encountered by the school administrators to their companions in the journey in

encountered by the school administrators to their companions in the journey in achieving quality education for the benefits of the learners to compete globally and also recommendations of the hindering factors that met along the way during operations.V. INNOVATION, INTERVENTION AND STRATEGYRA 9155 or the Governance of Basic Education Act of 2001 and the issuance of its Implementing Rules and Regulations, states the functions of Public School District Supervisors (PSDS) have been spelled out. However, there are continuing concerns in the field about how best to utilize such personnel in relation to the policy of strengthening school-based management in line with the Schools First Initiative. There are also issues related to their administrative relationship with school heads. Moreover, the Department of Education Rationalization Program calls for ensuring the optimal utilization of all personnel in the education organization and focusing their roles towards the attainment of improved educational outcomes.The Public Schools District Supervisor (SDS) conducted intensive monitoring and supervision, visits and monitors schools for instructional supervision, monitor the implementation of programs and projects of Department of Education. This monitoring and supervision which he called “Bench marking”. All schools were given the time schedule on what date when the team visited the schools. The team was composed of school heads both elementary and secondary school heads, ALS teacher and district nurse. They had the criteria that was followed by the teachers. Each component had specific rating and has a total of 100 points. Then, it was followed the awarding of certificates. In the certificate, it was reflected the total number of points the teachers gained from the criteria given.Furthermore, the PSDS conducted monthly conferences/consultations, monitored checked the financial status of the school and provided technical assistance to school just to ensure quality Education. The researcher monitored the duties and responsibilities of the School Heads based on their Key Results Areas (KRA’s) that reflected on their Office Personnel Commitment and Review Form (OPCRF).The success of the school depends on what kind of leader you are. What kind of a School Administrator are you? Do you follow the classic definition of a leader: someone who aims to influence and motivate teachers to meet school goals and effectiveness?If you’re doing your job, then this definition might sound familiar. But let’s get more specific. Do you have a particular leadership style that you usually use?Most leaders generally adhere to one or two preferred styles of leadership with which they feel comfortable. But the challenge is that great leaders have multiple leadership styles in their toolkit, and they are adept at diagnosing situations and using the right leadership styles at the right times, according to David Jones, associate professor of management at the University of Vermont.Jones identifies five styles drawn from theory and research on leadership that he thinks are important for all leaders to have in their toolkit:Directive: You’re no dictator, but you’re very clear in establishing performance objectives for your team. You’re adept at providing structure and skilled at clarifying employees’ perceptions of their roles. When needed – and this isn’t always a bad thing because some situations might require it – you tend toward micro-managing.Supportive: If you’re approachable and empathetic, then you’re probably a supportive leader. You show concern for employees, and you treat them with dignity and respect. Your employees, in turn, feel valued and cared for. In times of change, they trust you to help them manage uncertainty.Participative: If you’re someone who works hard for buy-in by soliciting employee input, then you’re most definitely a participative leader. You encourage employee involvement in decision-making and, more importantly, ensure they know that their views will be – and have been – considered. Depending on the situation, you consult directly with employees; other times, you delegate your authority to employees who engage in the decision-making.Achievement-Oriented: If you always think you and your team can do better, and you push everyone to reach higher, then you clearly are achievement-oriented. You like to set “stretch” goals, and you encourage continuous improvement. You also empower employees and give them autonomy, assuming they’ll do their personal and team best. You constantly show confidence in the ability of individual employees and teams.Transformational: Most leaders aspire to be transformational. If you are, you lead through vision. You have your eye on the future, and you model and communicate your forward-thinking commitment. You are an inspiration to employees, and they follow you because they believe in the common goals that you’ve shared and articulated.Even if you identify with just one or two styles, you can learn from – and apply – other styles, Jones says. For every situation – whether it’s communicating with an employee