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Problems of Having Low Achievement in School

Posted by Shyle on 9:28 PM in
In my pursuit to grow professionally and be promoted someday in our school, I enrolled Master of Arts in Education major in Educational Management at Misamis University, Oroquieta City. I really don’t have regrets in studying at this prestigious school because professors here are really potential. One of them is Mr. Remegias G. Timonio, who is presently working at TESDA, Misamis Occidental. Some graduate students say he is a terror however he helps us achieve our aims in life. That is why I want to post my research about the problem in management and supervision of instruction.

Below is the case study given by our professor:

Applying your insights learned from the course, present your solution out of the situation below.


Situation:

Mr. Juan Tapulan, Principal of Kapoy Elementary School was confronted by Dr. Pedro Abtik, the Schools Division Superintendent, for the low achievement level of the school in all subject areas in the different grade levels for the past four years. His ready explanation about the situation failed to mollify the disgust of the superintendent. He was warned that his proposed transfer to a school some 200 kilometers from his residence will be pushed through if the performance of the pupils in his school will not improve in the next regional tests. The fate of Mr. Tapulan hangs in the balance.

1. Why do you think has the problem of low achievement of Kapoy Elementary School become persistent?

Leadership matters a lot. And a great leader produces a successful school.

In the case of Kapoy Elementary School’s persistent low achievement with Mr. Juan Tapulan as the principal, one of the causes was the poor leadership of the principal. From his surname alone could give us a hint on what kind of school he has. Mr. Juan Tapulan was definitely a lazy principal who didn’t work or did his duties and responsibilities religiously to promote quality education. And probably, this principal would only report to his station once or twice a week, sitting pretty or doing non-administrative works in his office and didn’t mind on what’s going on in his school. We can say that he was an easy-go-lucky principal. And since he was an easy-go-lucky and who did not perform well, possibly his teachers were taken their teachings for granted without looking up the kind of students they were producing. They don’t even aware of the situation that their pupils had an empty minds or having a knowledge a little bit higher from the empty level. Therefore, it is expected for the school to get a low achievement in all subject areas in all grade levels. The saddest thing is that it happened for four years already.

In addition to the causes mentioned above, maybe Mr. Tapulan had no stacked knowledge on how to assess, monitor and evaluate his teachers’ and pupils’ performance. He didn’t know how to analyze the instruction and student learning which could be done through regular classroom observations. He also didn’t know how to provide detailed feedback to teachers that supports instructional development. And maybe he thinks that his teachers are more knowledgeable than him. That’s why he was ashamed to critic or mentor his teachers.

Another cause was the planning process of the principal and the teachers. Planning is really very necessary in the educational system because it will serve as a guide in your destination. An instruction leader with no plan is just like a captain of a ship with no point of destination.

I remembered one administrator in our division that she didn’t do any classroom observations to her teachers. I’m always wishing at that time that she would enter my room and observe for I’m always spending my sleepless nights just to have attractive visual aids. Every teacher wanted to be recognized for the time and efforts they spent. It is one way of motivation. Unfortunately, the school year ended with no observations happened in my classroom with my administrators. She didn’t even assist teachers performance through clinical observations. Unexpectedly, I learned from other teachers that her TLOC forms were accomplished by her daughter-in-law who was a third year college student in education at that time. And when she did it by herself, her written remarks were only copied from other TLOC forms. And those were really frustrating for the teachers.

It is an evident for the principals to know more than one million strategies compared to his teachers to attack their weaknesses in the teaching-learning process. An effective principal should have a clear and fair discipline, good feed backing, accurate assessment, regular monitoring and evaluation of the performance of the teachers, pupils and the school. An effective principal doesn’t have a Juan Tamad attitude just like Mr. Juan Tapulan who doesn’t know how to manage his time. Thus, change didn’t happen in his school for four years.

Finally, it is very important to have visionary leaders with knowledge, skills, dispositions and readiness for them to be effective agents of change of improvement. And we really need effective instructional leaders who actively advocate for and guide the achievement of high academic standards by all students. An effective principal as a change agent able to lead a school community to improve instruction so that all pupils in his school achieve at high levels in all learning areas.

2. What may the principal do to effect solution to his nagging problem in school?

Principals should serve as instructional leaders not just as generic managers. In the Philippines, only few principals act as genuine instructional leaders. And Mr. Juan Tapulan of Kapoy Elementary School is absolutely doesn’t belong to the genuine instructional leaders.

To solve the nagging problem of his school, Mr. Juan Tapulan should act as a good instructional leader. How to become a good instructional leader?

The following could be a better solution and are acts of good instructional leaders:

1. Identifying the problems exist in the school like absenteeism of pupils, high prevalence of non-readers, non numerates, poor comprehension skills, low reading speed and accuracy, low performance of teachers and presence of less committed and dedicated teachers.

2. Conduct assessment to all pupils and teachers using different assessment tools to get the percentage of the existing problems in the school and to analyze and plan accurately on what is good to be done.

3. Make a plan like Instructional Development Plan and School Development Plan specifying all the existing problems, the objectives to attack those problems, strategies or activities to be done to solve or minimize the problem, time-frame, resources needed, expected outcome and sustainability.

This plan should also include the development of the teachers, curriculum and pupils. It must have an objective to encourage teachers to enroll Master of Arts subjects because it is one way of making them grow professionally and improving their instructional competencies. Another also is the implementation of the mentoring program to help the less competent teachers grow. And the most important is the in-service trainings wherein he should be the facilitator.

And lastly,

4. Monitor and evaluate the activities, interventions and programs implemented to know how effective those mentioned above and to know whether the set objectives were met.

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