TVL STUDENTS' LIVED EXPERIENCES: NAVIGATING DISCRIMINATION

ACROSS DIFFERENT TRACK

A Proposed Dissertation

Submitted to Graduate School Faculty

NAG-IBA NATIONAL HIGH SCHOOL

Calapan City

In Partial Fulfilment

of the requirements for the degree

PRACTICAL RESEARCH 1

Major in Educational Management

By:

Rico Deborja

Jimboy Galang

Clarisse R. May-as

Marck Ej Nabor
 Von Jovi Sarabia

Chapter 1

THE PROBLEM

Rationale

TVL (Technical-Vocational-Livelihood) students are individuals who choose to

pursue technical and vocational education in high school. These students opt for a more

hands-on approach to learning, focusing on specific skills and trades that will prepare them

for the workforce.However, despite their choice to pursue a different educational track,

TVL students often face discrimination and stereotypes from their peers, teachers, and

even society as a whole. This discrimination stems from the misconception that TVL

students are not as academically inclined or capable as their counterparts in other tracks,

such as the Science, Technology, Engineering, and Mathematics (STEM) track or the

Academic track.TVL students often find themselves being belittled or looked down upon by

others who perceive their chosen path as inferior. They are often seen as "less intelligent"

or "less capable" simply because they have chosen a vocational track instead of a more

traditional academic one.

This discrimination can have a profound impact on TVL students' self-esteem and

motivation. It can make them question their own abilities and limit their opportunities for
growth and success. It creates a negative environment that hinders their personal and

professional development.Moreover, the discrimination faced by TVL students extends

beyond the classroom. In the job market, they often encounter bias and limited

opportunities compared to their peers from other tracks. Employers may overlook their

skills and qualifications, assuming that they are not as competent or knowledgeable as

those with a more academic background.It is important to recognize and address these

discriminatory attitudes towards TVL students. Education institutions, teachers, and society

as a whole should promote inclusivity and equal opportunities for all students, regardless

of the educational track they choose.By providing support, encouragement, and resources

tailored to the needs of TVL students, we can help them overcome the challenges they face

and empower them to achieve their goals. It is crucial to celebrate the diverse talents and

skills that TVL students bring to the table and create a more inclusive and accepting

environment for everyone.

TVL (Technical-Vocational-Livelihood) students embark on a unique educational

journey that focuses on technical and vocational skills. These students choose to pursue a

hands-on approach to learning, honing specific skills and trades that will equip them for the

workforce. However, despite their deliberate decision to pursue a different educational

track, TVL students often find themselves facing discrimination and stereotypes from

various sources, including their peers, teachers, and society at large.The discrimination

experienced by TVL students arises from the misconception that their chosen path is

somehow inferior to other tracks, such as the Science, Technology, Engineering, and
Mathematics (STEM) track or the Academic track. Unfortunately, this misconception can

lead to the marginalization and belittlement of TVL students, who may be unfairly

perceived as less academically inclined or capable.The impact of such discrimination on TVL

students' self-esteem and motivation cannot be overstated. Constantly being made to feel

inadequate or less intelligent can have a profound effect on their overall well-being and

hinder their personal and professional growth. It creates an environment that discourages

their pursuit of excellence and restricts their opportunities for success.Moreover, the

discrimination faced by TVL students extends beyond the confines of the classroom. In the

job market, they often encounter bias and limited opportunities compared to their peers

from other tracks. Employers may overlook their skills and qualifications, assuming that TVL

students are not as competent or knowledgeable as those with a more academic

background. This systemic bias further perpetuates the cycle of discrimination and

reinforces the notion that TVL students are somehow less deserving of equal

opportunities.Addressing and challenginkyokg these discriminatory attitudes towards TVL

students is of utmost importance. Educational institutions, teachers, and society as a whole

should actively promote inclusivity and equal opportunities for all students, irrespective of

the educational track they choose. It is crucial to recognize and celebrate the unique

talents and skills that TVL students bring to the table.By providing tailored support,

encouragement, and resources that cater to the specific needs of TVL students, we can

help them overcome the challenges they face and empower them to achieve their goals.

This includes fostering an inclusive learning environment that values diversity and

embraces the various educational choices students make.Open discussions and dialogue
are essential in breaking down the barriers of discrimination and working towards a more

equitable education system. It is imperative that we collectively strive to create an

INTERSECTIONALI
environment that respects and appreciates the choices and abilities of all students,
TY AND
SOCIALIDENTITY
regardless of their chosen educational track.
THEORY

In conclusion, the lived experiences of TVL students navigating discrimination across

different tracks shed light on the importance of promoting inclusivity and equal

opportunities in education. By challenging stereotypes, providing support, and fostering an

environment that celebrates diversity, TVL

we STUDENTS'
can create LIVED
a more inclusive and accepting
EXPERIENCES: NAVIGATING
society that values the contributionsDISCRIMINATION ACROSS of their chosen educational
of all students, regardless
DIFFERENT TRACK
path. SOCIAL CRITICAL RACE
COGNITIVE THEORY (CRT)
THEORY (SCT)

Theoretical framework
 Intersectionality and Social Identity Theory are two important concepts in understanding social

dynamics and the complexities of identity.

Intersectionality, coined by Kimberlé Crenshaw, is a framework that recognizes how multiple

social identities (such as race, gender, class, sexuality, and ability) intersect and interact with each

other, shaping an individual's experiences and opportunities. It emphasizes that individuals can

experience multiple forms of oppression or privilege simultaneously, and that these intersecting

identities cannot be understood in isolation.

