EPMA-PCU RESEARCH WRITING

TEMPLATE

PHILIPPINE CHRISTIAN UNIVERSITY

GRADUATE PROGRAM STUDENTS SHOULD INSERT
THEIR STATEMENTS, RESPONSES AND/OR ANSWERS
DIRECTLY AFTER THE INSTRUCTIONS AND GUIDE QUESTIONS BELOW:

I. THESIS / DISSERTATION PROPOSAL FORMAT

A research proposal outlines the contents of a scientific, social, or economic investigation that a
researcher desires to undertake, say, within 12-24 months following the submission of the
proposal.
It should be organized following the format presented below with the required headings and
order. All sections must be completed. The required word count is 1,600 – 2,200 words.

THESIS/DISSERTATION

TITLE : THE LEADERSHIP PRACTICES OF PUBLIC ELEMENTARY

SCHOOL HEADS OF ILOILO CITY DIVISION

GUIDE YOUR INPUTS COMMENTS BY

RESEARCH TEAM
1. INTRODUCTION
A. THE SCIENTIFIC,
TECHNOLOGICAL, SOCIAL,
ECONOMIC SUBJECT,
TOPIC, IDEA, SYSTEM,
POLICY, TREND, THEORY
OR PRACTICE THAT THE
RESEARCH DESIRES TO
INVESTIGATE; …
B. THE ENVIRONMENT, As stewards of schools, school heads play a crucial
INDUSTRY OR SECTOR
WHICH ENCOMPASSES, role in ensuring an enabling and supportive environment for
OR INFLUENCES OR IS
effective teaching and learning. Teacher quality is vital in
IMPACTED BY THE
RESEARCH TOPIC; raising learner achievement; however, teachers alone

cannot bring substantive changes without effective

leadership. The Organization for Economic Co-operation

 and Development (OECD, 2018, p.20) states that the

"quality of education system depends on the quality of its

teachers; but the quality of teachers cannot exceed the

quality of the policies that shape the work environment in

school and that guide their selection, recruitment, and

development." Therefore, it is intended for future educational

leaders to transform their schools into institutions of

academic excellence, considering and reflecting on the

experiences lived in classrooms. It will positively contribute

to student learning and social relationships and interactions

in teaching and learning environments.

School heads significantly impact the lives of their

teachers and students as well. These leaders contribute to

the school's success. The most perceptible role of all is that

of the principal. They oversee their school's operations,

coordinating daily activities, curricula, staff, and schedules.

They are ultimately responsible for the learning environment

and set academic goals that empower teachers with the

necessary resources to align their classrooms with those

aims. School heads ensure that the school environment is

safe and comfortable for students. They are the ones who

manage policies and procedures so that the teachers can

focus on the different fields. Working with people,

developing a partnership, balancing strategic and

operational objectives, and adjusting to change is essential

for effective school principals' leadership.

Republic Act (RA) 9155, also known as the

Governance of Basic Education Act of 2001, provides the overall

framework for principal empowerment by strengthening principal

and leadership goals and local school-based management within

transparency and local accountability. In line with the

commitment of the Department of Education (DepEd) to support

school heads so they can better perform their roles in schools,

including the improvement of teacher quality and, through this,

learner achievement, the DepEd issues DO. No 24, s. 2020,

titled National Adoption and Implementation of the Philippine

Professional Standards for School Heads (PPSSH), aims to

recognize the importance of professional standards in the

continuing development and advancement of school heads

based on the principles of career-long learning. To provide

professional development to school administrators to significantly

boost pedagogical leadership.

Despite the abilities and qualities that the school

administrators possess, leadership is still at stake in terms of

management issues since schools are complex organizations

that are constantly changing. Thus, new challenges continue

emerging for school principals, who are now aware of the need

to turn from traditional forms of school management to a new

pedagogical approach to teaching, learning, and improving

students' academic performance. It is not enough to overcome

these challenges by creating one solution for all issues. It is

essential to make an ethical commitment to address them

alongside stakeholders involved in our school's teaching and

learning processes and daily dilemmas.

The Schools Division Office of Iloilo City is composed

of central school. It is not new to the profound change in the

educational system due to this pandemic. Even before this,

school administrators faced many dilemmas and challenges in

managing their respective schools. Leadership styles are

essential in addressing any form of a problem and must find

potential solutions and resolve their roles as pedagogical

leaders. There are instances wherein some teachers are

 resistant to the changes and wish to continue with the status

quo. The change process was more complex, longer than

expected, and caused much stress and heartache. It caused the

school principal to question his values, beliefs, and leadership

style.

[WORD COUNT: 100 –

150]
2. RATIONALE
IDENTIFY THE REAL- The study focused on the leadership styles of the
WORLD SCIENTIFIC,
TECHNOLOGICAL, school administrators in public elementary central schools in the
ECONOMIC, SOCIAL,
Division of Iloilo City. This study will also identify the challenges
BUSINESS,
ORGANIZATIONAL AND public elementary school heads encounter and instructional
HUMAN PROBLEM THAT
THE RESEARCH WILL TRY leadership, resource management, and curriculum development.
TO BETTER UNDERSTAND
AND/OR SOLVE; OR THE Moreover, the challenges that affect management styles and
PERVADING
OPPORTUNITIES THAT propose programs that will enhance the management styles of
THE RESEARCH WILL
public elementary school heads.
STRIVE TO IDENTIFY AND
EXPLORE.
[Word count: 100 –
150]
3. RESEARCH
OBJECTIVES
A. IDENTIFY THE
RESEARCHES’ POTENTIAL The problem in this study is to address the leadership
CONTRIBUTION TO
KNOWLEDGE AND ITS
styles of public elementary school heads. The researcher hopes
IMPLICATIONS TO
to provide school administrators and aspiring principals with
EXISTING THEORY,
METHODOLOGY, space for reflecting and analyzing the realities they encounter in
PRACTICE, OR ANY
COMBINATION THEREOF: education. Furthermore, this contributes to personal and

professional development. It encourages them to analyze their

behavior and better understand their apprehensions and actions,

using real and challenging situations present daily in schools as

tools. It will enable teachers and school principals to face

complex problems and make decisions in a responsible,

reflective, empathetic, and assertive way, which will help improve

the quality of education for the future school leaders in our

 country. Thus, this study aims to design programs on leadership

styles and strategies that will aid school heads in other related

school exigencies.

