International Journal of Humanities and Innovation (IJHI) Vol. 5 No. 2, 2022, pp.

61-66

International Journal of Humanities and Innovation

Journal Website: humanistudies.com/ijhi

Articles

School Head leadership qualities and school performance in the Pacific towns of Northern Samar

Emie Rose Adto-Morallos*

Graduate School Student, ESSU – Borongan City, Teacher-in charge, Schools Division of Northern Samar

Article Information Abstract

A correlational research design was employed to determine the relationship
Keywords:
Leadership qualities between the leadership qualities of school heads and the school performance in the
2019 National Achievement Test in the pacific towns of Northern Samar. The data
National Achievement Test
were analyzed using frequency counts, percentage, mode, and Spearman rho
Northern Samar
correlation test at a .05 level of significance. Findings showed that the majority of
School performance
the respondents are aged 30-34 years old, female, with at most ten years in the
Pacific towns
profession, hold a master's degree, have attended 11-20 seminars and conferences,
and possess a very satisfactory level of leadership qualities in terms of challenging
Received 3 January 2022 the people, inspiring people, enabling others to act, modeling the way, and
Received in revised form 4 April 2022 encouraging people. Most schools in the pacific towns of Northern Samar scored
Accepted 17 June 2022 average mastery in the national achievement test. However, no significant
doi: 10.33750/ijhi.v5i2.149 relationship was established between the leadership qualities of school heads and
school performance on the national achievement test. Hence, local training
workshops should be designed and conducted on the awareness of the leadership
qualities of the school heads and teachers.
© 2022 The Author(s). This is an open access article under Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

dynamics and peer support significantly impacts efficiency

1. Introduction and school success (Burke, 2013). With the uprising issues on
school heads, additional leadership qualities are required to
At this time of increased accountability and pressure to ensure the success of highly qualified teachers and the school.
improve public schools, elementary school heads focus on With all of the changes, these leadership qualities have
developing effective leadership qualities as they face the
become more adaptable and diverse, causing concern about
challenges of meeting organizational goals and maintaining
teacher job satisfaction.
or increasing teacher satisfaction (Baker, Betebenner & Linn,
The effectiveness with which school leaders use their
2012). School heads' leadership qualities that impact school
leadership is frequently a determining factor in school
cultures and learning environments have been a primary topic success. If the school's top management is positive, the school
in many seminars locally or nationally. The leadership should be able to succeed. It is observable among local school
qualities of the school head have a powerful influence on the
schools that teachers look upon the school head when things
school's environment, the attitudes of the teachers and staff,
are out of their control. Problems with financial limitations,
and the overall performance of the school. It is observable
lack of classroom resources, dealing with parents, and too
among local schools that school heads who can handle
much workload are only some factors that contribute to the
challenges on a lack of resources show greater improvements reduction of teacher's productivity, which manifest in school
in teachers' job satisfaction. performance in general. Here, the leadership of the school
Leadership qualities have long been of interest in public
head plays an incredibly significant role in the improvement
schools in Northern Samar and throughout the country.
of the school.
According to research, focusing on social aspects like team

*
Corresponding author.
Email: [email protected]

