CHAPTER 12:

Roles and Competencies of

School Heads
Learning Outcomes:
• At the end of this Chapter, you should be
able to discuss the competencies
expected of school heads as contained in
competency frameworks for Philippines
and for Southeast Asia.
 INTRODUCTION:
• As stipulated in Chapter 1, E of RA 9155 the school head is an administrative
and an instructional leader. Because the main function of school is students’
learning, the school head must spend more as an instructional leader. As an
instructional leader, he/she supervises instruction by observing teachers
while they teach, conducting post-observation conferences with individual
teachers, mentoring and coaching them, ensuring that teachers have the
needed resources for teaching. While physical improvement and fund
sourcing – the concerns of administrative leadership – help improve schools,
the more important concern is improvement of instruction as this has a
direct bearing on learning. More often than not, however, schools heads
spend more time soliciting funds for a flagpole, a stage, a classroom,
pathwalk, waiting shed, etc. leaving no time left for instructional supervision .
 Competencies for School Heads: The
NCBSSH
• In the list of competencies expected of
school heads, there are competencies for
both instructional leadership and
administrative leadership. Let’s take a look
at the competencies expected of school
heads as contained in the National
Competency-Based Standards for School
Heads (NCBSSH) issued in DepEd Order
32, s. 2010 on April 16, 2010.
Figure 2. The National Competency-Based Standards for School Heads
(Inclosure to DepEd Order No. 32, s. 2010)
Table 8:
The National Competency-Based Standards for School Heads
Domains and Competency Strands
DOMAINS Competency Strands
Domain 1 1.A. Developing & Communicating
School Leadership Vision, Mission, Goals, and Objectives
(VMGO)
1.B. Data-based Strategic Planning
1.C. Problem Solving
1.D. Building High Performance Teams
1.E. Coordinating with others
1.F. Leading and Managing Change
Domain 2 2.A. Assessment for Learning
Instructional Leadership 2.B. Developing Programs &/or Adapting
Existing Programs
2.C. Implementing Programs for
Instructional Improvement
2.D. Instructional Supervision
Domain 3 3.A. Setting high social & academic
Creating a Student Centered expectations
Learning Climate 3.B. Creating school environments
focused on the needs of the learner
Domain 4 4.A. Creating a Professional Learning
HR Management and Professional Community
Development 4.B. Recruitment & Hiring
4.C. Managing Performance of Teachers
and Staff
Domain 5 5.A. Parental Involvement
Parent Involvement and 5.B. External Community Partnership
Community Partnership
Domain 6 6.A. Managing School Operations
School Management and Operations 6.B. Fiscal Management
6.C. Use of Technology in the
Management of Operations
Domain 7 7.A. Professionalism
Personal & Professional Attributes 7.B. Communication
and Interpersonal Effectiveness 7.C. Interpersonal Sensitivity
7.D. Fairness, Honesty and Integrity
Competency Framework for Southeast
Asian School Heads, 2014 Edition

• As a member of the Association of Southeast

Asian Nations (ASEANS), let’s also take a look at
the competencies of school heads for Southeast
Asia.
Figure 3. Competency Framework for Southeast Asian School
Heads,2014
Figure 9: Competency Framework for Southeast Asian
School Heads
Domain: Stakeholder
Engagement (SE)
1. (SE) Promoting shared 1.1. Build trust and lead
responsibility for school teams/communities for school
improvement improvement
1.2. Empower the community to work
for enhancement of school
performance
2. (SE) Managing education 2.1. Communicate effectively with
alliances and networks different stakeholders
2.2. Facilitate school community
partnerships and activities
2.3. Promote consensus-building
2.4. Manage conflict and practice
negotiation skills
3. (SE) Sustaining collaborative 3.1. Support community-based
relationships with stakeholders programs and projects
3.2. Communicate school performance
report to stakeholders

4. (ML) Managing school resources 1.1. Manage financial resources

and systems 1.2. Manage learning environments
1.3. Manage systems and procedures

5. (ML) Managing staff performance 2.1. Manage school personnel

requirements
2.2. Support professional development
of staff
2.3. Recognize staff performance
6. (ML) Managing sustainable 3.1. Demonstrate program and project
school programs and projects management skills
3.2. Promote school-based programs
and projects that support sustainable
development
Domain: Instructional Leadership
(IL)
1. (IL) Leading curriculum 1.1. Manage curriculum
implementation and improvement implementation
1.2. Promote sensitivity of diversity
and differentiated instruction
2. (IL) Creating a learner centered 2.1. Promote learner centered
environment activities
2.2. Promote a healthy, safe, and
inclusive learning environment
2.3. Promote a culture of peace and
respect for diversity
3. (IL) Supervising and evaluating 3.1. Apply appropriate models for
teachers’ performance supervision and evaluation
3.2. Nurture teacher leaders

