Tiêu chuẩn đánh giá Hiệu trưởng các trường Trung học cơ sở tại thành phố Hải Phòng: Cơ sở xây dựng chương trình chiến lược

ASSESSMENT OF THE LEADERSHIP STANDARDS OF THE

SECONDARY SCHOOL LEADERS IN HAI PHONG CITY:

BASIS FOR AN INTERVENTION PROGRAM

A Dissertation Presented To

The Faculty of the Graduate School

Southern Luzon State University, the Philippines

In Collaboration with Thai Nguyen University

Socialist Republic of Vietnam

In Partial Fulfillment of the

Requirements for the Degree

Doctor of Philosophy In Educational Management

NGUYEN THI DAT KHOA - (LUCY)

April 2014

ii

APPROVAL SHEET

In partial fulfillment of the requirements for the degree Doctor of Philosophy in

Educational Management, this research entitled “Assessment of the Leadership Standards

of the Secondary School Leaders in Hai Phong City: Basis for an Intervention Program”

has been prepared and submitted by Nguyen Thi Dat Khoa (Lucy) and is hereby

recommended for oral examination.

___________________________________

DR. RICARYL CATHERINE P. CRUZ

Research Adviser

Approved by the Oral Examination Committee, in partial fulfillment of the

requirements for the degree Doctor of Philosophy in Educational Management offered by

Southern Luzon State University, Republic of the Philippines in collaboration with Thai

Nguyen University, Socialist Republic of Vietnam.

__________________________ _____________________________

Member Member

____________________________ DR. SUSANA A. SALVACION

Chairman Dean, Graduate School

Accepted in partial fulfillment of the requirements for the degree Doctor of

Philosophy in Educational Management offered by Southern Luzon State University,

Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic

of Vietnam.

____________ DR. WALBERTO A. MACARAAN

Date Vice President for Academic Afairs

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ACKNOWLEDGMENTS

Writing a doctoral dissertation is a gratifying but difficult and sometimes nerve wrecking

endeavor that only few engaged in because it requires a lot of sacrifices and hard work from the

researcher. However, at the end of the task, one experiences a wonderful feeling of joy, happiness,

relief and fulfillment.

The researcher would like to extend her sincerest gratitude and thanks to the following people

who were very instrumental in the fulfillment of this research.

DR. CECILIA N. GASCON, President of the Southern Luzon State University in the

Republic of the Philippines, for her untiring effort and belief that this collaboration is possible thus

enabling her to pursue the Doctor of Philosophy in Educational Management;

DR. DANG KIM VUI, President of Thai Nguyen in the Socialist Republic of Vietnam, for

his untiring effort and belief that this collaboration is worthy for implementation;

DR. NGUYEN THE HUNG, Director of the International Training Center, Thai Nguyen

University of the Socialist Republic of Vietnam, for his significant concern to provide the Vietnamese

people an opportunity to grow through education;

DR. RICARYL CATHERINE P. CRUZ, her adviser, for the guidance and endless support

for the improvement of this study.

DR. APOLONIA A. ESPINOSA, DR. WALBERTO A. MACARAAN, DR. BELLA R.

MUELLO, and DR. TERESITA V. DE LA CRUZ who composed the Oral Defense Committee, for

their suggestions, comments and corrections to improve this study;

ITC STAFF, for providing the necessary research materials;

HER FAMILY and FRIENDS, for the love and support in one way or the other;

And TO ALL who have contributed to make this study a success.

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TABLE OF CONTENTS

Title Page Page

APPROVAL SHEET ..........................................................................................

ACKNOWLEDGMENT .....................................................................................

TABLE OF CONTENTS ....................................................................................

LIST OF TABLES ..............................................................................................

LIST OF FIGURES ............................................................................................

LIST OF APPENDICES .....................................................................................

ABSTRACT ................................................................................................

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iii

iv

vi

viii

ix

x

Chapter I. INTRODUCTION 1

Background of the Study ........................................................

Objectives of the Study ............................................................

Hypothesis ................................................................................

Significance of the Study .........................................................

Scope and Limitation of the Study .....................................

Definition of Terms ................................................................

3

7

8

8

9

9

Chapter II. REVIEW OF RELATED LITERATURE

AND STUDIES

12

Related Literature and Study ............................................... 12

Conceptual Framework ............................................................ 29

Research Paradigm ................................................................... 31

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Chapter III. RESEARCH METHODOLOGY 32

Locale of the Study ..................................................................

