TRUST IN LEADERSHIP, PERCEIVED COMPETENCE OF SCHOOL ADMINISTRATORS, AND PERFORMANCE OF THE PUBLIC S

TRUST IN LEADERSHIP, PERCEIVED COMPETENCE OF SCHOOL ADMINISTRATORS, AND PERFORMANCE OF THE PUBLIC SECONDARY SCHOOLS

A Dissertation Presented to the Faculty of the Graduate School of Management and Accountancy Southwestern University PHINMA Cebu City

In Fulfillment of the Requirements for the degree Doctor of Public Administration

by

MANUEL D. DINLAYAN II March 2017

ii ACKNOWLEDGEMENT This dissertation could not have been finished without the help and support from many district supervisor, school heads, teachers, students, barangay officials and stakeholders. It is my great pleasure to acknowledge people who have given me guidance, help and encouragement.

I would like to thank first Dr. Emmanuel R. Umbao for his constant guidance, personal attention, suggestions and endless encouragement and full support during my dissertation. To the members of the panel Dr. Angelita P. Canene, Dr. Louella P. Zafra, Dr. Delia G. Rayoso, Dr. Victor Nesa S. Chiu and Dr. Rosante E. Nengasca for their honest critique and guidance, and secretary, Dr. Emmanuel R. Umbao, for taking the proceedings diligently.

Special

thanks

to

my

School

Division

Superintendent

Edilberto L. Oplenaria, CESO VI, Curriculum Implementation Division Chief Ralph T. Quirog, Education Program Supervisor Josie Zamora, District Supervisor Noel A. Tan Nery and Dr. Lorenzo B. Dinlayan III, for their endless, important suggestions and remarks in this research.

iii I would like to thank Education Program Supervisor Rosie A. Salupado, IT Officer Paul Arias, and Novem A. Sescon for their data and programs.

And special thanks to SP-Staff Lance, Karen, Arvin, Efren, and Marlowe.

Finally, I would like to express my gratitude to my parents Mr. & Mrs. Manuel L. Dinlayan, my wife, Irene A. Dinlayan and to my two daughter Fiona Jane & Theodora Scarlette, whose support and constant encouragement helped me through the hard times of this research. My deepest appreciation is expressed to them for their love, understanding, and inspiration. Without their blessings and encouragement, I would not have been able to finish my dissertation.

MANUEL D. DINLAYAN II

iv ABSTRACT Title

: TRUST IN LEADERSHIP, PERCEIVED COMPETENCE OF SCHOOL ADMINISTRATORS, AND PERFORMANCE OF THE PUBLIC SECONDARY SCHOOLS

Author

: MANUEL D. DINLAYAN II

Degree

: Doctor of Public Administration

School

: Southwestern University PHINMA

Adviser

: Dr. Emmanuel R. Umbao

Date

: March 2017

Pages

: 126 CONTENT ANALYSIS

Objectives and Scope

This study will determine the level of trust in leadership, perceived competence of school administrators, and the level of performance of the public secondary schools in the Division of Malaybalay City. Findings will serve as basis for a proposed action plan.Thisstudy with a descriptive-correlational design will be utilized to determine the level of trust in leadership and the perceived level of competence of the school administrators from the perspective of the stakeholders. The level of school performance will also be determined.

Findings As to age, respondents belonged to the age bracket of middle and late adulthood.

For highest educational attainment, findings implied that it is now prerequisite that those holding higher position should have MA units for professional growth and advancement.

v Further, as to years in service as school administrators, eight (8 or 47.06%) have spent less than 5 years as school administrators; 5 (29.41%) have been school administrators for 5 to 9 years and 4 (23.53%) have been serving as school administrators for more than 10 years.

Majority of the respondents (6 or 35.29%) have been exposed to less than 10 trainings related to leadership and management, another 6 or 35.29% have attended 10 but less than 20 trainings on leadership and 5 (29.41%) have attended more than 20 trainings in their stint as school administrators.

All the other stakeholders, very highly trust the leadership of the school administrators with the following mean: students (5.42), teachers (5.86), barangay officials (6.12), non-government offices (6.05) and parents (5.54).

School administrators are highly competent with their level of competence on school leadership with the following grand mean scores of 3.00 (self-assessment), 2.55 (students), 2.98 (teachers), 3.04 (barangay officials), 2.67 (parents) plus the very high assessment of the NGO staff towards the subjects (3.29).

