Occupational Stress: Associated Factors, Related Symptoms, and Coping Strategies Among Secondary School-heads

This study examined occupational stress, its related symptoms, associated factors, and coping strategies among heads of secondary schools in Kohat Division, Pakistan. A sample of 101 secondary school-heads was taken using a multistage sampling technique. Occupational Stress Index (Shrivastava & Singh, 1981) followed by four open-ended questions was used to investigate the study variables. Findings revealed that heads of secondary schools were occupationally stressed in their workplace. The most associated factors causing occupational stress were poor compensation, work overload, lack of effective advancement and promotion policy, poor implementation of education policy, lack of basic facilities, political interference, and under-participation. Several symptoms such as headaches, alterations in blood pressure, and digestive problems, were found to be associated with an increased risk of occupational stress. Furthermore, various related perceived physiological, psychological, and behavioral consequences were found to be caused by stress at work. Findings suggest that a comprehensive strategy promoted by the education department should be recommended for reducing stress among secondary school-heads and improving their wellbeing and other health-related conditions at the workplace.

Management Practices of School Heads, Organizational Behavior, and Performance of Teachers in Distance Learning Environment

This study determined the management practices of school heads, organizational behavior, and performance of teachers in the distance learning environment. Fifty-five (55) public school principals and one thousand five hundred seven (1507) teachers were the respondents of the study. The researcher utilized the descriptive-correlational examination plan, which utilized the adopted and modified questionnaires to assess and measure the variables under study. The statistical tools used to analyze the data gathered were: Frequency and Percentage, Mean, Standard Deviation, and Multiple Linear Regression Analysis. Findings revealed that the management practices, organizational behavior, and performance of teachers were relevant to the distance learning environment. The findings were used to determine the strategic plan model to be proposed by the DepEd and school officials. Since the school heads' management practices are assessed to a high extent, it may be sustained by introducing innovations in their respective stations, which will focus on how the instructional programs may be carried out to achieve the vision, mission, and goals of the DepEd. This may be done by involving the teachers in the instructional decisions to be made as well as in crafting the different plans to be implemented in the school context. The teachers may be exposed to seminars and capability building to further enhance their teaching pedagogy as well as their skills in the different aspects of the instructional program in the context of the new normal in the educational system.

A Phenomenological Exploration of School Leadership Development Programme: Improved Practices of School Leaders a Breakthrough Triumph in the Province of Punjab

The major driver of the phenomenology research was to explore the lived experiences of school heads about the School Leadership Development Programme (SLDP) in improved practices of leadership in terms of knowledge, skills, and attitudes in public sector schools of Punjab. The sample of the study was based on the geographical distribution of the province of Punjab i.e., central, southern and northern. The seven districts were taken, and 14 SHs were selected through purposive sampling. The in-depth semi-structured interviews were conducted after the prior consent of the participants. The instruments were self-developed and validated from five experts along with Mock interview practice. The researcher collected the data personally, and thematic analysis was employed to analyze the data. The findings revealed that SLDP is inseparable in the development of improved practices of SHs. It was strongly recommended to continue the SLDP encased with certain paraphernalia to get better results in the future.

Relationship between the Adherence to National Competency-Based Standards and the Professional Profile of School Heads in Northern Samar, Philippines

A descriptive study sought to determine the school heads’ adherence to the national competency-based standards and its relationship to the professional profile of the school heads in the Division of Northern Samar was done. This study used the descriptive-correlational research design which the questionnaire was patterned from studies on leadership and National Competency-Based Standards for School Heads (NCBS-SH) TDNA tool. Elementary schools were proportionally sampled by district/municipality while secondary schools were proportionally sampled by legislative districts of the province of Northern Samar. The respondents answered a survey questionnaire developed from the standards of Department of Education. This study found out that most of the school heads have earned master’s degree, are principal’s test passers, had more than 10 years of administrative and supervisory experience and had limited number of exposures to trainings. All the indicators of leadership skills were very highly observed. On the test of relationship between the professional profile of the school heads and their adherence to National Competency-Based Standards, administrative and supervisory experience and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Also, administrative, and supervisory trainings attended and NCBS-SH domains on school leadership, instructional leadership, HR management and professional development were found to be significantly correlated. Respondents’ leadership skills and NCBS-SH domains, leadership skills have significant correlation to all the NCBS-SH domains. From the test of relationship between the professional profile of the school heads and the school performance, only eligibility and administrative and supervisory experience are significantly correlated to SBM level of practice. The test of relationships between school heads’ adherence to national competency-based standards and school performance, the school leadership is significantly correlated to SBM level of practice.

Managing educational institutions: School heads’ leadership practices and teachers’ performance

School heads are agents of change who contribute a major impression on the educational milieu through their information-sharing methods, creating supportive social connections, participating in mentoring programs, and fostering progress. Hence, this study ascertained the interrelation between the public school head’s leadership practices and teachers’ performance. As correlation research, simple random sampling was used to calculate the sample size for teachers, while total enumeration was used for school heads. A structured questionnaire was developed to gather the necessary information that reinforced the theme of this analysis. Weighted mean was used to ascertain the level of leadership practices of school heads and the level of teacher performance. T-test, F-test, post-hoc test, and Pearson <em>r</em> were employed to establish the degree of association between and among variables. This study concluded that the variation in leadership practices experienced by school heads and teachers is absolutely vital, confirming that their reactions are fundamentally better. Teachers' performance is consistent irrespective of age, educational achievement, or significant contributions. In terms of teaching status and number of years of experience, head teachers have improved teaching efficiency than teachers and master teachers. Teachers with shorter relevant experience showed poorer educational quality relative to those who spent more time in the school system. School heads who have obtained their doctorate degrees get a greater level of leadership practices than the holders of master's degrees. The very productive performance of teachers stays the same, regardless of whether the school heads exhibit a very high degree of authentic leadership.

