ASSESSMENT OF THE LEADERSHIP STANDARDS OF THE
SECONDARY SCHOOL LEADERS IN HAI PHONG CITY:
BASIS FOR AN INTERVENTION PROGRAM

___________________________

A DISSERTATION
Presented to the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
in Collaboration with
Thai Nguyen University, Socialist Republic of Vietnam

___________________________

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Educational Management

___________________________

By
NGUYEN THI DAT KHOA (LUCY)

October 2014
i


APPROVAL SHEET

The Dissertation of
NGUYEN THI DAT KHOA

entitled
ENHANCING THE COMMUNICATION SKILLS OF EDUCATIONAL
MANAGERS IN VINH PHUC PROVINCE:
BASIS FOR A TRAINING PROGRAM
Submitted in Partial Fulfilment of the Requirements for the Degree
DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT
A program offered by Southern Luzon State University,
Republic of the Philippines in collaboration with
Thai Nguyen University, Socialist Republic of Vietnam
has been approved by Oral Examination Committee

SUSANA A. SALVACION, PhD
Expert

APOLONIA A. ESPINOSA, PhD
Expert

Expert

BELLA R. MUELLO, EdD
External Panel

CECILIA N. GASCON, PhD
Chairman
Endorsed by:

Recommended by:

RICARYL CATHERINE P. CRUZ, EdD
Adviser


SUSANA A. SALVACION, Ph.D.
Dean, Graduate School

Accepted in Partial Fulfilment of the Requirements for the Degree
Doctor of Philosophy in Educational Management

WALBERTO A. MACARAAN, Ed.D.
Vice President for Academic Affairs

_____________________
Date
ii


CERTIFICATE OF ORIGINALITY

iii


ACKNOWLEDGMENT

Writing a doctoral dissertation is a gratifying but difficult and sometimes
a nerve- wracking endeavor that only a few engage in because it requires a
lot of sacrifice and hard work from the researcher. However, at the end of the
task, one experiences a wonderful feeling of joy, happiness, relief and
fulfillment.
The researcher would like to extend her sincerest gratitude and thanks
to the following people who were very instrumental in the completion of this
research.

DR. CECILIA N. GASCON, President of the Southern Luzon State
University in the Republic of the Philippines, for her untiring effort and belief
that this collaboration is possible thus enabling her to pursue the Doctor of
Philosophy in Educational Management;
DR. DANG KIM VUI, President of Thai Nguyen in the Socialist
Republic of Vietnam, for his untiring effort and belief that this collaboration is
worthy of implementation;
DR. NGUYEN THE HUNG, Director of the International Training
Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his
significant concern to provide the Vietnamese people an opportunity to grow
through education;
DR. RICARYL CATHERINE P. CRUZ, her adviser, for the guidance
and endless support for the improvement of this study.

iv


DR. APOLONIA A. ESPINOSA, DR. WALBERTO A. MACARAAN,
DR. BELLA R. MUELLO, and DR. TERESITA V. DE LA CRUZ who
composed the Oral Defense Committee, for their suggestions, comments and
corrections to improve this study;
ITC STAFF, for providing the necessary research materials;
HER FAMILY and FRIENDS, for the love and support in one way or
the other;
And TO ALL who have contributed to make this study a success.

NTDK

v



DEDICATION

I dedicate my dissertation work to my family and many friends. A
special feeling of gratitude to my loving parents.

I also dedicate this

dissertation to my many friends and family who have supported me
throughout the process. I will always appreciate everything that they have
done, especially Dr.Ricaryl Catherine Cruz, my adviser, for the guidance and
endless support for the improvement of this study.

NTDK

vi


TABLE OF CONTENTS
PAGE
TITLE PAGE ………………………………………………………………..

i

APPROVAL SHEET ……………………………………………………….

ii

CERTIFICATE OF ORIGINALITY ………………………………………..


iii

ACKNOWLEDGMENT …………………………………………………..

iv

DEDICATION ………………………………………………………………

vi

TABLE OF CONTENTS …………………………………………………..

vii

LIST OF TABLES ………………………………………………………….

ix

LIST OF FIGURES…………………………………………………………

xi

LIST OF APPENDICES …………………………………………………...

xii

ABSTRACT …………………………………………………………………

xiii


CHAPTER
I

II

III

INTRODUCTION ……………………………………………

1

Background of the Study …………………………………..

