Concept Paper

Republic of the Philippines
Laguna State Polytechnic University

Province of Laguna
Graduate Studies and Applied Research

1ST SEMESTER AY 2020-2021
Researcher: MA. GLAIZA P. ASIA Program: MAED-EM

Date Submitted: October 21, 2022
Proposed Title of the Study
PROFESSIONAL PREPARATION OF SCHOOL LEADERS ENSURING HIGH LEVEL OF

INSTRUCTIONAL COMPETENCIES OF PUBLIC ELEMENTARY SCHOOL TEACHERS
Area of Study
Professional Preparation of School Leaders
Background of the Study
Introduction (Author 2015 onwards)
Professional preparation in an academically oriented profession implies in acquisition

of an academic and scientific body of knowledge that gives support to projects, programs and
procedures of professional intervention. It is indeed a complex and dynamic process because it
involves a number of interacting elements, which change in time. This preparation is needed
not only from teachers but also the school leaders. School leaders’ professional preparation
needs to be more complex and prepare teachers to ensure their high level of competence.
Effective professional development provides teachers and school leaders a program
where they can learn, practice, implement, reflect and improve all the professional skill that
they earn through the years of teaching and managing.
In DepEd, one of the programs given to the school leaders and teachers is the pre-
service and in-service training which give teachers the opportunity to gain more information
and strategies that will apply in their teaching. Pre-service training is preparing newly-hired
teachers to prepared them and improved their professional skills when it comes to classroom
management and assessing of learners. When it comes to management and operation,
MANCOM or management committee meeting were conducted every month to tackle all the
issues and concerns, programs undertaken and on-going projects that are needed in improving
the teaching and learning process.
The goal of the study is to increase student success through a positive school climate,
effective leadership skills, and instructional best practices (Fullan, 2016; Leithwood et al.,
2020; Spillane, 2016). The purpose of this research was to investigate the extent of teachers‟
perceptions of principals‟ leadership behaviors connected to a healthy school climate, and how
those behaviors were related to Greens (2022) 13 core competencies (i.e., assessment,
collaboration, curriculum and instruction, diversity, inquiry, instructional leadership, learning
community, organizational management, professional development, professionalism,
reflection, unity of purpose, and visionary leadership).
Research has acknowledged that leadership serves as a catalyst for school
improvement shaped by historical and current conditions in schools that may ensure the
quality of teachers. School leaders who sought to improve the entire structure of schools
attempted to build trusting relationships and shared leadership practices, exhibit effectiveness
of teachers not only on their field of specialization but in instructional competence (Hallinger
& Heck, 2020). This program may lead to successful high level of competencies in every
teacher if the school leaders work extensively with the teachers to provide them opportunities
from improvement and professional development.
Province of Laguna

Theoretical/Conceptual Framework
In relation to this, Sutherland & Brooks’ School Leadership in the Philippines, A Survey
of Leadership Standards for Professional Preparation of Public-School Principals in Kuwait
and Hammond’s Effective Teacher Professional Development are connected to study which
focuses on the relationship of professional preparation of school leaders and efficiency of
teachers.
The Philippine Professional Standards for Teachers, which is built on NCBTS,
complements the reform initiatives on teacher quality from pre-service education to in-service
training. It articulates what constitutes teacher quality in the K to 12 Reform through well-
defined domains, strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement. This set of standards makes explicit what
teachers should know, be able to do and value to achieve competence, improved student
learning outcomes, and eventually quality education. It is founded on teaching philosophies of
learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The
professional standards, therefore, become a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for personal growth
and professional development.
The decision of school leaders for better instructional competence among teachers does
not only affect teachers but students. Providing instruction at student-appropriate levels is
particularly important among teachers. When students are presented with information and
materials beyond their current skill level, they become frustrated and may engage in behaviors
that avoid engagement in the lesson (Wehby, Symons, Canale, & Go, 2019). As a result, the
teacher may remove the demand for their engagement or may remove the offending students
from the instructional environment. Likewise, if the instructional level of the materials is too
easy for students, they may engage in inappropriate behaviors out of boredom and lack of
challenge. Increases in on-task behavior, task completion, and comprehension are positively
associated with providing student materials that are at appropriate levels of instructional
difficulty (Gickling & Armstrong, 2018). Students who are actively engaged and provided
with frequent opportunities to respond to academic tasks are less disruptive and demonstrate
improved academic skills (Sutherland & Wehby, 2021).
Teacher professional development happens in a continuum from beginning to exemplary
practice. Anchored on the principle of lifelong learning, the set of professional standards for
teachers recognizes the significance of a standards framework that articulates developmental
progression as teachers develop, refine their practice and respond to the complexities of
educational reforms. (DO.42 s. 2017)
Coaching and expert support involve the sharing of expertise about content and practice
focused directly on teachers’ individual needs. Experts may share their specialized knowledge
as one-on-one coaches in the classroom, as facilitators of group workshops, or as remote
mentors using technology to communicate with educators. They may include master teachers
or coaches based in universities or professional development organizations. (Hammond,et.al
2017)
School leader may undergo professional preparation to managed a school more efficiently
and effectively. Accordingly, the governance scheme provides a certain amount of
professional development at the School Division Level, usually offered in the form of
regularly offered Management Communication (MANCOM) Meetings. These meetings vary
Province of Laguna

with respect to the content and quality of professional development on offer. At times, they
emphasize relevant skills related to the evolving principal role in the conceptual, human and
technical domains (Northouse, 2012).
This successful professional preparation of school leaders may provide teachers with high
level of instructional competencies if disseminated properly.
Research Paradigm
INDEPENDENT VARIABLES DEPENDENT VARIABLES