Pragmatic Sentiments and Coping Strategies of Out-Of-Field English Teachers in Public Senior High Schools

A phenomenological study was conducted to examine the challenges of out-of-field teachers in English, including their coping mechanisms and their suggested solutions to manage their sentiments in public senior high schools during the school year 2019-2020. The researcher used a one-on-one interview guide in collecting data, which were analyzed using the Ajjawi and Higgs framework of data analysis. The lack of content mastery that results in poor students’ performance is the top sentiment for out-of-field teachers, and it was hard for them to teach English as it is out of their specialization. It was found out that the out-of-field teachers employed several coping strategies and suggested solutions to DepEd to manage their sentiments, such as; acquiring competence through training, self-learning and motivating, asking for assistance from co-teachers, and to improve schools’ manpower. Hence, the researcher recommends the conduct of a comparative study on the performance of students and teachers, and regular mentoring of school heads and master teachers to aid out-of-field teachers. This calls for program mechanics that deal with alleviating the challenges that novice out-of-field teachers experience through program reforms, training and skills enhancement, professional development, and peer mentoring programs.

Interplay of Shared Leadership Practices of Principals, Teachers’ Soft Skills and Learners’ Competitiveness in COVID 19 Era: Implications to Economics of Educational Leadership

The COVID 19 pandemic had a significant impact on both the administration and instructional delivery. A close partnership between administrators and teachers is essential to students' overall growth, particularly in this COVID 19 era. This study employed a descriptive correlational research design. A survey was done using online to selected schools in South East Asian countries. From the study, it can be inferred that the highly positive results are seen on the level of principal shared leadership practices are manifested by the school heads, teachers' soft skills enhancement, and learners' competitiveness. The school heads are capable of exuding shared leadership aspects on effective communication, proper coordination, direction, and influence. Test of relationship showed a positive interplay between principals' shared leadership with the selected variables on teachers' soft skills and learners' competitiveness. Research on the comparative impacts of leadership styles will assist policymakers and practitioners in better understand which leadership techniques are most successful for specific elements of school reform efforts, in our view. Further, the implications of this study will help teachers better their interpersonal and administrative abilities while administrators are urged to continue to improve their leadership techniques. The result of this present study will provide a way for policymakers and other stakeholders to fund allocation and develop a plan of action to strengthen principal leadership in the COVID 19 era.

An Assessment of School Leaders' Management of Finances and Resources: Basis for Development Program

This study aimed to assess school leaders’ management of financial and resources in public elementary schools in District 18, Schools Division of Rizal, DepEd Region IV-A. This research study used descriptive-survey as the study’s research design. The respondents of the study comprised of teachers and school leaders. Findings of the study revealed that that majority are female, married, master’s degree holder, had an academic rank of Teacher I to Teacher III for teachers and appointed permanent principal for school leaders and in the service for more than 11 years. School Leaders’ Performance in Management of Finances and Resources in term of regular resource inventory was advance, while, regular dialogue for planning and resource programming and community-developed resource management system were developing. There is no significant difference on the assessment of school leaders’ management of financial and resources when grouped into school leaders and teachers. However, the researchers can infer that there is a significant difference on the scores of respondents on approved school operating budget and school inventory of resources. There is no significant difference on the assessment of school leaders’ management of financial and resources when compared into research survey results and SBM assessment of Region IV-A CALABARZON, Schools Division of Rizal. This study recommends an excellent financial plan that teachers and school heads collaborated in drafting it. This may plan according the management of finances and resources of the school

PRACTICES OF THE SCHOOL PRINCIPALS IN THE POLICY AND PLANNING SYSTEM

The knowledge, strategy, and skills of the school heads are the profound materials for the school’s success aside from the participation of the teachers, parents, and community. This phenomenological study aimed to explore the experiences of the elementary principals in the planning and implementation of the DepEd policies in their respective schools. Data were collected from the selected principals who were more than 5 years in managing schools, acknowledged as productive and competitive in their field, and received various recognitions in managerial and leadership aspects. The analysis of data - coding, categorizing, and theming was done through Creswell Analysis. Findings revealed five (5) clustered themes: Teachers Collaboration; Community linkages; Goal Setting and Transparency; Sound Relationship Cultivation; and Teachers Empowerment. Every clustered theme expounded with emergent themes. Based on the result, it is recommended to have continuous partnership and teamwork of internal and external stakeholders in the planning process and project development; conduct continuous teachers’ professional development; practice transparency; and communicate the plans. Moreover, the findings of this study would be a great tool in benchmarking the best practices in the implementation of policies and the planning process. KEYWORDS- policy, planning system, practices, principals