Intersectionality helps us understand how different systems of power and oppression intersect

and compound, leading to unique experiences and challenges for individuals who hold multiple

marginalized identities.
Social Identity Theory, developed by Henri Tajfel and John Turner, focuses on how individuals

develop a sense of identity and belonging through their membership in social groups. It suggests

that people derive a part of their self-concept from the groups they belong to, and they strive to

maintain a positive social identity by comparing their group favorably to other groups. This theory

highlights the significance of social categorization, group norms, and intergroup dynamics in

shaping individual behavior and attitudes.

When these two theories are considered together, they provide a more comprehensive

understanding of the complexities of identity and social dynamics. Intersectionality recognizes that

individuals have multiple intersecting identities that influence their experiences, while Social

Identity Theory helps us understand how individuals form and navigate their identities within social

groups.

Both theories have been influential in various fields, including sociology, psychology, and social

justice movements. They help us recognize and address the complexities of social inequalities and

promote inclusivity and equity.

Social Cognitive Theory (SCT), developed by Albert Bandura, is a psychological theory that

emphasizes the importance of observational learning, self-efficacy, and cognitive processes in

shaping human behavior.

According to Social Cognitive Theory, individuals learn by observing others and the consequences of

their actions. This process is known as observational learning or modeling. People acquire new

behaviors, attitudes, and values by observing and imitating the behaviors of others. The theory

suggests that individuals are more likely to imitate behaviors that they perceive as rewarding or

that are modeled by people they admire or identify with.

Self-efficacy is another key concept in Social Cognitive Theory. It refers to an individual's belief in

their own ability to successfully perform a specific task or behavior. Bandura proposed that self-

efficacy plays a crucial role in motivation, goal-setting, and the choices individuals make. People

with high self-efficacy are more likely to set challenging goals, persist in the face of obstacles, and

exert effort to achieve their desired outcomes.

Cognitive processes, such as attention, memory, and thinking, also play a significant role in Social

Cognitive Theory. Individuals actively process and interpret information from their environment,

which influences their learning and behavior. Cognitive processes help individuals make sense of

the world, form expectations, and evaluate the potential outcomes of their actions.

Social Cognitive Theory has been applied to various areas, including education, health behavior,

organizational behavior, and media influence. It has contributed to our understanding of how

individuals learn, develop skills, and change their behavior based on observational learning and self-

efficacy beliefs.
 Critical race theory (CRT) is an academic framework that examines the ways in which race and

racism intersect with social, cultural, and legal systems. It originated in legal scholarship in the

United States in the 1970s and has since expanded to other disciplines such as education, sociology,

and political science.

CRT challenges the idea that racism is solely a result of individual prejudice or bias, and instead

focuses on how racism is embedded in institutions and structures of power. It seeks to understand

how race and racism shape social and economic inequalities, and how they perpetuate systems of

privilege and oppression.

Critics of CRT argue that it promotes division and perpetuates a victim mentality, while proponents

argue that it provides a valuable lens for understanding and addressing systemic racism.

It's important to note that there are varying perspectives and interpretations of CRT, and it

continues to be a topic of debate and discussion. If you'd like to learn more about specific aspects

of critical race theory or have any other questions, feel free to ask!

Conceptual Framework

INPUT PROCESS OUTPUT

 Figure 2
• Personal • Discrimination •Live Experiences
Paradigm of the Research Process
Character
Figure 2 presents the research paradigm anchored on•Self-Efficacy
the Input-Process-
• Coping Strategies
• Track-Specific
Output Model
Factor

At the INPUT stage, personal characteristics play a significant role in shaping

the experiences of TVL students. Factors such as gender, age, socioeconomic

background, and ethnicity can influence the likelihood and nature of discrimination

they may face. These individual attributes interact with track-specific factors, which

encompass the characteristics and dynamics of different tracks, including

education, employment, healthcare, and social services. The track-specific factors

can contribute to the occurrence of discrimination, as certain tracks may have

inherent biases or systemic barriers that affect TVL students.

 Moving to the PROCESS stage, discrimination is the central variable. It

represents the experiences of unfair treatment or prejudice that TVL students may

encounter across different tracks. Discrimination can manifest in various forms,

including overt acts, subtle biases, stereotypes, and microaggressions. The process

of discrimination can be influenced by both individual-level factors (such as personal

characteristics) and systemic factors (such as societal norms and institutional

policies).

In response to discrimination, TVL students employ coping strategies to

navigate and cope with the challenges they face. Coping strategies can include

seeking support from peers, mentors, or support networks, developing resilience

and self-advocacy skills, and engaging in activism or advocacy efforts. These

strategies help TVL students manage the emotional, psychological, and social

impact of discrimination and empower them to assert their rights and challenge

discriminatory practices.

Moving to the OUTPUT stage, lived experiences capture the subjective

narratives, perceptions, and emotions of TVL students in relation to discrimination

across different tracks. These lived experiences reflect the individual stories and

unique perspectives of TVL students, highlighting the specific instances of

discrimination they have encountered and the ways in which it has affected their

lives. The lived experiences are influenced by both the discrimination faced and the

coping strategies employed.

 Another output variable is self-efficacy, which refers to the belief in one's

ability to overcome challenges and succeed despite discrimination. Higher levels of

self-efficacy can empower TVL students to navigate discrimination more effectively,

maintain a positive sense of self, and pursue their goals and aspirations with

confidence.

By incorporating the IPO model, this conceptual framework provides a

comprehensive and structured understanding of TVL students' experiences in

navigating discrimination across different tracks. It highlights the interplay between

personal characteristics, track-specific factors, discrimination, coping strategies,

lived experiences, and self-efficacy. This framework serves as a guide for research,

policy development, and interventions aimed at addressing and mitigating

discrimination faced by TVL students.

Statement of the problem

Specifically, the study sought to answer the following questions:

1. How do TVL students experience discrimination within their vocational tracks,

and how does it impact their educational journey?

2. How do TVL students perceive the impact of discrimination on their educational

experiences and career aspirations within their respective tracks?