I. RE- This study aims to identify the leadership styles of public

CONTEXTUALIZATION OF
AN EXISTING THEORY OR elementary school heads in Iloilo City Division. Specifically, it will
METHOD, APPLYING A
seek answer to the following objectives:
TECHNIQUE IN A NEW
CONTEXT, TESTING 1. To determine the level of competence of public
THEORY IN A NEW
SETTING, SHOWING THE elementary school heads in instructional leadership
APPLICABILITY OF A
MODEL TO A NEW 2. To determine the significant difference between
SITUATION, AND
EVALUATING THE RESULT leadership styles and management
AND ANY IMPLICATIONS.
3. To identify the leadership practices of public elementary

school heads and the best practices

4. To identify the challenges encountered in the field of

leadership and management

5. To provide measures to address the challenges among

public elementary school heads

6. To design a program that will enhance the leadership

and management of public elementary school heads

II. CORROBORATION
AND ELABORATION OF AN
EXISTING MODEL (E.G.
EVALUATING THE
EFFECTS OF A CHANGE
OF CONDITION;
EXPERIMENTAL
ASSESSMENT OF ONE
ASPECT OF A MODEL).
III. FALSIFICATION OR
CONTRADICTION OF AN
EXISTING MODEL, OR
PART OF ONE.
IV. DRAWING
TOGETHER TWO OR
MORE EXISTING IDEAS
AND SHOWING THAT THE
COMBINATION REVEALS
SOMETHING NEW AND
USEFUL.
V. DEVELOPING AND
TESTING A NEW
CONCEPT, SHOWING
THAT SOMETHING IS
FEASIBLE AND VALUABLE
(OR NOT) AND WHY.
VI. IMPLEMENTATION
OF SOMEONE’S
FRAMEWORK OR
PRINCIPLE TO SOME
FIELD OF PRACTICE,
SHOWING HOW IT WORK
AND ITS LIMITATIONS.
VII. EMPIRICALLY-BASED
CHARACTERIZATION OF A
PHENOMENON (E.G.
DETAILED, CRITICAL,
ANALYTIC ACCOUNT OF
THE EVOLUTION OF AN
IDEA; DETAILED ANALYTIC
CHARACTERIZATION OF A
CRUCIAL CASE STUDY OR
A NOVEL CHEMICAL
COMPOUND, OR A NEW
PLANET).
VIII. PROVIDING A
TAXONOMY OF
OBSERVED PHENOMENA.
IX. WELL-FOUNDED
CRITIQUE OF EXISTING
THEORY OR EVIDENCE
(E.G. CORRELATING THE
RESULTS OF A NUMBER
OF EXISTING STUDIES TO
SHOW PATTERNS OR
OMISSIONS).
B. CLARIFY YOUR
CONTRIBUTION TO
KNOWLEDGE BY
EXPLAINING THE
FOLLOWING:
I. THE IMPORTANCE
OF THE QUESTION. WHY
IS THE QUESTION WORTH
ASKING?
II. THE SIGNIFICANCE
OF THE FINDINGS. WHY
DO THESE FINDINGS
MATTER?
III. WHAT ARE THEIR
IMPLICATIONS FOR
THEORY, METHODOLOGY,
PRACTICE?
IV. WHAT ARE THE
LIMITATIONS TO
GENERALIZATION OF THE
FINDINGS?
RESEARCH WORK IS
PART OF AN ONGOING
DISCOURSE AMONG MANY
RESEARCHERS, EACH
CRITIQUING THE
AVAILABLE EVIDENCE AND
PROVIDING FRESH
ARGUMENT AND
EVIDENCE THAT
CONTRIBUTES TO
KNOWLEDGE AND
UNDERSTANDING.

RESEARCH INVOLVES
QUESTIONING THE
ACCEPTED WISDOM (THE
OBVIOUS), EXAMINING
AND ANALYSING
PHENOMENA FROM A
DIFFERENT PERSPECTIVE,
AND INVESTIGATED
THROUGH A VARIETY OF
TECHNIQUES. RESEARCH
SEEKS TO CREATE NEW
UNDERSTANDING OF THE
WORLD, USING NEW
IDEAS AND APPROACHES,
RATHER THAN
DESCRIBING IT USING
EXISTING FRAMES AND
TOOLS.

AS MORE EVIDENCE IS
PRESENTED, EXISTING
EXPLANATIONS ARE RE-
EVALUATED. IN THIS WAY
KNOWLEDGE IS
CONSTANTLY
RECONFIRMED,
ELABORATED, REVISED,
OR OVERTURNED.

KNOWLEDGE CLAIMS MAY

BE SMALL AND STILL
CONTRIBUTE TO THE
DISCOURSE.
C. IDENTIFY HOW THE
RESEARCH WILL
SUPPORT AND AMPLIFY
THE ACHIEVEMENT OF
RELEVANT DEVELOPMENT
GOALS AT THE
PERSONAL,
INSTITUTIONAL,
COMMUNITY,
GOVERNMENTAL,
REGIONAL, NATIONAL OR
INTERNATIONAL LEVELS.
D. IDENTIFY THE
PROFESSIONAL
COMPETENCES THAT
WILL BE GAINED BY THE
STUDENT.
C. SPECIFY THE TYPE
OF RESEARCH THAT WILL
BE UNDERTAKEN, E.G.,