4

Objectives of the Study …………………………………….

10

Hypothesis of the Study ……………………………………

11

Significance of the Study …………………………………..

11

Scope and Limitation of the Study ………………………..

12


Definition of Terms ………………………………………….

13

REVIEW OF LITERATURE ……………………….……….

16

Conceptual Framework …………………...….………..……

34

Research Paradigm ……………………………...….………

36

METHODOLOGY
Locale of the Study ………………………….………………

37

Research Design …………………………….………………

37

Population and Sampling ………………….…...…………..

38


Research Instrument ………………………...…….…….….

38

Validation of the Instrument ………………………………...

39

Data Gathering Procedure ………………………………….

40

vii


IV

Statistical Treatment …….…………………………………..

41

RESULTS AND DISCUSSIONS ……………………….….

43

Profile of Respondents ……………………………………...

43

Perception of the Respondents on the Current Leadership

Standards of the Secondary School Leaders in HaiPhong City
………………………………………………………………….

52

Significant Difference on the Current Leadership Standards of
the Secondary School Leaders in HaiPhong City when

V

Grouped According to their Profile ………………………………

63

ProposedIntervention Program ………………………………….

80

SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary…………………….…………………………….….

85

Findings ………………………………………………………

86

Conclusions ……………………………………………….…


89

Recommendations ……………………………………..……

89

REFERENCES ……………………………………………………………..

91

APPENDICES ……………………………………………………………...

94

CURRICULUM VITAE …………………………………………………….

128

viii


LIST OF TABLES
TABLE

PAGE

1

Scale of Values …………………………………………………..


39

2

Frequency and Percentage Distribution of the Respondents'
Profile in Terms of Age ………………………………………….

43

Frequency and Percentage Distribution of the Respondents'
Profilein Terms of Gender ……………………………………...

44

Frequency and Percentage Distribution of the Respondents'
Profile in Terms of Civil Status…………………………………

45

Frequency and Percentage Distribution of the Respondents'
Profile in Terms of Educational Attainment…………………...

46

Frequency and Percentage Distribution of the Respondents'
Profile in Terms of Monthly Income ……………………………

47

Frequency and Percentage Distribution of the Respondents'

Profile in Terms of Length of Service ………………………….

48

Frequency and Percentage Distribution of the Respondents'
Profile in Terms of Length of Management Experience……..

49

Perceived Current Leadership Standards of the Secondary
School Leaders in HaiPhong City in terms of Shared Vision

52

Perceived Current Leadership Standards of the Secondary
School Leaders in HaiPhong City in Terms of Culture of
Learning …………………………………………………………..

55

Perceived Current Leadership Standards of the Secondary
School Leaders in HaiPhong City in Terms of Management

56

Perceived Current Leadership Standards of the Secondary
School Leaders in HaiPhong City in Terms of Family and
Community ………………………………………………………..

58


3

4

5

6

7
8

9

10

11

12

13

14

15

Perceived of the Current Leadership Standards of the
Secondary School Leaders in HaiPhong City in Terms of
Ethics ……………………………………………………………...
Perceived Current Leadership Standards of the Secondary

School Leaders in Haiphong City in Terms of Societal
Context ……………………………………………………………

62

Chi - Square Value of the Responses on Shared Vision as to
Profile of Respondents ………………………………………….

64

ix

60


TABLE

16

17

18

19

20

PAGE

Chi - Square Value of the Responses on Culture of Learning

as to Profile of Respondents ……………………………………

66

Chi - Square Value of the Responses on Management as to
Profile of Respondents ………………………………………….

69

Chi - Square Value the Responses on Family and
Community as to the Profile of Respondents …………………

72

Chi - Square Value the Responses on Ethics with the Profile
of Respondents …………………………………………………..

