Needs Assessment of Learning Leadership Development for Secondary School Administrators

Abstract

The research objectives were to assess needs and guideline of learning development for secondary school administrators. The target group consisted of 410 principals and assistant principals of secondary schools under the Office of Basic Education Commission (OBEC). The sample group was derived with stratified random sampling technique. Data collecting tool was a 5-level rating scale questionnaire asking present and desirable conditions. The tool had the reliability of 0.92 and 0.96 respectively. Analytical data statistics were mean, percentage, and Modified Priority Needs Index (PNI_modified) The findings are as the present condition of learning leadership of school administrators under the Secondary Educational Service Area Offices as a whole is at medium level. The desirable condition is at highest level. The needs for development exist in all dimensions. Team Learning dimension has the development needs at the highest (PNI_modified = 0.38). The needs in descending order are Self-Directed Learning (PNI_modified = 0.37), Integrating Pluralism (PNI_modified = 0.36), Context-Oriented Transformation (PNI_modified = 0.34), Employing Facilitating Technology and Innovation Learning in Digital (PNI_modified = 0.33), and Creativity and Courage (PNI_modified = 0.32). And learning leadership development guideline for secondary school principals consists of (1) development ratio 70:20:10 – 70 percent on the job training and off the job training, 20 percent on PLC (professional learning community) and personal feedback, and 10 percent on training; (2) development phases – phase 1 training, phase 2 integration with work practice, and phase 3 follow up and evaluation.