Empowering School Heads for E-SIP Success: The Impact of WTR Strategic Intervention in Professional Growth and Planning

Maria Teresa O. Ajos
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Maria Teresa O. Ajos: Education Program Supervisor, Purok Narra, Mabua, Tandag City, Surigao del Sur 8300, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 956-962

Abstract: This study evaluated the effectiveness of the Workshop-Training-Resource (WTR) Strategic Intervention in enhancing the capacity of school heads within the Department of Education (DepEd) Tandag City Division in crafting and implementing Enhanced School Improvement Plans (E-SIPs). Anchored on RA 9155 and DepEd Order No. 44, s. 2015, the initiative addressed critical challenges in school leadership, including inadequate E-SIP training, weak monitoring mechanisms, and leadership turnover. Using a descriptive-evaluative design, 31 school heads participated in structured workshops involving planning, stakeholder engagement, and data-driven decision-making. Data were gathered through online evaluation tools, and feedback forms, then analyzed using descriptive statistics. Findings reveal that participants rated themselves as Highly Proficient in most E-SIP components, particularly in stakeholder engagement, data interpretation, and presentation, although slightly lower scores were noted in budgeting and action planning. The intervention was also perceived to significantly enhance leadership practices, decision-making, collaboration, and professional growth. Participants strongly affirmed the value of key resources such as templates, videos, and best practice guides, which contributed to high satisfaction and practical application in E-SIP development. Reflective accounts from the three-day workshop further highlighted gains in strategic thinking, team-buildings, and a renewed appreciation for inclusive school planning. Overall, the WTR Strategic Intervention proved to be a transformative tool in strengthening instructional leadership and sustaining a culture of continuous improvement. The study recommends ongoing capacity-building, particularly for new or transitioning school leaders, and further research to evaluate long-term outcomes across diverse educational contexts.

Date: 2025
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