3. What strategies do TVL students employ to overcome barriers and navigated

discrimination in pursuit of their academic and vocational goals?

Statement of the hypothesis

This study will test the hypothesis below:

1. TVL students who perceive and experience discrimination within their

vocational tracks are likely to face greater challenges in their educational journey,

leading to lower academic engagement, diminished self-esteem, and reduced

career aspirations compared to their peers who do not encounter discrimination."

2. TVL students who have access to supportive institutional policies and

practices aimed at mitigating discrimination within their vocational tracks are

expected to demonstrate higher levels of academic performance, greater sense of

belonging, and increased confidence in pursuing their career goals compared to

those lacking such support."

Significance of the study

This study will be beneficial to the following groups and individuals:

Informing Policy and Practice: Findings from the study can inform the

development of inclusive policies and practices within TVL institutions to address

discrimination and promote equitable opportunities for all students. This can lead to

the creation of supportive environments that foster academic success and personal

development.
Improving Educational Outcomes: Understanding the impact of discrimination on

TVL students' educational journey can help identify barriers to learning and

achievement. By addressing these barriers, educators and policymakers can work

towards improving educational outcomes and narrowing achievement gaps among

students from diverse backgrounds.

Enhancing Student Support Services: Insights from the research can guide the

development of targeted support services and interventions tailored to the needs of

TVL students facing discrimination. This can include mentorship programs,

counseling services, and peer support networks aimed at promoting resilience and

well-being.

Empowering Marginalized Communities: By amplifying the voices and

experiences of marginalized TVL students, the study can contribute to empowering

these communities and advocating for their rights within the education system. This

can lead to greater representation and inclusion of diverse perspectives in decision-

making processes.

Promoting Social Justice and Equity: The study's findings can contribute to

broader discussions on social justice and equity within education, highlighting the

importance of addressing systemic inequalities and promoting fairness and

inclusivity for all students, regardless of their background or vocational track.

Scope and limitation of the study

The scope of this study on TVL students' lived experiences in navigating

discrimination across different tracks is to explore and understand the specific

instances, forms, and impacts of discrimination that TVL students encounter within

various tracks. The study aims to capture the subjective narratives and perspectives

of TVL students, highlighting their personal experiences and emotions related to

discrimination. It will focus on multiple tracks, such as education, employment,

healthcare, and social services, to provide a comprehensive understanding of the

challenges faced by TVL students in different areas of their lives. The study may

involve qualitative research methods, such as interviews or focus groups, to gather

rich and nuanced data.

There are certain delimitations to consider in this study. Firstly, the study

will focus specifically on the experiences of TVL students and may not include other

groups or tracks outside the TVL context. The research will be limited to a specific

geographic area or region, depending on the feasibility and resources available.

The study will primarily rely on self-reported experiences and may not include

objective measures of discrimination. It is important to acknowledge these

delimitations to ensure that the study remains focused and feasible within the given

scope and resources.

Definition of terms

TVL Students: Students who are enrolled in the Technical Vocational Livelihood

(TVL) track of the K-12 program. This track prepares students with skills for

livelihood.

Lived Experiences: Refers to the firsthand experiences and perceptions of

individuals in relation to their social and cultural contexts.

Navigating Discrimination: Refers to the process of managing or dealing with

experiences of unfair treatment or prejudice based on belonging to a particular

group. In this context, it refers to the experiences of TVL students dealing with

discrimination in different educational tracks.

Different Tracks: Refers to the various academic, technical-vocational, and sports

and arts tracks offered in the K-12 program.

Discrimination: Refers to the unjust or prejudiced treatment of individuals or groups

based on certain characteristics. In this context, it refers to the biases and

prejudices faced by TVL students in comparison to students in other educational

tracks.
Educational Tracks: Refers to the different pathways or fields of study offered in

the K-12 program. These include the Academic, Technical-Vocational-Livelihood

(TVL), Sports, and Arts and Design tracks.

Academic Performance: Refers to the level of achievement of students in their

academic work.

Mental Health: Refers to a state of well-being in which individuals realize their own

potential, can cope with the normal stresses of life, can work productively and

fruitfully, and are able to make a contribution to their community.

Well-being: Refers to the state of being comfortable, healthy, or happy. It

encompasses various aspects including physical, mental, and social well-being.

Chapter II

LITERATURE REVIEW

This chapter presents the well selected literature and studies which provide

credence to the major topics under investigation.

Related literature

As Thessin (2019) points out, there is a different definition of instructional

leadership under the 21st century. The school leader's role and responsibilities
have notably changed after the No Child Left Behind (NCBL) Act. Accordingly, a

school principal does not focus narrowly only on classroom instruction; rather, the

principal facilitates teaching-learning being an instructional leader, carries a more

sophisticated view of professional development, and takes data-driven decisions

for teaching-learning.

The above notes imply that the basic role of school leaders is the facilitation

of the teaching-learning process. It must include professional development to

ensure improved and continued performance of teachers. Such is beneficial to the

school as a learning institution to which school leaders ought to be regularly

accountable.

Boyce and Bowers (2018) say that the relentless growth of standards-

based accountability puts heavy pressure on the school principal to bring out

tangible academic success. It reflects on the capacity of school principals to

transform their educational institutions as highly functional. It means that each

member of the school community has each role to play with quantifiable outcomes

measured at the end of a certain period.

Instructional leadership has become crucial because of its various influences

on educational praxis. It is a critical point of focus among leaders who look into

teachers’ direct involvement in the academic growth of students and the

management of school setting. Traditionally viewed, it has been centered on

authority; however, with the positive developments in the educational milieu,

innovative concepts on instructional leadership have come to fruition as the 21 st

century classroom demands proactive, learner-centered and effective instructional

leadership (Mangin, 2019).