I. EXPLORATORY:
PROVIDES INITIAL INSIGHT
TO A NEW SITUATION,
ISSUE OR PHENOMENON.
II. DESCRIPTIVE:
CLASSIFIES
PHENOMENA…
QUESTIONS ON WHO,
WHAT, WHERE, WHEN
AND HOW
III. EXPLANATORY:
EXPLAINS A CAUSAL
RELATIONSHIP THAT IS
MEANINGFUL… WHY
QUESTIONS
IV. EVALUATIVE:
ASSESSES OR MEASURES
IMPACT [ASSUMES A
CAUSAL RELATIONSHIP]
D. SPECIFY RESEARCH
QUESTIONS AND
OBJECTIVES

I. IF YOUR RESEARCH
IS DRIVEN BY POLICY
DEBATES, DESCRIBE THE
SPECIFIC ASPECTS OF
THESE DEBATES ON
WHICH YOUR RESEARCH
WILL FOCUS.
II. IF YOUR RESEARCH
IS DRIVEN BY
THEORETICAL DEBATES,
OR APPARENT OMISSIONS
OR INCONSISTENCIES IN
THE EXISTING
LITERATURE
(THEORETICAL OR
EMPIRICAL), WHAT
ASPECTS OF THESE
DEBATES WILL YOU
ADDRESS?
III. IF YOUR RESEARCH
FOCUS IS ON THE
NATURE OF PRACTICE IN
SOME FIELD (E.G.,
BUSINESS MANAGEMENT
OR SCIENCE RESEARCH),
THEN WHAT ASPECTS OF
PRACTICE WILL YOU
EXPLORE (E.G.,
MANAGERIAL BEHAVIOUR
OR SCIENTIFIC
DISCOVERY)
[WORD COUNT: 100 –
200]
4. LITERATURE
REVIEW
A. REVIEW THE Republic Act No. 10533 otherwise known as the
PUBLISHED LITERATURE,
WHERE YOU SHOW WHAT Enhanced Basic Education Act of 2013 commonly known as the
HAS ALREADY BEEN
K to 12 Program aims to enhance the Philippine Educational
PROPOSED, CLAIMED, OR
ESTABLISHED. System by strengthening its curriculum and increasing the
B. THE REVIEW OF
LITERATURE IS number of years in the basic education. Every learner should
NORMALLY COMPRISED
BY THEORETICAL AND undergo kindergarten and an additional 12 years of basic
EMPIRICAL STUDIES,
POLICY AND INDUSTRY education broken down to six years of primary education, four
REPORTS, AND ARTICLES
years of junior high school and two years of senior high school.
PUBLISHED IN
RESPECTED PERIODICALS The latter provides an avenue and ample time for
AND NEWSPAPERS.
C. SUMMARISE AND mastery of concepts and skills to develop lifelong learners and
EVALUATE THE
USEFULNESS OF THESE prepare graduates to pursue higher education, middle-level skills
PREVIOUS STUDIES IN
RELATION TO YOUR development, entrepreneurship, and employment. One of the
STATED AIM OR
program’s salient features includes sound educational pedagogy
RESEARCH QUESTION.
D. SHOW AWARENESS and enhancement where learners acquire in-depth knowledge,
OF THE MOST IMPORTANT
AND RELEVANT skills, values and attitudes through consistency and continuity
THEORIES, MODELS,
EMPIRICAL STUDIES AND across all levels and subjects known as the spiral progression
METHODOLOGIES. A
GOOD LITERATURE (Academic Partnerships, 2017).
REVIEW WILL COMPARE
Instructional leadership is a complex practice that has
AND CONTRAST
THEORIES AND EMPIRICAL many definitions and many different aspects that comprise its
RESULTS, POINTING OUT
AGREEMENT AND function in a school setting. According to King (2002), the
DISAGREEMENT, GAPS
AND OVERLAPS OF definition of instructional leadership can be defined as anything
ARGUMENT.
that leaders do to enhance teaching and learning. The
A POOR LITERATURE responsibility of the instructional leadership ultimately falls upon
REVIEW OFTEN SIMPLY
PROVIDES SUMMARISED the school leader in the building, otherwise known as the school
LISTS OF THEORIES AND
heads.
EMPIRICAL STUDIES, WITH
LITTLE OR NO ATTEMPT When looking at factors within a school, it is estimated
TO COMPARE, CONTRAST
OR EVALUATE THESE that school heads are second only to teachers in their impact on
THEORIES AND EMPIRICAL
STUDIES. student achievement (Seashore-Louis, et al. 2010). A highly
E. MAKE CLEAR HOW
WELL THESE PUBLISHED effective principal can increase his or her students’ scores up to
STUDIES ADDRESS YOUR
10 percentile points on standardized tests in just one year
RESEARCH FOCUS, BY
EXAMINING THE EXTENT (Waters, Marzano, & McNulty, 2003). Those two statements are
TO WHICH THEY PROVIDE
INSIGHT TO, OR ANSWER, very powerful to solidify how important it is for a school to have
EACH OF YOUR
RESEARCH OBJECTIVES an effective school heads as their leader. Principals show
OR QUESTIONS.
F. IDENTIFY instructional leadership by setting a culture within the school that
OMISSIONS OR
supports continual professional learning for all stakeholders
WEAKNESSES IN THE
PUBLISHED LITERATURE (Seashore-Louis, et al. 2010). As the instructional leader, school
THAT GIVES YOU THE
OPPORTUNITY TO heads must be the ones that can be relied on to make the
JUSTIFY YOUR STUDY
AND CONTRIBUTE NEW important curriculum decisions for the betterment of the school.
KNOWLEDGE.
G. ELABORATE HOW However, it’s imperative that the school heads understand that
YOUR RESEARCH WILL
they need to depend on the assistance of others in a shared
CONTRIBUTE THIS NEW
KNOWLEDGE. leadership structure to make the right choices. As the

instructional leader, a school heads should work toward

developing a framework to assist teachers, assistant principals,

and instructional coaches to identify the instructional needs of

the school and an action plan to meet those needs.