75

Chi - Square Value of the Responses on Societal Context
with Profile of Respondents …………………………………….

78

x


LIST OF FIGURE
FIGURE
1


PAGE
Perceived Leadership Standards of the Secondary School
Leaders and the Proposed Intervention Program

xi

36


LIST OF APPENDICES
APPENDIX

PAGE

A

Letter to Respondents

95

B

Questionnaire

96

C

Weighted mean for Gender, Age in leadership standards

ofShared Vision; Culture of Learning; Management;
Familyand Community; Ethics; and Societal Context

103

Weighted Mean Monthly Income. Civil Status. Education
Attainment in Leadership Standards of Shared Vision;
Culture of Learning; Management; Family and
Community; Ethics; and Societal Context

104

Weighted Mean for Length of Service. Length of
Management Experiences in Leadership Standards of
Shared Vision;Culture of Learning; Management; Family
andCommunity; Ethics; and Societal Context

105

Chi – Square Analysis between Share vision and
Profile of the Principal Asked

106

D

E

F


xii


ABSTRACT
Title of Research

: ASSESSMENT OF THE LEADERSHIP
STANDARDS OF THE SECONDARY SCHOOL
LEADERS IN HAI PHONG CITY:BASIS FOR AN
INTERVENTION PROGRAM

Researcher

: NGUYEN THI DAT KHOA (LUCY)

Degree Conferred

: DOCTOR OF PHILOSOPHY IN EDUCATIONAL
MANAGEMENT

Name and Address
of Institution

: Southern Luzon State University Lucban, Quezon,
Philippines and Thai Nguyen University, Socialist
Republic of Vietnam

Adviser

: Dr. Ricaryl Catherine P. Cruz


Year Written
: 2014
______________________________________________________________
The primary intent of this study is to make an assessment of the
leadership standards of the secondary school leaders in HaiPhong City, as a
basis for Intervention Program. The leadership standards of the secondary
school leaders essential for analysis are shared vision, culture of learning,
management, family and community, ethics, and societal context.
This includes the perception of the respondents on the current
leadership standards of the secondary school leaders in HaiPhong City;
determine the problems encountered in the current leadership standards of
the secondary school leaders; ascertain the significant difference on the
problems encountered when the respondents are grouped according to their
profile and propose an intervention program to enhance the leadership
standard of the secondary school leaders in HaiPhong City. This study used
correlation in analyzing the variables. Measurement of the leadership
standards of the secondary school leaders is limited mainly from the
xiii


questionnaire which was used as a major data-gathering instrument with the
unstructured interview
respondents.

203

done to cross check the responses of the
leaders


(principals/headmasters)

were

used

as

respondents in the study. The weighted mean and the Chi - Square value
analysis were employed to analyze the data. In the evaluation based on the
criteria of leaders, the secondary-school principals in HaiPhong did well in
reviewing the contents in general.
Based on the findings, the following are the conclusions: (1) that the
secondary school leaders based on the current leadership standard are
matured, female, married with university degrees ( graduate and bachelor’s
degrees), experienced in service and with moderate remuneration; (2) that the
perceived current leadership standard of secondary school leaders in
HaiPhong City in terms of shared vision, culture of learning, management are
evident; (3) Family and community, ethics and societal context are highly
evident; (4) that there is commonality in terms of educational attainment and
management indicating age and family/community, length of service and
family/community, length of management experience and family/community
and community indicators; and (5) that there is adherence to the standards of
IOWA and the proposed intervention program is ready for tryout.
Based on the findings and conclusions, it is recommended to conduct
a research by each respective schools using the 6 Instructional variables
(Identify the variables) that would provide specific program for each finding.

