Teachers' assessment of leadership style,administrative performance, and organizational effectiveness among public elementary school heads

Sub Title:

Author: Falagne, July F.

Accession Number: 1324T

Class No: 371.2

Author No: F18

Copyright Year: 2008

Abstract:

This research ascertained the leadership style, administrative performance and organizational effectiveness of public elementary school heads. It also investigated the possible relationships of the aforementioned factors. The participants of the study were one hundred twenty (120) randomly selected public elementary school teachers from District of Dumalag, Division of Capiz. The data needed were gathered utilizing three published standardized questionnaires: Leadership Style Survey (Bateman and Zeithaml, 1993), UPLB’s Rating Scale for Education Administrators (Ables, 1996), and the School Effectiveness Questionnaire developed by the Orange County Schools (2001). This descriptive study utilized frequency counts, percentage, means, and standard deviations as descriptive statistics and Chi-square, t-test, and Pearson’s Product-Moment Coefficient of Correlation (Pearson’s r) as inferential statistics. All statistical data were computer processed using the Statistical Package for the Social Sciences (SPSS) software, and the level of significance was set at .05 alpha. Results showed that the teachers’ assessments of public elementary school heads in the District of Dumalag, Division of Capiz, in terms of leadership style, administrative performance, and organizational effectiveness were “people-orientation,” “very satisfactory” and “very effective,” respectively. Significant differences existed in the teachers’ assessment of leadership style employed among public elementary school heads when the teachers were classified according to age and teaching experience. Significant differences were noted in the teachers’ assessment of the level of administrative performance among public elementary school heads when the teachers were classified according to age and teaching experience. Moreover, significant difference was noted in the teachers’ assessment of the level of organizational effectiveness among public elementary schools when the teachers were classified according to teaching experience. However, there was no significant difference in the teachers’ assessment of the level of organizational effectiveness among public elementary schools when the teachers were classified according to age. Finally, significant relationships existed between teachers’ assessment of leadership style and administrative performance, between leadership style and organizational effectiveness, and between administrative performance and organizational effectiveness.


Keywords: assessment of leadership style

Citation:



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