61
Adto-Morallos (2022)

Throughout history, the leadership qualities of school municipalities that composed the Pacific Towns of Northern
heads have changed. Behavioral characteristics from past Samar: Palapag, Mapanas, Gamay, and Lapinig.
leadership qualities and present-day leadership qualities are The researcher asked the school's division superintendent
significantly different. In the past, school heads have been for permission to conduct the study. Likewise, she asked
known to take a bureaucratic approach to lead schools. permission from the School Heads and teachers through letter
However, this leadership approach has been a major factor in requests to allow her to gather the data needed for her
low faculty job dissatisfaction (Bolin, 2011). With the new research. The said letter requests were attached to the
challenges and demands on School Heads to improve school questionnaires that were distributed to the respondents. The
performance, they have had to re-evaluate themselves and researcher herself distributed the questionnaires in order to
change their leadership qualities to be more successful. give the important instructions. The respondents were given
According to Hallinger and Heck (2010), many factors enough time (2 days) to accomplish the questionnaire, and
influence school performance, including the behavior of the data were retrieved after two days from the distribution of
principal, emotional needs, low pay, the school community, questionnaires.
time constraints, demanding curriculum issues, national test The researcher ensured that the data presented and
pressures, lack of parent support, and insufficient support reported were honest and reliable. It means biases and data
from the school administration. Although many factors manipulation to achieve the desired results were avoided. In
influence school performance, the School Principal is one that processing the data, the following statistical treatment was
is more important than the rest. Black (2011) mentioned that employed: Descriptive statistics were used to present the
the most effective school leaders are those who effectively nature of the variables involved. Frequency counts,
define their school's instructional program, promote a percentages, and mode were used to score and interpret the
positive learning environment, and invite teachers to descriptive data on the following: the demographic profile,
collaborate on important decisions. leadership qualities, and school performance. The spearman
The researcher was inspired to conduct this study because rho correlation test was used at a 5% confidence level to test
of the issues above. Understanding the link between a the relationship between leadership qualities and school
school's leadership qualities and academic performance could performance.
help educational leaders realize the importance of their job
and its impact on teachers and the school. 3. Results and Discussion
Generally, this study determined the relationship between
School Head's leadership qualities and school performance in 3.1. Profile of School Heads
the Pacific Towns of Northern Samar. Specifically, this study The profile of the School Heads was presented in Table 1 in
tried to: terms of age, sex, length of service, highest educational
• Determine the profile of the School Head in terms of attainment, and relevant seminars attended.
age, sex, educational attainment, attendance to Table 1. Profile of School Heads
leadership-related seminars/workshops, and length of Frequency (N
service as School Head. Profile Characteristics = 102) Percent
• Find out the leadership qualities of the School Heads in Age
terms of challenging people, inspiring people, enabling 25 – 29 11 10.8
others to act, modeling the way, and encouraging 30 – 34 27 26.5
35 – 39 13 12.7
people. 40 – 44 15 14.7
• Determine the performance of the School Heads in the 45 – 49 7 6.9
use of the 2019 NAT result; and 50 – 54 15 14.7
• Find out if there is a significant relationship between 55 – 59 10 9.8
60 – 64 4 3.9
the School Head's leadership qualities and school Sex
performance. Male 35 34.3
Female 67 65.7
2. Method Length of Service (in years)
Below 10 50 49
The primary goal of this study is to determine the relationship 11 – 20 45 44.1
21 – 30 5 4.9
between the School Head's leadership qualities and school 31 – 40 1 1
performance. To achieve these goals, a descriptive- 41 – 50 1 1
correlational research design was used. The present status of Educational Attainment
School Heads' leadership qualities and school performance MA units 27 26.5
MA Degree 46 45.1
were described as they happen. The correlational aspect was
Doctoral Units 21 20.6
that leadership quality was correlated with school Doctoral Degree 8 7.8
performance. Seminars
This study was conducted in the public elementary Below 10 20 19.6
11 – 20 49 48
schools in the Pacific Towns, Second Congressional District
21 – 30 24 23.5
of Northern Samar. There were 31 public elementary schools 31 – 40 8 7.8
in the area, 4 Central and 27 non-central schools. These 41 – 50 1 1
schools were located or distributed within the four
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Adto-Morallos (2022)