The power of school administrators is also felt when schools attract

professional teachers from the private sector. It is tantamount to saying that their

management of human resources appears as very advantageous. This suggests

that school leaders put prime on the promotion of welfare of the teachers.

At present, DepEd Secretary Briones points out the migration of private

school students and teachers to the public schools. Initially, the phenomenon was

only of students due to various reasons. Lately, private school teachers are

transferring to public schools because of higher salaries and other benefits (Manila

Bulletin, 2018).

With this reality, tenured teachers in private schools decrease due to

retirement and preference for a better opportunity in other educational institutions.

A significant number of new teachers are hired yearly, including those who have not

taken the licensure examination for teachers. When few tenured teachers are left,

the bench for leadership candidates become shallow. There will be few or no other

candidates for the supervisory position except the most senior.

 The most senior may have been with the school for only three or four years,

but he/she may receive an offer to become an academic leader. Some may have

been with the school for ten years but never had the chance to take leadership

roles. Just to fill the vacancy, he/she will be forced to accept the appointment

despite lacking the needed qualifications, particularly educational qualifications, and

experience. In those few years as a faculty member in the institution, it is doubtful

that he/she was prepared for future leadership roles (Hernando-Malipot, 2018).

As asserted by Wieczorek and Manard (2018), the principal must be a

leader, giving the right plans to develop the school in a positive direction. In the

instructional leadership process, the principal of the principal is the skill of

developing goals, planning, program development, communication capacity, sharing

and cooperation, and motivational capacity to encourage creativity and innovation.

Related to the personnel is the skill of assignment in accordance with each nature

of the job to achieve high efficiency. The leadership capacity of a principal is very

important to the teaching activities of the school and also motivates the learning

activities and teaching and development activities. The capacity, qualifications and

capacity of leaders and principals have a direct impact on the results of teaching

activities. Therefore, the school always pays attention to fostering professional

capacity for management staff.

In addition, it is said that effective instructional leaders play an important role

in creating and encouraging instructional development in school; many researchers

employ varying terminology in building the profiles of effective leaders, such as

skills, competencies, descriptors, dimensions, and capabilities. We will summarize

the concepts as though they are synonymous terms, in that they all present

observable, assessable, and even potentially measurable qualities of a school

leader (Research and Innovation for Student Learning, 2018).

In the K-12 school, a principal performs many duties and responsibilities to

run a school. Among the duties a school principal performs are creating a mission

and vision, policy implication, budgeting, operation and management, connecting

community, communication, continuous professional development for the teachers

and staff. The primary role of the principal is to facilitate teaching and learning.

It is further said that the primary purpose of schooling is teaching the

students to help them achieving knowledge for their academic success. The

principal leads the teaching-learning being an instructional leader. So, instructional

leadership is the most vital role of a school leader to show effective teaching-

learning, and it has risen to importance as a guiding principle of leadership in

education over the previous twenty to thirty years (Boyce and Bowers, 2018).

The role of school leaders is not only to manage the school but also functions

as instructional leaders. The effectiveness of the school depends on the school

leader’s instructional leadership. This study focuses on the first dimension of the

instructional leadership conceptual framework. Defining a school mission is the first

dimension of the framework that identifies how the school leaders practicing

instructional leadership to define the school’s goals (Rashdi & Khamis, 2017).

In the assertions of Palaganas, et al. (2017), instructional leadership that

intend to improve organizational norms, arrangements, and systems, research

undertakings along this aspect is indispensable. Heeding to pre-service teachers’

voices to address their belief systems is essential because it creates opportunities

to understand better and appreciate them, and in this respect, TEIs stand as the

nurturing avenues to facilitate the shaping of instructional leadership beliefs.

Subsequently, exploring this dimension becomes significant input in determining

appropriate mechanisms and strategies in integrating the concepts of instructional

leadership to instruction and other academic-related activities to prepare pre-service

teachers in their future leadership roles in the teaching profession.

According to Driscoll (2016), 21st century school leaders should have nine

(9) major qualities. These include their being visionary, emotionally intelligent,

master self-leadership, embrace change and innovation, welcome and value

diversity, develop a 21st Century Mindset, learners, connected with the world, and

take action.

As pointed out by Harris & Jones (2015), there is general agreement

among scholars, policy practitioners, and policy makers that school

leaders are an essential contributor to improving students’ performance.

Hence, policymakers continue to prioritize the practice of worldwide

leadership and leadership development in order to achieve the best

outcomes in terms of sound quality education.

School administrators underwent series of professional development training

courses in support of Republic Act 9155 which the SEAMEO INNOTECH developed

and implemented. This is the flexible learning program known as the Instructional

and Curricular Excellence in School Leadership for Southeast Asia or ICeXCELS,

which was a tripartite collaboration among the SEAMEO INNOTECH. Public school

principals throughout the country benefited from self-instructional and self-paced,

incorporating adult learning principles including online discussions via a learning

management system provided an interactive component to the program which was

primarily delivered through printed modules (Mendoza, Gempes and Atienzar

2016).

It is said that the Department of Education (DepEd) has been exerting great

effort to provide support toward the success of the reform. It reported the following

from 2010 to 2016: 230,104 teacher items (permanent positions) were created,

considerable teacher training was rolled out, learning resources were produced and

made available, instructional tools and equipment were procured and distributed,

and over 38,000 classrooms were constructed (Andaya 2016).

 However, the World Bank (2016) asserted that despite a renewed focus on

basic education by the Philippine government, further increases in both capital and

recurrent public spending are needed. The report also recognized that there have

been significant improvements in the learning environment in schools, but

emphasized that more still needs to be done in terms of the sufficiency and quality

of facilities, adequacy of teachers, and opportunities for teachers to improve their

skills.

