The learning discipline skills and school effectiveness practices of the RVM secondary school administrators and their relation to school performance

This study is concerned with the learning discipline skills and school effectiveness practices of the RVM secondary school administrators and their relation to school performance. A descriptive correlational research design was used in this study with 405 respondents from 18 RVM schools in the Philippines. Two instruments were employed, namely: the Learning Disciples\u27 Questionnaire (LDQ) and the School Effectiveness Questionnaire (SEQ). Both instruments were developed by the researcher herself. The conceptual frameworks on learning disciples by Peter Senge (1994) and the school effectiveness practices of Thomas Sergiovanni (1995) were used as reference frameworks in the LDQ and SEQ. Frequencies, weighted means and percentages were used to determine the learning disciple skills and school effectiveness practices of the RVM secondary school administrators. The spreading index of Moortgat (1983) was also employed to determine the spreading of responses. The results of the RVM Achievement Tests in English, Math and Science administered to the RVM secondary students were considered important data indicators of school performance. The data on financial ratios and personnel turn-over from the respondent schools were also computed and tabulated. Relationship between the learning disciple skills and school effectiveness practices and school performance were determined through the Pearson Product Correlation Coefficients