INFLUENCE OF LEADERSHIP BEHAVIOR OF

SCHOOL ADMINISTRATORS TO TEACHERS’ PERFORMANCE

A Research Paper

Ma. Perpetua Arcilla- Serapio

Bulacan State University, Sarmiento Campus

September 2011

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ABSTRACT

Education is a service to individual students in the Philippines which espouses quality,

inclusion and integration as the most important aims. There are certain actions that are
required in order for administrators as well as teachers in the Philippine educational system to
provide educational excellence. It is perceived that one of the most important factors in the
school’s effectiveness is the leadership qualities and behavior of school administrators. The
way they handle their administrative skills affects teachers’ performance. There has been a lot
of disagreement and controversies on the definition of school management. Management has
become a tool and framework in an organization. Questions on, “What do school managers
do”, “What are their performance skills?” , and “What is their expertise?”, are given focus on
this study. The task performance and managerial skills of a principal affect school climate,
thus, this study tries to look at the systematic application of an array skills an administrator
must possess in order to provide for an orderly, efficient and effective school environment
which will influence teachers’ performance.

INTRODUCTION

As the school grows in size and complexity, the pressure and demands to the principal

becomes greater and broader. Since 1900, the principal is both a principal-teacher and

instructional leader. In addition, he/she is called an executive, administrator and a manager

(Strong, 1990). Lately, as a result of the research finding on effective organizations, effective

leaders and effective schools, the principalship acquires a new definition of major roles and

responsibilities, i.e., values promoter and protector, empowered, and climate manager (DuFour

and Baker, 1987:81). He/she is also a human, engineer, landscape and relationship assessor,

planner, facilitator, visionary, experimenter, risk-taker, catalyst, chaplain, and reality therapist

(Laguna, 1989)

Most principals claim that there is not enough time to do everything that must be done.

The mundane problems and issues requiring their attention, the large span control and other

“barriers” make it extremely difficult for them to devote five to 14 percent of their time directly

supervising teachers. The truth is, school administrators work long hours (50-60 hours per week)

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at an unrelenting, physically exhausting pace (Chung, et al., as cited in Hoy, 1991). Other

barriers to quality management include ineffective delegation, telephone interruptions, crisis

management, meetings, drop-in visitors, poor planning, attempting too much and inability to say

“no”, disorganization and procrastination (Hughes, 1989:418). A suggestion to spending time

productively would be careful goal setting and the establishment of job priorities in support to

goals and skillful management. This, therefore, will result in effectiveness rather than just merely

efficiency.

Generally, the task of a school head is the same; curriculum development, instructional

improvement, pupil services, financial and/or facility management, and community relations.

The cutting edge between the good and mediocre? Are they the same? Bennis opined that

leadership is like beauty. It is hard to define but you know it when you see it (Miskel, 1987). In a

similar study, Alfonso, et al., said that it is behavior that causes an individual to move toward

goals he finds so important and that instills among the followers a feeling of well being (Firth,

1996). It has become a way principals use themselves to create a school climate characterized by

innovative and productive thoughts. In addition to this, managing points to the systematic

application of an array that provides an orderly, efficient and effective school environment. It is

an artful practice of management parallel with creative, technical, human and conceptual abilities

of a manager essential in the achievement of objectives. Much of the reviews of literature on the

subject indicates the disagreement and controversies on the definition of school management.

Nevertheless, leadership and management tend to be intertwined, reinforced, and cohesive

(Muriel, 1999:4). Management has become a tool and framework in an organization. Good

leaders become good managers. The principal reflects them both with acumen.

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 Presently, there is a dearth of studies on the administrative skills needed to manage an

effective school may be different from those really needed to make an ineffective school more

successful. This possibility has never been give much attention. For a while, Mintzberg (1989)

made a remark that the field of management, so devoted to progress and change has for more

than half a century not seriously addressed the basic question: What do managers do? What are

their skills of performance? Our ignorance of the nature of managerial work shows up in various

ways in the modern times, ie., lack of training of managers and their fast turnover.

Amidst the euphoria on school effectiveness as an outcome of “organized enthusiasm” in

the United States, Peters (1992:494) warned researchers to be aware of the false prophets on

comprehension of management. Professional management has become an invention that

produced gains in organizational efficiency; so great that it eventually destroyed organizational

effectiveness.”

There is reason to believe that a principal’s management roles and skills influence his/her

performance. In the Philippines, Molinyawe (1991) recently completed an examination of

managerial roles, skills and performance effectiveness of elementary school principals. He

concluded that manager’s roles and skills enhance performance effectiveness. These findings

tend to confirm the assumption of Katz (1990) on the significant relationship between a

principal’s skills and his/her effectiveness, in contrast to the present concern that looks at

principal-skill-school-effectiveness relations.

The outcome of the Congressional Commission’s (EDCOM, 1991) recommendation on

education relates with the view improving institutions toward the principal’s managerial skills as

an influencing variable toward this fruitful endeavor. One of the significant questions posed was:

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What are the skills and expertise of the principal? The query does not stop here. The principal

has made school officials cognizant of the principal’s task. Moreover, a recent policy which

recognizes the value of increasing the tine-on-task on academic and its effect on school

performance embodies in DECS Order No. 1, s. 1993, thus, “increasing the number of

elementary school days and time allotment in the new basic education curriculum, “has bearing

not only on the pupil’s time-on-task, but on the principal’s task performance as a whole. These

developments consequently generated concern about the principal’s skills and their activities in

school, giving rise to the need for evaluating the principal’s managerial skills and task

performance as manifested by teachers’ and students’ academic performance. Hence, this study.