Research Design .......................................................................

Respondents of the Study .........................................................

Instrumentation ........................................................................

Data Gathering Procedure .......................................................

Statistical Treatment ................................................................

32

32

32

33

34

34

Chapter IV. RESULTS AND DISCUSSION 38

Profile of respondents ..............................................................

Perception of the Respondents on the Current Leadership

Standards of the Secondary School Leaders in Hai Phong

City ...........................................................................................

Perception of the Respondents on the Current Leadership

Standards of the Secondary School Leaders in Hai Phong

City .....................................................................

Proposed Intervention Program

38

46

55

68

Chapter V. SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS 76

Summary ...............................................................................

Findings ................................................................................

Conclusions ...........................................................................

Recommendations .....................................................................

76

76

78

79

BIBLIOGRAPHY 80

APPENDICES 83

CURRICULUM VITAE 123

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LIST OF TABLES

Table Page

1 Scale of values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

2 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

3 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

4 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Civil Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

5 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Educational Attainment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

6 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Monthly Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

7 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Length of Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

8 Frequency and Percentage Distribution of the Respondents' Profile in

Terms of Length of Management Experience . . . . . . . . . . . . . . . . . . . . 43

9 Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in terms of

Shared Vision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

10 Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of Culture

of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

11 Mean Distribution of Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of

Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

12 Mean Distribution of the Responses on the Leadership Standards of

the Secondary School Leaders in Hai Phong City in Terms of

Family and Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

13 Mean Distribution of the Responses on the Leadership Standards of the

Secondary School Leaders in Hai Phong City in Terms of Ethics . . . . . . 52

14 Mean Distribution of the Responses on the Leadership Standards

of the Secondary School Leaders in Haiphong City in Terms of

Societal Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

15. Correlation of the Responses on Shared vision with profile of Respondent 55

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16. Correlation of the Responses on Culture of Learning with profile of Respondent 57

17. Correlation of the Responses on Management with profile of Respondent 60

18. Correlation of the Responses on Family and Community

with profile of Respondent 62

19. Correlation of the Responses on Ethics with profile of Respondent 64

20. Correlation of the Responses on Societal Context with profile of Respondent 66

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LIST OF FIGURES

Figure Page

1. Input-Process-Output on the Perceived Leadership Standards

Of the Secondary School Leaders: Basis for an Intervention 31

2. Administrative Map of Hai Phong City 37

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LIST OF APPENDICES

Appendix Page

A Letter to Respondents and Questionnaire 83

B Raw Data 91

C Weighted mean for Gender, age in leadership standards of

Shared Vision; Culture of Learning; Management; Family

and Community; Ethics; and Societal Context. 99

D Weighted mean Monthly income, Civil status, Education

attainment in leadership standards of Shared Vision; Culture

of Learning; Management; Family and Community; Ethics;

and Societal Context. 100

E Weighted mean for Length of service, Length of management

experiences in leadership standards of Shared Vision; Culture

of Learning; Management; Family and Community; Ethics; and

Societal Context. 101

F Chi – Square Analysis between Share vision and Profile 102

of the principal asked

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Title: ASSESSMENT OF THE LEADERSHIP STANDARDS OF

THE SECONDARY SCHOOL LEADERS IN HAI PHONG

CITY: BASIS FOR AN INTERVENTION PROGRAM

Researcher: NGUYEN THI DAT KHOA – LUCY

Degree Doctor of Philosophy, Educational Management

Nam/ Address of the

Institution

Southern Luzon State University

Graduate School

Lucban, Quezon

Date Completed April 2014

Adviser DR. RICARYL CATHERINE P. CRUZ

ABSTRACT

The primary intent of this study was an assessment of the leadership standards of the

secondary school leaders in Hai Phong City, as a basis for intervention program. The

leadership standards of the secondary school leaders essential for analysis are shared vision,

culture of learning, management, family and community, ethics, and societal context.

