PERFORMANCE MANAGEMENT PRACTICES OF PUBLIC ELEMENTARY SCHOOL PRINCIPALS IN CALABARZON

The purpose of this research was to examine the wider context of leadership of school administrators and its impact towards improving school management. This descriptive research employed quantitative and qualitative approaches to examine the performance management practices of public elementary school principals in the CALABARZON area. Survey questionnaire was used as data gathering tool for the quantitative part while interview protocol was utilized for the qualitative study. Twenty-five public elementary school principals and 75 teachers in CALABARZON served as respondents of the study. Results showed that the public elementary school principals in CALABARZON were perceived as outstanding in terms of instructional supervision, development and implementation of the educational programs, research and performance assessment, professional and personal characteristics, and attendance and punctuality. As to performance management, the elementary school principals had difficulty in instructional management and in dealing with teachers’ indifference and attitude towards supervision of instructional management in their daily teaching. Since administrative management is the only indicator of performance management that obtained a rating of very satisfactory, training and retooling of the principals on administrative management should be conducted. Meanwhile, academic excellence, production of functional and holistic individual, students with a sense of patriotism and high moral standard were the common school vision for student learning. Training, giving advice, and necessary materials are needed by teachers to improve instruction. Planning, open communication, and brainstorming are ways by which teachers collaborate in creating classroom activities and assessments. Observation is perceived as the best way to supervise instructional competence among teachers. Encouragement, incentives, moral, technical and financial support, awards and recognition, and merit points are offered by the principals to teachers to conduct research.