Educational Autonomy and Accountability Among Public Secondary School Heads

AUTHOR(S)

Maria Rocelyn A. Sison

ABSTRACT

—— This study investigated the educational autonomy and accountability among public secondary school HEADS in DADASANTRI Sub-Congressional District in DepEd Schools Division of Bohol during the School Year 2024-2025. The research involved a total population of 128 participants, comprising 16 school heads and 112 teachers. The study aimed to determine whether variables such as age, sex, civil status, highest educational attainment, position/designation, length of service, and participation in seminars/trainings significantly influence perceptions of autonomy and accountability in the educational context. Utilizing quantitative methods, data were analyzed through SPSS, employing Multiple Regression Analysis and Pearson r Correlation to test for relationships and strength of associations among variables. Findings revealed that the profile variables of both school heads and teachers had no significant relationship with their perceived status of educational autonomy and accountability. The results of the regression analyses indicated low R-squared values, showing weak predictive capacity of the independent variables. Furthermore, Pearson r correlation showed several strong and significant relationships between components of autonomy and accountability, particularly in areas such as assessment design, professional development control, and learner performance monitoring. These findings highlight that while personal and professional characteristics of educators may not predict their perceptions of autonomy and accountability, the specific practices and systems within schools play a more critical role. The study concludes that enhancing school-based mechanisms, fostering collaborative leadership, and promoting a culture of reflective practice are essential in strengthening both autonomy and accountability. It recommends the implementation of targeted programs focusing on instructional leadership, participatory governance, and internal quality assurance systems. This research provides valuable insights for policymakers, school administrators, and educators aiming to balance professional independence with institutional responsibility in educational institutions. Keywords: Educational Autonomy, Accountability, Multiple Regression, Pearson Correlation, School Governance