Develoment Practices of the Public Secondary School Administrators in Pangasinan

Abstract

This mixed method study focused on the Development Practices of the Public Secondary School Administrators in Pangasinan. The respondents of the study were 399 school administrators, principals, officer-in-charge, and head teachers randomly selected from the six schools’ divisions in Pangasinan. It utilized a questionnaire- checklist to gather data for the Development Practices of Public Secondary School Administrators. The data gathered were analyzed using descriptive and quantitative statistical tools which include frequency counts and percentages, AWM, and partial eta square. The study arrived the following findings: (1) The school administrators are middle adults, who are building their careers as school heads or principals. The teaching profession is still female-dominated.  The school administrator’s pursuit graduate and post graduate studies to further their careers in the teaching profession. Although training and seminars are essential for competency enhancement, the schools are not conducting seminars and training. (2) The very high extent of implementation of development practices by the school administrators is a manifestation of their capacity to lead their respective schools into becoming successful. (3). The different stakeholders are benefited with the implemented development practices by the school administrators. Thus, the development practices of the school administrators lead to the development of the stakeholders and the community. (4). The age of the school administrators is a factor that affects the extent at which school heads implement development practices. School administrators with doctoral degrees are better in implementing development practices along linkages and partnerships while those holding higher ranks are better in implementing financial development practices. (5) The implementation of development practices by the school administrators led to school success which in return benefit the students, teachers, school, and community. (6) The implementation of development practices incurs moderately and slightly serious challenges with physical plant and facilities as the most serious. The level of seriousness of the challenges is a manifestation that the challenges are manageable and do not pose great threat in the implementation of development practices. Hence, the following recommendations were drawn: (1) The school administrators must continuously improve their competencies. They may attend graduate and post-graduate studies or participate training, seminars, or conferences as avenues to further their professional growth and development. (2) The school administrators must continue implementing development practices for greater school success and benefits of the students, teachers, and the community. (3) DepEd must provide training and seminars to the school administrators to enhance their competencies to implement development practices for greater school success and (4) the proposed LEAD program may be implemented.