Cayabyab, Joel A. <br/><br/>
Shared instructional leadership of administrators among select schools in Bataan  Basis for a proposed training and development program /  [manuscript] : 
Joel A. Cayabyab. 
 - Balanga City :  BPSU,  2017. 
 - 160 leaves ;  28 cm. 
<br/><br/> Include bibliographical references. 
<br/><br/> Focusing on shared instructional leadership among school administrators, this  study examined the shared instructional leadership of both principals and head teachers  with their active collaboration around instructional matters to enhance the quality of  instruction and student performance.   The aim of this study is to determine the shared instructional leadership of  administrators which of the 10 leadership functions contained in the Principal  Instructional Management Rating Scale (PIMRS), as identified by Hallinger (1983), are  demonstrated by principals and head teachers in the Province of Bataan. The respondents  comprised 120 in 16 secondary schools of Bataan in which 104 were head teachers and  16 were school principals. As a subsidiary question, the study also sought to determine if  there was a significant difference on the shared instructional leadership of principals and  head teachers when grouped according to their profile.  The study assessed the shared instructional leadership of principals and head  teachers on their respective schools. Thus, a descriptive survey method is used to make  the data gathering from a relatively large number of study within a short period of time  with minimum cost and help.   As accorded by Halinger 2008, the PIMRS assessed principals' instructional  leadership behaviors through a Likert-type, 50 item survey containing three dimensions  of instructional leadership: defining the school's mission, managing the instructional  program, and promoting a positive school learning climate.   The content of the survey questionnaire were checked in accordance to its  acceptability, appropriateness, content and language on the subject to be measured. The    questionnaire was piloted to the 20 senior teachers including the school principal, head  teachers of Bataan School of Fisheries for reliability testing.   Descriptive statistics was used to identify the personal profile and leadership  functions were being demonstrated frequently. Although principals from both cohorts  perceived that they were frequently demonstrating 3 to 4 out of 10 of these leadership  functions, the teachers as a group only indicated that one function was being  demonstrated. The data also indicated that, on average, principals of recognized schools  are demonstrating the leadership behaviors measured in the PlMRS more frequently than  principals of non-recognized schools. Although teachers, on average, indicated that there  were fewer overall behaviors being demonstrated frequently, they were in agreement with  their respective principals' data, in that they also perceived that principals of  recognized  schools demonstrated these behaviors more frequently.   Microsoft Excel and SPSS Version 23.0 software were used to organize and  analyze the data. The data were specifically analyzed using descriptive statistics such as  frequency counts, percentage, weighted mean, and standard deviation and inferential  statistics such Independent Samples T-test, Analysis of Variance (ANOVA) and other  tests. Specifically, frequency and percentage were utilized to present the background  information of the school principal and head teachers in terms of age, civil status, gender,  highest educational attainment, length of service in the position, and field of  specialization. Also Pearson Correlation was utilized to have a better understanding of  the relationship of the components of the shared instructional leadership of school  principals and head teachers.  On the other hand, since SPSS software was utilized, the probability values (p  values) of significance level of statistical tests are readily available for comparison with    0.05 level of significance which was set by the researcher prior to the conduct of the  study. If the p-value is less than or equal to 0.05, the statistical test is significant and  therefore the null hypothesis is rejected. Otherwise, it is not rejected. The comparison of  shared instructional leadership of principals and head teachers when they are grouped  according to their profiles such as age, civil status, gender, highest educational  attainment, length of service in the position, and field of specialization.  Taken together, the F-value of 1.86 significant at 0.16 levels indicated no  significant difference in the overall mean instructional leadership when grouped  according to age. The respondents, in general, had a very good regard towards their  shared instructional leadership, regardless of age.   Evidently, no significant differences were found between males and  females in terms of their overall shared instructional leadership. This is evident with the  absolute t-value of 0.18 significant at 0.86. As shown, both male and female groups  consider their overall shared instructional leadership to be very good as suggested by the  overall mean of 4.39 and 4.37, respectively. Hence, the null hypothesis is not rejected.   The overall mean of the respondents when grouped according to highest  educational attainment did not differ much, just by looking at the values which are 4.38  for those with MA/MS units or below, 4.34 for those with MA/MS degrees, and 4.47 for  those with doctoral units or degrees. The values indicated a  very good regard towards  shared instructional leadership. The slight differences observed were not significant as  implied by the F-value of 0.49 only significant at 0.61 greater than 0.05 level. Hence, the  null hypothesis was not rejected.  Meanwhile, there were no significant differences in the mean instructional  leadership of respondents when grouped according to length of time in the position when it comes to framing the school goals, coordinating the curriculum, monitoring student  progress, protecting instructional time, maintaining high visibility, promoting  professional development, providing incentives for teachers, and providing incentives for  learning. This result was evidenced by the F-values which were not significant at 0.05  level. The data did not provide sufficient evidence to show that these instructional  leadership styles differ according to length of time in position.  Evidently, no significant differences were found among the respondents when  grouped according to their specializations with respect to the overall shared instructional  leadership. This was evident with the F-value of 1.12 significant at 0.36. Hence, the null  hypothesis was not rejected.