4. (IL) Delivering planned learning 4.1. Promote team-based approaches

outcomes to instructional leadership
4.2. Manage assessments to improve
teaching and learning
Domain: Personal Excellence
(PE)
1. (PE) Managing personal 1.1. Lead by example
effectiveness 1.2. Demonstrate transparency and
accountability
1.3. Practice a balanced healthy
lifestyle
1.4. Take a pride in one’s profession
1.5. Deliver results
2. (PE) Acting on challenges and 2.1. Manage priorities
possibilities 2.2. Exhibit decisiveness in
addressing challenges
2.3. Exhibit an enterprising attitude
3. (PE) Pursuing continuous 3.1. Take responsibility for lifelong
professional development learning
3.2. Advocate ASEAN values and
perspectives
Domains and Competencies for School
Heads in Southeast Asia

• Instructional Leadership
Like the NCBSSH for Philippines, the
competency framework for Southeast Asian school heads
also include domains for instructional leadership. The
domain on Instructional Leadership encompasses 4
competencies: 1) leading curriculum implementation and
improvement; 2) creating a learner-centered environment;
3) supervising and evaluating teachers’ performance; and 4)
delivering planned learning outcomes
Administrative Leadership

• This includes strategic thinking and innovation (Domain 1),

stakeholders’ engagement (Domain 4) and managerial leadership
(Domain 5). For the enabling competencies for each domain, refer
to the table above.
Personal excellence, another Domain (Domain 3), relates to both
instructional and administrative leadership. Whatever personal
improvement school heads have on their personal effectiveness by
pursuing continuous professional development redounds to
improved administrative and instructional leadership.
School Head and the Community
• Like a refrain in a song, the idea that the school and
community are partners in the education of the child has been
said repeatedly in this book. Rightly so, to be faithful to the
descriptive title of this course. The Teacher and the
Community, School Culture and Organizational Leadership. In
fact, in this book, a separate Chapter was devoted to school
and community partnership to emphasize this significant role
of teachers and school heads in relation to communities. In
the NCBSSH, several strands and indicators point to this
school and community partnership. The strands are as follows:
Involves internal and external stakeholders in formulating and achieving
school vision, mission goals and objectives (Domain 1 A)
• explains the school vision to the general public (Domain 1 A)
• aligns the School Improvement Plan/Annual Improvement Plan with
national, regional and local education policies and thrusts (Domain 1
B)
• communicates effectively SIP/AIP to internal and external
stakeholders (Domain 1 B)
• involves stakeholders in meetings and deliberations for decision-
making (Domain 1 D)
• provides feedback and updates to stakeholders on the status of
progress and completion of programs and projects
• creates and manages a school process to ensure student progress is
conveyed to students and parents/guardians, regularly (Domain 2 C)
• recognizes high performing learners and teachers and supportive
parents and other stakeholders (Domain 3 A)
• prepares financial reports and submits/communicates the
same to higher education authorities and other education
partners (Domain 6 B)
• maintains harmonious and pleasant personal and official
relations with superiors, colleagues, subordinates, learners,
parents and other stakeholders (Domain 7 A)
• listens to stakeholders’ needs and concerns and responds
appropriately in consideration of the political, social, legal
and cultural context
In the Southeast Asian Competency Framework, the
following competencies strengthen school and community
partnership. 1) promoting shared responsibility for school
improvement; 2) managing education alliances and networks
and 3) sustaining collaborative relationships with
stakeholders.
 TAKEAWAYS
• A school head is an administrative leader and instructional
leader.
• School heads tend to spend less time for instructional
leadership compared to time devoted to administrative
leadership. An effective school head gives emphasis on
school leadership since good teaching and effective
teachers are the most important factors in improved
school performance.
• The National Competency-Based Standards for School
Heads (NCBSSH) and the Southeast Asian Competency
Framework for School Heads list the competencies
 Group 11
GRACE ANN P. CANETE
MARIANE JOYCE VILLANUEVA