The Report of the Task Force on National Educators Academy of the

Philippines (NEAP) Transformation: Proposed Detailed Design (2019) indicated that

since the introduction of the K–12 Reform, there have been huge gains in improving

access to basic education, and contrary to the concern that the initiative would

increase drop-outs, there has actually been a marked growth in the number of drop-

outs that have returned to school. The report also indicated that participation rates

are up with 27 million Filipino children and youth enrolled in schools from

kindergarten to Grade 12.

According to DepEd Secretary Leonor Briones: “DepEd is now in a better

position to wage a decisive campaign for major upgrade in education quality” (Task

Force on NEAP Transformation). This may be a daunting challenge, but it is also a

worthy target which various stakeholders should support in line with the aspiration

for the country to catch up with its neighbors in the region and the rest of the world.
 Alegado (2018) states that true teacher leadership encompasses

extemporaneous and organic teacher initiative and facilitation. Despite the

functionality of school administrators there can be teachers who can exhibit

leadership prospective in manifold, sometimes intersecting, ways. Some leadership

roles are formal with clear designated responsibilities whilst other more informal

roles materialize as teachers interact with their peers. The variety of roles ensures

that teachers can find ways to lead that fit their talents and interests. Regardless of

the roles they accept, teacher leaders have the potential to shape the culture of

their schools, advance student learning, and influence practice among their peers.

Related studies

Arrieta & Ancho (2020) found out that the novice academic heads considered

paperwork, culture, processes and procedures, expectations of superiors, and

supervision of teacher as primary challenges. To handle these challenges, they

regularly consulted their supervisors and their former academic leaders mentored

some of them. They also engaged themselves in professional and personal

development to enhance their leadership competence.

Points on the need to focus on addressing the problems on school,

particularly paperwork, culture, processes and procedures, expectations of

superiors, and supervision of teachers connect to the current study for two reasons.

First, such problems encountered by school heads may be under the instructional
leadership practice categorized as managing school operation and resources.

Second, the above findings generally fall under the problems encountered in

practicing instructional leadership in the 21st century.

Bueno (2020) found out that the principals possessed strong instructional

leadership in framing and communicating the school goals, coordinating the

curriculum, protecting instructional time, maintaining high visibility and providing

incentives for teachers. There was no significant difference between the views of

principals and teachers relative to the instructional leadership skills among CES.

There was a strong collaborative school culture among principals and teachers

characterized by leadership, teacher professional development, unity of purpose,

collegial support, and learning partnership. There was no significant difference

between the views of principals and teachers on the culture among CES. Thus,

strong positive relationship between instructional leadership and culture among

CES was revealed. A training plan maybe be implemented to further improve the

21st Century skills as one of the major translational activities.

In general, the findings above shows the capacity of the school

administrators to communicate their school vision and mission for the subscription

of stakeholders. This connects to the indicator of 21 st century instructional

leadership practice of building connection. Under this, school administrators rely on

the support of internal stakeholders and more on the participation of thternal

stakeholders. In essence, communication is a tool of school administrators to

establish a broad network of support groups with advocates of educational

development.

As revealed by Jalapang & Raman (2020) prove that four variables

(instructional leadership and efficacy of principals, efficacy of teachers and school

climate) have significant relationships with students' academic achievement in the

seven National Secondary Schools (NSS) in Sri Aman, Sarawak, Malaysia.

However, teachers’ experience as a moderating factor was found to not affect the

independent variables against the dependent variable.

Findings above are somehow parallel to the objectives of the current

undertaking considering its concentration on the performance of high school

students in Sri Aman Division. It is similar to the present study as it also centers

on the analysis of high school learners’ performance in Calapan City Division

measured by their Mean Percentile Score (MPS) in the National Achievement Test.

Variables on the practice of 21st century instructional leadership, other indicators of

institutional performance and the problems encountered in practicing 21 st century

instructional leadership are all not included in the above study.

Huong (2020) has research findings which underline that instructional

leadership had directly been affected by external factors such as “The degree of

autonomy of the school for instructional activities”, “Awareness of the managers and

teachers about leading teaching activities” and “education innovation” more internal
such as “System of guiding documents of management levels on teaching

activities”; “Conditions of facilities and finance for school teaching activities” and

“Principal’s training level” Principals should recognize the change of the context and

enhance the improvement of teachers’ shared responsibility and partnership in

school decision making.

Based on the above study, the entire practice of 21 st century instructional

leadership gets its support from the school principals’ autonomy, awareness on

leading, adopting innovation and a system of documents of management. These

are in part represented in the five-fold indicators of 21 st century practice of

instructional leadership of school administrators in the Division of Calapan City.

The level of autonomy, awareness and innovation as found in the above study can

also be premised on the present study’s discussion on the problems encountered

by school heads in exercising 21st century instructional leadership as assessed by

themselves and teachers.

On account of the role of the principal is developing an instructional

leadership team in school, Sharif (2020) had findings from a semi-systematic

literature review show that the principal is not alone the instructional leader in a

school. Instead, he/she is the leader of the instructional leadership team, and the

assistant principals and the content experts are the members of this team.

Moreover, the paper also finds that the principal's role is critical to forming an

instructional leadership team for the students' better academic outcomes.

 Connection between the two studies is expressed in the findings on the

impacts of instructional leadership and the students’ academic performance. These

two factors are among the major concerns on the present study. What is not

discussed in the above study is the ability of school principals to the problems

encountered in the practice of 21 st century instructional leadership, hence, spelling

their ultimate difference.

In the work of Pitpit (2020) on elementary school principals’ instructional

leadership practices to retain novice teachers in the Philippines, it showed that the

participants implemented instructional leadership practices to support the retention

of novice teachers through professional development (PD) for novice teachers to

improve their teaching practices, instructional support for novice teachers to

improve their teaching practices by visiting these teachers in their classrooms,

classroom observations to identify their instructional needs, and communication via

collaborative discussions during classroom observations or staff meetings and with

memos and announcements.

