plan. 4.d Conduct pre-post supervisory conference with

teachers.

4.e Evaluate learner’s performance. 5. Introduce Innovations in instruction. 6. Promote the use of technology. 7. Manage curriculum enrichment. 8. Manage integration of multiple intelligence and higher

order thinking skills.

9. Organize demonstration teaching on the use of

different strategies.

10.Plan co-and extra curricular activities.



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C. Developing Human Resources 1.Recruit/recommend manpower for school operations. 2. Assess competency level of faculty and staff. 3. Provide opportunities for professional development. 3.a Conduct training needs assessment. 3.b Design training programs. 3.c Conduct staff development programs. 3.d Evaluate training programs. 4. Supervise faculty and staff. 5. Counsel/mentor faculty and staff. 6. Evaluate faculty and staff performance. 7. Recommend teachers and other personnel for career advancement.

8. Organize welfare programs for staff.

9. Motivate teachers to participate in professional

development activities.

D. Creating the Learning Environment 1. Maintain safe, secure, clean and green school

environment.

2. Promote a caring and learning-friendly school

atmosphere.

3. Facilitate an interactive learning environment. 4. Develop learning resources and service centers. 5. Promote collegiality and professionalism. 6. Promote life-long learning. 7. Promote technology literacy. 8. Promote primary health care. E. Managing Physical Facilities 1. Assess status of physical facilities and equipment. 2. Match facilities with program needs.

4. Design a school physical plant and facilities

improvement plan.

4. Allocate funds for improvement and maintenance of school physical facilities and equipment.

5. Supervise the maintenance and improvement of physical facilities and equipment.

6. Coordinate with external agencies. F. Managing Financial-Fiscal Resources 1. Prepare a financial management plan. 2. Generate financial resources. 3. Organize a procurement committee.



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4. Utilize funds for approved school programs and

projects.

5. Account for school funds and expenditures. 6. Prepare financial reports. G. Monitoring and Evaluating School Performance 1. Determine monitoring and evaluation goals. 2. Plans school monitoring and evaluate committee. 3. Organize a monitoring and evaluation committee. 4. Prepare criteria for evaluating performance. 5. Develop monitoring and evaluation instruments. 6. Conduct monitoring and evaluation. 7. Analyze and interpret monitoring and evaluation

results.

8. Determine areas for improvement. 9. Disseminate evaluation results. 10.Benchmark school performance. 11.Design a program for improvement of school

performance.

H. Developing School and Community Relations 1. Organize Parents, Teachers and Community

Association (PTCA).

2. Foster relationship with parents and community. 3. Promote the image of the school. 4. Determine community education needs. 5. Design, implement and evaluate community outreach. 6. Support continuing education and community

programs and projects.

-------------------------------

Signature



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CURRICULUM VITAE

l. Personal Data

Name : Nila Pojas Cataluña

Address : Aguinaldo Street, Brgy. 2, Siaton, Negros Oriental

Civil Status : Married Place of Birth : Bingag, Dauis, Bohol

ll. Academic Preparation

Elementary : Bingag Elementary School

Bingag, Dauis, Bohol Secondary : Carmel High School

Siaton, Negros Oriental College : Siaton Community College

Siaton, Negros Oriental

lll. Professional Experience

Classroom Teacher : Nawacat Primary School, Siaton District

October 22, 1991-August 5, 1994

Giligaon Elementary School, Siaton District August 6, 1994-November 22, 2003

Salag Elementary School, Siaton West l

November 23, 2003- July 31, 2014

Teacher-in-charge : Nasipit Elementary School, Siaton West l August 1, 2014 – November 16, 2014

School Principal l : Nasipit Elementary School, Siaton West l

November 17, 2014 up to the present



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COMMUNITY BUILDING SKILLS OF SCHOOL HEADS AND€¦ · schools of West District 1, Siaton, Negros...

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