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008			191016n 000 0 eng d
100	1		_aCayabyab, Joel A.
245	0	0	_aShared instructional leadership of administrators among select schools in Bataan _h[manuscript] : _bBasis for a proposed training and development program / _cJoel A. Cayabyab.
260			_aBalanga City : _bBPSU, _c2017.
300			_a160 leaves ; _c28 cm.
500			_aInclude bibliographical references.
520			_aFocusing 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.
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