title defense for Educational Management student

1. PROPOSED TITLE:
PROFESSIONAL PREPARATION OF SCHOOL LEADERS
ENSURING HIGH LEVEL OF INSTRUCTIONAL COMPETENCIES
OF PUBLIC ELEMENTARY SCHOOL TEACHERS
Proposed by:
MA. GLAIZA P. ASIA

2. PRE-ORAL
DEFENSE
PROFESSIONAL PREPARATION OF SCHOOL LEADERS
ENSURING HIGH LEVEL OF INSTRUCTIONAL COMPETENCIES
OF PUBLIC ELEMENTARY SCHOOL TEACHERS
MA. GLAIZA P. ASIA
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
San Pablo City
Graduate Studies and Applied Research

3. Background and Rationale
Effective professional development provides teachers and
school leaders a program where they can learn, practice,
implement, reflect and improve all the professional skill that
they earn through the years of teaching and managing.
Professional preparation in an academically oriented
profession implies in acquisition of an academic and
scientific body of knowledge that gives support to
projects, programs and procedures of professional
intervention.
In DepEd, one of the programs given to the school leaders and
teachers is the pre-service and in-service training which give
teachers the opportunity to gain more information and strategies
that will apply in their teaching.

4. Background and Rationale
The purpose of this research was to investigate the extent of
teachers‟ perceptions of principals‟ leadership behaviors
connected to a healthy school climate, and how those behaviors
were related to Greens (2022) 13 core competencies (i.e.,
assessment, collaboration, curriculum and instruction, diversity,
inquiry, instructional leadership, learning community,
organizational management, professional development,
professionalism, reflection, unity of purpose, and visionary
leadership).

5. THEORETICAL AND
CONCEPTUAL
FRAMEWORK

6. THEORETICAL FRAMEWORK
01
Wehby, Symons, Canale, & Go, 2019
The decision of school leaders for better
instructional competence among teachers
does not only affect teachers but students.
Providing instruction at student-appropriate
levels is particularly important among teachers.
When students are presented with information
and materials beyond their current skill level,
they become frustrated and may engage in
behaviors that avoid engagement in the lesson

7. THEORETICAL FRAMEWORK
02 Hammond,et.al 2017
which states that Coaching and expert
support involve the sharing of expertise about
content and practice focused directly on
teachers’ individual needs. Experts may share
their specialized knowledge as one-on-one
coaches in the classroom, as facilitators of
group workshops, or as remote mentors using
technology to communicate with educators.
They may include master teachers or coaches
based in universities or professional
development organizations.

8. CONCEPTUAL FRAMEWORK
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The Philippine Professional Standards for Teachers, which is
built on NCBTS, complements the reform initiatives on teacher
quality from pre-service education to in-service training. This set
of stanards makes explicit what teachers should know, be able
to do and value to achieve competence, improved student
learning outcomes, and eventually quality education.

9. CONCEPTUAL FRAMEWORK
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School leader may undergo professional preparation to managed a
school more efficiently and effectively. Accordingly, the governance scheme
provides a certain amount of professional development at the School Division
Level, usually offered in the form of regularly offered Management
Communication (MANCOM) Meetings. These meetings vary with respect to the
content and quality of professional development on offer. At times, they
emphasize relevant skills related to the evolving principal role in the conceptual,
human and technical domains (Northouse, 2012).
This successful professional preparation of school leaders may provide
teachers with high level of instructional competencies if disseminated properly.

10. RESEARCH PARADIGM
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11. STATEMENT OF THE
PROBLEM

12. STATEMENT
OF THE
PROBLEM
SOP #1
The focus of the study is to
describe the professional
preparation of the school leader
respondents and how it
contributes in ensuring the high
level of instructional
competencies of teachers.
Specifically, the purpose is
to answer the following
questions:
1. How do school leaders described their
professional preparation in terms of;
1.1 Delivering Vision
1.2 Delivering School Culture and Instructional
Learning
1.3 Management and Operation
1.4 Community Relations
1.5 Ethical Behaviors
1.6 Politics and Law Deliveries
1.7 Delivering Technology
1.8 Research and Development
Mean and SD

