Managing Change Capabilities Of School Heads: Input To Effective Change And Development In The Educational System

Abstract

The study assessed the managing change capabilities of school heads in the province of Masbate, Philippines. Specifically, it sought answers to the level of change management skills of the elementary and secondary school heads along; understanding change, planning change, implementing change, consolidating and monitoring change (based on Heller model) as well as the significant relationship of these skills. The study used the descriptive survey method of research using the Heller’s scoring model as well as the interpretation for the skills in managing change. The respondent-school heads in the whole province (N=190) were completely enumerated. Results showed that secondary school heads obtained a total score of 19,681 and were ‘skilled agents of change’ in understanding, implementing, consolidating and monitoring change; while in planning, they only ‘understand the need for change.’ On the other hand, elementary school heads obtained a total score of 17,233 considered as ‘skilled agents’ in implementing change; while they only rated to ‘understand the need for change’ along understanding, planning and consolidating and monitoring change based on the Robert Heller Scoring Model. The relationship of these skills obtained a value of 27.949 interpreted as with a ‘highly significant’ result. The researcher concluded that the school heads in the province of Masbate particularly the secondary school heads are generally receptive and have a positive approach to change-making them skilled agents of change. Recommended therefore to utilize the expertise of these school heads in implementing reforms and change in the educational system and to conduct similar studies among school heads using different assessment tools.