xiv



1

Chapter I
INTRODUCTION

The reality of Vietnamese secondary education shows that the
educational managers are the ones who lead and manage the overall
educational activities at school. This is theoverall educational process with the
goals of developing overall the junior secondary students (year 6 - year 9
classes) in the direction of forming and enhancing the students’ morality, and
broadening the educational scale in a reasonable way.
However, in the process of managing the schools, the managers
cannot change the school activities themselves because one of the facets of
management is the implementation of every activity, whichcan only be done
by the efforts of the other people. If the managers would like the staffs to
participate in the process, the managers have to make them become aware of
the policies and accept them. For a school, the teachers and staffs are the
ones who support and create the potential for the head masters to carry out
the changes if they are the right ones. It is believed that the teachers and
staffs are the people who play the decisive roles for the school successes.
If they would like to institute innovations into the educational system in
order to meet the needs of the society, each school has to train and educate
the teachers and staffs to become highly qualified ones, who have good
political values, high moral ascendancy, and endless love for the children and
the teaching profession. Therefore, one of the heaviest duties of the
educational managers is to build a formidable teaching force for the schools.
Hence, if a school would like to increase the quality of education, the
first thing it must have are highly qualified managers, who are morally upright,



2

knowledgeable and equipped with sufficient and appropriate skills to lead the
school. The managers have to build a suitable system of managerial policies
founded on a solid, good relationship among the school, community and
students’ families.
The Standard is a public statement which sets out what principals are
expected to know, understand and do to accomplish their work and achieve
their goals. It is represented as an interdependent and integrated model that
recognizes three leadership requirements that a principal draws upon within
five areas of professional practice. The Leadership Standardhas been
developed to guide the professional learning and development of aspiring
leaders and to encourage teachers to move into leadership positions.
Educational leadership requires leaders to create and share knowledge with
the teams they lead. Effective performance management promotes a shared
understanding of what needs to be achieved by individuals and teams and
supports leading and developing people to ensure objectives are achieved.
Leaders of secondary schools are the ones who perform the following:
1. organizeactivities in the school system
2. plan and implement school tasks
3. manage a team of teachers, staff and the students
4. undertake professional issues.
5. design the work.
6. examine and assess the implementation of tasks by the teachers
and policies of the state
7. implementthese tasks based on the systematic operation of the
school. In like manner, implement appropriate strategies in meeting



3

the desired goals; complete and direct the development and
implementation of strategies and planning for each stage of
education and implement the quality assurance system. Moreover,
the secondary school managers strengthen the supervision and
inspection of education. Hence, itis assured that innovations can
come along this way considering that all strategic measures are in
place.

In fact, secondary school leaders as headed by the principal should be
responsibleto the higher authorities in managing school affairs because they
exert a greater influence in terms of healthy competition and sense of
accountability in the school environment. This encompasses both the internal
and the external ecology of the institutions.
Furthermore, the secondary school managers must exercise bench
marking in generating programs, plans and activities for adoption and
implementation in the school. Consequently, it will encourage the schools to
meet ASEAN educational standards in order to be more globally competitive.
The school leaders must be committed and educationally aware of
aligning and implementing educational programs, plans, activities and
resources to meet the district

vision, missions and goals which if fully

implemented by dynamic school leaders can lead the way towards a more
realistic socio-economic development in the country. With this in mind,
educational reforms can create a management structure which is truly
advantageous to the people in general and along with it ,managers can also
promote


information

technology

management in all schools.

and

communication

in

education


4

The Common Core of Leading School Leadership Standards serves as
the foundation for a variety of state functions, including leadership preparation
program accreditation, licensure assessment, school administrator evaluation
and professional development from induction through the professional
certificate.
In order to achieve these goals, the educational and training programs
of Hai Phong City have to implement certain changes. The city has to focus
more and set its eyes on building a strong educational management.
Therefore, in this context, It is imperative for the researcher to help the city
leaders find out the best policies for training, managing and evaluating the
good headmasters. This in effect will lay down a good foundation for the city’s
strategic plans for educational development in a bigger scale.