13. STATEMENT
OF THE
PROBLEM
The focus of the study is to
describe the professional
preparation of the school leader
respondents and how it
contributes in ensuring the high
level of instructional
competencies of teachers.
Specifically, the purpose is
to answer the following
questions:
SOP #2
2. What is the level of instructional competencies
of teachers as to;
2.1 Professional Knowledge
2.2 Professional Skills
o Pedagogies
o Classroom Management
o Learner Assessment
2.3 Personal Characteristics
2.4 Ethical Standards
2.5 Professional Development
& Lifelong Learning
Mean and SD

14. STATEMENT
OF THE
PROBLEM
SOP #3
This study attempts to
determine the effectiveness of
Place-Based Education (PBE)
in improving learners’
Problem-Solving Skills in
Mathematics 9;
Specifically, the purpose is
to answer the following
questions:
3. Is there significant relationship
between the professional preparation
of school leader and the level of
competencies of the teachers in
public elementary schools?
Pearson r

15. STATEMENT
OF THE
PROBLEM
This study attempts to
determine the effectiveness of
Place-Based Education (PBE)
in improving learners’
Problem-Solving Skills in
Mathematics 9;
Specifically, the purpose is
to answer the following
questions:
SOP #4
4. Based from the result, what
programs can be proposed to
ensure the high level of
competencies of the public
elementary teachers?

16. RESEARCH
METHODOLOGY

17. Research Design: Mixed Method and Descriptive Research
Researcher Area:
Instruments:
Duration:
Professional Preparation of School Leaders
4 to 5 months
One-hundred Fifty (150) Public Elementary
school heads and teachers of Mulanay District
Researcher-made checklist questionnaire with
series of questions on professional preparation
employed by school heads
Respondents:
Statistical Treatment:
Mean, Frequency Distribution, and Standard Deviation
Paired T-test & Pearson Product Moment Correlation
Coefficient
Research Methodology

18. References
Alansari, Amal EEHE, Survey of Leadership Standards for Professional Preparation of A Survey of Leadership Standards for
Professional Preparation of Public School Principals in Kuwait
Brooks, J.S. & Sutherland. School leadership in the Philippines: Historical, cultural, and policy dynamics
Article in Advances in Educational Administration · December 2013. Retrived from
https://www.researchgate.net/profile/Jeffrey_Brooks7/publication/288745230_
School_leadership_in_the_Philippines_Historical_cultural_and_policy
dynamics/links/56b1770708aed7ba3feb23d/School-leadership-in-the-Philippines-Historical-cultural-and-policy-
dynamics.pdf
DepEd Order No. 42, s.2017.National Adaptation and Implementation of the Philippine Professional Standards for
Teachers. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf

19. References
Fullan, M. (2016). The development of transformational leaders for educational decentralization. Toronto:
Canada
Green, R. L. (2022). Practicing the art of leadership: A problem-based approach to implementing the ISLLC
standards (4th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall
Gickling, E. E., & Armstrong, D. L. (2018). Levels of instructional difficulty as related to on-task behavior, task
completion, and comprehension. Journal of Learning Disabilities, 11, 559–566.
Hammond,L.D et,al. Effective Teacher Professional Development.
Louis, K., Leithwood, K., Wahlstrom, K., & Anderson, S. (2020). Learning from Leadership: Investigating the
links to improved student learning. Final report of research to the Wallace Foundation. Retrieved
October 17, 2015, from the University of Minnesota, Center for Applied Research and Educational
http://www.wallacefoundation.org/knowledge-center/school-leadership/keyresearch/Documents
/Investigating-theLinks-to-Improved-Student-Learning.pdf

20. References
Spillane, J. (2016). Distributive leadership. San Francisco, CA: Jossey-Bass.
Sutherland, K. S., & Wehby, J. H. (2021). Exploring the relationship between increased opportunities to
respond to academic requests and the academic and behavioral outcomes of students with EBD.
Remedial and Special Education, 22(2), 113–121.
Wallance Foundation. The School Principal as Leader: Guiding Schools to Better Teaching and Learning.
Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F. J. (2019). Teaching practices in classrooms for students
with emotional and behavioral disorders: Discrepancies between recommendations and
observations. Behavioral Disorders, 24(1), 51–56.

21. Thank you
and
God Bless!