ABSTRACT
The study aimed to determine the management competencies and work performance of selected Grade leaders in Binangonan Sub-Office.
The respondents were the 119 or 50 percent of grade leaders and 34 or 100 percent of the total number of school heads in Binangonan Sub-Office. The management competencies of grade leaders were limited to leadership, interpersonal, personal management, problem solving, and information technology. The level of work performance of grade leaders was based on the latest Individual Performance Commitment Review Form (IPCRF). The researcher utilized the descriptive survey method of research and a researcher made questionnaire checklist to determine the level of the management competencies with respect to Leadership Skills, Interpersonal Skills, Personal Management Skills, Problem Solving Skills and IT Skills, the Individual Performance Commitment Review Form (IPCRF) for the work performance was considered. Interview was also utilized in order to substantiate the responses gained.
The study found out that the teachers find the Grade leaders competent in all the aspects of Leadership Skills, Interpersonal Skills, Personal Management Skills, Problem Solving Skills, and Information Technology Skills. On the other hand, the Grade leaders rated themselves Competent in all the aspects except for Information technology skills where they gave a rating of Moderately Competent. The level of work performance of Grade leaders as revealed in their Individual Performance Commitment Review Form is interpreted as Very Satisfactory. The test result accepted the null hypothesis stating that no significant relationship exist on the management competencies of the Grade leaders and their work performance.
Based on the findings, the following conclusions were drawn: the perception of the school heads on the level of management competencies of Grade leaders with respect to interpersonal skills and information technology skills is significantly higher than the Grade leaders themselves. Their perceptions do not differ with respect to Leadership Skills, Interpersonal Skills, Personal Management Skills, and Problem Solving Skills; the level of management competencies of Grade leaders does not significantly affect the level of their work performance.
In recognition of the findings, the researcher presents the following recommendations: Grade leaders are encouraged to enhance their knowledge and technical skills through participation in different trainings or take advance courses related to their position in order to adapt to change in dealing with technology; They are also encouraged to pursue graduate studies that are vertically articulated to their bachelor’s degree to acquire mastery and greater skill development that will lead to outstanding performance and promotion; Policies on Grade leader position may be formulated to establish criteria as reference in designating qualified teachers; A similar study may be conducted considering other variables to further improve the educational system in the elementary level.
Keywords: Management Competencies, Work Performance, Grade Leaders, School Heads
INTRODUCTION
Education is the most important mechanism for the empowerment of people for their socio-economic, political and technological development. The role of education is to direct and prepare the people of the society on how to deal with today’s complex and competitive environment.
The importance of education has been expressed and its priority is emphasized and mandated by the following provisions of the 1987 Philippine Constitution, Article XIV, Sections 1 and 2:
“The state shall protect and promote the rights of all citizens to quality education at all levels and shall take steps to make such education accessible to all.
The State shall establish, maintain and support a complete, adequate and integrates system of education relevant to the needs of the people and the society.”
It is the thrust of the government to provide quality education for all which is a multifaceted issue that involves expanding human capabilities and such prerogative requires evaluation of Grade leaders who facilitates and ensures that quality education is provided to pupils that will improve the quality of life of the people.
Governance of basic education shall begin at the national level. It is at the regions, divisions, schools and learning centers herein referred to as the field offices – where the policies and principles for the governance of basic education shall be translated into programs, projects and services developed, adapted and offered to fit local needs.
A typical structure of an elementary school is headed by a Principal or school head who is responsible for the administrative and instructional supervision of the school. Grade leader is an essential position or assignment to any school for it provides effective implementation of school’s programs. Such position foster leadership experiences and provides teachers an opportunity to develop positive leadership traits. A Grade leader serves as a curriculum leader; coordinates grade level duties, recommends appropriate teachers for instructional assignments; monitors class schedule in the grade level; assists substitute teachers; serves as communication liaison between the teachers of the grade level, the principal and other school groups; assists in the evaluation, selection, distribution and inventory of textbooks, materials, supplies and equipment; helps administer tests, analyze test results, and develop strategies for improving instruction; make classroom visitations deems necessary by the principal. When a deficiency is noted, he/she notifies the principal. The principal validates the existence of a deficiency and the Grade leader provides timely support and assistance.