Background of the Study
School leadership has become a priority in education policy agenda
across OECD and partner countries. It has played a key role in improving
school outcomes by motivating and exploring the capacities of teachers, as
well as the environment in which they work. At the interface between
classrooms, individual schools and the outside world, school leadership is
essential to improve the efficiency and equity of schooling.
As countries have been seeking to adapt their education systems to
the needs of contemporary society, the expectations for schools and school
leaders have changed profoundly. The role of school leaders has been
evolving in response to shifting expectations for schools and educational


5

policies that stress decentralization, autonomy and accountability, as well as
new understandings of teaching and learning.
Once limited to the functions of bureaucratic administrator or head
teacher, school leadership has now been increasingly defined by a far larger
and more demanding set of roles including financial and human resource
management and leadership for learning. In many countries today, the men
and women who have run schools are overburdened, underpaid and near
retirement, whereby there have been only few people lining up for their jobs.
Policymakers needed to adapt school leadership policies to new
environment by addressing the major challenges that had arisen and
intensified over the past decades. As expectations of what school leaders
should achieve have been changed, the definition and distribution of tasks, as
well


as

the

levels

of

training,

support

and

incentives

need

revision.(www.oecd.org/edu/schoolleadership)
In the world, there are many school which designed standards for
evaluating principals, standards are based on the current status of the
schools.
Florida Principal Leadership Standards have ten standards grouped
into categories, which can be considered domains of effective leadership.
Standards include: student learning results; student learning as a priority;
instructional plan implementation; faculty development; learning environment;
decision

making;


leadership

development;

school

management;

communication and professional and ethical behaviors.
The Program in Educational Leadership uses the ISLLC standards as a
requirement for the Student's Learning Portfolio. There are six standards.


6

Each standard is followed by the knowledge required for the standard, the
dispositions or attitudes manifested by the accomplishment of the standards,
and performances that could be observed by an administrator who is
accomplished and knowledgeable in his line of specialization.
Standard 1: A school administrator is an educational leader who
promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is
shared and supported by the school community.
Standard 2: A school administrator is an educational leader who
promotes the success of all students by advocating, nurturing, and sustaining
a school culture and instructional program conducive to student learning and
staff professional growth.
Standard 3: A school administrator is an educational leader who
promotes the success of all students by ensuring management of the
organization, operations, and resources for a safe, efficient, and effective

learning environment.
Standard 4: A school administrator is an educational leader who
promotes the success of all students by collaborating with families and
community members, responding to diverse community interests and needs,
and mobilizing community resources.
Standard 5:

A school administrator is an educational leader who

promotes the success of all students by acting with integrity, fairness, and in
an ethical manner.


7

Standard 6:

A school administrator is an educational leader who

promotes the success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and cultural context.

Iowa Standards for School Leaders include the following:
Standard 1: An educational leader promotes the success of all students
by facilitating the development, articulation, implementation, and stewardship
of a vision of learning that is shared and supported by the school community.
(Shared Vision)
Standard 2: An educational leader promotes the success of all students
by advocating, nurturing and sustaining a school culture and instructional
program conducive to student learning and staff professional development.

(Culture of Learning)
Standard 3: An educational leader promotes the success of all students
by ensuring management of the organization, operations and resources for a
safe, efficient and effective learning environment. (Management)
Standard 4: An educational leader promotes the success of all students
by collaborating with families and community members, responding to diverse
community interests and needs and mobilizing community resources. (Family
and Community)
Standard 5: An educational leader promotes the success of all students
by acting with integrity, fairness and in an ethical manner. (Ethics)
Standard 6: An educational leader promotes the success of all students
by understanding the profile of the community and responding to, and
influencing the larger political, social, economic, legal and cultural context.
(Societal Context)


8

On October 22, 2009, the Viet Nam Minister of Ministry of Education
and Training issued the Circular No. 29/2009/TT-BGDDT regarding the
standard system of school leaders of every primary school and secondary
schools. The purposes of this circular were to let the school leaders selfassess their skills and capacity, to serve as bases for the governing
institutions to assess and rank the quality of school leaders before they were
trained, promoted and appointed.It consists of three criteria: 1. Political quality
and professional ethics;2.Professional competencies, 3.Pedagogical and
school management capacity.