SIGNIFICANCE OF THE STUDY

The result of this study has tremendous implications to supervisors, teachers, school

administrators, parents, students and future researchers.

Supervisors. Having assumed responsibility for the efficient delivery system of the

Department of Education, this study explores how students as well as parents and school

personnel may be managed effectively by their respective supervisors based on their leadership

styles. They will be attuned to the economic and social climates that surround school

organizations, as well as to the community which the school serves including the characteristics

of the organization’s human resources. Likewise, they will be able to understand in an analytical

way the organizations they work in, how to work in them, and how to share and change them.

Teachers. The findings of the study could possibly help them work easier, more

effectively and efficiently. The teacher’s role is to make it possible for students to study more

5
effectively than they could do on their own. Hence, the important task set for the teacher is to

reduce or remove impediments to effective teacher-student working relationships and procure a

second order function coming after learning and teaching. The teacher gives precedence to

instructional values over administrative values and needs based on the theories of effective

academic and administrative function.

School Administrators. This will provide the decision-maker like a school

administrator to identify variations in decision making through different leadership styles as the

central role in the administrative process. Effective performance of other roles depend on the

effective decision making such as sensing problems, isolating causes, gathering information,

devising possible courses of action, assessing probable consequences, choosing alternatives,

implementation and monitoring the effects that are crucial to the said processes.

Parents. The study would help educate parents about their role in school management by

school administrators through leadership by consensus that empowers parents in the organization

and encourages them to make use of their talents. Leadership that acknowledges the talents of

parents and encourages this alternative, solve problems collaboratively and creatively. Decision

making by consensus in agreeing to implement a decision which is most acceptable to the group

as a whole.

Students. This provides considerable focus on the primary function of team

management within a school specifically in solving problems creatively. A productive

organization is a cohesive, creative problem-solving organism. Problems and opportunities are

stimuli for educational improvement. Pupils have vested interest in the educational enterprise.

Each of them has a unique view of what the problems and opportunities are for quality

6
education in the school. The result of the study would make pupils aware of their unique

perspectives and talents that must be used appropriately in making decisions at each stage of the

process by administrators when managing the school.

Future Researchers. This contribution is to be added to the available related local

studies on education administration or school management that will strengthen the conviction of

schools on the need for conducting studies specifically leadership styles of school administrators

in relation to teacher’s performance and student’s academic achievement in mathematics and

English.

In general, the knowledge that would be gained from the proposed research has the

potential of improving the quality of education and for generating subsequent studies on the

subject.

Conceptual Framework

The conceptual framework of the study is shown in a paradigm with the independent and

dependent variable. The dependent variable includes the teacher’s performance that is measured

through teaching their teaching competency, professional and personal characteristics, human

relations, punctuality and attendance. The independent variable includes the profile school

administrators and their leadership style.

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Research Paradigm

INDEPENDENT VARIABLE DEPENDENT VARIABLE

P
Leadership Behavior

1. High Leadership Behavior

R - High in Task
- High in Relationship

F
Teacher’s Performance
Average Leadership Behavior
1.Teaching Competency
1. High in Task
I 2. Low in Relationship 2. Professional and Personal
Characteristic

3. Punctuality and
L Attendance

Low Leadership Behavior

E
1. Low in Task
2. Low in Relationship

Fig. 1 Conceptual Model of the Study

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STATEMENT OF THE PROBLEM

The main thrust of the study is to answer the general problem: What is the influence of

the leadership behavior of school administrator’s in relation to teacher’s performance?

Specifically, the study sought answers to the following questions:;

1. What is the profile of school administrators in terms of:

1.1 sex

1.2 age

1.3 civil status

1.4 number of years as school administrator

1.5 number of hours attended trainings and seminars

2. How may the leadership behavior of the school administrator be described by the

school principals themselves and the teachers in terms of task and relationship

dimension?

3. What is the level of performance of teachers in terms of:

3.1 teaching competency

3.2 professional growth and personal characteristics

3.3 punctuality and attendance.

4. Does the leadership behavior of school administrators have significant influence on the

performance of teachers?

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Hypothesis of the Study

The null hypothesis of the study is:

1. There is no significant influence between leadership behavior of school administrators to

the performance of teachers as perceived by the school principals themselves and the

teachers respectively.

SCOPE AND LIMITATION OF THE STUDY

This study is an analysis of the relationship of leadership behavior among school

administrators to teachers’ performance in the City Division of San Jose Del Monte. The school

administrators involved in the study is limited to the administrators in public schools in the City

Division.

The independent variable of the study is the leadership behavior of school administrators

such as paternalistic, autocratic laissez faire and paternalistic including their profile like sex,

age, civil status, number of years as school administrator, and number of hours attended training

and seminars. The teachers’ performance is the dependent variable which is measured through

the Performance Appraisal Scheme for Teachers (PAST) using teaching competency,

professional growth, and human relations as indicators.

The study used the ex-post facto research design in determining relationship between

leadership behavior and profile of school administrators to teachers’ performance. The frequency

counts and percentages was used in analyzing the profile; while the mean was utilized to

determine the leadership behavior and teachers’ performance. Significant relationships between

10
and among variables was statistically treated using Pearson r Correlation through Statistical

Package for Social Science (SPSS) at Bulacan State University Computer Center.

RELATED LITERATURE AND STUDIES

This section discusses the various theories of educational administration and how well

these theories are used in improving the performance of the school administrator. This also

includes the overview of educational administration in attaining organizational goals.

