Effectiveness of Online Platforms for School Heads’ Professional Development

Abstract

This descriptive research was conducted to assess the level of effectiveness of online platforms for School Heads’ professional development. This investigation was carried out to 41 elementary and secondary school heads of Escalante City Division. Total enumeration was used in determining the participants of this investigation. The data of this study were obtained through utilizing a survey questionnaire as an instrument which was anchored to DepED Office Memorandum OUA Memo 00-0420-0042 and aligned to the standards set for professional development of school heads. The statistical tools that were employed in this study were frequency and percentage, mean and standard deviation. The statistical findings and analyses of this investigation revealed that there is no significant difference in the level of effectiveness of online platforms for School Heads’ professional development in the Schools Division of Escalante City. Furthermore, results of this study show that there is no significant difference in the level of effectiveness of online platforms for school heads’ professional development when grouped according to varied parameters such as:  conferences, trainings and webinars, coaching and mentoring, continuing education, and research. Based on the findings, conclusions were drawn, and recommendations given to assist the future researchers. It is highly recommended that the Department of Education (DepEd) should provide funding support fund for the upgrading of technology skills on online platforms for school heads through training. It should also provide funding support for the procurement of computer or electronic hardware to support the upgrading of technology skills on online platform of school heads. Likewise, it should institutionalize the use of online platforms for wide, fast, and easy information dissemination all throughout its sections. It is also best recommended that School heads should maintain positive perspective and values on learning and employing online platforms and should use these technology skills in daily tasks to achieve technological fluency even without pandemic. More so, they should continuously accept opportunities for their professional development as long as they are serving DepED. The study results calls for Education leaders may come up with innovations utilizing online platforms for School Heads’ professional development and future researchers may replicate this study and may use as reference.