Teachers' and schools' performance as influenced by the management styles of administrators

Sub Title:

Author: Sion,Juvy Mae E.

Accession Number: 1434T

Class No: 371.2

Author No: Si72

Copyright Year: 2010

Abstract:

This descriptive study aimed to determine the influence of management styles of administrators on the performance of teachers of some selected schools in the District I and District VI of the Division of Iloilo City during the school year 2007-2008. The respondents of the study were 272 public elementary school teachers of the selected schools in the said district and division chosen through cluster random sampling to ensure that each required category would be properly represented. The data were obtained through the validated and pilot-tested researcher–made questionnaire, DepEd’s Performance appraisal System for Teachers and schools evaluation result. Descriptive Statistics were means and frequency count. For inferential statistics, One-way Analysis of Variance (ANOVA) and Chi-Square were used, set at .05 level of significance. The findings revealed that most of the administrators in schools of District A practiced “kayod” management styles, while most of the administrators in District B practiced “libro” management style. Teachers’ performance in all schools with different management styles of administrators taken as an entire group was outstanding. Teachers with administrators practicing “kayod”, “libro”, and “wandering around” management styles, all had “outstanding” performance. Schools’ performance of schools using the three management styles of administrators when respondents were taken as an entire group was “very satisfactory”. There was no difference in the teachers’ performance in schools where the three management styles of administrators were practiced. There was no difference in the schools’ performance in the two districts using the three management styles of administrators. The school administrators in the two districts practiced different management styles.


Keywords: Teachers' and schools' performance, Management styles

Citation:



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