Schools’ First Initiatives of School Head in Elevating the Quality of Teaching and Learning

Abstract

The quality of education is one of the major concerns that educational institutions face as years
pass by. With the rapid pace of change going on in society, it is possible that strategies and
methodologies established in the past are no longer keeping up with the demands of the
present time. In response to this, the United Nations (UN) in 2017 endorsed 17 Sustainable
Development Goals (SDGs) as standards that guided and ensured a holistic improvement in
different sectors of a country. One of these goals was addressed to the education sector which
must uphold quality education. The United Nations explained that quality education is not
limited to basic skills like literacy and numeracy; quality education harnesses the innate
capabilities of students to help them attain their full potential and engage in society as
productive and competent individuals. This challenges schools to upskill and innovate to
produce learners who are prepared, proficient, and contributing positively to nation-building.
In this regard, education plays a very important part in the growth not only of the learners but
the whole economy. Stable education leads to a more progressive economy. To achieve this, the
quality of teaching and learning must be consistently elevated or improved. There are many
ways to elevate or to enhance the quality of teaching. One of these strategies is the
implementation of the Schools First Initiative (SFI), government’s strategy for improving basic
education. It is a popular movement featuring a wide variety of local initiatives or a kind of
“thousand flowers bloom” movement by individual schools, localities, school divisions, local
governments, communities, civil society organizations and other interest groups and
associations. It is also a policy reform package of institutional, structural, financial, and other
critical changes necessary to accelerate, broaden, deepen and sustain education reform.
Alongside this effort of improving the quality of education in public schools, the school
administrator plays a pivotal role in realizing the objectives of this Schools First Initiative. The
school head is the vital entity that can ensure that the implementation of a new strategy and approach is good for the whole school. Most of the time, elevating the quality of learning and
teaching depends on the school head’s initiatives and efforts (Zocchia, 2020).
Effective leaders are known to clarify and communicate school’s vision, improve teaching and
learning circumstances, redesign the organization, align roles and responsibilities, improve
teaching and learning, upgrade and improve the curriculum, improve the quality of teachers
including succession planning, build relationships within the school community, build
connections outside the school community, and emphasize common values.
Moreover, effective management of the school head is manifested by how the school performs
in all aspects-- from effective instruction to developing linkages with stakeholders. However, the
occurrence of mismanagement in schools cannot be avoided. School administrators are
bombarded with a variety of issues and concerns as they handle the school organization. As
reflected in the results of the study of Wise (2015), school heads face enormous challenges
including pressures to increase students’ achievement, lack of financial resources, inadequacy
of school buildings and instructional equipment, inadequate linkages for community support,
and a host of other problems which further complicate their jobs.
These situations bring out the leadership skills of school administrators with which they initiate
educational efforts to uplift the situation of the schools. As they carve the school’s rightful
pathway and steer it toward success and prosperity, they impose the educational initiatives as
their duty and responsibility.
Moreover, educational efforts and initiatives of school heads are likely to generate a new
strategy in improving the quality of teaching and learning. As Tabon Elementary School through
the leadership of its principal showed in its school accomplishment report based on the
objectives of BE-LCP for SY 2020-2021, TES has provided initiatives and improvements in the
following areas: implementation of blended learning where the school employed school-based
printing to augment the Self-Learning Modules (SLMs), purchase of school supplies such as
bondpaper, ink, and printers as prioritized in MOOE fund allocation, procurement of additional
school equipment from the LGU and benefactors, and conduct of online classes. The school
ensured safe and healthy learning environment by observing and complying with the required
health standards as stipulated in DepEd Order no. 14, s. 2020 -Guidelines on the Required
Health Standards in Basic Education Offices and School. It successfully implemented the school
based feeding program; arranged for teachers’ professional growth as all the teachers
participated in seminars and trainings which prepared them in the “new normal” set up in
education; and maintained good partnership with stakeholders who gave cash donations and
fielded volunteers for the Brigada Eskwela. These endeavors proved that the school employed effective management strategies relative to teaching and learning, resources, and community
linkages for better outcomes.
As revealed in the school-conducted surveys and inventories, the school emphasized the
following focus areas: implement blended learning since almost half of the learners have
devices and access to internet, thus they are capable of online class. Likewise, SLMs are deemed
sufficient for learners who chose to have modular learning. The school coordinates with LGUs
and taps other stakeholders for additional computer/laptop and improved internet connectivity.
It produces additional SLMs to achieve 1 is to 1 ratio in all grade levels and maintains open and
frequent communication with parents through text messaging, phone calls, FB messenger or
group chat, as well as video conference via Google Meet. Further, the school keeps a well
managed ICT laboratory and hand-washing facilities, posts safety signages and implements
other DRRM/IATF protocols.
These aspects of school improvements motivated the researcher to conduct the present study
to discuss the consequences of educational initiatives and efforts of the school head, enhance
or elevate the quality of teaching and learning. Furthermore, this research sought to unravel
significant ideas for possible benchmarking of other school districts.