This includes the perception of the respondents on the current leadership standards of the

secondary school leaders in Hai Phong City; determine the problems encountered in the

current leadership standards of the secondary school leaders; ascertain the significant

difference on the problems encountered when the respondents are grouped according to their

profile and propose an intervention program to enhance the leadership standard of the

secondary school leaders in Haiphong City. This study used correlation in analyzing the

variables. Measurement of the leadership standards of the secondary school leaders is limited

from the questionnaire. The questionnaire was used as a major data-gathering instrument and

the unstructured interview was done to cross check the responses of the respondents. There

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were 203 leaders (principals/headmasters) used as respondents in the study. The weighted

mean and the Chi - Square value analysis were used to analyze the data. In the evaluation

based on the criteria of leaders, the secondary-school principals in Hai Phong have been good

in reviewing the content in general. However, some specific works considered could not have

been well-done. For instance: in utilizing researches and/or best practices in improving the

educational program aligning and implementing the educational programs, plans, actions, and

resources with the district's vision and goals; providing leadership for assessing, developing

and improving climate and culture; evaluating staff and providing ongoing coaching for

improvement; articulating the desired school culture and showing evidence about how it is

reinforced; recruiting, selecting, inducting, and retraining staff to support quality instruction;

managing fiscal and physical resources responsibly, efficiently, and effectively; proving and

demonstrating appreciation and sensitivity to diversity in the school community; implement

appropriate strategies to reach the desired goals. With this, the study has offered improvement

of the quality and efficiency of the principals’ activities, aiming primarily on the weak

contents focusing on the following issues: management of administrators, teachers, and staff;

management of finance and facilities; implementation of the principal evaluation. It is

therefore recommended that the principals with their concerted efforts enrich the teacher

characteristics so as to arm them better for a positive learning climate, improve their

technology adeptness’ and that could enhance students’ motivation and self-regulation.

1

Chapter 1

INTRODUCTION

Education is the key to sustain development in Vietnam. Education is an indispensable

means for socio-economic development of the country in the cause of industrialization and

modernization. The Party and the State always considered education as a top national policy.

To develop education, educational management plays a key role to determine the quality and

effectiveness of the educational activities.

Haiphong port city is the first center urban type of national level which has an important

position in the socio- economic and security and defense of the northern regions of the

country. Haiphong has natural area of 1519.2 km2, population of 1842.8 thousand people and

15 administrative divisions. Haiphong (7 urban districts and 8 suburban districts) – a key

economic center of the northern region with enormous potentiality.

XIVth Party Congress Resolution city has identified development goals of the city in

2015, which is: "To promote comprehensive, the potential advantages of the port city, focus

all resources to promote the process of industrialization, modernization and international

integration, to create a breakthrough development of Haiphong in 2015, a city to become an

industrial port services towards civilization, the university; rapid economic development and

sustainability; urban development deserve the grade I-national urban centers; cultural

development is the spiritual foundation of society; defense-enhanced security; leadership, the

political, the battle of the whole Party and the effectiveness and efficiency of the political

system continues to be improved; ensure progress, justice, social security; continue to

improve and enhance the quality of life of the people. "

The reality of Vietnamese secondary education shows that the educational managers are

the ones who lead and manage the overall educational activities at school. This is the all over

educational process with the goals of developing over ally the junior secondary students (year

2

6 - year 9 classes) in the direction of forming and enhancing the students’ morality, and

broadening the educational scale in a reasonable way.

However, in the process of managing the schools, the managers cannot change the

school activities themselves because one of the facets of management is the implementation

of every activity which can only be done by the efforts of the other people. If the managers

would like the staffs to participate in the process, the managers have to make them become

aware of the policies and accept them. For a school, the teachers and staffs are the ones who

support and create the potential for the head masters to carry out the changes if they are the

right ones. It is believed that the teachers and staffs are the people who play the decisive roles

for the school successes.

If they would like to renovate the educational system to meet the needs of the society,

each school has to train and educate the teachers and staffs to become highly qualified ones,

who have good political value, good morality, and endless love with the children and the

teaching profession. Therefore, one of the heaviest duties of the educational managers is to

build up a strong force of teachers and staffs for the schools.

So, it is for sure that, if a school would like to increase the quality of education, the first

thing it must have is a highly qualified managers, who have good morality, knowledge and

skills to lead the school. The managers have to build up a suitable system of managerial

policies on the foundation of the good relationship between the school, community and

students’ families. This can be a firm foundation for him/her to form his/her strategic plans.

In order to achieve those goals, the educational and training programs of Haiphong city

need to have the important change. The city has to set up its close administration on education

with the first work of building up a strong educational management. It is now an urgent work

for the researcher to help the city leaders to find out the best policies to train the good head

masters, and to evaluate and manage them. This can be a good foundation for the city to

create the strategic plan to develop the education of the city.