Administrators’ Perception of Their Role in School-wide Positive Behavior Interventions and Supports Implementation

School administrators are called upon to enact and maintain school-wide systems and programs that promote student safety and success. The positive behavioral interventions and supports (PBIS) framework is a popular school-wide approach for teaching, maintaining, and addressing student behavior through a three-tiered framework with the aim of reducing challenging behavior and enhancing opportunities for learning by all students. Thus, the purpose of this study was to learn more about how elementary school administrators set the stage for, and participate in, school-wide PBIS implementation. Ten elementary school administrators who were successfully implementing the PBIS framework were interviewed. Analysis of the interviews revealed that administrators indicated that their primary responsibilities in the PBIS implementation process included maintaining the fidelity of systems, rationalizing system for staff, moving the school-wide implementation forward, and building capacity within and across teams and that, central to the success, was continued communication with stakeholders, including teachers.

Instructional Leadership Capacity of Elementary School Administrators

Objective - The purpose of this study is to determine the level of instructional leadership among public elementary school administrators in Antique, Philippines. Methodology/Technique – The study was conducted using the descriptive survey design to a sample of 182 purposively selected public elementary school administrators in the School Division of Antique, Philippines. The researcher adapted the National Competency-Based Standards for School Heads Questionnaire for this study. The questionnaire was originally constructed by the Department of Education (DepEd) - National Educators Academy of the Philippines (DepEd - NEAP). Finding - The results reveal that public elementary school administrators have poor knowledge in instructional leadership, specifically in developing programs and or adapting existing programs. The results also show that the public elementary school administrators have moderate knowledge in Assessment of Learning, Implementing Programs for Instructional Improvement, and Instructional Supervision. Novelty - The study suggests instructional leadership training programs for school administrators to increase their competence in instructional leadership so they can achieve the goals of their respective schools. Type of Paper: Empirical. JEL Classification: A21, I23. Keywords: Assessment of Learning; Capability Enhancement Program; Instructional Leadership Capacity; Instructional Supervision; School Programs Development; School Program Implementation. Reference to this paper should be made as follows: Basañes, R.A. 2020. Instructional Leadership Capacity of Elementary School Administrators, Global J. Bus. Soc. Sci. Review 8(2): 113– 123. https://doi.org/10.35609/gjbssr.2020.8.2(5)

Transformational Leadership Skills among Public Elementary School Administrators

This study investigated the transformational leadership skills and leadership styles of the public elementary school administrators in Bokod District, Bokod, Benguet. Data gathered were summarized, analyzed and cross-tabulated. Descriptive statistics like weighted mean, percentages and ranks were computed from test results. Responses from the respondents were also classified according to the number of years as an administrator and the kind of designation whether a) Principal, b) Head Teacher, c) Teacher-in-Charge. Analysis for transformational leadership survey measured leadership skills on six factors: Charisma, Social, Vision, Transactional, Delegation, and Execution while analysis for the leadership style survey determined the leadership styles of the respondents whether they are authoritarian, democratic or laissez-faire. The public elementary school administrators of Bokod District have generally varied transformational leadership skills and leadership styles. The leadership styles practiced by the respondents regardless of the number of years as administrators and the kind of designations are Democratic followed by Laissez-faire and last, Authoritarian style of leadership. It is recommended that Charisma as transformational leadership skill be revisited and be strengthened by the school administrators, and the interplay of the different leadership styles is paramount in school management. Hence, the principals, head teachers and teachers-in-charge need to be flexible in their management at all times.