about poor job performance, inspiring a highly experienced team to achieve or guiding your organization through times of change and uncertainty – there are particular leadership styles and corresponding tools you can use to accomplish your objectives.VI. ACTION RESEARCH QUESTIONS:This action research attempted to answer specific questions such as:1.What are the leadership skills and styles used by the school administrators in Mahayag North District?2.To what extent is the efficiency of School administrator’s leadership techniques and styles?3. What interventions are used by school administrators to improve the efficiency on leadership techniques and skills? VII. ACTION RESEARCH METHODS a. Participants and/ or other Sources of the Data and InformationThe study was conducted in Mahayag North District, Mahayag, Zamboanga del Sur. Specifically, the 210 elementary teachers having 19 school heads as respondents of this study from June 2019 to July 2019. This study was determined how effective the leadership skills and style of the administrators in their respective school.b. Data Gathering MethodsThe researcher secured permission from the Schools Division Superintendent of Zamboanga del Sur to allow him to administer the survey. As soon as the approval was secured, the researcher asked the assistance of the teachers and school administrators to facilitate the distribution and retrieval of the data which are very necessary in accomplishing this research work.Retrieval of the questionnaire-checklist immediately followed in order to minimize wasting of time. After getting the accomplished questionnaire -checklist, the researcher properly looked into the responses of every item to see to it that they were properly answered. Finally, the data gathered were being tallied as basis for statistical treatment.This study was utilized survey as method of gathering data. A descriptive questionnaire was used in gathering responses from the respondents. Questionnaire-checklist was the main tool in gathering the data from the school heads and teachers who was the respondents of the study. The questionnaire –checklists consists of three parts: a. leadership Skills, b. leadership Styles and c. Extent on Leadership Skills and styles.The statistical measurement used in this research were weighted mean along with the ranking to provide accurate result for the computation on the responses of school administrators and teachers along with the respective variables.Weighted mean was obtained by getting the summation of the product of the frequency and the assigned weight divided by the total number of respondents. Below is the formula borrowed from Ruiz (1988:167).Where: X = Weighted MeanF = FrequencyW = Assigned WeightN = Number of Respondents To determine the adjectival equivalent on the responses of the respondents, the five scale was used as basis for the interpretation.Numerical Scale Rating Interpretation5 – (4.21 – 5.00) Always Practiced 4 – (3.41 – 4.20) Almost Always Practiced 3 – (2.61 – 3.40) Sometimes Practiced 2 – (1.81 – 2.60) Rarely Practiced 1 – (1.00 – 1.80) Never PracticedRanking of the different responses of the responses for every item.VIII. DISCUSSION OF RESULTS AND REFLECTIONThis action research attempted to answer specific questions such as:1. What are the leadership skills and styles used by the school administrators in Mahayag North District? The following are the results and the analysis done from the data.A.LEADERSHIP SKILLSThe result of the Leadership Skills is presented in the following tables. Table A.1EFFECTIVE USE OF RESOURCES SCALE N=210 5 4 3 2 1 TWP WM AE R1.     Reviews previous school budget. 41 67 40 35 27 690 3.23 SP 42.     Develops a budget for each fiscal year 50 60 30 45 25 695 3.31 SP 33.     Plans and prioritized expenses. 48 50 41 43 28 677 3.22 SP 54.     Communicates distribution procedures to staff teachers 105 75 10 20 0 955 4.55 AP 15.     Develops partnership with community organization 50 80 42 38 0 772 3.68 AAP 2AVERAGE MEAN 59 66 32 36 16 6.98 3.60 AAP Table A.1. reflects the responses of the school heads and teachers on Effective Use of Resources where the highest among the rank is found in item number 4 which communicates distribution procedures to staff teachers where the responses of the respondents posted a weighted mean of 4.55 with an adjectival equivalent which is within the range of “ always practiced”. The average result of weighted mean of the responses when computed was 3.60 with an adjectival equivalent of “almost always practiced which means that communicates distribution procedures to staff teachers was positively manifested by the school administrators and teachers.Table A.2COMMUNICATION SKILLS SCALE N=210 5 4 3 2 1 TWP WM AE R1. Listening with objectivity and paraphrasing the content of a message 75 100 35 0 0 950 4.53 AP 12. Using various forms and styles of written communication 55 75 65 0 15 785 3.74 AAP 53. Speaking effectively to individuals and groups 48 109 53 0 0 835 3.98 AAP 24. Expressing one’s need, wants, opinions and preferences without offending the sensitivities of other 56 69 45 54 16 815 3.88 AAP 35. Conveying a positive self-image to others 78 