In the new role of the school heads as an instructional

leader, determining the needs of the school and students lies

with being able to use data-based decision making daily.

Effective, shared decision-making thus requires knowledge,

skills, and dispositions conducive to systematic gathering,

analysis, and interpretation of relevant data (Reeves & Burt,

2006). This ability for principals to effectively use data is an

acquired skill that takes practice and professional development.

Many new school heads assume responsibility for schools

already in various stages of federally mandated sanctions

caused by achievement lags and gaps. The principals and the

schools they lead have no time for slow, incremental change.

Additionally, they can't continue supporting the same teaching

and learning processes.

The schools need strategic decisions to be made based

on a deep understanding of the school context, student needs,

and student performance profile to help ever-more diverse and

more socioeconomically challenged student populations. Many

school heads express concern about their own lack of training

and understanding of how to effectively use the data they receive

from their district and state assessments. In most cases, if the

principal doesn’t have the capability to effectively use the data to

drive the instruction, they have no way of leading their teachers

to efficiently use the data their students produce. Additionally,

school heads and teachers find that time is a major barrier to

analyze data or to collaborate regarding the meaning and use of

the data (Reeves & Burt, 2006). If school heads are to be

effective instructional leaders, they need to attend or facilitate

job-embedded professional development that will help gain a

better understanding of data and how it can help in making

effective school decisions.

School heads that provide teachers with instructional

leadership improve student achievement (Seashore-Louis, et al.

2010). One of the best avenues for school heads to provide

instructional leadership is using teacher evaluation and effective

feedback. Teachers are evaluated and receive feedback on their

teaching practices by their administrator on an annual basis. The

number of times and length of the evaluation visit depends on

the evaluation system used in each of the Tennessee school

districts. The Wallace Foundation (2012) found a contrast

between effective and ineffective school heads in how they

evaluate their teachers. They found that effective principals

provide support by having ongoing and informal interactions with

teachers throughout the year instead of only completing the

annual formal evaluations to provide feedback to their teachers.

While both sets of principals said they frequently visit

classrooms, effective school heads made more frequent and

spontaneous observations of classroom instruction so they could

provide direct and immediate feedback to help improve teachers’

performance, no matter if the teacher was a novice or a veteran

(Seashore-Louis, et al. 2010).

In contrast, ineffective school heads still made

classroom visits, but they were usually planned in advance and

they rarely provided effective feedback to teachers after an

observation. The ability to get into teacher classrooms and

observe the daily instruction is a very difficult task due to all of

the other demands put upon school heads. Recent studies

reveal that the average principal spends around 18 percent of

their time in instruction and curriculum and around three percent

on teacher evaluation (May & Supowitz, 2011).

The average elementary school has 475 students, 20

students per teacher, one school head, and a small cadre of

other professional educators and staff that require the principal’s

attention (Murphy, Hallinger, & Heck, 2013). Therefore, the math

on those figures with a principal working a typical nine-hour day

for five days (2,700 minutes), three percent of that is 80 minutes

a week on teacher evaluation and about three minutes per

teacher per week. With that math, it is obvious to see the

struggle a principal can have to meet the demands of their daily

duties and be an effective instructional leader.

 McIntyre and Morris (1982) suggest that if principals are

to improve instruction, they not only must be able to devote time

to supervision but also must use that time effectively. They found

that the cause of the obvious discrepancy between the

perception of the school heads as an instructional leader and the

inability to fulfill this role is time. Peterson (1977) found school

heads spend less than five percent of their time in classrooms

and the planning and coordinating of curriculum and instruction

consumes less than six percent of their time.

Peterson (1977) found that school heads are now

engaged in service to teachers, including advisement on

proceedings and schedules and clerical auditing but seldom on

core issues involving change or innovation. The fact that many of

the activities or interactions engaged by school heads are

initiated by others may be at the core of the problem (McIntyre &

Morris, 1982). Many times, principals must be reactive instead of

proactive in their use of time. The best-laid plans for principals to

spend time on important school issues or innovative change

often gets interrupted by an upset parent, a discipline issue, or a

mechanical issue that needs to be fixed immediately.

As a result, the most well-intentioned principals can be

side-tracked in trying to devote their time to instructional

leadership. McIntyre and Morris (1982) recognize that school

heads will never have complete control of their time, but that it is

imperative that school heads use the time allocated to

instructional supervision more effectively. They believe that the

methods employed most often to improve instruction are those of

classroom observations and post-conference through the

teacher evaluation cycle.

Seifert and Beck (2015) found nearly two-thirds of

school heads believe that instructional improvement is the real

purpose of evaluation. Unfortunately, only one-fifth of the

teachers agree with that purpose. Most teachers see renewal or

cancellation of contracts as the real purpose of evaluation. How

school heads communicate with the teacher can determine the

success or failure of the purpose of the evaluation cycle. In the

past, observations were somewhat general and subjective.

school heads sat in the back of the classroom and made

judgments concerning the performance of the teacher (McIntyre

& Morris, 1982). Having open communication throughout the

entire evaluation cycle can lead to more trust of principals and

better results for the teacher. For the teacher to gain effective

feedback from the observation cycle, school heads should

conduct classroom observations that are more descriptive by

using systematic observation instruments. After the observation

has been completed, the post-conference is an important phase

that often gets overlooked and needs to be included in the

evaluation cycle.

McIntyre and Morris (1982) suggest that an effective

post-conference consists of four steps. Step one is establishing

the teacher as an equal partner that includes the teacher's

perceptions of the strengths and weaknesses of the lesson.

Second, the principal shares the descriptive data with the

teacher, and they interpret its meaning together. Third, a strategy

for improving future teaching performance is planned jointly. The

fourth and final step consists of the school heads and teacher

planning the follow-up observation and reviewing the

responsibilities each has for improving the teacher's

performance.