Overview on Educational Administration. The educational administrator’s world is

described by McPherson (1996) as “workplace of constant movement, activity, simultaneously

events and tremendously diverse individuals and groups of people”. Yet, it has been observed

that some educational administrators still subscribe to many “personalistic theories, developed in

the course of living and practicing administration, that provides the foundation of their actions”

(Silver, 1993). Some scholars hold the conviction that theory is essential to practice. Getzels

(1996), makes an analogy between theories and maps when he say, “Theories without practice,

like maps without routes may be empty but practices, without theories, like routes without maps

are BLIND.” Warning must be noted that without theoretical dimension, practice can only be

accidentally successful.

Scientific management is an approach within classical management theory that

emphasizes the scientific study of work methods in order to improve worker efficiency. Major

representatives of this approach include Frederick Winslow Taylor, Henri Fayol and Abraham

Maslow

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 Frederick Winslow Taylor (1996) is known as “the father of scientific management.”

Born into a relatively wealthy Philadelphia family. Taylor became an apprentice pattern maker

and machinist for a local firm before moving on to Midvale Steel. At Midvale, his meteoric rise

from laborer to chief engineer in 6 years gave him an opportunity to tackle a serious problem that

he had observed – “soldiering by workers”. Soldiering is deliberately working in less than full

capacity. Taylor believed that workers engaged in soldiering for three main reasons. First, they

feared that increasing their productivity would cause them or their workers to lose their jobs.

Second, faulty wage systems set up by management encouraged workers to operate at a slow

pace. For example, some companies cut incentive pay when workers begin to exceed standards,

thus making workers reluctant to excel. Third, general methods of working and rules of thumb

handed down from generation to generation were often very inefficient.

French industrialist Henri Fayol was born into a middle-class family near Lyon, France.

Trained as a mining engineer, he joined a coal and iron company as an apprentice and rose to the

top position of managing director in 1888. He accomplished the arduous task of moving the

company out of severe financial difficulties and into a strong position by the time of his

retirement at age 77. The company survives today as part of LeCreusot-Loire, a large mining and

metallurgical group in central France.

On the basis of his experiences as a top-level manager, Fayol conceived that it should be

possible to develop theories about management which could then be taught to individuals with

administrative responsibilities. His efforts toward developing such theories were published in a

monograph titled General and Industrial Management.

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 Fayol attempted to isolate the main types of activities involved in industry of business.

Within the category of “managerial activities,” he delineated five and major functions: planning,

organizing, commanding, coordinating, and controlling. Thinking of management as

encompassing these functions is known as the functional approach to management. You have

probably noticed the similarity between Fayol’s functions and the four functions of management

(planning, organizing, leading and controlling) used as that has the framework for this book.

Many contemporary books on management use a form of the functional approach that has roots

in Fayol’s work.

Fayol also outlined a number of principles that he found useful in running his large coal

and iron concern. Although contemporary research has found exceptions to his principles under

some conditions, the principles are generally in widespread use today.

Abraham Maslow received his doctorate in psychology from the University of Wisconsin

and eventually became chairman of the psychology department at Brandeis University. He

developed a theory of motivation that was based on three assumptions about human nature. First,

human beings have needs that are never completely satisfied. Second, human action is aimed at

fulfilling the needs that are unsatisfied at a given point in time. Third, needs fit into a somewhat

predictable hierarchy, ranging from basic, lower level needs at the bottom to higher level needs

at the top. The hierarchy outlined by Maslow has five levels of needs: physiological (lowest),

safety, belongingness, esteem, and self-actualization (highest). Self-actualization needs refer to

the requirement to develop our capabilities and reach our full potential.

Participatory Leadership. The participatory model assumes choices that are made by

the administrator to maximize attainment of objectives. The theory reflects the democratic and

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administrative norms dating to the work of Mary Parker Follet and constitute the reaction to the

impersonality and rigidity of scientific management on the concept of Total Quality Management

(TQM) used primarily for business application in Japan. Participatory theories seriously question

the definition of decision making as rational choice made solely by an administrator at the apex

of an education hierarchy. Instead, the focus is on consensual decision making, rooted in the

values and beliefs of the participants. Assumptions and organizational pre-conditions for shared

decision making include shared goals or values, influence based on professional expertise, open

communication, and equal status among participants. Since many of these assumptions are

similar to the assumptions governing the rational bureaucratic model, participatory decision

making has been viewed as a subset of the bureaucratic approach.

Authoritative Leadership. Any administrator engaged in making decisions, mediating

conflict, introducing change, supervising teachers, or any other administrative task or activity,

should have a reasonable basis for action rather than behaving idiosynchratically or capriciously.

In a bureaucratic organization such as a school district, the basis is typically called “authority.” It

can be defined as a right granted to a manager to make decisions within limitations, to assign

duties to subordinates, and to acquire subordinates’ conformance to expected behavior. It is the

authorization to get things done or accomplished. Authority is therefore power conferred

allowing an administrator the right to decide, direct or control.

Laissez Faire. This is generally referred to as rational or normative perspective, views

decision making as a process that begins with a problem or need that the administrator then

logically addresses by engaging in a series of sequential steps, culminating in an effective

solution or decision.

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 This approach is concerned with that which is to be done and with prescribing actions

designed to produce the best solution. This rational bureaucratic theory assumes that choices

made by administrators to maximize certain desirable values and objectives via rational analysis

within a highly structured, bureaucratic system.

