ABSTRACT
This qualitative study sought to explore the administrative and supervisory practices of school heads in integrated schools, with the goal of using the findings as a basis for policy recommendations. The research was carried out in five (5) selected integrated schools within the Schools Division of Iloilo City. A researcher-developed interview guide was used to collect data from five school heads, and thematic analysis was employed to interpret and describe the data. The findings indicated that school heads’ practices in integrated schools were managing school operations and resources, planning, engaging stakeholders, conducting classroom observations, and providing support to teachers. The challenges met were resource shortages, multiple responsibilities, limited time, and diverse teaching and learning needs. In addressing the challenges, the following themes emerged: strategic delegation and team empowerment, building strong partnerships, structured decision-making, ethical leadership, and professional development initiatives. The findings of this study served as the foundation for suggesting policy recommendations.
Keywords: Administrative and Supervisory Practices, School Heads, Integrated Schools, Policy Recommendation
INTRODUCTION
In the country, the government, through RA No. 9155, or the Governance of Basic Education Act of 2001, seeks to develop schools and learning centers as institutions where children can acquire the essential competencies outlined in elementary and high school curricula. Additionally, these centers provide equivalent learning programs for out-of-school youth and mature students, allowing them to earn accreditation equivalent to at least a high school education. To fulfill this goal, the Department of Education (DepEd) has institutionalized integrated schools to provide inclusive education to Filipino learners, especially those in far-flung areas. Integrated schools are educational institutions that provide the full basic education program from Kindergarten through Grade 10, or up to Grade 12 under the complete rollout of the K to 12 Law within a single campus and follow a unified instructional program. (DepEd Order No. 40, s. 2014).
Establishment of integrated schools has brought positive and negative impacts to the community, especially to the school heads. Nitta et al. (2010), as cited by Soliva & Escote (2024), emphasized the good effects of integrated schools in enhancing administrative efficiency and improving learning experiences and outcomes. They also noted the positive impact of integrated schools on society by ensuring access to education, especially for learners in remote locations who might otherwise struggle to remain in school. Also, the conversion alleviates the pressure on guardians facing difficulties enrolling their kinds in far-off secondary learning centers. On the other hand, Pangandoyon et al. (2024) found that the negative effects of establishing integrated schools were diverse needs of teachers and learners, which lead to conflict. Similarly, the limited budget, the lack of resources, and little external support from the stakeholders were also mentioned. These administrative and supervisory challenges tested the leadership and coping skills of school heads.
To address these challenges mentioned earlier, school heads must develop effective and impactful leadership skills to deal with the challenges they experienced. Webster & Litchka (2020) on their research on Planning for Effective School Leadership: Teachers' Perceptions of the Leadership Skills and Ethical Behaviors of School Principals concluded that over the past century, effective school leadership has evolved from embodying many abilities and good behaviors to leading and managing the school in a manner that is inspiring and empowering. They also assert that the cultivation of proper conduct among school principals does not occur automatically. Both aspiring and current school leaders need to study, comprehend, and implement not only the principles of effective school leadership but also the philosophy of ethics and ethical decision-making, ensuring that their actions clearly support the success of teachers and students in an undeniable way.
In light of these challenges, this study is intended to identify the specific administrative procedures of school heads in integrated schools, with the ultimate goal of creating a policy recommendation. By examining the specific administrative and supervisory practices, as well as the struggles and coping strategies of school heads, the researcher aimed to offer policy recommendations that could enhance school leadership and improve educational systems and outcomes in the integrated schools of the Schools Division of Iloilo City, and ultimately, across the Philippines.
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