School heads as instructional leaders need to gain a

better understanding and become more competent in the skills

associated with the instructional supervisory cycle. The most

often used methods for gaining knowledge in that skill set are

graduate courses, professional development, and scholarly

journals. However, translating the knowledge gained in those

endeavors into useful skills requires practice in the field. As this

paper has already established, school heads are pressed for

time and that makes the utilization, development, and refinement

of these instructional supervisory skills difficult to acquire and

maintain. However, it is crucial that school heads regularly re-

evaluate their roles with respect to instructional supervision and

review their commitment to this vital area of school improvement.

Multiple studies have found important links between

principal quality and school performance (Hallinger & Heck,

1998). These findings are supported by research that shows that

principal leadership is positively associated with teacher

satisfaction, teacher morale, commitment to the workplace, and

teacher retention (Ingersoll, 2001; Rosenholtz & Simpson, 1990).

Their studies have found a significant positive relationship

between school heads leadership and student outcomes that

operates indirectly through the school and classroom conditions

and teachers' performances.

According to research by the National Association of

Elementary School Principals (NAESSP) and the National

Association of Secondary School Principals (NASSP) (2013), the

effect of good leadership in schools is usually the largest when

and where it is needed the most. While this research shows a

relationship between leadership actions and student learning

across the spectrum of schools, the studies show a greater effect

on student learning in schools with the most difficult

circumstances. The report points out that there are virtually no

documented instances of troubled schools being turned around

without intervention by a powerful leader. Many other factors

may contribute to such turnarounds, but leadership is the

catalyst (NAESP & NASSP, 2013).

In a study by Grissom and Harrington (2010), they

found strong evidence that not all modes of administrator

professional development were equally effective at improving

school heads performance. They found a significant positive

association between principal participation in formal mentoring

and coaching and principal effectiveness but found principals

who invest in university coursework as professional development

are rated less effective. Grissom and Harrington (2010) offered

that school heads taking formal classes may have to attend off-

campus meetings or complete homework assignments during

the work week and that these activities may substitute

significantly for the time they might otherwise spend managing

school affairs or building relationships with staff.

According to Hess and Kelly (2005), recent efforts to

improve school heads’ corps have occurred on two levels: First,

states have made changes to licensure and certification

provisions; second, an array of providers, from traditional

preparation programs to for-profit companies, have offered

alternatives that claim to rethink the content, delivery, and scope

of school heads preparation.

According to research by Hess and Kelly (2005), an

array of district-based leadership preparation programs exists

throughout many states across the United States. In most cases,

districts partner with a local school of education and other

education groups to create a streamlined program to produce

their own leadership prospects. These programs usually draw

candidates from within the district's teaching ranks.

Hess and Kelly (2005) point out that these programs

are characterized by a practical curriculum focused on real-time

experience and are tailored to the specific needs of the district.

Max Silverman (2013) discusses how school heads in Shelby

County in Memphis, Tennessee, school heads mentoring

program. Silverman (2013) points out that Shelby County

Schools knew they had to do something to turn their school

scores around and see growth for their students.

They chose to put their money into a principal training

system to help make their principals better leaders in their

schools. Each of the 236 school heads in the district were

assigned a coach, a former principal, or central office

administrator whose full-time work was to work with the principal

and improve school scores. Mentoring for new school heads is

now required by half the nation’s states. However, many

programs are not ready to provide the support to developing

principals who can drive better instruction, according to the

Wallace Foundation analysis (2007).

Providing high-quality training for mentors is one

essential step, as not all experienced and successful principals

have the skills to mentor new ones. According to the Wallace

Foundation study (2007) on mentoring school heads, to

adequately support new school heads as they develop from

novices to leaders of change, mentoring should be provided for

at least a year or more if possible. State and local funding for

principal mentoring should be sufficient to provide quality

training. Ultimately, the primary goal is to provide new principals

with the knowledge, skills, and courage to become leaders of

change who put teaching and learning first in their schools. Hess

and Kelly (2005) speculated in their research that the most

promising sources of innovation for principal preparation are the

emerging non-traditional providers. These include stand-alone

nonprofit organizations like the New Leaders for New Schools

(NLNS) and the Knowledge is Power Program (KIPP). According

to their research, these two have garnered the most national

attention because of their innovative approach to training school

leaders and their extremely selective admission processes.

Hess and Kelly (2005) stated that in 2003, NLNS

received 1,012 applicants for 70 fellowship slots in its principal

cohort and the KIPP School Leadership program had more than

250 applicants for 11 slots. According to the work of Hess and

Kelly (2005), the mission of the NLNS is to scour the country for

talented and committed people from many different backgrounds

and prepare them for the challenge of driving school

improvement and student achievement as school leaders. The

program only admits about five to seven percent of applicants for

a six-week, seven-days-a-week summer institute taught by both

education and business school faculty. The curriculum is broken

down into three stands, which are transformational leadership,

instructional leadership, and organizational leadership.

One of the most recent trends in school heads

preparation has been the use of online educational programs.

According to Stratford (2009), many colleges of education are

facing declining enrolments in a poor economy at a time when

state funding for higher education is being cut dramatically. This

is making online education an attractive way for providers to

serve more student while lowering the instructional costs and

capital resources. Huss (2007) completed one of the few

empirical studies that specifically focused on the differences

between online teacher education and traditional face-to-face

instruction. Huss (2007) concluded that online teacher education

was not perceived as positive by a large majority of the principals

in the three states that were included in the study.

According to the principals, they were worried that an

 online teacher education would not fully prepare teachers in the

areas involving the social aspects of teaching. There have not

been any studies currently about the differences between the

online principal programs that are being offered as compared to

the traditional principal preparation programs. There are many

online principal preparation programs that have been developed

over the past ten years that include the University of Phoenix,

Western Governor's University, and Walden University. The

issue of principal preparation has shown little evidence that the

new initiatives and new programs that have been around for the

last fifteen years have yielded much in the way of substantive

change.

As Hess and Kelly (2005) point out, simply redesigning

curricula, adding internship time, or tweaking delivery is unlikely

to help programs improve significantly, much less prepare their

candidates for the demands of 21st - century school leadership.