50 34 48 0 788 3.75 AAP 4AVERAGE MEAN 62 81 46 20 31 835 3.98 AAP Table A.2. Reflects the responses of the school heads and teachers on Communication Skills where the highest among the rank is found in item number which listening with objectivity and paraphrasing the content of a message where the responses of the respondents posted a weighted mean of 4.53 with an adjectival equivalent which is within the range of “always practiced”. The average result of weighted mean of the responses when computed was 3.98 with an adjectival equivalent of “almost always practiced which means that listening with objectivity and paraphrasing the content of a message was positively manifested by the school administrators and teachers.Table A.3Serving as an Instructional Research SCALE N=210 5 4 3 2 1 TWP WM AE R1. Using a variety of sources of information 65 91 45 9 0 842 4.00 AAP 22. Applying a variety of methods to test the validity of data 75 100 35 0 0 880 4.19 AAP 13. Identifying School Problems and Needs 62 66 72 10 0 810 3.86 AAP 44. Identifying information sources appropriate to special needs or problems 61 65 35 49 0 771 3.67 AAP 55. Formulating questions relevant to clarifying a particular problem, topic, or issue 72 55 83 0 0 829 3.95 AAP 3AVERAGE MEAN 67 75 54 14 0 826 3.93 AAP Table A.3.reflects the responses of the school heads and teachers on Serving as an instructional research where the highest among the rank is found in item number 2 which applying a variety of methods to test the validity of data where the responses of the respondents posted a weighted mean of 4.19 with an adjectival equivalent which is within the range of “almost always practiced”. The average result of weighted mean of the responses when computed was 3.93 with an adjectival equivalent of “almost always practiced” which means that applying a variety of methods to test the validity of data was positively manifested by the school administrators and teachers.Table A.4Being Visible and Accessible SCALE N=210 5 4 3 2 1 TWP WM AE R1. Take time to talk informally with students and teachers during recess and breaks 50 80 55 25 0 785 3.74 AAP 12. Visit classrooms to discuss school issues with teachers and students 55 75 45 35 0 780 3.71 AAP 23. Attend/participate in extra- and co-curricular activities 48 70 53 39 0 757 3.60 AAP 54. Cover classes for teachers until a late or substitute teacher arrives 46 69 71 24 0 767 3.65 AAP 35. Tutor students or provide direct instruction to classes 60 60 39 51 0 759 3.61 AAP 4AVERAGE MEAN 52 71 53 34 0 770 3.66 AAP Table A.4. reflects the responses of the school heads and teachers on Being Visible and accessible where the highest among the rank is found in item number 1 which take time to talk informally with students and teachers during recess and breaks where the responses of the respondents posted a weighted mean of 3.74 with an adjectival equivalent which is within the range of “almost always practiced”. The average result of weighted mean of the responses when computed was 3.66 with an adjectival equivalent of “almost always practiced” which means that take time to talk informally with students and teachers during recess and breaks was positively manifested by the school administrators and teachers.B.LEADERSHIP STYLESThe result of the Leadership Styles is presented in the following tables.Table B.1LAISSEZ – FAIRE SCALE N=210 5 4 3 2 1 TWP WM AE R1. Delegate authority to capable experts 80 70 40 20 0 840 4.00 AAP 22.  Maximize the leadership qualities of staff 55 70 35 30 20 740 3.52 AAP 33.  Praise accomplishments and reward successes 106 70 39 0 0 927 4.41 AP 14.  Offer constructive criticism when necessary 54 50 40 40 26 696 3.31 AAP 45.  Allow staff to solve problems and manage challenges 40 49 33 45 43 625 2.98 SP 5AVERAGE MEAN 67 62 37 27 18 766 3.64 AAP Table B.1. Reflects the responses of the school heads and teachers on Laissez – Faire where the highest among the rank is found in item number 3 which  praise accomplishments and reward successes where the responses of the respondents posted a weighted mean of 4.41 with an adjectival equivalent which is within the range of “always practiced”. The average result of weighted mean of the responses when computed was 3.64 with an adjectival equivalent of “almost always practiced” which means that praise accomplishments and reward successes was positively manifested by the school administrators and teachers.X. REFERENCESBarsaga, Eligio B. & Lacuesta, Debbie (1997, August) “Project LEAD (Learning for EffectiveAdministrator Development: A pilot Study)” The Philippine Journal of Education, p. 104Blan, G. (1985). The measurement and prediction of career commitment. Journal of Occupational Psychology, vol.58,277-288Cherrington, David J. (1994). Organizational Behavior. The Management of Individual Performance (Second edition). Cordeiro, Paula A. &Cunningham, William G. (2003). Educational Leadership. A problem- Based Approach (second Edition) Pearson Education Inc.Davies, B., Ellison L. & Bowring-Carr, C. (2005). School Leadership in the 21st Century: Developing a Strategic Approach.Empalmado, Juvy T. 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