Paternalistic Leadership. This approach views decision choices in an environment

where multiple interest groups, conflict, negotiation, limited resources, position authority, and

informal power exist. This model incorporates structural elements such as adherence to

schedules, and policies found in the bureaucratic rational model and aspects of participatory

model, such as seeking consensus via the involvement of many people in the organization. The

assumption governing this particular model is that choices the administrator makes are based on

comprehensive knowledge and analysis of the internal and external environment.

Teacher Performance. The EDCOM (1991) reports that teachers are often criticized for

being ineffective because of the low achievement of their pupils, yet the teachers are the real key

to an effective teaching-learning situation. Murname ( in Clark, et al., 1984:45) enumerates the

teacher attributes that are related to pupil achievement, namely: a) intellectual skills are

measured by verbal ability, b) quality of college attended, c) teaching experience, d) high

expectations held by the teacher for pupils, and e) voluntary preparation in postgraduate

education.

The effect of aspiration levels set by teachers was studied by Van Doornum and Jungblith

(in Renolds, 1992). They found that high aspiration levels tended to lead to higher test scores

while the effect of school and teaching factors on test scores appeared to be small. Seven percent

of the variance of test scores should be explained by aspiration.

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Related Studies

The behavioral approach postulates that leaders adopt a particular leadership style which

exerts tremendous impact over individual and group behavior. Thus, four types of leader

emerges as Sharma descries:

1) Dictatorial leader – one with absolute authority and utilizes threats and punishments to

induce compliance.

2) Authoritarian leader – one who claims covenant sources from authority to exact

obedience.

3) Democratic or participative leader – one who involves subordinates in considering

organizational matters giving them guidance in their work problems and goal

achievement.

4) Laissez-faire free rein leader – one who offers information to the members but shows

little involvement and participation in group activities.

The University of Michigan studies identified styles of leader behavior that effect increased

work group performance and satisfied. Two styles were reflected:

1) Job-centered or task-oriented leadership style emphasizes “the use of rules, procedures

and close supervision of subordinates” and

2) Employee-centered or relationship-oriented style which emphasizes “delegation of

authority and responsibility, concern for employee welfare, needs, advancement, and

personal growth.

Path goal model, proposed by House, defines the roles of a leader as influencing followers’

perceptions of goals and creating the paths to achieve them. It “links effective leadership to

16
effective motivation, particularly when expectancy, instrumentality, and valence of a

situation…” (See Chapter 3 for Expectancy Theory of Motivation).

The Theory of Shared Leadership. Responsibility for the success of the group rest upon all

the members, not only upon the designated leader. Leadership functions can be performed by any

member of a group, as well as by the designated leader of the group to achieve its goal. Even the

most shy and reticent member may be able to make some contribution, although he is not forced

to do so. Bennis expressed that no ideal leader exists. The important ingredient are the followers

who know their abilities, talents, skills and to develop them maximally. No one man can run a

big group, an organization, a country. A good leader is one who can develop a management

constellation to help him or her, and thus multiply executive power through a realistic allocation

of functions and responsibilities. This concept of shared leadership can best be explained by the

following topic on main functions or activities of a leader. The two roles of task accomplishment

and development of members’ feelings can also be shared with members. The constituents can

also assume any of the six tasks under each of the two roles outlined below.

Main Function or Activities of a Leader

Two types of leadership roles are distinguished when working in small groups:

1. Role to accomplish the task or attain the goal; and

2. Role to develop members feeling to maintain the strength of the group.

The six tasks of a leader in terms of Number 1 role are:

1. Initiates action;

2. Keeps the members’ attention on a goal;

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 3. Clarifies issues;

4. Helps the group develop a procedural plan;

5. Evaluates the work done; and

6. Makes expert information available.

The six tasks of a leader in terms of Number 2 role are:

1. Keeps inter-personal relations pleasant;

2. Arbitrates excuse;

3. Provides encouragement;

4. Gives a chance to divert;

5. Stimulus self-direction; and

6. Increases interdependence among members.

In an organizational context, the various tasks of leadership can be seen as links in a chain. It

gives a paradigm in chain form emphasizing the concept the “leadership is only as strong as the

weakest link in the chain.” If any link breaks, the entire chain becomes weak. If the leader fails

in any of the tasks like planning or coordinating the leadership chain weakens and may cause it

to break. The leader becomes a failure.

Each type of action is related to the degree of authority used by the boss and to the amount

of freedom available to his subordinates in reaching decisions. The actions seen on the extreme

left characterize the boss-centered manager who maintains a high degree of authority and control

but low degree of freedom for the subordinates. Those seen on the extreme right characterize the

subordinate-centered manager who maintains a low degree of authority and control but a high

18
degree of freedom form the constituents. Neither extreme is absolute; authority and freedom are

never without their limitations.

Types of Leaders. In his book, “The Gamesman,” Michael Maccoby described the types of

leaders who man the techno-structure of the advanced-technology corporation the jungle fighter

whose goal was power ruled during the 1950s and 60s and the dictum was “the winners destroy

the losers.” By “stealth and politicking,” he lorded over the corporate hierarchy. He took over

from the craftsman who held the “traditional values of the productive hoarding character the

work ethic, respect for people, concern for quality and thrift.” The craftsman was characterized

by being “quiet, sincere, modest and practical.”

Age. It is a popular belief that age matters. Man’s physical, psychological and cognitive

capacities usually weaken and retrogress as age progresses. However, age does create more

experiences and experience has been accepted as a greater teacher. A school executive may

perform not as high, numerous or fast with age, but he can probably perform more surely,

meaningfully and comprehensively or smarter. It may be assumed that experience can develop a

kind of self-confidence, pride or strength which somehow affects older executives.