The table showed that most School Heads were aged 30 to 34, satisfactory qualities of the School Heads in challenging
with 27 or 26.5 percent of them. Those School Heads who people meant that they looked for opportunities to test the
followed this were aged 40 to 44 and 50 to 54, 15 of them. skills and abilities of the teachers. This finding implies that
Only four School Heads were in the age range of 60 to 64, the School Heads stayed up to date with new developments
with a percentage of 3.9. These figures showed a distribution and looked for innovative ways the organization could
of the age of the School Heads across the different age groups. improve the school operation.
However, it should be noted that one-half of the School Heads
Table 2. Leadership qualities of School Heads
were below the middle age of forty while one-third of them
were below 35. This implied that many School Heads are Leadership Qualities Mode Interpretation
young yet already holding important positions in the Challenging People 4 Very Satisfactory
Department of Education.
Inspiring People 4 Very Satisfactory
In terms of sex, the majority of the respondents were
Enabling others to act 4 Very Satisfactory
female, with 67 or 65.7 percent of them as such. It meant that
Modeling the way 4 Very Satisfactory
the female gender dominated School Heads in this part of the
Encouraging people 4 Very Satisfactory
province, which meant the female School Heads eclipsed
male School Heads. Are female educators more inclined to Grand Mode 4 Very Satisfactory
lead the educational system in Northern Samar? - this
question raises an issue that should be investigated further In inspiring people, a very satisfactory rating meant that
beyond this study. the School Heads looked ahead and forecasted the school's
In terms of length of service, almost half of the School future. They communicated a positive and hopeful outlook
Heads had spent below ten years in their current position, for the future. They are very excited and enthusiastic about
with 50 or 49 percent. This is followed by those who have their school's possibilities in educating the young learners in
spent 11 to 20 years in the service, with 45 or 44.1 percent of the community. A similar finding was presented by Nyamubi
them as such. Only one or 1 percent have spent 31 to 40 or 41 (2021) about school managers' inspiring practices, which
to 50 years in the service. This finding suggested that almost arouse enthusiasm among teachers. Meanwhile, Gyansah,
all the School Heads in this study had spent below 20 years Ogola, and Guantai (2020) concluded that School Heads'
to reach the position. In fact, almost half of them had less than inspirational motivation and leadership behaviors
ten years in their current position, implying that in at the short significantly positively affected students' academic
time, they could lead school organizations and achieve their achievement.
organizational objectives. School Heads were also found to have a very satisfactory
The educational attainment of the School Heads showed rating when enabling others to act. They usually involved the
that 46 or 45.1 percent had acquired master's degrees while team in planning the action. School Heads were also found to
27 or 26.5 percent were still in the process of acquiring them. have a very satisfactory rating when enabling others to act.
Only eight or 7.8 percent of the School Heads had doctorate They usually involve the team in planning the action they will
degrees, while 21 or 20.6 are working for the highest take for the school. They treated all members of the school
educational degree. This finding showed that less than one- organization with dignity and respect and gave people the
third of the respondents had doctoral degrees. However, it latitude to make their own decisions.
should be noted that all of the School Heads were into Similarly, Senekal and Lenz (2021) found that leaders
professional development, which implied that they continued sometimes demonstrated the other five behavioral variables
to develop and acquire skills necessary for their job as leaders that enabled them to act. The findings imply that leaders need
of organizations. to be aware of their managerial deficiencies and develop
Lastly, the seminars attended by the School Heads strategies to attain organizational goals. They must treat all
showed that almost half of them, 49 or 48 percent, had members of the school organization with dignity and respect
attended 11 to 20 relevant seminars in the DepEd. Twenty- and give people much discretion to make their own decisions.
four of them had attended 21 to 30 seminars with 23.5 The School Heads were found to be modeling rather than
percent. These figures showed that the School Heads actively giving orders in attaining the school objectives. They made
develop their skills by attending many seminars. It implied sure that teachers and staff set clear goals, made plans,
that the School Heads under study were continuously established milestones for the organization, and stuck with
improving their craft and did not stop acquiring new their agreed values. Termed "emotional labor", Maxwell and
knowledge besides the knowledge they learned in formal Riley (2017) agree on its impact on the emotional demands at
classrooms. work, burnout, and job satisfaction of educational leaders.
3.2. Leadership Qualities of School Heads The findings reflect the importance of showing how the
The leadership qualities of the School Heads were measured School Head should do things before relaying the tasks to
using the following factors: challenging the people, inspiring their subordinates.
people, enabling others to act, modeling the way, and Lastly, the School Heads have shown very satisfactory
encouraging people. Table 2 shows that all these indicators of leadership qualities in encouraging people. In the same vein,
the School Heads' leadership qualities were very satisfactory. Day, Gu, and Sammons (2016) concluded that schools'
Most of the respondents were found to have very satisfactory abilities to improve and sustain effectiveness over the long-
leadership qualities worthy of emulation. The very term result from the principals' understanding and diagnosis
63
Adto-Morallos (2022)

of the school's needs and their application of clearly Table 4. Relationship between School Heads' leadership qualities
articulated, organizationally shared educational values. This and school performance in NAT
meant that most of these School Heads recognized teachers Leadership
School Performance on NAT
Measure p-
and staff for their contributions to its success, and they Qualities Interpretation
value
Interpretation
praised people for a job well done and gave team members Challenging
rho = .165 Negligible .097 Not Significant
lots of appreciation and support for their contributions. People
Inspiring
rho = .057 Negligible .571 Not Significant
People
3.3. Performance of School Heads based on NAT Results Enabling
rho = .080 Negligible .423 Not Significant
The performance of School Heads was measured by others to act
Modeling
determining the results of the National Achievement Test of the way
rho = -.138 Negligible .168 Not Significant

