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UCU GS Research Journal
INSTITUTIONAL LEADERSHIP PRACTICES IN THE IMPLEMENTATION
OF K TO 12 PROGRAM
JONALYN S. MARCOLINO

This study determined the level of institutional leadership practices in the implementation
of the K to 12 program of central school principals in the different divisions of Region I, SY
2015-2016 and specifically, it determined the following: profile of the respondents in terms
of educational qualifications, length of service as school principal, relevant trainings, number
of teachers supervised and attitudes towards educational innovations; level of institutional
leadership practices in the different aspects of K to 12 namely: learning environment, curriculum
and instructional development, professional development, teachers assessment, monitoring and
assessment of students performance, use of multimedia and external stakeholders collaboration;
significant difference in the level of institutional leadership practices and profile variables;
significant relationship of the level of institutional leadership competence and the profile
variables; and a proposed intervention practices.
The findings are as follows: Majority are Master of Arts degree holder, attended in-service
trainings from district to international level, supervised 21-40 and have different attitudes along
educational innovations. Their level of institutional leadership practices have an overall average
weighted mean of 4.63 equivalent to very satisfactory. There is no significant difference in the
level of school principals institutional leadership in the implementation of the K to 12 program
across the profile variables except in the district level in-service trainings. There is no significant
relationship between the level of institutional leadership practices and the aforementioned profile
variable. The problems encountered are “slightly serious.”
Furthermore, the researcher arrived at the following conclusions: Majority have
adequate educational qualifications and with positive attitude towards educational innovations
thereby making them effective in the implementation of their institutional leadership practices in
the K to 12 program. The problems encountered are similar problems encountered by any school
administrators and the proposed intervention practices may be used by them.
The recommendations are: All school principals must be motivated and encourage to
finish their Doctoral and Masteral degrees to upgrade themselves professionally. They must always
aspire to be excellent in performing their functions and responsibilities in the implementation of
the K to 12 program. More variables should be explored to predict higher level of institutional
leadership practices by other principals not included in this study. The proposed intervention
practices should be implemented to minimize problems in the implementation of the program.
They should maintain the very satisfactory level of institutional leadership practices at all times
even though their profiles vary. Further studies should be conducted in a wider perspective
including monitoring and evaluation.
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