DEPENDING ON YOUR
INTENDED RESEARCH
DESIGN (NEXT STEP) YOU
MAY CONVERT THE
IDENTIFIED WEAKNESSES
AND OMISSIONS INTO
HYPOTHESES. A
HYPOTHESIS IS A SIMPLE
BUT TESTABLE
STATEMENT THAT
PROPOSES THAT ONE
FACTOR (CALL IT A)
CAUSES ANOTHER
FACTOR (CALL IT B) TO
BEHAVE IN A CERTAIN
WAY.

[WORD COUNT: 600 –

750]

5. RESEARCH This study will used qualitative method of research. It is

DESIGN
a research method are designed in a manner that help reveal the
FOLLOWING YOUR
REVIEW OF LITERATURE,
OUTLINE HOW YOU PLAN behavior and perception of a target audience with reference to a
TO GO ABOUT
COLLECTING EMPIRICAL particular topic. There are different types of qualitative research
DATA THAT WILL BUILD
methods like an in-depth interview, focus groups, ethnographic
THE UNDERSTANDING
REQUIRED TO FULFIL research, content analysis, case study research that are usually
YOUR RESEARCH AIM, OR
TEST THE HYPOTHESES used. The results of qualitative methods are more descriptive,
YOU HAVE DEVELOPED
FROM YOUR REVIEW OF and the inferences can be drawn quite easily from the data that
THE LITERATURE.
DESCRIBE HOW YOU WILL is obtained.
CARRY OUT YOUR STUDY,
REFERRING TO
FRAMEWORKS AND The qualitative data came from direct observation on
CONCEPTS FOUND IN THE
RESEARCH METHODS school heads and in-depth analysis on the interviews among
LITERATURE.
them. The results will be analyzed as part of the quantitative
SPECIFICALLY, THIS
analysis. Conducting in-depth interviews is one of the most
SECTION MUST DESCRIBE
YOUR OVERALL common qualitative research methods. It is a personal interview
APPROACH AND SPECIFIC
METHODS/TECHNIQUES that is carried out with one respondent at a time. This is purely a
OF DATA COLLECTION.
YOU MUST ALSO EXPLAIN conversational method and invites opportunities to get details in
HOW YOU WILL ANALYSE
THE DATA COLLECTED depth from the respondent.
(METHODS/TECHNIQUES
One of the advantages of this method is that it provides
OF DATA ANALYSIS),
WHAT MEASURES YOU a great opportunity to gather precise data about what people
ARE TAKING TO ENSURE
THE QUALITY OF YOUR believe and what their motivations are. If the researcher is well
RESEARCH DESIGN
(RESEARCH QUALITY experienced asking the right questions can help to collect
ISSUES), AND SHOW AN
AWARENESS OF ETHICAL meaningful data. If they should need more information the
CONSIDERATIONS
researchers should ask such follow-up questions that will help
AROUND ACADEMIC
RESEARCH (RESEARCH them collect more information.
ETHICS ISSUES).

THE PROPOSAL
REQUIRES THAT YOU These interviews can be performed face-to-face or on
HAVE MADE FIRM
the phone and usually can last between half an hour to two
ARRANGEMENTS WITH
YOUR TARGET (E.G., THE hours or even more. When the in-depth interview is conducted
ORGANIZATION OR
COMMUNITY YOU face to face it gives a better opportunity to read the body
PROPOSE TO STUDY OR
WORK WITH) FOR ACCESS language of the respondents and match the responses.
TO DATA PRIOR TO
WRITING THE PROPOSAL,
RATHER THAN The respondents of this study will be composed of
DESCRIBING THAT YOU
PLAN TO SEEK ACCESS selected 15 public elementary school heads in Iloilo City
TO YOUR TARGET AFTER Division. The needed data will be obtained from a range of
THE PROPOSAL IS
WRITTEN. sources. The answer to the questionnaires from public

