Harmonization of Department Heads’ Instructional Leadership Skills and Public High School Teachers’ Rating on Results-Based Performance Management System
DOI:
https://doi.org/10.54536/ajiri.v1i2.683Keywords:
Department Heads, Instructional Leadership, RPMS, Teachers’ Rating, Descriptive-CorrelationalAbstract
The study harmonized the instructional leadership skills of the department heads and the teachers’ rating using the Results-Based Performance Management System (RPMS) in an identified public high school in Caloocan City using descriptive correlational design for an in-depth analysis of the study utilizing a standardized questionnaire to eight (8) department heads and to 246 teachers. The researcher found out that most of the department heads and their teachers believed that the department heads' instructional leadership skills were good as revealed in the indicators in each area. Likewise, it was found out there was a significant difference in the instructional leadership skills of department heads across subject/learning areas. The computed p- values were lower than the 0.05 level of significance, which meant that there was a significant difference in the instructional leadership skills across learning areas. Similarly, a significant relationship between the instructional leadership skills of the department heads and the teachers’ rating was found. This meant that the teachers’ rating was greatly affected by the way the department heads employed their instructional leadership skills. The study also depicted that even though most of them rated their department heads high, they still have the chance to improve their teachers’ rating from very satisfactory to outstanding, the highest rating scale description in the results-based performance management system. The researcher recommends the department heads and other school managers shall create new programs or strengthen existing leadership trainings and programs to sustain the level of instructional leadership skills and teachers’ performance of the school.
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