School heads’ motivation and performance of elementary schools in Tiwi District

This study determined the extent of school heads’ motivation and the performance of elementary schools in Tiwi District, school year 2022 to 2023. Specifically, it answered the following sub-problems: 1. What is the extent of school heads’ motivation in Tiwi District along providing quality education, improving pupil outcomes, encouraging pupil engagement, building a strong school community, promoting social responsibility and managing resources effectively?; 2. What is the performance of the schools in Tiwi District?; 3. What are the problems in motivation met by the respondents?; and 4. What professional development plan may be proposed to address the problems met? The descriptive-survey methodology was employed in this study. A validated questionnaire served as the main tool of this study. The respondents of this study were two hundred ninety-four (294) elementary teachers of Tiwi District. The statistical measures employed are frequency count, weighted mean, average and ranking. The researcher found out that the computed average weighted mean in each of area on the extent of motivation of school heads was lifted from the previous presentations together with the adjectival description to present in capsule form the results obtained. The highest average weighted mean of 4.37 is obtained in the area building a strong school community with an adjectival description of always, followed by promoting social responsibility with 4.23 also with an adjectival description of always and improving pupil outcome with 4.20. The other three (3) areas covered in this study have an adjectival description of often. The following are the ratings: encouraging pupil engagement with 4.06; providing quality education with 3.98 and managing resources effectively with 3.72. There were twenty (20) elementary schools that obtained an adjectival description of Outstanding representing their performance in the Office Performance Commitment and Review Form (OPCRF) and Individual Performance Commitment Review Form (IPCRF). School C obtained a highest numerical rating of 4.920; followed by School Q with 4.886. School L has a numerical rating of 4.871; School P with 4.837; School H with 4.849; School W with 4.802; School E with 4.773; School O with 4.767 and School V with 4.763. Two (2) schools had the same numerical rating of 4.750 and these schools are School F and School M. School G has a numerical rating of 4.746; followed by School A with 4.739; School S with 4.737; School U with 4.735; School R with 4.709; School I with 4.665; School D with 4.580; School T with 4.531 and School J with 4.501. Three (3) schools obtained an adjectival description of Very Satisfactory and these schools are School K with a numerical rating of 4.481; followed by School B with 4.413 and School N with 4.363. The results also revealed that the problems with the highest frequency and ranked as first in the six (6) areas of concern explored by the researcher are the following: in providing quality education, the problem with a rank of first is lack of school facilities and equipment; in improving pupil outcome, it is inadequate parental and community support; and in encouraging pupil engagement, it is scarcity of classroom activities that encourage pupil participation. In addition, the problem with the highest obtained frequency in building a strong school community, it is low socio-economic condition of the community; in promoting social responsibility, it is low job satisfaction among teachers and staff; in managing resources effectively, the problem identified is insufficient learning resources. To address the lack of school facilities and equipment, the researcher proposed to conduct an inventory of school facilities and equipment and request the purchase of the needed equipment. The School Inventory Team, the school head and teachers are the persons identified to be involved in these activities. To improve pupil outcome, the parental and community support must be adequate. This could be answered by the conduct of school-community partnership day wherein this could be attended by school heads, Parents-Teacher Association officers and community partners. In the area Building a Strong School Community, the program identified is low socio-economic condition of the community. Bacacay as a municipality is considered third class municipality based on its income. It is evident that the local government unit has to intervene by using the Special Education Fund (SEF) to provide trainings for the parents on livelihood skills and opportunities. In Promoting Social Responsibility, the identified problem is low job satisfaction among teachers and staff. There is a needed to incentivize and encourage the teachers by conducting Always sa Guro. The last problem is the insufficiency of learning materials along managing resources effectively. A training workshop on contextualization and indigenization of learning materials may be offered to school heads and teachers.