elementary school heads in Iloilo City Division will be the source

A. OVERALL
APPROACH. THIS WILL BE in formulating the objectives, content and performance standards
EITHER QUALITATIVE OR
QUANTITATIVE, OR SOME including the effective managerial style.
COMBINATION OF THE
TWO. DESCRIBE YOUR The school heads will serve as the key respondents of
PARTICULAR APPROACH,
E.G., ETHNOGRAPHIC, the study. Their answers to the questionnaire and responses in
CASE STUDY, SURVEY,
an interview will gauge in identifying managerial styles in relation
OR EXPERIMENT; AND
WHY THE CHOSEN to their function in school.
APPROACH IS
APPROPRIATE FOR THE Observations coming from respondents on managerial
STUDY.
styles will also serve as key sources of data.
B.
The researcher will use different instruments to
METHODS/TECHNIQUES
determine the managerial style of public elementary school in
OF DATA
COLLECTION .THE Iloilo City Division during the conduct and implementation of the
OVERALL APPROACH IS
BROKEN DOWN INTO study.
SPECIFIC
METHODS/TECHNIQUES A questionnaire will be given to the respondents which
OF DATA COLLECTION.
FOR EXAMPLE A will be in the form of 4-point Likert Scale to determine the
QUALITATIVE APPROACH
managerial styles, challenges encountered and the extent of
CAN BE BROKEN DOWN
INTO SEMI-STRUCTURED these challenges among public elementary school in Iloilo City
INTERVIEWING AND
OBSERVATION, WHILE A Division
QUANTITATIVE
APPROACH IS BROKEN The self-made questionnaire design will be evaluated
DOWN INTO
QUESTIONNAIRES, by another set of school heads for suggestions and refinement of
EXPERIMENTS, AND
the different items. The jurors will be composed of three
OTHERS. DESCRIBE
YOUR CHOSEN members who are assigned as head of the school within Iloilo
METHODS/TECHNIQUES
AND EXPLAIN WHY THEY City Division. After which, the researcher will make a final draft of
ARE APPROPRIATE
TECHNIQUES FOR the questionnaire, and this will be administered to selected
ACHIEVING YOUR
RESEARCH OBJECTIVES school heads and teachers as respondents.
OR TESTING YOUR
Then, the results will be determined and analyzed. The
HYPOTHESES.
results will be analyzed. The core objective of doing the pilot
C.
testing is to validate the items and the concepts that are included
METHODS/TECHNIQUES
OF DATA ANALYSIS. HOW in the questionnaire.
WILL YOU ANALYSE THE
DATA COLLECTED?
DESCRIBE THE
METHODS/TECHNIQUES A 4-point Likert Scale will be use below:
OF DATA ANALYSIS, FOR
Range Description
EXAMPLE THE
PROCEDURES YOU WILL 3.50 – 4.00 Very Satisfactory
USE FOR ANALYSING
TEXT OR QUANTITATIVE 2.50 – 3.49 Satisfactory
DATA OR PATTERNS
(E.G., STATISTICAL 1.50 – 2.49 Poor
ANALYSIS).
The researcher will seek permission from the Schools
D. RESEARCH QUALITY
Division Superintendent of DepEd Iloilo City Division to conduct
ISSUES. EXPLAIN HOW
YOU WILL ENSURE THAT the said undertaking. After approval, a letter will also be sent to
YOU COLLECT THE RIGHT
DATA TO ADDRESS THE the school district supervisor to conduct the study.
RESEARCH QUESTIONS
OR HYPOTHESES, OR The researcher will provide questionnaires to the
THAT THE DATA YOU
COLLECT IS RELIABLE. respondent school heads and teachers. Similarly, an observation
THIS REQUIRES SOME
will be initiated to identify the managerial styles of public
DISCUSSION ABOUT THE
VALIDITY AND RELIABILITY elementary school heads in an actual school setting.
OF YOUR DATA, AND
WHAT TRIANGULATION Subsequently, an interview will be conducted to the respondents
TECHNIQUES HAVE BEEN
EMPLOYED TO to gather data and to validate and analyze the data gathered.
STRENGTHEN THE
VALIDITY AND RELIABILITY
OF YOUR DATA. YOUR
FINDINGS SHOULD ALSO
BE GENERALIZABLE
RATHER THAN ONLY
VALID FOR THE
PARTICULAR
PHENOMENON YOU
STUDIED. YOU ARE
ENCOURAGED TO CHECK
THE MEANING AND
RELEVANCE OF THESE
TERMS IN ANY RESEARCH
METHODS TEXTBOOK.

E. RESEARCH ETHICS
ISSUES. DOES YOUR
PROPOSED RESEARCH
TOPIC RAISE ANY
ETHICAL ISSUES? FOR
EXAMPLE, DOES YOUR
RESEARCH DESIGN
PRESENT ANY POSSIBLE
DANGER TO YOUR
SUBJECTS (PHYSICAL,
EMOTIONAL,
PROFESSIONAL)? IF SO
WHAT WILL YOU DO TO
AVOID THAT?

[500 – 700 WORDS]

6. CONCLUSIONS
SUMMARISE YOUR
PROPOSAL, INCLUDING
1. School heads, who are the formal leaders closest to the
YOUR POTENTIAL
classroom, are most effective when they see themselves as
CONTRIBUTION TO
KNOWLEDGE. working collaboratively towards clear, common goals with district

[200 – 250 WORDS] personnel, other principals, and teachers. These leaders are

more confident in their leadership and are experiencing greater

efficacy. In addition, district support for shared leadership at the

school level enhances the sense of efficacy among principals.

When school heads and teachers share leadership, teachers

‘working relationships with one another are stronger and student

achievement is higher.

2. District support for shared leadership fosters the development

of professional communities. Where teachers feel attached to a

professional community, they are more likely to use instructional

practices that are linked to improved student learning. Our

results suggest that a single best way to distribute or share

leadership does not exist. Rather, leadership distribution patterns

are affected by the goals that school personnel associate with

certain tasks. The more encompassing the goal, the greater the

likelihood that multiple sources of leadership will be appropriate.

3. Higher-performing schools generally ask for more input and

engagement from a wider variety of stakeholders and provide

more opportunities for influence by teacher teams, parents, and

students. Finally, while principals and district leaders continue to

exercise more influence than others in all schools, they do not

lose influence as others gain it. Influence does not come in fixed

quantities. Influential leaders wishing to retain their influence

may share leadership confidently.

 4. Expectations and accountability measures also emerged as a

major focus for leadership activity throughout our investigation.

In districts where levels of student learning are high, for example,

district leaders are more likely to emphasize goals and initiatives

that reach beyond minimum state expectations for student

performance, while they continue to use state policy as a

platform from which to challenge others to reach higher ground.

In schools that are doing well, teachers and principals pay

attention to multiple measures of student success.

