21st Century skills of School-based Management Practitioners in Secondary Schools in the Division of Rizal Esmeraldo T. Tayam

Thesis Doctor of Philosophy major in Educational Management University of Rizal System Pililla

The study determined the 21st century skills of School-Based Management practitioners of selected secondary schools in the Division of Rizal during the School Year 2019-2020. The researcher considered the thirty (30) national high schools covering the five (5) clusters in the Division of Rizal and from these schools, the seven groups of respondents categorized as internal and external stakeholders were determined. The internal stakeholders were composed of School Heads, SBM Coordinators, Faculty Officers, and Student Officers, and the external stakeholders were composed of GPTA Officers, Barangay. Officials, and Alumni They were chosen purposively since they were the direct SBM practitioners in the respective schools where they belong. The study revealed the following: On the profile of the internal stakeholders, it was found that majority of the School Heads are female, 50 to 59 years old, in the school head's service for more than 5 years, and have units in Doctorate Degree. The majority of SBM Coordinators are also female, 30 to 39 years old, have length of service of more than 5 years, and most of them have units in Master's Degree For the Faculty Club Officers, most of them are also female, either 30 to 39 or 40 to 49 years old, also with more than 5 years length of service, and have Bachelor's Degree. When it comes to Student Officers, male and female respondents are equally distributed, while most of them are 19 years old and below, and have been officer for 1 to 2 years. For the external stakeholders, majority of the GPTA Officers are also female, 40 to 49 years old, have been elected as officers for 3 to 4 years, and have Bachelor's Degree. For the Barangay Officials, all of them are male, either 30 to 39 or 50 to 59 years old, have been in the office for more than 5 years, and Bachelor's Degree holder. For the Alumni, most of them are also female, 20 to 29 years old, and Bachelor's Degree holder, In general, the different groups of respondents perceived the level of 21st century skills of SBM Practitioners as "Very High Level". First in rank is Ethics, followed by People Skills, then Accountability comes next, followed by Leadership, then followed by Responsibility. Next is Social Responsibility, followed by Personal Responsibility, then sharing the last spot are Adaptability, Personal Productivity. and Self-Direction; The perceptions of the different respondents regarding the level of 21st century skills of SBM practitioners registered no significant difference with respect to Information, Media, and Technology and Learning and Innovation and their sub categories. Meanwhile, their perceptions on the level of 21st century skills of the SBM practitioners with respect to Life and Career Skills also showed no significant difference among other its sub categories in terms of Leadership; For the internal stakeholders, the perceptions of the School Principals on the level of 21st century skills of SBM practitioner showed no significant difference with respect to Information, Media, and Technology in terms of sex, and also showed no significant difference with respect to Information, Media, and Technology and Learning Innovation in terms of their age, and highest educational attainment Their perceptions showed significant difference with respect to the Life and Career Skills in terms of their sex, age, length of service, and highest educational attainment. The perceptions of the SBM Coordinators, Faculty Club Officers, and Student Officers, showed no significant difference with respect to the different aspects in terms of their profile. For the external stakeholders, the perceptions of the GPTA Officers and Alumni respondents on the level of 21st century skills of the SBM Practitioners showed no significant difference with respect to the different aspects in terms of their profile. When it comes to Barangay Officials, their perceptions showed no significant difference with respect to the different aspects in terms of their age, but showed no significant difference with respect to the different aspects when they were grouped in terms of their length of service; and In overall, the different groups of respondents perceived the 21st century skills of the SBM Practitioners as "Advanced" with respect to the four principles of SBM such as Leadership and Governance, Curriculum and Instruction, Accountability and Continuous Improvement, and Management and Resources Based on the results, the study concluded that. Both respondents in the internal and external stakeholders have the experience and educational background that made them credible sources of information pertaining to the level of 21st century skills of the SBM Practitioners and how these skills affect the implementation of the four principles of SBM: The 21st century skills of the SBM Practitioners need to enhance with respect to their Leadership, Accountability. Social Responsibility, and much more when it comes to Self-Direction: The perceptions of the different respondents on the level of 21st century skills of the SBM Practitioners are aligned concerning the different variables under Information, Media, and Technology and Learning Innovation. Their perceptions showed important discrepancies with respect to Life and Career Skills in terms of Leadership, People Skills, and Self-Direction, The profile of majority of the respondents in the internal and external stakeholders are not determinants on the statistical differences of their perceptions regarding the level of 21st century skills of SBM Practitioners with respect to the different aspects. Only the profile of the School Heads in terms of sex and the profile of the Barangay Officials in terms of length of service have influenced the significant difference of their perceptions with respect to Life and Career Skills in terms of the different variables, and The 21st century skills of the SBM Practitioners are affecting the four principles of SBM particularly their Leadership and Governance, as perceived by the different groups of respondents in general. In line with the conclusions, the following are recommended: The school administrators may consider sustainable training programs for all leaders in both internal and external stakeholders since enabling them will provide effective implementation of SBM; The SBM Practitioners may continuously be provided with seminars and trainings about school-based management practices particularly in effective employment of leadership under this governance and the practice of involving other stakeholders to recognize their leadership: The different SBM Implementers should initiate development and empowerment programs for their stakeholders especially teachers by providing them trainings that will widen their discernment about their responsibilities as part of implementers of school-based management, The SBM Implementers may consider the policies guiding their activities in the school and community. This will help in identifying the strength and weakness of their activities in basic school and provide quick solutions where things seemed going out of hand; The teacher may initiate educating parents for them to understand their responsibilities not only as member of stakeholders but mainly being parents of pupils who are the main beneficiaries of the progress of the school using school-based management, The GPTA Officers may consider themselves as part of the educational system with important role to perform, thus, become more cooperative than resistant to the leadership of their school head in the school, The school administrators may consider the project proposal of the study based on its obtained results, and the future researchers may use the result of the study as reference in conducting similar study using a different set of variables and respondents.