As can be categorized, the findings above evolve around developing self and

others of the school administrators as their instructional leadership practice in the

21st century. With this, the above study shows similarity to the objective of the

current researcher to determine how well self (administrators) and teachers

professional development is given utmost attention and priority.

 Building 21st century education leaders has been studied by Galloway

(2019). It showed that university–district partnerships for principal preparation are

highly effective models for developing future educational leaders. Supportive and

consistent leadership within both the university and school district is critical to the

success of a university–district partnership. The identification of a viable funding

source to sustain a long-term partnership is essential to a lasting partnership for

principal development. Future principals benefit most from the university–district

partnership when they have an opportunity to apply research-based practices

learned in the classroom to real-world experiences through an internship model.

Tracing how the school principals prepare themselves for the 21 st century in

itself shows connection to the current study. This is because it centers on the

school principal’s attempt to lead an institution with skills and values anchored on

21st century principles. Other striking difference includes the lack of research on the

current school conditions of teaching and learning process.

Further studies by Caasi-Tabbal, Ocampo, & Agustin (2019) revealed that

principals have advanced competency in the structural, human resource, political,

and symbolic dimensions of leadership as assessed by the principals themselves

and by the teachers. There is no significant difference in the perception between

the two respondents on the principals’ competencies in the structural, political, and

symbolic dimension, but there is a significant difference in the perception between

the two groups on the human resource dimension of leadership.

 On account of the above findings, these center on advanced competency in

the structural, human resource, political, and symbolic dimensions of leadership as

assessed by the principals themselves and by the teachers. This study also seeks

the assessments of school principals and teachers on the former’s instructional

leadership. Other relationship between the two studies also includes the production

of an output after the in-depth analysis of variables where the above study proposed

a leadership framework while the present study will come up with enhanced

institutional development plan.

Vecaldo (2019) revealed that pre-service teachers believe that instructional

leadership is shared, learning-focused, a conversation, service-driven, and a pursuit

of equity. These deepen the assertion that understanding the instructional

leadership beliefs of pre-service teachers would promote instructional interventions

that can empower them and advocate a viable instructional leadership framework

not only in the Philippine context but in the ASEAN region as well.

Dwelling on the importance of sharing which is an act of communication,

empowering and delegation, the findings above provide credence to the current

study. In addition, considering the plight of novice teachers can be claimed as a

step towards strategic leadership because novice teachers are on top of priority for

development. The same context also falls under focusing on teaching and learning
as the novice teachers play a crucial role in the achieving learning objectives set by

the institution. These create parallelism between the studies.

Arzobal (2017) found out that school heads executed value-oriented

leadership and led service excellence as a mentality and ethical value, motivational

leadership by recognizing communication in everything they did and listened and

observed with the intensity of an artist and practiced adaptive leadership by cultivating an

experimenter’s mindset and broke boundaries all to a high extent.

As to the extent of implementation of the 21 st century curriculum of public

secondary school teachers as to student outcomes, findings showed that teachers

in MIMAROPA Region highly implemented content knowledge themes, learning and

innovation skills, information, media and technology skills and life and career skills.

Likewise, standards, assessment of skills, curriculum and instruction, professional

development, and learning environments as support systems of 21st century

instruction by secondary school teachers were all implemented to a high extent.

Other findings showed that the extent of execution of 21st century leadership

skills and the extent of implementation of the 21 st Century curriculum and the extent

to which 21st century instruction was implemented were all significantly related as

well as the 21st Century Curriculum implementation and 21 st century instruction.

There also a significant difference between the assessments of school heads and

teachers on the execution of the 21 st century leadership skills, the extent of

implementation of 21st Century Curriculum.

 Findings from Arzobal (2017) show link to the current study. This is because

the above study deals with the three major concerns related to 21 st century scenario

which include 21st century leadership, 21st century curriculum and 21st century

instruction all connected to the practice of school leaders in Calapan City Division of

the 21st century instructional leadership. Concurrent with the 21 st century

instructional leadership, the problems encountered in its materialization is also

supported by the findings from the above author.

In the study of Faa (2017), it was revealed that school mission, instructional

program, and school learning climate as barometers of the extent of implementation

of instructional leadership practices were implemented to a very high extent.

Considering the extent of performance of public elementary schools, it was found

out that as to access, 29 recorded 61.70% 93-95 (average), 13 recorded 27.66%

low (90-92%) while five (10.64%) had a high (96-98%) Net Enrolment Rate (NER).

It was also revealed that all public elementary schools had a 99%-above Gross

Enrolment Rate (GER) described as very high while all the schools surveyed had a

100% transition rated as 96-98% (high).

As to efficiency, completion rate had a mean score of 96.79% with Puerto

Galera Central School - PGCS) (98.54%) as the highest and 95.43 for Dangay

Elementary School as the. Dropout rate had the computed mean of 0.836,

graduation rate had the computed mean of 97.93%, participation rate had the mean

of 96.81% while quality measured by the National Achievement Test (NAT) showed
that 14 public elementary schools (29.29%) scored 80-84% described as

approaching proficiency, twelve (25.53%) had the MPS of 90% - above assessed as

advanced) and nine (19.15%) had the lowest MPS rating of 74% - below described

as beginning, seven (14.89%) were proficient (85-89%) and only five (10.64%)

performed 75-79% classified as developing.

School performance as to Net Enrolment Rate, Dropout rate, Participation

rate and National Achievement Test (NAT) had significant relationships with the

extent of implementation of fiscal management practices, graduation rates and

National Achievement Test (NAT) were found significantly related to the extent of

implementation of instructional leadership practices while a significant difference

exists in the perception of the school principal-respondents on the extent of

implementation of fiscal management practices across its indicators.

