[Ang* et al., 5(6): June, 2016] ISSN: 2277-9655 IC™ Value: 3.00 Impact Factor: 4.116 http: // www.ijesrt.com © International Journal of Engineering Sciences & Research Technology [782] IJESRT INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY PROFESSIONAL INDEX AND LEADERSHIP MANIFESTATIONS OF SECONDARY SCHOOL ADMINISTRATORS IN THE DIVISION OF BILIRAN Dr. Jason V. Ang*, Dr. Victor C. Cañezo, Jr. * (College of Education) Naval State University – Main Campus, Naval, Biliran Province DOI: 10.5281/zenodo.56010 ABSTRACT Using descriptive-survey design, this paper focused on identifying the professional index, leadership manifestations, appraise their relationship, and design a leadership development plan for enhanced leadership practices of secondary school administrators. Data analysis revealed that majority of the secondary school administrators in the Division of Biliran are men, between the ages of 40 – 59 years, master’s degree holders, with NEAP certifications, with less than 10 years of experience as administrator, performing very satisfactorily, and without outstanding accomplishments. Leadership manifestations were occasionally performed. Significant relationship was noted between the administrators’ education, NEAP certification, experience as school administrator , outstanding accomplishment, and their leadership manifestations. School leaders must therefore plan for leadership development through education, NEAP certification, gaining relevant experience, and outstanding accomplishments to enhance their leadership manifestations in schools. KEYWORDS: Professional Index, Leadership Manifestations, Secondary School Administrators. INTRODUCTION In the absence of leadership, goal accomplishment and school effectiveness is never guaranteed. Recent failures in solving problems, decision-making and in establishing organizational solidarity are just some of the challenges in the pursuit of refining leadership manifestations of both existing and would-be leaders. Davis, et.al. (2005) elaborated that school administrators play a vital role in setting the direction for successful schools, but existing knowledge on the best ways to prepare and develop highly qualified candidates is sparse. This idea was supported by Sebring and Bryk (2000) when they averred that leadership manifestations or behaviors of the school administrator have influence on all aspects of the learning community, which leads to school success. In view of Cheng, et.al. (as cited by Sharma, 2011), the educational leader is challenged to create the culture of quality that penetrates to the smallest elements, processes and the systems of an institution. It is likewise viewed that an educational institution degenerates, or maintains status quo, or rises to prominence with a change of leaders. In the Philippine setting, as the public educational system draws near 2015 which is the deadline of meeting Education for All (EFA) goals, it is also marching towards the most demanding ages of the 21st century- ‘behooving all educational leaders to reflect, analyze, plan and take action in order to cope with multifaceted changes in the border- less marketplace.’ For this matter, effective school managers are expected to be academically goal oriented and supervise instructional and co-curricular practices accordingly (Delagoza 1998). Moreover, Clemente (1996) emphasized the need to identify and develop education managers fit to pilot schools into the 21st Century. Professional index of individuals are given little consideration that later bring about poor management styles and performances of existing executives. Increased scholastic demands and technological advancements have resulted in the need for better-trained and qualified school administrators. Determining what the profiles and qualifications of school administrators should be to develop these critical leadership manifestations is a great challenge today. Most studies have focused on leadership styles and traits, rather than leadership manifestations.