Delegation of authority and a proposed organizational model for three selected Notre Dame high schools of South Cotabato

• Main Author: Arimatea, Angeline de Jesus
• Format: text
• Language: English
• Published: Animo Repository 1978
• Subjects: School management and organization; Delegation of authority
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/4178
• Institution: De La Salle University

School operation is becoming so large and complex an activity that authority can no longer reside in one with every one in order to capitalize upon the abilities and ideas of all. Fully aware of this problem, the researcher undertook this study, the aim of which is to propose an organizational model that emphasizes delegation of authority in a school with an enrollment of 1, 000 to 1,500 and with a positive net income and maximizes faculty and staff participation in planning, decision-making, reporting and supervising for greater effectivity and efficiency of the principal. Specifically, this study intends to find answers to the following questions: 1) What are the tasks that principals in Notre Dame schools commonly delegate in the organization structure in terms of planning, decision-making, supervising and reporting? 2) What factors were revealed to have effects on the principals delegation of authority? 3) What proposed organizational model can be set up from this particular group of schools? 4) How does each school surveyed compare with the organizational model? The researcher surveyed three Notre Dame High Schools in South Cotabato: Notre Dame of Banga, Notre Dame of Surala and Notre Dame of Norala. These schools are co-educational, two are administered and owned by religious congregations and one owned by the prelature with a layman as principal. The survey-questionnaire prepared by the Educational Management Center was given to the students in methods of research. It was administered in the regions where the management students came from. The questionnaire was classified into four functions, namely, planning, decision-making, reporting and supervising. From this classification, functions that should be delegated and not delegated by the principal were specified. The reason for delegation and non-delegation of each function was given a justification. From the data gathered and analyzed, the following conclusions have been arrived at by the researcher: 1) Delegation of duties by the principal on planning, such as preparations of budget, program of activities, orientation program of students, long-range plan and setting of priority objectives; on decision-making such as requisitions and purchases, admission of students and discipline of students; on supervision such as checking of lesson plans; on reporting such as preparation of reports to DEC, BIR, SSS, DOL, and to other entities enables him to have more time on functions that are vital in his role as head of the school. Through delegation of authority, he can extend his influence beyond limits of his own time, energy and knowledge. 2) The factors that were revealed to have effects on the extent of the principals delegation of authority can be remedied by initiating changes in the organizational structure of the schools and by the manpower training. 3) The proposed model on delegation with 2/3 of the duties of the principal to be delegated to subordinates is fitting and appropriate for a type of school like the ones surveyed. This is the kind of model that can illustrate maximum delegation of authority for greater effectiveness and efficiency of the principal. 4) All the three schools are under-delegated as compared with the model.