the schools they represent. Table 3 showed that the majority Encouraging
rho = .143 Negligible .153 Not Significant
people
of the School Heads, 55 or 53.9 percent, had schools with α = 0.05
average mastery in the achievement test, and only 47 or 46.1
percent had moved towards mastery level of NAT The five indicators of the leadership qualities of School
performance. This finding showed that most of the School Heads were correlated with the NAT performance of each
Heads have students who perform below the national average school they represent. The analysis showed that challenging
of the NAT. This only meant that the School Heads were not people did not significantly correlate with NAT performance
performing well as leaders in the schools. The majority whose (r = 0.165, p > 0.05). This result contradicts the findings of
students who performed with average mastery could not be De Vries, Bakker-Pieper, and Oostenveld (2010) findings,
doing enough to address the difficulty in the teaching and concluding that leadership styles mediate the relations
learning to progress the performance of the pupils. between communication styles and leadership outcomes. This
Table 3. Performance of School Heads based on NAT results finding implies that the School Heads were not doing enough
Frequency
to challenge their teachers to develop innovative ways to
Rating Descriptive Equivalent
(N = 102)
Percent improve the students' performance.
66 – 85 Moving towards mastery 47 46.1 In inspiring people, no significant relationship was also
found with NAT performance (r = 0.057, p > 0.05),
35 – 65 Average mastery 55 53.9
suggesting that most School Heads do not communicate a
positive and hopeful outlook related to students' performance.
School Heads faced difficult issues that could make or Similarly, Koech and Namusonge (2012) noted a relatively
break them as public servants. The overall low performance low correlation between transactional-leadership behaviors
in the NAT calls for leaders to adapt to the changing and organizational performance. This could also mean that
environment and situations in the office or the community. most School Heads were not doing their best to inspire the
However, since most School Heads are appointed without teachers and students.
orientation on leadership skills, we may wonder what kind of No significant relationship was found between enabling
leaders they are. Given this, Amanchukwu, Stanley, and others to act and NAT performance (r = 0.080, p > 0.05). This
Ololube (2015) mentioned that applying leadership styles, meant that involving teachers in planning the school's
principles, and methods offers a great opportunity to further activities had nothing to do with the students' performance in
refine educational leadership and management policies and the NAT. This finding suggested that giving teachers
practices by accepting and utilizing the basic principles and discretion to make their own decision didn't positively affect
styles of educational leadership. What kind of leadership students' performance on the national achievement test.
qualities do they need in order to be capable of leading Modeling the way also showed no significant relationship
change? Indeed, each School Head has a unique and special with NAT performance (r= -0.138, p>0.05). This meant that
leadership style that underlies a relatively stable behavior even School Heads who have a clear idea about her/his
pattern in response to ideas, objects, or people in the leadership philosophy had little or negligible impact on the
environment. students' performance in the NAT. Modeling pedagogical
3.4. Relationship between School Heads' Leadership strategies was not enough to uplift students' performance in
Qualities and School Performance on NAT the NAT. This finding was important considering that School
Heads lead the teachers in running the school organization.
The Spearman-Rank correlation was utilized to test the Who would if they cannot improve the school's performance
relationship between School Heads' leadership qualities and in the NAT?
school performance in the National Achievement Test, as Lastly, encouraging people did not significantly correlate
shown in Table 4. The result revealed that the leadership with NAT performance (r=0.143, p>0.05). This meant that
qualities of School Heads and school performance based on School Heads were not doing enough to encourage teachers'
NAT results were negligibly correlated. Upon testing for contribution to the achievement of organizational goals.
significance between the two variables investigated, which Praising and appreciating teachers' efforts did not reflect on
was set at a 0.05 level of significance, the result showed no students' performance in the NAT. This is a serious issue
significant relationships between the parameters of the considering that teachers should be motivated enough to
leadership qualities and school performance. facilitate students' learning. However, this finding also
suggests that other factors could be involved in why students

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