Implementation Practices of School Heads on Learning Intervention Programs: A Study in San Fernando District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.399Keywords:
Capacity-Building, Instructional Leadership, Learning Intervention Programs, Monitoring and Evaluation, Planning, Resource Management, School Heads, Teacher Support, Transformational LeadershipAbstract
This study determined the implementation practices of school heads on learning intervention programs in San Fernando District. Guided by the Transformational Leadership Theory of Burns (1978), Instructional Leadership Theory of Hallinger and Murphy (1985), and General Systems Theory of Bertalanffy (1940), the study examined how school heads manage planning, resource and personnel management, monitoring and evaluation, and teacher support and capacity-building in implementing intervention programs. A descriptive-quantitative research design was employed using a structured questionnaire validated by experts and administered to 30 public elementary and secondary school heads through convenience sampling. Data were analyzed using frequency count, percentage, weighted mean, and Pearson correlation. Findings revealed that school heads demonstrated a very high level of implementation practices across all dimensions of learning intervention programs, particularly in setting clear objectives aligned with learners’ needs, assigning qualified teachers, providing feedback based on monitoring results, and encouraging teacher participation in seminars and workshops. The study further found that school heads moderately encountered challenges such as unstable internet connectivity, lack of trained teachers, heavy administrative workload, insufficient instructional materials, and limited stakeholder support. Moreover, results showed a weak positive linear relationship between the demographic profile of school heads and their implementation practices on learning intervention programs. The study concluded that effective leadership practices contribute significantly to the successful implementation of intervention programs and emphasized the importance of adequate resources, continuous teacher development, stakeholder collaboration, and data-driven monitoring systems. Recommendations focused on strengthening planning practices, adopting standardized monitoring tools, intensifying professional development, and encouraging shared leadership among teachers. The study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting effective learning recovery and intervention practices that enhance learner achievement and educational equity. It also aligns with SDG 17: Partnerships for the Goals through strengthened collaboration among schools, parents, and community stakeholders. The sustainability impact of the study lies in its contribution to improving school leadership practices, strengthening institutional learning recovery systems, and promoting sustainable educational support mechanisms for learners in rural school communities.
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