Sex. Medical and physiological studies reveal several variations in men and women

capabilities caused by the sex factor. Women have been dubbed as the weaker sex, but the

dimensions of their weakness need proofs at this modern age. If the job of an executive can be

considered stressful, women can have an edge over men. Gorman (1992:32) stated that women

have a more moderate physiological response to stress. Alicias, et al. (1992) revealed that sex

negatively relates with altruistic behaviors. Females tend to be more cooperative, considerate,

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helpful and self-sacrificing. Statistics show more women in the graduate and post-graduate

studies.

Civil Status. Marriage can make or unmake an executive, more especially a Filipino

executive. A happily married executive is more stable as a leader than a separated or unhappy

married executive.

In 1983, Tapales (1984) described a majority of higher servants as married. She found that

marriage, even among the women, does not seem to be a deterrent to promotion to a CESO

position. The dominance of married over single women executives is supported by Legayada

(1992) especially in Western Visayas.

Educational Qualifications. Logically, a higher education should generate greater returns.

The higher the education, the later the age when earnings reach their peak. Africa (1991)

elucidated the deans with higher academic qualifications tend to be more achievement oriented

and conscious of the standard of excellence. In fact, Callangan (1991) attributed the success of

women in a male dominated occupation to higher level of education.

Number of Years of Administrative Experience. School executives, being elite in the

school system, are generally receptive and alert, and can learn much more from experience.

Experience bring along a pool of necessary and practical skills, perceptions, insights and mental

modes which can facilitate the performance if their functions, roles and responsibilities.

Number of Seminars Attended. A common practice in the field these days in order to

help teachers become more equipped in the teaching profession is the holding of seminars and

workshops. Gutkin (1985) conducted a study to determine whether a particular diagnostic

assessment and monitoring program would have an effect on class achievement, regardless of

20
curriculum used. The program consisted of a series of criterion-referenced tests coordinated with

sequenced lessons in reading, oral language, and arithmetic, with the results charted by skill and

pupil. The results however, did not reach statistical significance.

METHODS AND TECHNIQUES OF THE STUDY

The study applied the descriptive method of research. The descriptive method was used

predominantly in describing a phenomenon. As cited by Travers, (1992) contends that it tells

“what exists” or “what is”. This kind of research involves the gathering of facts to test

hypotheses or to answer questions about the present status of the subjects of the study.

Inevitably, this is the method of a choice to meet the objective of exploring the leadership styles

of school administrators and teacher’s performance.

Essentially, the descriptive research technique was utilized. According to Fraenkel and

Wallen (1993), descriptive research attempts to investigate possible relationships among

variables without trying to influence those variables. It describes the degree to which two or

more quantitative variable are related. As in the case of the present study, the range of potential

relationships between an array of the school principal’s profile such as age, gender, educational

qualification, number of administrative experience, relevant seminars as independent variable

that also include leadership style such as participative, authoritative, laissez faire and

paternalisitic. The dependent variable is teacher’s performance.

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Population and Sample of the Study

The teacher’s population of the study consisted of grade six teachers teaching in both

districts of San Jose Del Monte, Division of City Schools. From the East District the following

schools served as the locale of the study: Bagong Buhay E, Central School (8 teachers; 2 male, 6

female); Bagong Buhay A (6 teachers: all are female); Bagong Buhay B (7 teachers: 1 male, 6

female); Bagong Buhay F (4 teachers: 1 male: 3 female); Minuyan Proper (6 teachers: 1 male, 5

female); Bagong Buhay G (6 teachers: 1 male, 5 female); Towerville Elementary School (9

teachers: 4 male, 5 female); Sto. Cristo (4 teachers: 1 male, 3 female); Paradise (3 teachers: all

are female); Kakawati (2 teachers: 1 male, 1 female); and Lawang Pare (7 teachers: 2 male, 5

female). While the West District comprises the schools of: San Jose Del Monte Central School (5

teachers: 2 male, 2 female); Tungkong Mangga (8 teachers: 2 male, 6 female); Gaya-gaya ( 3

teachers: all are female); Muzon ( 6 teachers: all are female); Pabahay (11 teachers: 3 male, 8

female); Bagong Buhay D (5 teachers: 1 male, 4 female); Bagong Buhay H ( 10 teachers: 1 male,

9 female); Bagong Buhay C ( 5 teachers: 1 male, 4 female); Gumaok ( 6 teachers: 4 male, 2

female) and Francisco Homes ( 7 teachers: all female).

The school principals were all taken as respondents of the study to answer the

questionnaire on their leadership styles.

The teachers’ performance rating were taken from the document based on their

Performance Appraisal Scheme for Teachers (PAST) taken from the School Management

Information System.

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Table 1

Population Distribution of School Principals, Teachers, and Pupils

Name of School Teacher’s Total Principal

Gender
M F
1. Bagong Buhay E 2 6 8 F
2. Bagong Buhay A 0 6 6 F
3. Bagong Buhay B 1 6 7 M
4. Bagong Buhay F 1 3 4 M
5. Minuyan Proper 1 5 6 F
6. Bagong Buhay G 1 5 6 M
7. Towerville 4 5 9 F
8. Sto. Cristo 1 3 4 F
9. Paradise 0 3 3 F
10. Kakawate 1 1 2 M
11. Gumaok 4 2 6 M
12. San Jose Central 2 3 5 F
13. Tungkong Mangga 2 6 8 F
14. Gaya-gaya 0 3 3 M
15. Muzon 0 6 6 F
16. Pabahay 3 8 11 F
17. Dulong Bayan 0 1 1 F
18. Sapang Palay Proper 0 3 3 F
19. Bagong Buhay D 1 3 4 F
20. Bagong Buhay H 1 9 10 F
21. Bagong Buhay C 1 4 5 M
22. Francisco Homes 0 5 7 F
23. Lawang Pare 2 5 7 F
Total 27 297 324 M=7
F=16

Instruments of the Study

The study made use of two sets of questionnaires: the profile of school principals and

their leadership style which is a standardized form by Fisher. The questionnaire on school

principals’ profile was developed by the researcher. While the teachers’ performance is a

23
documentary analysis of the Performance Appraisal Scheme for Teachers (PAST) that includes

teachers competency, professional growth and human relations.