The present study draws strength from the above findings of Faa showing

that instructional leadership can be gauged by the competence of school

administrators to school mission, instructional program, and school learning climate.

The relationship between the two studies also rests on the former’s inclusion of

school performance such as those measured in terms of access, efficiency and

quality. It is noted that the present study also includes the same indicators as

measures of the level of institutional performance of public secondary schools in the

Division of Calapan City.

 Another study comes from Paz (2017) with salient findings that the level of

instructional competency of elementary school principals in the Division of Oriental

Mindoro as to leadership, instructional leadership, student-centered learning

climate, Human Resource Management (HRM), community involvement, school

management and interpersonal effectiveness were all assessed as high. All the five

parameters of Organization Development (OD) practices of elementary school

principals in the Division of Oriental Mindoro such as organization planning,

involvement in the total system, management from the top, organizational

effectiveness and planned interventions were all described as highly practiced.

Additionally, the extent of change management practices of

elementary school principals was also found as high as to mission change,

strategies change, operation change and technology change, accordingly.

Further, it was revealed that a significant relationship exists between the

level of organization development practice and the level of competence of school

principals, the level of organization development practices and the level of change

management practices of school principals while no significant difference was found

on the level of competency, the level of organization development practices, and the

extent of change management practices of elementary school principals across

their respective indicators. After analysis of the results, a Management Framework

was proposed.
 Findings from Paz connect to the current undertaking inasmuch as

instructional leadership is concerned. The variable centered on instructional

competence of school principals measured in terms of leadership, instructional

leadership, student-centered learning climate, Human Resource Management

(HRM), community involvement, school management and interpersonal

effectiveness. In the current study, instructional leadership will be anchored on the

principles and standards of 21st century measured as to leading strategically,

managing school operation and resources, focusing on teaching and learning,

developing self and others and building connections. Based on variables, the

difference between the two studies include the discussion of the present study on

change management and Organization Development (OD) practices which are not

the main concern of the present research. They also differ in terms of research

locale as the above study deals with the Division of Oriental Mindoro while the

present one will be confined only in the city division.

A study on the instructional leadership practices of elementary principals of

average needs/resource capacity school districts in New York State by De Vries

(2017) illustrates that to varying levels of adherence, they are observing the 25

instructional practices found within Domain 2 of the Marzano et al. (2015) School

Leadership Evaluation Model. However, contrary to expectations, there was no

relationship between elementary principal adherence to the practices found within

domain two (Marzano et al., 2015) and student achievement outcomes as

measured by the Grades 3-5 New York State English Language Arts assessment,

excluding one instructional practice.

The findings above that are heavily concentrated on instructional leadership

practices connected with the performance of elementary grade learners are parallel

to the current study. Since the present study deals with the 21 st century

instructional leadership practice assumed with connection and relationship with the

performance of learners makes the two research studies related. They

fundamentally differ with respect to the types of public schools categories where the

above study catered the average needs/resource capacity school districts while the

present study will wholly include all public secondary schools in Calapan City

Division.

Hansen (2016) worked on effective school leadership practices in schools

with positive climates in the age of high-stakes teacher evaluations and revealed

that professional practices and characteristics of principals in schools with positive

climate, as well as recommendations for current and future school leaders and

possibilities for future research.

Dwelling on the above findings, professional practices and characteristics of

principals in schools with positive climate may be reflected in the manner by which

school principals themselves practice 21st century instructional leadership. This can

be reflected in the parameters of 21 st century instructional leadership like leading

strategically, managing school operation and resources, focusing on teaching and

learning, developing self and others and building connections which are

characteristically the determinants of a professionalize school leader.

Another study revealed another challenge, particularly in rural district schools

which is on culture. Some participants struggled with the specific context of the rural

school. This challenge entails more preparation since many participants had no

experience in a rural setting. Unaware of the culture and characteristics of the rural

school, including stakeholders who have a sense of ownership in the school, novice

principals had to contend with the community. Such challenges could have been

avoided if they have a clearer understanding of rural education (Edwards, 2016).

Smyth (2016) studied school leadership in the provincial Philippines and

showed that a range of individuals participated in school leadership, not just the

principal. The study concluded that the low socioeconomic status of the local

culture limited the school community, that the distribution of leadership extended

outside the physical walls of the school and involved district staff, that the use of the

Four Paths framework should incorporate social context and that school leaders

formed patron-client relationships, a social convention that made their leadership

more resilient.

Timbre, et al. (2020) showed results that point to eight main categories

related to the complex nature of the job (the management challenge, the complexity
challenge and the learning challenge), and interactions with different stakeholders

(problems with educational authorities and educational policy; the staff and teaching

process; the students; the families and the school community; and the society).

Centering on the complex problems encountered by school administrators in

exercising instructional leadership, the above study is connected to the present

research. The present study includes in its list of variables the problems

encountered by school heads in exercising 21 st century instructional leadership as

assessed by themselves and teachers. Distinct difference noted between the two

studies is the categories of challenges encountered in school administration while

the present one simply identifies problems into ten-fold criteria.

For an effective school leader to maintain high-caliber instructional

leadership and management, there needs to be other educational qualifications and

competencies to be developed. Panganiban (2018) showed that majority of the

school heads in the CALABARZON region possess graduate level acuity and

orientation that contributed and aided in their supervision and administrative

functions. The seminars and trainings oriented them and equipped them with the

needed and appropriate knowledge, techniques, and practices in influencing

people. School heads were also found as very much knowledgeable and aware of

the practices and techniques needed to influence their personnel in achieving goals

and task.
 All findings above show how the five-fold indicators on leading strategically,

managing school operation and resources, focusing on teaching and learning,

developing self and others and building connections contribute to a successful

school leadership. In this study, the problems on professionalization even of school

heads will be considered for immediate resolution. These create the striking

similarity between the two studies.