Hai Phong is a coastal city, 102 kilometers northeast of Hanoi capital,
with Quang Ninh province to the North, Hai Duong province to the West, Thai
Binh province to the South, and Bac Bo Bay in the East Sea and Hai Nam

Island to the East. The city is located in the “two corridors and one belt” of
economic cooperation between Vietnam and China, and has a significant
position in the socio-economic development, national defense and security of
the North and the whole country.
Hai Phong, known as the Red Flamboyant City and the third largest
city of Vietnam after Ho Chi Minh City and Hanoi capital is the biggest port
and industrial city in the North of Vietnam, located in the Northern Delta area.
It is one of the five cities under the direct control of the Central Government,
the first-ranking central city at national level together with Da Nang and Can
Tho. As of December 2011, Haiphong population reached1,907,705 of which
46.1% live in the city and 53.9% in the rural area, making Hai Phong the
3rd most populated city in Vietnam.


9

Currently, there are 203 secondary schools in Hai Phong City providing
education and training for around 88,976 students. There have been some
changes and progress in the management of education. However, those
achievements have not really met the innovation and development
requirements of the society notwithstanding that the quality of education in
some schools is quite low. A number of managers are not really innovative,
less creative, not very focused and have not developed any new strategies for
the schools. The coordination between inspection results with professional
work, education management and emulation, the appointment, transfer and
use of officials and teachers so far have not achieved the desired results.

The application of Circular No. 29/2009/TT-BGDDT in Hai Phong City
was done according to prescribedprocedures. The principals are evaluated
and classified for the principal, the vice principal, Party Committees, Union

Executive Board and Executive Committee of Ho Chi Minh Communist Youth
Union; officials, teachers, staff members; Offices of Education and Training.
However, the criteria are general and difficult to assess specifically. The
application is not uniform in the city, and not highly effective.

Thus, buildingAssessment of the Leadership Standards of the
Secondary School Leaders in Hai Phong City and Effective Application
Deployment is very important and necessary. Thus, the theme of
"Assessment of the Leadership Standards of the Secondary School Leaders
in Hai Phong City: Basis for an Intervention Program” is chosen as the
primary basis of this study.


10

Objectives of the Study
The study was aimed to assess the leadership standards of the
secondary school leaders in Haiphong City;
Specifically, it sought to attain the following objectives:
1. Determine the profiles of the respondents as indicated by:
1.1. Age;
1.2. Gender;
1.3. Civil Status;
1.4. Educational Attainment;
1.5. Monthly Income;
1.6. Length of Service;
1.7. Length of Management Experiences.
2. Find out the perception of the respondents on the current leadership
standards of the secondary school leaders in Haiphong City in terms
of:

2.1. Shared Vision;
2.2. Culture of Learning:
2.3. Management;
2.4. Family and Community;
2.5. Ethics;
2.6. Societal Context.
3. Ascertain the significant difference on the current leadership standards
of the Secondary School Leaders in Haiphong City when the
respondents are grouped according to their profile.
4. Develop an intervention program based on the results of the study.


11

Hypothesis
There is no significant difference on the leadership standards of the
secondary school leaders when the respondents are grouped according to
their profile.

Significance of the Study
Ministry of Education and Training: The results of the study and the
proposed solutions of the Department of Education and Training of Haiphong
City can serve as a good idea for MOETto consider and request the
Department of Education and Training of every province and city in Vietnam
to assess the current status of the leadership standards of the school leaders
in general and the secondary school leaders in particular. Moreover, MOET
could think of possibilities to conduct further studies to design a complete
training program to improve the leadership skills of school leaders.
Department of Education and Training of Haiphong City: The
results of the study might serve as a good basis for the DET to think of

possibilities to assess the current leadership standards of the principals of all
primary and high schools in Haiphong City. DETcould propose proper
solutions to the Ministry of Education and Training for the designing of a
complete training program to improve the leadership skills of school leaders.
Offices of Education and Training: The results of the study and the
proposed solutions may serve as

good recommendations/suggestions for

theOET of districts and wards in Hai Phong City to see the status and
problems faced by the secondary school leaders in their area. OETs will then
report to DETand request for proper actions.