Development and Implementation of Training Resource Package for School Heads

Abstract

This study aimed to develop a training resource package and implement and evaluate the training program for Western Visayas school heads based on their priority competency needs, according to the Philippine Professional Standards for School Heads (PPSSH). Using the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model, this descriptive developmental study identified the priority competency needs of school heads, assessed the quality of the Training Resource Package, measured participants' learning before and after the program, and evaluated their satisfaction with the training sessions, venue and accommodation, program management, and resource persons. Statistical analyses included mean and Wilcoxon Signed Rank Test with a significance level 0.05. Results showed that school heads' needs covered learning assessment, teaching standards, school planning, professional development, learner discipline, school facilities, learning environment, teacher performance feedback, and learner achievement. A Training Design and Proposal encompassed program title, description, prerequisites, duration, management level, target participants, budget, activity requirements, funding sources, rationale, objectives, outputs, training methods, and action plan. The Training Resource Package was rated high quality (M=3.0). Among 104 randomly selected school heads from 21 School Divisions in Region VI, participants' competence increased from "highly competent" (M=66.99%) to "very highly competent" (M=96.19%) post-training, with a significant improvement (p=0.00 < α). Participants reported strong satisfaction with sessions (M=3.99), program management (M=3.99), venue (M=3.99), accommodation (M=3.98), and resource speakers (M=3.99). It is recommended that school heads should apply the competencies acquired from the training program to improve instructional supervision practices, enhance school leadership, and advocate for opportunities for teachers and staff to participate in similar training programs to foster continuous growth and improvement within the school community. Furthermore, as instructional leaders, school heads should design and implement relevant and needs-based professional development programs for teachers.