School Heads’ Educational Leadership Practice and Teachers’ Performance : The Case of Omar District, Division of Sulu, Philippines

The objective of the study was to determine the school heads’ educational leadership practice and teachers’ performance in Omar District, Division of Sulu, Philippines. The respondents of the study were 82 elementary school teachers and 15 school heads. A structured questionnaire was used to gather the needed data. The statistical used were frequency counts, percentage, weighted mean and ANOVA. The result of the study revealed that the majority of the teachers were female, with an age ranged from 31-40 old, and have been rendering service for two years and above. Further, the teachers were very satisfactory in terms of their performance on lesson planning delivery, assessment, and management of time and learning environment, and technical assistance. Meanwhile, they were also very satisfactory in terms of professional and personal characteristics. In the same vein, school heads have outstanding performance in terms of assessment of themselves, about their relationship with others, about their job and about their beliefs on the concept of life. While they have a very satisfactory performance in terms of their personal and professional characteristics such as decisiveness, honesty, dedication/ commitment, initiative/ resourcefulness, courtesy, human relations, leadership, stress tolerance, fairness, and good grooming. Moreover, there was no significant difference of teachers’ performance in terms of age, gender and length of service. And there was no significant difference on the level of teachers’ performance in terms of lesson planning delivery, assessment, management of time and learning environment and technical assistance as rated by the school heads and teachers themselves. On the basis of the aforementioned findings, the following recommendations are hereby advanced: first, the elementary school teachers need for a continuing professional development through pursuing graduate schooling or attending in-service trainings, seminars, symposia and the like. Second, the school administrators may upgrade their technical, human, and administrative skills to keep pace with educational advancement through executive training.


Introduction
Leadership is important in any organization. Its The principal of the school is the most visible, most vulnerable, and potentially, the most influential member of the educational organization" ( Fulan, 1992, p.19). To be an effective leader, one must have the ability to diagnose his/her environment and adapt his/her leadership styles to fit the demand of the environment ( Hersey and Blanchard , 2012 as cited by Mann 2014). Corollary, the responsibility for attaining the organizational goal is the responsibility of the school heads. Beinis ( 1991), Glickman (1990) and reitzing ( 1994) in Mann (20014)  One crucial factor in evaluating classroom teaching performance is determining the dimension of which effective teaching from among the various teaching behaviors that can be measured against a wellaccepted standard ( Bago, 2008). According to Harshall ( 1998) in Bago ( 2008), the dimensions of

Conceptual Framework
The Conceptual Framework of this study in Figure   1 shows the relationship of identified variables between independent variables which is Teachers'

Research Instrument
The study used the descriptive survey method.

Data analysis
Frequency counts and percentages were used to analyze the profile of the teacher-respondents.. Meanwhile, t-test was employed to analyze the significant difference of teachers' performance in terms of gender . The same tool was utilized to find out the differences on the level of teachers' performance in terms of lesson planning delivery, assessment, management of time and learning environment and technical assistance as rated by the school heads and themselves. Meanwhile, Anova was employed to analyze the differences on teaching performance in terms of age and length of service.

on Professional and Personal Characteristics
The level of school heads' performance is indicated in      (1996) in Abdurahman (2020) wrote on the culturally defined woman's role as conforming to a feminine identity of being attractive, passive, modest, and pleasant, as well as wife, mother, and woman of the community. In her study of 25 female educators, she found that the culturally defined norms of female identity clashed with the perceived demands of teaching role.

Competence
It could be gleaned from the According to Montgomery (1990) in , leadership is the capacity and will to rally men and women to a common purpose and the character which inspire confidence. This statement holds true in the school setting. Teachers as instructional leaders cannot rise above the limitation of their character

School Heads Educational Leadership Practice as Applied on Themselves
As reflected in Table 4  word and trust that that they will do what they say.
They make promises carefully, and then they always keep their word.

School Heads Educational Leadership Practice about Their Relationship with Others
In Table 4, the teachers attested that school head has a smooth interpersonal relationship with colleagues and teachers in the workplace with an overall mean of 4.57. When taking singly, school heads were outstanding on the following indicators such as: They have the vision to inspire others and generate commitment from them; they know that the successes of those they lead are their own success; that they lead personally and professionally by example ; and they know how to help others and in turn, they will be forgotten. They further rated themselves always on these statements such as: When they extend help or favour, they do not expect to be reciprocated; they value the potentials of others; and they believe that two heads are better than one. While the school heads rated themselves often about their relationship others on the following: They have trust in others and they share their dreams and aspirations for the organization with others.
One of the prime requisites of a good school is a first rate school manager. Time and again discerning parents, thinkers and educationists alike agree that school head is the major determinant in creating the quality of the school program. He must be adept in developing an atmosphere that could maintain organizational equilibrium despite its dynamism especially when in comes to building relationship with others. All actors involved like parents, teachers, nonteaching staff, nurses as well as utility workers -must be brought together their knowledge, their skills and understanding to good learning situation in concomitant with the school vision. Hence, a school without a good and effective school manager is like a passenger-ship without a captain that has the greater possibility of sailing into no direction

School Heads' Leadership Practices About Their
Job Table 4 Specifically, the school heads rated themselves always or outstanding about their job on the following, to wit: Tothem, every problem is an opportunity to achieve progress; that learning is an endless process ; that they solicit opinion when in doubt; that to obtain objectivity judgement must be based on facts and evidence; and that they pay no attention to gossip.
They further rated the same on the following such that: They were articulate; they keep asking guidance in the divine providence; they make it a point that their instruction is well understood when giving instruction to others; they prefer to be wrong rather than misunderstood; and to them, knowing is an act of pretending.
The above findings resonate with the report of Aydin, Sarier, & Uysal, (2013  Further, the school heads rated themselves always on the following specific beliefs: They will never pass this again, so make the best of every encounter as if it is their last; that life is an opportunity for learning;

Their Beliefs About Life
that life is what they make it; and that each day is an opportunity to achieve their potentials. Further they rated the same on the following beliefs: life is a journey; that life is pointless without relationship with Allah; that life is in the search of meaning; that life is not a game to be played; and above all, they further believe that life is not finite.  rating on the performance of teachers on matters of the same were almost the same. On the other hand, significant difference was found between school heads and teachers' ratings on matters of lesson planning and delivery with a sig value of 000.

School Heads' Educational Leadership Practice on Professional and Personal Characteristics
It can explicitly concluded from the findings above that there is a question of objectivity on the part of teachers' judgement of themselves in terms of their preparation of lesson planning and how they would deliver it in the classroom. While they look at them differently the school heads also look at them on their own perspective. Hence, the difference of ratings occurred.

Conclusion
On the basis of the findings of the study, the following conclusions were drawn: The majority of continues professional development through in-service trainings and professional education must be strictly enforced.