Abstract:

This study aimed to determine the school heads’ adherence to the national competency-based standards and the school performance in the Division of Northern Samar: Inputs to graduate teacher education curriculum. Specifically, it investigated the profile of the elementary and secondary school heads, leadership styles, level of adherence to the national competency-based standards, and their school performance. This study was conducted in the province of Northern Samar. Elementary schools were proportionally sampled by district/municipality while secondary schools were proportionally sampled by legislative district. There were 73 elementary school heads, 13 secondary school heads, 86 teachers, and thirty-six 36 district heads/supervisors who served as respondents of this study. This study used the descriptive-correlational research design. The questionnaire was patterned from studies on leadership and NCBS-SH TDNA tool. It was also found out that school heads possessed the leadership skills and adopted the democratic and autocratic styles of leadership. It was also found out that they were very adherent to all the domains of the competency-based standards. The schools’ performance in terms of learners’ academic achievement was average mastery, teacher performance was highly proficient and maturing level on SBM implementation. It was found out that the profile and the adherence to national competency-based standards, school heads’ experience, and training were positively and significantly related to school leadership, instructional leadership, and human resource professional development. The profile and the school performance, school heads’ eligibility, and experience were found to be positively and significantly related to the SBM level of practice. There was no significant difference in the level of adherence to the national competency-based standards among elementary and secondary school heads. It was also found out that there was no significant difference in the level of adherence of school heads as rated by teachers but significantly differed from the rating of district heads. With the findings, an input to the graduate teacher education program is proposed.

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