ABSTRACT
This study determined the characteristics, leadership styles anD management practices of Level III School Based Management school heads in the Division of Butuan City. Specifically, the study answers the following questions such as the characteristics of school heads handling schools with School Based Management Level III as to personal and professional attributes, the leadership styles of the school heads in the SBM Level III school, the management practices of the SBM Level III school heads as school managers, and to design a capacity development program for budding school heads.
This study will utilize qualitative phenomenological research design
using interviews to gather the data. Ten school heads handling schools with SBM Level III were taken as participants. The collected data were analyzed using thematic analysis.
Findings
The following are the salient findings of the study:
1. The personal characteristics of school heads handling schools with School Based Management Level III were found to manifest transparency, compassion, commitment, courage, empathy and integrity in dealing with their teachers. As to professional attributes, the school heads were characterized as visionary leaders, shows collaboration, accountability, innovation, empowerment, commitment to excellence, data-driven, decision maker, keen on professional development, transparent, compassionate, and committed to work.
2. The leadership styles of the school heads in the SBM Level III schools were found to be collaborative, transformational, instructional, and data driven.
3. The management practices of the SBM Level III school heads as school managers were sought. Results showed that the school heads practiced strategic planning, resource management, empowering staff, monitoring and evaluation, and building partnership with stakeholders.
4. A capability building program was designed for budding school heads based on the personal and professional characteristics of school heads who have transformed schools to SBM Level III as well as to the leadership styles the school heads practiced and their management practices.
Conclusions
Based on the findings, the following conclusions are drawn:
1. School heads demonstrate a strong blend of personal qualities and professional attributes that can create a positive and productive environment for teachers.
2. For school heads show diverse leadership styles which are necessary for them to adapt different situations in schools and in the community.
3. The school heads have manifested effective practices necessary for sound management not only for their teachers but also for all school stakeholders.
4. The developed capability development program for aspiring or budding school heads has the potential to improve school leadership among themselves.
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