Organizational effectiveness as influenced by administrative and teaching performance and students' academic achievement

Sub Title:

Author: Pescos, Delia H.

Accession Number: 754D

Class No:

Author No: P.

Copyright Year: 1999

Abstract:

This research ascertained the influence of administrator and teacher performance and students' academic achievement in organizational effectiveness. Conducted in December 1998, the participants of the study were the 24 academic unit heads, 82 college faculty and 450 college students at Central Philippine University. The proportional random sampling method was employed. This descriptive-correlational research utilized three data-gathering instruments: the UPLB's Rating scale for Higher Education (Ables, 1996), the CPU's teacher' Rating scale and the effective work Group Checklist. Raw scores, means and standard deviation were employed as descriptive statistics and the t-test for the independent samples, the One-way analysis of variance, and Pearson's r set at .05 alpha level as inferential statistics. Results revealed that, generally, the academic administrators had "very satisfactory" performance as assessed by the faculty. Generally, the faculty's teaching performance was "very good" based on the students' evaluation and the students' achievement was "good" CPU was an organization was considered "very effective" among the administrators, faculty, and students. the administrator differed significantly in their administrative performance grouped according to college affiliation. Significant differrences existed in the students' academic performance group according to sex and college affiliation. The students differed significantly in their perception of organizational effectiveness grouped according to high school of origin and college affiliation. No significant correlations existed among administrative and teaching performance, students' academic performance, and perception origin were significant predictors of the students' academic achievement.


Keywords: Organizational effectiveness, administrative and teaching performance, students' academic achievement

Citation:



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