Del Rosario & Ancho (2020) unfolded the lived experiences of Filipino school

managers in international schools in Doha, Qatar. They found out that school

managers gained experiences in planning, organizing, leading and controlling. The

school managers also had challenges falling into four themes such as Filipino

school leaders complied with mandates and policies, adapted with the culture,

conform to programs and conforming to resources.

All the challenges portrayed in the above findings connect to the present

study. This is in consideration of the capability of school heads to have quality time

management for career to perform their diverse duties and functions. When quality

time management is not completely satisfied, chances are that problems the school

heads encounter may tend to become complicated.

A qualitative study of 14 school heads from Panabo City Division, Davao del

Norte, Philippines who participated in the program revealed that prior to the

program, most of the participants focused mainly on their administrative role and
relegated instructional leadership to the sideline. They acknowledged that the

conversion in their perception and practice of their roles led to the transformation of

their teachers, in particular, and the schools, in general. They faced challenges

such as teachers’ acceptance of innovations they were implementing, lack of

resources, time constraints, but claimed that the course enabled them to look for

means to address the issues and concerns (Mendoza, Gempes, and Atienzar,

2016).

Considering the challenges on teachers’ acceptance of innovations, lack of

resources and time constraints, these build strong connection to the current study.

The same problems will be carefully examined in the present study under the

variable on the problems encountered in the practice of instructional leadership in

the 21st century. Also, it can be noted that the practice of their roles led to the

transformation of their teachers, in particular, and the schools, in general as

revealed in the above study can be premised as barometers under the present

variable on the level of performance of public secondary schools in Calapan City

Division.

Finally, the study of Alegado (2018) revealed that the concept of teacher

leadership still struggles to thrive in school organizations. It highlighted two

phenomena that make it a challenge for teacher leadership to blossom: one is the

traditional ‘principal-oriented’ nature of leadership that is heavily entrenched to its

system and second, the lack of leadership training and the teacher classification

that they follow.

Simply, the challenges faced with the school leaders mentioned in the above

study of two categories are similar to the premises of problems enumerated in the

current study. As school leadership is a complex process, it entails the resolution of

problems related to support of internal stakeholders in program planning and

implementation, research competence of teachers and students, scarcity in financial

resources, procedures governing resources utilization and accessibility and

availability of teaching technology. The challenges also encompass areas like

learning difficulties of learners, quality time management for career, support

mechanism, passivity of external stakeholders and decisive volunteerism and

proper coordination, respectively.

Synthesis

Various definitions of instructional leadership under the 21st century,

relentless growth of standards-based accountability, the crucial influence of

instructional leadership in educational praxis, and the migration of teachers to the

public school system. Literatures also share the competence of school

administrators to become academic leaders, including the attempts of school

administrators to develop the school in a positive direction and achieve effective

instructional leaders to play as inspiration and a builder.

Looking further, the literature also discusses the significance of the K-12

schools and curriculum where school principals perform diverse duties and

responsibilities. As also said, the role of school administrators is considered as the

primary purpose of schooling is teaching the students to help them achieving

knowledge for their academic success and school management per se, and their

powers to improve organizational norms, arrangements, and systems, research

undertakings along this aspect is indispensable.

Apparently, the notes also show that major qualities primarily being visionary

and emotionally intelligent, their essential contribution students’ improvement

and their professionalization by recognized institutions. Now the Department

of Education (DepEd) has been exerting great effort to provide support toward the

success of the reform which is corollary to the assertion that a renewed focus on

basic education by the Philippine government tends to increase capital and

recurrent public spending. This can be due to the adherent implementation of the

K–12 Reform and the admission that the DepEd is now in a better position to wage

a decisive campaign for major upgrade in education quality because of true teacher

leadership that encompasses extemporaneous and organic teacher initiative and

facilitation.
 On the part of the related studies, problems on novice academic heads’

engagement in paperwork, culture, processes and procedures, expectations of

superiors, and supervision of teacher as primary challenges, strong instructional

leadership in framing and communicating the school goals, curriculum, and other

major concerns, areas of instructional leadership and efficacy of principals,

efficacy of teachers and school climate and their effects on students' academic

achievement including instructional leadership’s effect on external factors and their

role in forming instructional team.

Other findings revealed results on university–district partnerships for principal

preparation as highly effective models for the development of future educational

leaders, principals’ advanced competency in various domains of leadership and

characteristics of instructional leadership being shared, learning-focused, a

conversation, service-driven, and a pursuit of equity.

Some other findings center on 21st century leadership, curriculum

implementation and instruction, instructional competence of creating school

mission, instructional program, and school learning climate, school performance,

instructional competency of elementary school principals, organization development

practice and change management which all magnify the powerful impact of effective

leadership in the overall state of the educational institution.

 Looking further at the findings, the levels of adherence to instructional

practices found within Domain 2 of the Marzano et al. (2015), positive school

climates, school culture, school leadership in provinces, the complex nature of the

school management challenges are supportive of the variables under study.

Findings on school leaders’ professionalization, the lived experiences of Filipino

school managers in international schools, the programs on administrative role and

relegated instructional leadership to the sideline and the concept of teacher

leadership provide significance to the current study.

All of the discussed literature and studies provide strength to the study’s

discussion on the variables pertinent to the level of exercise 21st century

instructional leadership of school heads in public secondary schools in Calapan City

Division as assessed by themselves and teachers in term of leading strategically,

managing school operation and resources, focusing on teaching and learning,

developing self and others and building connections. The same also support the

research investigation on the level of performance of public secondary schools in

Calapan City Division as to access, efficiency and quality and the problems

encountered by school heads in exercising 21 st century instructional leadership as

assessed by themselves and teachers.