The scale to be used for the leadership style of school principals will be:

5 = Always

4 = Often

3 = Sometimes

2 = Rarely

1 = Never

The scale to be used for Performance Scheme for Teachers (PAST) is:

5 = Outstanding

4 = Very Satisfactory

3 = Satisfactory

2 = Moderately Satisfactory

1 = Needs Improvement

Data Gathering Procedure

The permission of the Schools Division Superintendent in the Division of City Schools,

San Jose Del Monte City that included in the study was sought before administering the

questionnaires. The cooperation of some faculty members was regarded as an important factor in

the facilitating the administration. The questionnaire was distributed personally by the researcher

24
with their help. To secure a high percentage of retrieval, the assistance of persons concerned in

the study was requested. As a supplement to the findings, a few unstructured interviews was

conducted to recheck the responses.

Data Processing and Statistical Treatment

Data gathering in the form of responses to supply- type items were content-analyzed in

terms of main ideas and a collation of these ideas will be made.

Data processing was done using Statistical Package for Social Science (SPSS).

The following statistical treatment will be used to analyze and interpret data:

1. The profile of the school principals will be treated using frequency counts and

percentages.

2. The leadership styles of school principals will be analyzed using the mean and standard

deviation measure.

3. The level of teachers’ performance was analyzed using the mean and standard deviation

measure.

4. The significant relationships between and among variables were analyzed using the Chi

Square Test.

25
Presentation, Analysis and Interpretation of Data

The descriptive analysis and interpretations followed the sequence by which the specific

problems were presented. The data were presented, categorized and enumerated as follows:

profile of school principal respondents such as gender, age, civil status, experience as

administrator, and number of hours they attended a seminar; leadership behavior and the

performance of teachers which were measured through teaching competency, professional

characters and punctuality attendance.

Problem 1. What is the profile of school principals in terms of: gender, age, civil status,

experience as administrator, and seminars attended.

Profile of School Principals

Table 2 reveals the frequency and percentage distribution of school principals in terms of

gender.

Table 2

Frequency and Percentage Distribution of School Principals in Terms of Gender

Gender Frequency Valid Percent

Male 7 30.4
Female 16 69.6
Total 23 100

It is presented on the table that out of 23 school principals in the City of Division of San

Jose Del Monte, 16 or 69.6 percent are female and 7 or 30.4 percent are male. This may be

interpreted further that the school principals in the division is female dominated. This is due to

26
the fact that female teachers are motivated to perform their tasks than their male counterparts.

They seemed to be more interested to continue advance studies in their Masters Degree so that

they could be promoted as school administrators.

Table 3

Frequency and Percentage Distribution of School Principals in Terms of Age

Age Frequency Valid Percent

35 1 4.3
38 1 4.3
39 1 4.3
40 1 4.3
45 1 4.3
46 1 4.3
49 1 4.3
50 1 4.3
51 1 4.3
52 1 4.3
57 2 8.7
58 6 26.1
59 2 8.7
60 1 4.3
62 1 4.3
63 1 4.3
Total 23 100.0

Table 3 reveals the frequency and percentage distribution of school principals in terms of
age.

Consequently, of the 23 school principals, 6 or 26.1 percent is 58 years old. This may be

described further than the respondents are in their middle adulthood stage. Moreover, 2 or 6.9

percent of the school principal respondents is 57 and 59 years old, while 1or 4.3 percent is 63,

62, 60, 52, 51, 50,49, 46, 45, 40, 39, 38 and 35 years old. It was observed that the school

principals whose age is 60 years and above were planning to file for their retirement.

27
 Table 4 shows the frequency and percentage distribution of school principals in terms of

civil status.

Table 4

Frequency and Percentage Distribution of School Principals in Terms of Civil Status

Status Frequency Valid Percent

Single 2 8.7
Married 20 86.9
Widow 1 4.3
Total 23 100

It is shown on the table that out of 23 school principals, 20 or 86.9 percent are married.

They claimed that to be married was a big challenge to them because it is deemed that the tasks

performed in managing a school is entails much more responsibility. Being married allegedly

manifested higher motivational factors in their family which is the center of their inspiration

and in doing so, they maintain high morale in working in their respective schools, teachers,

parents and the community people.

On the other hand, 2 or 8.7 percent of the school principals whose civil status is single.

These principals have manifested to have dedicated themselves to their work with the goal of

promoted to a higher position. Teachers perceive that single school principals have higher

performance levels in their jobs. Of the 23 school principal respondents 1 or 4.3 is a widow who

tried to carry on the burden of his family alone and in doing so, he tried to make all ends meet

positively by making his family and the people around him in school as his inspiration thus

making him perform better.

28
 Table 5 reveals the frequency and percentage distribution of school principals in terms of

experience as school administrator.