Professional Preparation of School Teachers Competence
Leaders
 Professional Knowledge
 Delivering Vision  Professional Skills
 Delivering School Culture and o Pedagogies
Instructional Learning o Classroom Management
 Management and Operation o Learner Assessment
 Community Relations  Personal Characteristics
 Ethical Behaviors  Ethical Standards
 Politics and Law Deliveries  Professional Development &
 Delivering Technology Lifelong Learning
 Research and Development
Statement of the Problem

The focus of the study is to describe the professional preparation of the school leader
respondents and how it contributes in ensuring the high level of instructional competencies of
teachers.
Specifically, this seeks to answer the following questions:
1. How do school leaders described their professional preparation in terms of;

1.1 Delivering Vision
1.2 Delivering School Culture and Instructional Learning
1.3 Management and Operation
1.4 Community Relations
1.5 Ethical Behaviors
1.6 Politics and Law Deliveries
1.7 Delivering Technology
1.8 Research and Development
2. What is the level of instructional competencies of teachers as to;
2.1 Professional Knowledge
Province of Laguna

2.2 Professional Skills
o Pedagogies
o Classroom Management
o Learner Assessment
2.3 Personal Characteristics
2.4 Ethical Standards
2.5 Professional Development & Lifelong Learning
3. Is there significant relationship between the professional preparation of school leader and
the level of competencies of the teachers in public elementary schools?
4. Based from the result, what programs can be proposed to ensure the high level of
competencies of the public elementary teachers?
Research Design: mixed method research approach with descriptive research design
Respondents: One-hundred Fifty (150) Public Elementary school heads and teachers of Mulanay
District
Instruments:
1. Researcher-made checklist questionnaire with series of questions that will address the
professional preparation employed by the school leaders to develop teaching competence
among teachers and determine the perceived impact of the strategies for professional
preparation employed by the school leaders among teachers.
2. Interview guide questions for determining other training, necessary for professional
development.
Statistical Treatment:
1. Descriptive Statistics: weighted mean analysis and percentage
2. Pearson Product Moment Correlation
References
Alansari, Amal EEHE, Survey of Leadership Standards for Professional Preparation of A Survey of
Leadership Standards for Professional Preparation of Public School Principals in Kuwait
Brooks, J.S. & Sutherland. School leadership in the Philippines: Historical, cultural, and policy
dynamics
Article in Advances in Educational Administration · December 2013. Retrived from
https://www.researchgate.net/profile/Jeffrey_Brooks7/publication/288745230_
School_leadership_in_the_Philippines_Historical_cultural_and_policy
dynamics/links/56b1770708aed7ba3feb23d/School-leadership-in-the-Philippines-Historical-
cultural-and-policy-dynamics.pdf
DepEd Order No. 42, s.2017.National Adaptation and Implementation of the Philippine Professional
Standards for Teachers. Retrieved from
Province of Laguna

https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
Fullan, M. (2016). The development of transformational leaders for educational decentralization.

Toronto: Canada
Green, R. L. (2022). Practicing the art of leadership: A problem-based approach to implementing the
ISLLC standards (4th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall
Gickling, E. E., & Armstrong, D. L. (2018). Levels of instructional difficulty as related to on-task
behavior, task completion, and comprehension. Journal of Learning Disabilities, 11, 559–566.
Hammond,L.D et,al. Effective Teacher Professional Development.
Louis, K., Leithwood, K., Wahlstrom, K., & Anderson, S. (2020). Learning from Leadership: Investigating
the links to improved student learning. Final report of research to the Wallace Foundation.
Retrieved October 17, 2015, from the University of Minnesota, Center for Applied Research
and Educational http://www.wallacefoundation.org/knowledge-center/school-leadership/
keyresearch/Documents
/Investigating-theLinks-to-Improved-Student-Learning.pdf
Spillane, J. (2016). Distributive leadership. San Francisco, CA: Jossey-Bass.
Sutherland, K. S., & Wehby, J. H. (2021). Exploring the relationship between increased opportunities
to respond to academic requests and the academic and behavioral outcomes of students with
EBD. Remedial and Special Education, 22(2), 113–121.
Wallance Foundation. The School Principal as Leader: Guiding Schools to Better Teaching and
Learning.
Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F. J. (2019). Teaching practices in classrooms for
students with emotional and behavioral disorders: Discrepancies between recommendations
and observations. Behavioral Disorders, 24(1), 51–56.

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Republic of the Philippines

Laguna State Polytechnic University

Graduate Studies and Applied Research

Researcher: MA. GLAIZA P. ASIA Program: MAED-EM

Proposed Title of the Study

PROFESSIONAL PREPARATION OF SCHOOL LEADERS ENSURING HIGH LEVEL OF

Professional preparation in an academically oriented profession implies in acquisition

Graduate Studies and Applied Research

Graduate Studies and Applied Research

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Statement of the Problem

Specifically, this seeks to answer the following questions:

1. How do school leaders described their professional preparation in terms of;

Graduate Studies and Applied Research

Graduate Studies and Applied Research

Fullan, M. (2016). The development of transformational leaders for educational decentralization.

Hammond,L.D et,al. Effective Teacher Professional Development.

Spillane, J. (2016). Distributive leadership. San Francisco, CA: Jossey-Bass.

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