Assessment of Public Secondary School Principals’ Management Functions and Student Services in the Division of Romblon: Basis for a Management Handbook

This study assessed the status of student services and the level of management functions of public secondary school principals in the Division of Romblon during the academic year 2009–2010, establishing an empirical basis for a validated school management handbook. Utilizing a descriptive-normative and correlational research design, data were gathered using a validated survey questionnaire administered to 178 stratified respondents, comprising classroom teachers, principals, education program supervisors, and students. To control for self-report bias, multi-rater perspectives were integrated and triangulated across groups. Statistical treatments included frequency counts, weighted means, one-way Analysis of Variance (ANOVA), and Pearson Product- Moment Correlation.

Management Functions, Student Services, Educational Administration, Principal Leadership

1. Adoption of the Validated Management Handbook: School principals should adopt the newly structured management handbook to systematically address operational gaps, particularly in safety, security, and library services. [Google Scholar] [Crossref]

2. Systematic Handbook Validation Cycle: Future institutionalization of administrative toolkits must strictly adhere to a four-phase model: [Google Scholar] [Crossref]

4. a. Stage 1 (Gap Extraction): Pinpointing specific vulnerabilities from empirical assessments; [Google Scholar] [Crossref]

5. b. Stage 2 (Drafting): Creating contextualized guidance modules tailored to public secondary schools; [Google Scholar] [Crossref]

6. c. Stage 3 (Expert Review): Submitting drafts to Division supervisors and educational management experts for content validation using standardized validation rubrics; and [Google Scholar] [Crossref]

7. d. Stage 4 (Refinement): Finalizing usability features based on pilot feedback. [Google Scholar] [Crossref]

8. Enhanced Multi-Rater Evaluation and Monitoring: Principals must establish periodic, multi- stakeholder feedback systems involving teachers, staff, and students rather than relying purely on administrative self-evaluations. [Google Scholar] [Crossref]

9. Program-Based Budgeting and Supervisory Oversight: Educational leaders should transition toward transparent, program-based budgeting to ensure dedicated yearly allocations for every student service component, integrated into regular Division monitoring reports. [Google Scholar] [Crossref]

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