Table 5

Frequency Percentage Distribution of School Principals in

Terms of Experience as Administrator

Experience (years) Frequency (# of principals) Valid Percent

1 1 4.3
2 1 4.3
4 2 8.7
5 2 8.7
6 1 4.3
7 1 4.3
8 1 4.3
12 2 8.7
15 2 8.7
16 2 8.7
17 2 8.7
18 4 17.4
30 1 4.3
31 1 4.3
Total 23 100

It is evident on the table above that of the 23 school principal respondents 4 or 17.4

percent whose number of years as administrator is 18. This may be attributed to the premise that

getting promoted as school principal was a good experience for them making them stay in the

said position longer. Further stating that their working environment was conducive to them to

attain the organizational goals and objectives.

It could further be noted that school principals gained17, 16, 15, 12, 5, and 4 years of

experience as school administrator with identical frequency of 2 and a corresponding percentage

of 8.7 percent. Such finding may be described stating that school principals intend to stay longer

in their position where they experience self-actualization in dealing with people in the

29
organization they are in. Other school principals have served for 31, 30, 8, 7, 6, 2 and 1 year as

school administrators with a frequency of 1 or 4.3 percent respectively. This denotes that the

respondents have been effective in doing their role as administrators for them to have stayed in

the said position for quite a number of years.

Table 6 states the frequency and percentage distribution of school principals in terms of

number of hours in attending seminars.

Table 6

Frequency and Percentage Distribution of School Principals in

Terms of the Number of Hours Attended from Seminars

Number of Hours Frequency Valid Percent

24 1 4.3
72 1 4.3
80 1 4.3
104 1 4.3
112 1 4.3
120 1 4.3
122 1 4.3
128 1 4.3
144 1 4.3
156 1 4.3
160 2 8.7
164 1 4.3
168 1 4.3
172 1 4.3
192 1 4.3
232 1 4.3
234 1 4.3
240 1 4.3
245 1 4.3
344 1 4.3
410 1 4.3
446 1 4.3
607 1 4.3
Total 23 100

30
 The table above shows that out of the 23 school principal respondents there were 2 or 8.7

percent who obtained 160 hours in attending seminars relevant to school management either

local, district, division, regional and national level. Such finding proves the interest of the

department concerned to update the managerial competency of school administrators to make

them more effective.

On the same table it could be seen that 1 or 4.3 percent of the school principal

respondents who attended seminars for 607, 446, 410, 344, 245, 240, 234, 232, 192, 172, 168,

164, 160, 156, 144, 128, 122, 120, 112, 104, 80, 72 and 24 hours respectively were more

challenged in performing their role because they were inspired by the speakers in those seminars

whereby they became the instruments of attaining the organizational mission and vision. School

principals claimed that they are interested in attending seminars in the national level where they

are exposed to different prestigious personalities in the education field who share their

experiences and ultimately add to their knowledge and competency level as school

administrators.

. The findings could be attributed that attending seminars for school administrators is

vital in improving their task especially in dealing with the recipients of the Department of

Education like the students, parents, community and other agencies. In most cases the seminars

were initiated by District Supervisors for the school principals to develop fully their managerial

competence especially the newly promoted ones, as they may be guided in performing their

roles.

31
Problem 2. How may the leadership behavior of the school administrators be described in

terms of task and relationship dimension?

Leadership Behavior of School Administrators

Leadership is considered as an important behavior of school administrators. According to

Haplise (1959), leadership behavior refers to the particular role an administrator engages where

he identified two dimensions, namely: initiating structure and consideration. Initiative structure

refers to that dimension that delineates the relationship between the leader and the members of

his group and endeavors to establish well defined patterns of organization channels of

communication and to set the job to be done. On the other hand, consideration refers to the

dimension which is indicative of friendship, mutual trust, respect and warmth in relation

between the leader and the member of the group.

Through the leadership behavior descriptive questionnaire (LBDQ), the teachers’

perceptions are the leadership style of the elementary school administrators in the City of San

Jose Del Monte were obtained. The means of scenes are the two dimensions yielded the basis for

classifying the leadership styles as: High Task leadership style (S=), Low Task leadership style

(S-), High Relationship style (C+) and Low Task leadership style (L-). Hence, the leadership

styles used for purposes of classification and comparison are:

1. High Leadership Style (S+C+) which means that administrators are high in both

dimensions of task and relationship.

2. Average Leadership Style (S+C- or S-C+ which means that administrators are high

in task but low in relationship or low in task but high in relationship.

3. Low Leadership Style (S-C-) which means the subjects are low both in task and in

relationship.

32
 In this context through the leadership behavior of administrators in the elementary public

schools of the City of San Jose Del Monte was examined and the data gathered and stated in

Table 7.

Table 7

Leadership Behavior of School Principal as Perceived by Teachers.

Relationship Behavior

Task Behavior Low (C-) High (C+) Total

High (S+) S+C- S+C+ 245
76 169
Low (S-) S-C- S-C+ 79
15 64
Total 91 233 324

The data in Table 7 indicates that of the 324 teacher respondents, 245 or 75.26 percent

viewed their school administrators to be high in task behavior. This was shown in their frequent

efforts to try new ideas in school acts as the real leader in school, maintains definite standard of

performance, gives advance notice of changes, keeps to himself/herself and keeps the group

informed. On the other hand, 79 or 24.38 percent received their school head to be low in task

behavior.

The findings show a positive picture of the leadership behavior of school administrators

since the number of highly task oriented administrators out-number those who are not highly task

oriented as perceived by their respective teachers.

