Principal's leadership practices and pupils' achievement as influenced by school classification

Sub Title: a masteral thesis

Author: ArceƱa, Kim S.

Accession Number: 969T

Class No: 371.2012

Author No: Ar21

Copyright Year: 2003

Abstract:

This study ascertained the principals' leadership practices and pupils' achievement as influenced by school classification. Conducted on March 2003, the participants of the study were 20 school principals and 120 teachers from 20 central or pilot elementary schools of the 52 districts in the Division of Iloilo. The purposive sampling method was employed. Using the 2002 Division Achievement Test (DAT) results, ten (10) schools classified as "high performing" and another ten (10) schools classified as "low performing" were considered in the study. Kouzes and Posner's (2001) Leadership Practices Inventory (LPI) was utilized to obtain the principals' and teachers' perception of leadership practices. The pupils' achievement was obtained from the 2002 Division Achievement Test (DAT) results. Frequency counts, means, standard deviations, ranks, the Wilcoxon-Mann Whitney test, the eta Correlation, and the Chi-square were utilized in the analysis of the obtained data. The .05 alpha level was used as the criterion for the acceptance or rejection of the null hypotheses. Study results revealed that no significant difference existed in the self-report leadership practices among school principals. Significant difference, however, existed in the observed leadership practices among teachers in terms of modeling the way and significant difference existed in the pupils' achievement when grouped according to school classification. No significant relationship existed between principals' leadership practices and pupils' achievement, principals' leadership practices and school classification and pupils' achievement and school classification.


Keywords: leadership practices and pupils' achievement

Citation:



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