Best Practices in Instructional Leadership of Secondary School Administrators: The Samar Island Experience
Keywords:
Leadership, Experience, Administrators, PracticesAbstract
This study investigated best practices in instructional leadership of the secondary school administrators in the Island of Samar that contributed to the school administrator’s performance during school Year 2014-2015. Case study was applied to investigate the best practices in instructional leadership of secondary school administrators (principals) in the Island of Samar. Study revealed that there was no significant relationship between age; civil status; educational background; position; length of service; regional training; performance rating; and awards/recognition received by the teachers and 5 categories of best practices of the school administrators. The study revealed that the wider the school site was the school administrators tend to practice less on creating a healthy school environment. Likewise, with high retention rate, the school administrators tend to practice more on improving instruction. The study revealed that teachers who attended less In-service trainings and seminars at the local level tend to practice less on managing people, data and process; likewise, the less trainings attended by them at the national level, the tendency to practice less in improving instruction and managing people, data and process. It was also revealed that single administrators tend to practice more on managing people, data and process than married administrators; administrators with high educational attainment tend to practice more on creating a healthy school environment. School administrators who were experienced both as teachers and administrators and had more local seminars and trainings tend to practice less on managing people, data and process.
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