7. REFERENCES Afful-Broni, A. (2004). Theory and practice of

CITING BIBLIOGRAPHICAL educational leadership in Ghana. AFFUL-BRONI, A. (2013).
REFERENCES IS
TIME MANAGEMENT BEHAVIOUR AMONG ACADEMIC AND
ADMINISTRATIVE STAFF OF THE UNIVERSITY OF
IMPORTANT FOR THE
EDUCATION, WINNEBA. DEVELOPMENT RESEARCH
FOLLOWING REASONS: (JECDR), 1(3), 67-78.
A. IT FACILITATES
ACKNOWLEDGMENT OF Afful-Broni, A., & Nanyele, S. (2012). Factors
DOCUMENTARY, DIGITAL influencing worker motivation in a private African university:
AND OTHER SOURCES Lessons for leadership. Creative Education, 3(03), 315.
USED TO ESTABLISH
CRITICISMS AND Aiken, L. R. (1997). Psychological testing and
ARGUMENTS;
assessment: Allyn & Bacon. Chen, Y.-H. (2007).
PRINCIPALS’DISTRIBUTED LEADERSHIP BEHAVIORS AND
B. IT ENABLES OTHER
THEIR IMPACT ON STUDENT ACHIEVEMENT IN SELECTED
PEOPLE TO TRACE THE ELEMENTARY SCHOOLS IN TEXAS. Texas A&M University.
SOURCES OF IDEAS USED
IN THE RESEARCH. Association. 1961. Zulueta, Francisco M. Management
C. IT PREVENTS THE Theories and Practices. Mandaluyong City: Academic Publishing
OCCURRENCE OF Cap., 1999.
PLAGIARISM BECAUSE IT
IDENTIFIES THE ORIGINAL Calmorin, Laurentina P. Educational Research
AND LEGAL AUTHORSHIPS
Measurement and Evaluation 2nded.National Bookstore. 1994.
OR ATTRIBUTION OF THE
Cubberly, EllwoodP. The Principal and His School. New
SOURCE DOCUMENT York: The Riverside Press, 1923.
AND/OR ITS RESEARCH
FINDINGS AND IDEAS. Dinham, S. (2007). How schools get moving and keep
HTTP://WWW.STIR.AC.UK/ improving: Leadership for teacher learning, student success and
IS/STUDENT/WRITING/REF school renewal. Australian Journal of Education, 51(3), 263-275.
ERENCING SUGGESTS
SPECIFIC WAYS FOR Moorehead, C. (2010). Experimental Designs.
DOING THIS:
University of New Hampshire. Retrieved on January 23, 2013
from www.dartmouth.edu/…/Types_of_Experimental
I. “IT IS NOT
SUFFICIENT MERELY TO NSUBUGA, Y. K. (2008). Analysis of leadership styles
LIST A SOURCE IN AN and school performance of secondary schools in Uganda.
APPENDED
BIBLIOGRAPHY, OR IN THE Print Pagoso, Cristobal M., et. al. Fundamental
BODY OF AN ASSIGNMENT Statistics for College Students. Manila: Sinag-Tala Publishers,
TO EXPRESS A GENERAL Inc., 1992
INDEBTEDNESS. TO
AVOID A CHARGE OF Waters, J. T., Marzano, R. J., & McNulty, B. (2004).
PLAGIARISM, ALL DEBTS Leadership that Sparks Learning. Educational leadership, 61(7),
MUST BE SPECIFICALLY,
48.
PRECISELY AND
Waters, T. J., & Marzano, R. J. (2006). School District
ACCURATELY Leadership That Works: The Effect of Superintendent
REFERENCED IN Leadership on Student Achievement. A Working Paper. Mid-
ACCORDANCE WITH continent Research for Education and Learning (McREL).
GOOD ACADEMIC
PRACTICE. Waters, T., & Cameron, G. (2007). The Balanced
II. WHEN A SOURCE IS Leadership Framework: Connecting Vision with Action.
DIRECTLY QUOTED Midcontinent Research for Education and Learning (McREL).
WORD-FOR-WORD, THE
PASSAGE QUOTED
SHOULD BE PLACED
WITHIN QUOTATION
MARKS OR INDENTED AND
THE SOURCE
ACCURATELY
REFERENCED, IN
PARENTHESIS, IN A
FOOTNOTE, OR IN AN
ENDNOTE, ACCORDING
TO A RECOGNISED
SYSTEM. THERE MUST BE
NO AMBIGUITY ABOUT
WHERE THE QUOTATION
ENDS OR BEGINS.
III. THE SOURCE OF
ANY DATA CITED (E.G.
FIGURES, TABLES,
CHARTS) SHOULD BE
MADE EXPLICIT.
IV. WHEN IDEAS, OR AN
ARGUMENT, ARE
REPRODUCED FROM A
SOURCE IN A GENERAL
OR PARAPHRASED WAY,
THE SOURCE MUST BE
ACKNOWLEDGED.
V. REMEMBER THAT
THESE RULES APPLY TO
ALL THE DIFFERENT
SOURCES OF
INFORMATION YOU HAVE
USED, FOR EXAMPLE: A
LECTURE OR TUTORIAL,
BOOKS, JOURNAL
ARTICLES, WEB SITES,
NEWSPAPERS, A
TELEVISION PROGRAMME,
A FRIEND'S ESSAY.
VI. IF YOU THINK
ABOUT WHERE YOU
FOUND YOUR
INFORMATION AND
REFERENCE YOUR WORK
PROPERLY, THEN
ACCIDENTAL PLAGIARISM
CAN BE AVOIDED.”

II. THESIS /
DISSERTATION
PROPOSAL
DEFENSE
1. GRADUATE
STUDENTS ENROLLED IN
THESIS/DISSERTATION
WRITING 1 SEMINAR ARE
ENCOURAGED TO START
WRITING THEIR
THESIS/DISSERTATION
PROPOSAL.
2. IN CONSULTATION
WITH THE STUDENT, THE
DEPARTMENT HEAD
RECOMMENDS THE
ASSIGNMENT OF A
THESIS/DISSERTATION
ADVISER TO THE DEAN,
WHO IN TURN OFFICIALLY
APPOINTS THE
THESIS/DISSERTATION
ADVISER.
3. THE
THESIS/DISSERTATION
PROPOSAL SHOULD BE
WRITTEN IN
ACCORDANCE WITH THE
REQUIRED FORMAT.
4. THE STUDENT
SHALL SUBMIT THE
RESEARCH PROPOSAL
TO THE
THESIS/DISSERTATION
COMMITTEE AT LEAST
ONE (1) MONTH BEFORE
THE SCHEDULED DAY OF
THE PROPOSAL
DEFENSE.
5. THE STUDENT THEN
DEFENDS AND OBTAINS
APPROVAL OF THE
RESEARCH PROPOSAL
FROM
THESIS/DISSERTATION
COMMITTEE. HE ALSO
ENROLLS IN
THESIS/DISSERTATION
WRITING 2 SEMINAR AND
STARTS WORKING ON HIS
RESEARCH.