The cohort survival rate computes the percentage of a cohort of grade 1 pupils who are able to reach grade 6. Since 2011 until 2015, the district has not met yet the 90% regional standard rate based on the secondary data presented. Although the pattern suggests that they are slowing reaching for the target.

The completion rate measures the percentage of year 1 entrants who graduated in elementary. Since 2011 until 2015, the schools have not met yet the 90% regional standard rate although the pattern suggests that they are slowing reaching for the target.

The simple Dropout Rate calculates the percentage of students who do not finish a particular year level, but it does not capture students who finish a grade level but do not enroll in the next grade level the following school year. The pattern for 4 school years suggests they are slowly reaching the 3% target limit.

Results after testing the relationship between the profile variables of the school administrators and the trust towards them in terms of leadership among the stakeholders. All the computed chi-square values did not reject the null hypotheses.

Testing of relationship between the age, highest educational attainment, number of years in service and relevant trainings attended of the respondents and the seven domains of competence are not significantly related.

vi Testing of relationship between the level of trust in Leadership and the seven domains of competence do not significantly vary or are not significantly impacting each other.

The cohort-survival, completion, achievement, drop-out and enrollment rates have negligible or very low correlation with the level of trust towards the subjects.

Level of perceived competence of school administrators and the cohort-survival, completion, achievement and drop-out rates have negligible or very low correlation with the cohort-survival rate, completion rate for the past four years.

Conclusion Based on the findings of the study, it can be concluded that the high level of competence of the school administrators is not significantly related to their profile, trust in leadership towards them and even for some indicators of school performance.

Although more importantly, school management and operations (domain 6), has been tested to have an inverse moderate correlation with the enrollment rate. This means that the better is the principal in managing the daily operations of the school, the more it impacts the enrollment rate.

Recommendations The proposed action plan be implemented in the research locale. Future studies include bigger pool of respondents or another set of respondents so as to strengthen the validity of results.

vii TABLE OF CONTENTS Page Title Page

i

Approval Sheet

ii

Acknowledgement

iii

Abstract

iv

Table of Contents

viii

List of Tables

xi

CHAPTER I

THE PROBLEM AND ITS SCOPE INTRODUCTION

1

Rationale of the Study

1

Literature Background

3

THE PROBLEM Statement of the Problem

25

Statement of Null Hypotheses

27

Significance of the Study

28

METHODOLOGY Research Design

30

Research Environment

30

Research Participants

31

viii Research Instrument

33

Research Procedure

34

Data Gathering

34

Treatment of Data

36

DEFINITION OF TERMS II

37

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Profile of the School Administrators

39

Level of Trust Towards Leadership

43

Level of Competence of School Administrators as perceived by the Stakeholders

46

Level of School Performance for Five Years 67 Relationship between Profile and Level of Trust in Leadership 69 Profile and Level Perceive Competence of School Administrators 70 Level of Trust in Leadership and Level of Perceived Competence of School Administrators 74 Level of Trust in Leadership and School Performance

75

Level of Perceived Competence of School Administrators and School Performance 76

ix

III

Factors Affecting Competence of School Administrators

80

Proposed Action Plan

88

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings

93

Conclusions

96

Recommendations

96

REFERENCES

98

APPENDICES A – Letter Request

101

B – 2nd Endorsement Letter

102

C - Profile of the Respondents

103

D – Trust in Leadership

104

E – National Competency-Based Standards For School Heads Training and Development Needs Assessment (NCBTS-TDNA) 106 F – Data on Level of Trust in Leadership 112 G – Data on Level of Competence CURRICULUM VITAE

113

x LIST OF TABLES Table

Pages

1

Profile of the School Administrators

39

2

Level of Trust Towards Leadership

43

3

Level of Competence of School Administrators as Perceived by the Stakeholders 47

4

Level of School Performance for five years

67

5.1

Relationship between Profile and Level of Trust in Leadership

69

5.2.1

Age

70

5.2.2

Highest Educational Attainment

71

5.2.3

Number of Years as Administrators

72

5.2.4

Relevant Training

73

5.3

Level of Trust in Leadership and Level of Perceived Competence of School Administrators 74

5.4

Level of Trust in Leadership and School Performance 75

5.5.1

Competence vs. Cohort Survival Rate

76

5.5.2

Competence vs. Completion Rate

77

5.5.3

Competence vs. Achievement Rate

77

5.5.4

Competence vs. Drop-out Rate

78

5.5.5

Competence vs. Enrolment

79