Relevance and Implementation of MEEM Curriculum Competencies Among School Principals
DOI:
https://doi.org/10.65339/ijsis.V1.I4.254Keywords:
Adult Learning Theory, Curriculum Competencies, Educational Leadership, Educational Management, Human Capital Theory, Instructional Leadership, MEEM Curriculum, School Governance, School Principals, Transformational LeadershipAbstract
This study examined the relevance and implementation of Master in Education major in Educational Management (MEEM) curriculum competencies among school principals in the Bohol Division who graduated from Bohol Island State University–Main Campus between Academic Years 2005–2006 and 2019–2020. Anchored in Transformational Leadership Theory, Instructional Leadership Theory, Human Capital Theory, Adult Learning Theory, and the Philippine Professional Standards for School Heads (PPSSH), the study employed a mixed-method explanatory sequential design. Quantitative data were collected from 20 purposively selected school principals using a validated researcher-developed questionnaire, while qualitative data were obtained from 10 selected participants. Findings revealed that MEEM curriculum competencies were highly relevant (grand mean = 3.68) and fully implemented across educational management domains, particularly building connections (3.88), managing school operations and resources (3.80), and focusing on teaching and learning (3.77). Spearman's correlation analyses revealed no statistically significant relationships between perceived curriculum relevance, implementation levels, and encountered challenges (p > 0.05). Insufficient funding for school programs emerged as the primary challenge, while principals demonstrated effective coping mechanisms through collaboration, communication, delegation, and resource prioritization. The study concluded that the MEEM curriculum effectively bridges theoretical preparation and practical educational leadership. Recommendations emphasized curriculum enhancement, continuous professional development, structured mentoring, and strengthened stakeholder partnerships. The findings support Sustainable Development Goal (SDG) 4, Quality Education, and SDG 16, Peace, Justice and Strong Institutions, through improved educational leadership and accountable school governance. The study contributes to institutional sustainability by informing leadership development, responsible resource management, and continuous improvement in educational management practices.
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