Transformational leadership, teacher commitment, teacher collective efficacy and school climate as correlates to school performance

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Author: Jusayan, Shirley R.

Accession Number: 1415D

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Copyright Year: 2010

Abstract:

The study focused on the lack of sufficient empirical evidence that can ascertain the extent of correlation of transformational leadership behaviors, teacher commitment, teacher collective efficacy, and school climate to school performance in the National Achievement Test among selected secondary schools in the Division of Iloilo, School Year 2009-2010. Correlational-explanatory research design was used, involving 400 teachers and 60 principals from barangay and municipal high schools. Quantitative data were collected using Principal Leadership Questionnaire- Self and Observer, Organizational Climate Description Questionnaire, and Collective Efficacy Scale. Qualitative data were obtained through observations and interview schedule with 6 principals. Descriptive statistics used were the mean, percentage, and SD, while inferential statistics were t-test for independent samples, Pearson's r, and stepwise multiple linear regression set at .05 alpha. Findings showed that as an entire group, principals demonstrated outstanding transformational leadership and in specific behaviors of vision identification, modeling, fostering goal acceptance, individualized support, intellectual stimulation, and high performance expectations as perceived by teachers. When classified as to type of school, principals exhibited outstanding transformational leadership and in four specific behaviors except on modeling and high performance expectations where in municipal and barangay teachers assessed them as outstanding and very good, correspondingly. As an entire group, principals perceived themselves to be demonstrating outstanding transformational leadership and in all six specific behaviors. As to type of school, they perceived themselves to be demonstrating outstanding transformational leadership and in five specific behaviors except on high performance expectations wherein municipal and barangay principals rated themselves as very good and outstanding, respectively. The study also showed that as an entire group, teachers were highly committed but when classified as to type of school, teachers from both municipal and barangay schools assessed themselves as moderately and highly committed, respectively. As an entire group, and when classified as to school type, teachers were very effective in their efforts to have positive effects on students. As a whole and when classified as to school type, schools had an engaged climate. It was also revealed that students, in general, and when classified as to type of school where they were studying, achieved an average mastery level in the NAT from SY 2005 to 2009 and within the four-year duration of testing. Students achieved the same level of performance in the five component NAT subjects: Mathematics, English, Science, Filipino, and Araling Panlipunan. It was also revealed that principals, classified as to type of school being manage, differed significantly in the level of their transformational leadership behaviors as a whole and in terms of vision identification, modeling, fostering goal acceptance, intellectual stimulation, and high performance expectations except on the behavior of providing individualized support in favor of municipal schools. Teachers, generally, assessed their principals differently as the latter did themselves, and in terms of specific behaviors, except in the act demonstrating high performance expectations. In addition, no significant differences existed in the level of teacher commitment, teacher collective efficacy, and percieved school climate factors (principal openness and teacher openness) among categorized schools. Among the five subjects evaluated in the NAT, only school performance in Mathematics differed significantly among categorized schools in favor of municipal high schools. The study also found that principals transformational leadership was positively and significantly related with teacher commitment, teacher collective efficacy, school climate (principal openness) and students' performance in English, Filipino, Araling Panlipunan, and NAT-Total mean. In addition, teacher commitment was positively and significantly related with teacher collective efficacy, school climate (teacher openness), and students' performance in Science. Teachers' collective efficacy was positively and significantly related with school climate (teacher openness) and students' performance in English, Science, Filipino, Araling Panlipunan, and NAT-Total mean. School climate (teacher openness) was positively and significantly related with students' performance in Araling Panlipunan. Regression analyses indicated that the teacher collective efficacy was a significant predictor of students' performance in English, Filipino, and Araling Panlipunan. In addition, teacher collective efficacy and school climate (climate openness) were significant predictors of students' performance in Science. Finally, principals transformational leadership and school climate (principal openness) were significant predictors of NAT-Total mean. The principals interviewed confirmed the influences of these predictors in their school performance as reflected in the National Achievement Test Results.


Keywords: Transformational leadership, teacher commitment, teacher collective efficacy, school climate, school performance

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