All schools in Binangonan Sub-Office where Grade leaders are established the principle, may relay upon the advice of such person in making program improvements. They help the school in carrying out and translating the mandate, vision, mission of the Department of Education to programs, projects and services to fit the local needs. Grade leader designation puts teachers in a situation where they are faced with situations that need competencies and skills to cope up with and prove that they can perform their tasks in a manner expected by the people around them and the school as a whole. They must be competent and firmly determined to face the demands that they have to respond to and to truly function in an expected level of efficiency which is evident on the results of their regular performance evaluation. Though there is no Grade leader position specified by the Department of Education, appointments of said position is made as part of the management strategy of a school principal or school head in our sub-office on an annual basis and such designation does not entail additional compensation.There is no existing selection criteria in appointing/designating a teacher to become the grade leader, thus this action research was conducted in order to ascertain the competencies of grade leaders when it comes to managing the school and the performance of their work.
This study was conducted in Binangonan Sub-Office which is composed of 34 schools located in Binangonan, Rizal. The elementary schools included were Binangonan Elementary School, Calumpang Elementary School, Casimiro Ynares Elementary School, Darangan Elementary School, Libis Elementary School, Macamot Elementary School, Mahabang Parang Elementary School, Pila-pila Elementary School, Tatala Elementary School, Bangad Elementary School, Bombong Elementary School, Bilibiran Elementary School, Don Jose Ynares Sr. Elementary School, Dona Susana Madrigal Elementary School, Ithan Elementary School, Kalinawan Elementary School, Kaytome Gulod Elementary School, Janosa Elementary School, Lunsad Elementary School, Mabuhay Homes Elementary School, Pinagdilawan Elementary School, Pipindan Elementary School, Sapang Elementary School, Sitio Mata Elementary School,Talim Elementary School, Tayuman Elementary School, Libid Elementary School, Banaba Elementary School, Buhangin Elementary School, Tabon Elementary School, Limbon-limbon Elementary School and Malakaban Elementary School.
The Department of Education envisioned the dream of Filipinos who passionately love their country and whose competencies and values made them realize their capabilties and understand how they can contribute in the society. As a learner-centered public institution, the Department of Education is continuously progressing to be of better service to its stakeholders. Its mission is to protect and raise awareness to every Filipinos on their right to quality education, equitable, culture-based and complete basic education wherein students learn child-friendly, gender sensitive, safe and motivating environment; teachers facilitate learning and constantly nurture every learner; administration and staff, a steward of the institution, ensure an enabling and supportive and environment for effective Learning to happen; family, community, and for life- long
Teachers’ school-wide practices or performance includes engaging in any professional activities outside their classroom in order to maintain peaceful organization and to ensure that the school experiences of pupils are coherent and productive. Teachers collaborate with one another in the planning of instructions, act as members of school improvement planning teams and school councils, provide advice to administrators on a wide range of issues, and frequently both lead and stop the co- curricular program of the school.
Binangonan Sub-Office continues to provide teachers with trainings, seminars and conferences to enhance them, make them efficient in their work and improve their capabilities in Information Technology Skills as well as in English Programs; Teacher induction program for new teachers; workshop on the use of revised code management assessment process tool in assessing schools SBM level of practice and many more.
The study was anchored on the Competency-Based Theory proposed by David McClelland in 1973 as cited by Kaushiki (2014). The competency-based Identified competencies as underlying characteristics which are the critical differentiator of performance. This characteristic may be motives, traits, skills, knowledge or self-concept and they distinguish superior performance.
Competency based Theory has been used for the purpose of making employees more proficient in their work so that organizations can be of advantage over their opponents and prosper in today’s situation. Competency based management has turned out to be an effective tool for HR to improve the organizational performance. Individual performances as well as Organization’s performances enhances by integrating the competency-based theory.
Competency assessment is always result oriented in which performance is being evaluated for the efficiency of applying the knowledge and skills in their work. Results determine areas where grade leaders are excelling and areas where they have difficulties. Measuring management competencies is essential for determining the ability and readiness of teachers particularly the Grade leaders to management and administrative positions.
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