Agile Management Practices of School Heads in the City School’s Division in Zambales
DOI:
https://doi.org/10.11594/ijmaber.07.10.21Keywords:
Agile Management, Educational Leadership, Public Junior High Schools, School Heads, ZambalesAbstract
Educational institutions operate in environments that require school leaders to respond to changing learner, teacher, policy, and community needs. This study examined agile management practices of school heads in public junior high schools in the Division of Zambales. A quantitative correlational design was used with respondents composed of teachers, school heads, and stakeholders. Data were collected through a validated questionnaire covering collaboration, communication, customer focus, continuous improvement, and change readiness. Weighted means were used to describe perceptions across respondent groups. School heads rated their own agile management practices as very high while teachers and stakeholders both reported as high. Across groups, collaboration, customer focus, and continuous improvement were consistently among the more strongly rated dimensions, while change readiness or communication tended to receive comparatively lower ratings depending on respondent group. In conclusion, Agile management was highly evident in the participating schools, particularly in collaborative and improvement-oriented practices. The findings suggest that school leaders can further strengthen agility by institutionalizing responsive communication, change-readiness support, and systematic feedback mechanisms.
Downloads
References
Department of Education. (2016, June 7). *The Learning Action Cell as a K to 12 Basic Education Program school-based contin-uing professional development strategy for the improvement of teaching and learning* (DepEd Order No. 35, s. 2016). https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/.
Department of Education. (2023, August 10). *Pilot implementation of the MATATAG curriculum* (DepEd Memorandum No. 54, s. 2023). https://www.deped.gov.ph/wp-content/uploads/DM_s2023_054.pdf.
Department of Education. (2024a, July 23). *Policy guidelines on the implementation of the MATATAG Curriculum* (DepEd Order No. 10, s. 2024). https://www.deped.gov.ph/2024/07/23/july-23-2024-do-010-s-2024-policy-guidelines-on-the-implementation-of-the-matatag-curriculum/.
Department of Education. (2024b, September 18). *Amendment to DepEd Order No. 010, s. 2024 (Policy guidelines on the im-plementation of the MATATAG Curricu-lum)* (DepEd Order No. 12, s. 2024). https://www.deped.gov.ph/wp-content/uploads/DO_s2024_012.pdf.
Department of Education. (2024c, October 24). *Training on the MATATAG Curriculum for Kindergarten, Grade 1, 4 & 7 (K147) school leaders and teachers*. https://www.deped.gov.ph/2024/10/24/training-on-the-matatag-curriculum-for-kindergarten-grade-1-4-7-k147-school-leaders-and-teachers/.
Department of Education. (2026, May 26). *DepEd, nakumpleto na ang nationwide orientations sa Learning Systems Policy Reforms—Angara*. https://www.deped.gov.ph/2026/05/26/deped-nakumpleto-na-ang-nationwide-orientations-sa-learning-systems-policy-reforms-angara/.
Freeman, R. E. (1984). *Strategic management: A stakeholder approach*. Pitman.
Fullan, M. (2025). *The new meaning of educa-tional change* (6th ed.). Teachers College Press. https://doi.org/10.65528/9780807782897.
Galdames-Calderón, M. (2023). Distributed leadership: School principals' practices to promote teachers' professional develop-ment for school improvement. *Education Sciences, 13*(7), 715. https://doi.org/10.3390/educsci13070715.
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). *How principals affect students and schools: A systematic synthesis of two decades of research*. The Wallace Foundation. https://doi.org/10.59656/EL-SB1065.001.
Downloads
Published
Data Availability Statement
The research data are not publicly available because they contain information obtained from school heads, teachers, and stakeholders that requires confidentiality and privacy protection. The data may be requested from the corresponding author for legitimate academic purposes, subject to appropriate authorization and ethical considerations.
Issue
Section
Categories
License
Copyright (c) 2026 Edelyn M. Deang, Esmen M. Cabal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
