One of the Department of Education’s initiatives to increase the literacy rate in the Philippines has been the conversion of elementary schools into integrated schools, meaning, a high school department is created or added. In the Northern Luzon area particularly in Ilocos Norte and Laoag City, nine elementary schools have been converted into Integrated Schools. This is to make sure that those who graduate from these schools will continue their schooling as these are practically located in isolated places. Unfortunately, the transformation of these elementary schools into integrated schools poses interesting challenges to the present school administrators because from managing just an elementary school, they already need to oversee the operation of an elementary and a high school and now with an added two-year Senior High School in one campus. This means, their responsibilities have become doubled if not multiplied. This phenomenological study, therefore, aimed to develop a model based on the practices of the school administrators of integrated schools in the management of their respective institutions. Results of the interviews and focused group discussions reveal that there are management practices that are common to the integrated schools. However, some practices were also found to be unique to the schools. These practices reflect their coping strategies toward the limitations accompanying the changes in structure, instruction, and system of operation in the school. From these practices in managing change, processes and approaches were identified and a transformational model of management for integrated schools was subsequently designed.
Alexander Lino, Department of Education, City Schools Division of Batac, Ilocos Norte, The Philippines
Joselito Lolinco, Mariano Marcos State University (Rtd), The Philippines
Stream: Educational Policy, Leadership, Management & Administration
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