Determinants of Core Competencies of School Leaders Managing Philippine Schools Overseas: A Guide to Stakeholders and School Owners

Abstract

School leaders play a significant role in managing and leading the school, not only to excel in its entire academic program but equally important is its growth and sustainability. This research is intended to provide a source of realistic and useful ideas to owners and stakeholders about the importance of determining core competencies of school leaders to meet the qualifying standards in appointing or employing school officials in order to help and guide them in choosing the right and competent members of school leaders that suit well in managing Philippine Schools Overseas. The study is quantitative descriptive using survey design and the result of the study uncovered the essential core competencies of school top executives, namely: leading people and business coalition as core qualifications; and conciseness and composure as emulating attributes that determined the necessary core competencies for school managers. Successful school leaders that possess all the relevant core competencies identified in this study are able to drive transformation and school improvement. They effectively influence a variety of school outcomes, and this entails cultivating leadership in others so they can assume their parts in realizing the school vision and help organizations to articulate strategy and link behaviors to PSO's vision and mission.

Upskilling of the School Heads in the New Normal

“…School heads are responsible for clinical supervision, which entails carrying out supervisory responsibilities to ensure that the school's vision is realized and enhanced as needed. The concepts presented by Macasa et al (2019), Villanueva et al (2021), Buban, & Digo (2021) supported the guidance that school heads provide teachers as they employ their practices to develop the core competencies in the teaching-learning process. Moreover, school heads' leadership performance has improved through training programs that focus on staff and human resource development (Lingam & Lingam, 2016;Annabelle et.…”

“…Hersey-Blanchard (2020) theorized the Hersey-Blanchard Model also known as Situational Theory of Leadership where leaders adopt different leadership styles according to the situation (Villar et al, 2021) and the development level of the members (Lingam & Lingam, 2016;Macasa et al, 2019;Ganaden, 2020;Bondarenko, et al, 2021). Furthermore, a leader leads and make decisions according to Onyeike & Nwosu (2018), offer constant supervision by providing constant feedback, facilitate and encourage the subordinates as stated by Elujekwute et al (2021) and Villanueva et al, (2021), to delegate responsibilities and learn to adapt to the circumstances (Kwatubana & Molaodi, 2021).…”

“…He also identified the five essential domains of this model. In here, defined the school mission supported (Villanueva, et al 2021;Temprosa, 2021), managed curriculum and instruction (Aguilar, 2020); promoted a positive learning climate, observed, and improved instruction (Annabelle et al, 2018;Macasa et al, 2019;Kivirand et al, 2022;Barola & Digo, 2022) and assessed the instructional training programs similar to the ideas of Buban & Digo (2021), Digo (2021a), Digo (2021b), , and Fajardo and Digo (2023). As a result, this model of leadership is essential for dealing with the new normal.…”