Of the 235 who considered their administrators as having high task oriented leadership

behavior 169 or 52.16 percent that school principals likewise give high consideration, making

them effective leaders because they were high in both dimensions of task (initiating structure)

33
and relationship (consideration). On the other hand, 76 or 23.46 percent of 2456 perceived their

administrators to be low in consideration. This implies that there are some administrators who

are average when it comes to being effective in leadership since they are not able to strike or

behave between task and relationship. In the case of the school principals in the City Division of

the San Jose Del Monte, 76 of them give more emphasis on task rather than on relationship.

Of the school principals who exhibit low task behavior 64 or 81.01 percent, the teacher

respondents viewed them as high in relationship. However, as for the 15 or 18.99 in low Task

Behavior is an alarming situation which is easily translatable to an immediate supervisory action

at all levels of responsibility. It is a framework on which a supervisor can evaluate the school

principal and put into perspective the constant barrage of criticism helpful or otherwise which the

school principal is subjected to.

Along the dimension of relationship or consideration, Table 7 reveals that out of 324

teacher respondents 91 or 28.09 percent viewed school principals to be high in relationship.

Again, this is a positive indication that more school principals have relationship building

activities than those who do not. Of the 91 respondents who viewed their principals low in

relationship, 76 or 83.52 percent however considered them high in task while 15 or 16.48

percent perceived school principals to be low in both task and relationship dimension. Of the 233

teacher respondents who perceived school principals and have premium relationship where 169

or 72.53 percent viewed school principals as high in both dimension of relationship and task

while only 64 or 27.47 percent perceived them to be high in consideration but low in task.

34
Problem 3. What is the level of performance of teachers in terms of:

3.1.Teaching competency;

3.2. Professional growth and personal characteristics;

3.3.Human relations;

3.4.Punctuality and attendance;

Table 8

Level of Performance of Teachers

Performance Indicators O VS S US P Mean Interpretation

I.Occupation Competency
1.Formulate, adopts, objectives 48 167 98 7 4 3.77 VS
2.Selects contents & prepares 31 92 185 10 2 3.40 S
appropriate material
3. Selects teaching materials 58 100 151 9 6 3.60 VS
4.Relates new lessons with 25 76 136 79 8 3.10 S
previous knowledge
5.Provide appropriate 78 135 160 10 9 4.44 VS
motivation
6.Presents & develops lessons 42 63 176 28 15 3.27 S
7. Conveys ideas clearly 31 58 199 25 7 3.21 S
8. Utilize the art of questioning 19 39 186 50 26 2.89 S
9.Ensures pupils participation 92 142 80 4 2 3.94 VS
10.Address individual 51 64 189 10 6 3.41 S
differences
11. Shows mastery if the 76 127 96 8 13 3.72 VS
subject matter
12. Diagnose learners’ needs 31 52 209 27 5 3.24 S
13. Evaluate learning 185 96 30 9 4 4.39 VS
outcomes
14. Assess lessons to 46 53 177 35 9 3.25 S
determine desired outcome
15. Maintains clean and 31 167 96 19 7 3.57 VS
orderly classroom
16. Maintains classroom 86 196 27 7 4 4.05 VS
conducive to learning
Mean =3.58 VS
II. Professional & Personal
Character
1.Decisiveness 75 94 126 20 9 3.64 VS

35
 2.Honesty 99 134 87 3 1 4.01 VS
3. Dedication 105 156 57 4 2 4.10 VS
4.Resourcefulness 186 124 10 3 1 4.52 O
5.Courtesy 78 93 146 4 3 3.74 VS
6. Human Relations 43 63 215 3 0 3.54 S
7.Leadership 24 37 250 10 3 3.21 S
8.Stress/tolerance 27 89 187 18 3 2.37 Unsatisfactory
9.Fairness/Justice 78 156 85 3 2 3.94 VS
10.Proper Attire 105 131 80 5 3 4.02 VS

Performance Indicators O VS S US P Mean Interpretation

III. Punctuality &
Attendance
Punctuality 45 67 180 27 5 3.37 S
Attendance 96 120 100 1 7 3.92 VS
Mean =3.65 VS

The table above reveals that the over-all performance of school teachers in the City of

San Jose Del Monte is very satisfactory. This may be explained by the phenomenon that school

principals tend to manifest leadership behavior that is acceptable to the standards of the

Department of Education.

In view of the data above, the occupational competency of teachers received a mean of

3.58 which could be interpreted to be very satisfactory. This data manifests that these teachers

formulate and adopt objectives, select teaching methods, provide appropriate motivation, ensures

pupil participation, shows mastery of the subject matter, evaluates learning outcome, maintain

clean and orderly classroom, and maintains classroom conducive to learning registered a mean of

4 when rounded to the nearest whole number which means that teachers’ performance is very

satisfactory. The rest of the variable included for occupational competency received a mean of 3

when rounded to a whole number which performance is interpreted to be satisfactory such as:

selects contents and prepares appropriate material (mean = 3.40); relates new lesson with

previous knowledge (mean = 3.10); presents and develops lessons (means = 3.27); conveys

36
ideas clearly (mean = 3.21); utilize the art of questioning (mean = 3.27); conveys ideas clearly

(mean = 3.41); and diagnosis of learners’ needs.

With regards to professional and personal character and resourcefulness registered, the

highest mean rating of 4.52 which could be rated as outstanding performance. Teachers used

their initiative of providing necessary materials that would help unlock the learning difficulty of

the lesson. Other variables such as: decisiveness, honesty, dedication and courtesy revealed a

mean rating of 3.64; 4.01; and 4.10 and 3.74 respectively. While human relations and leadership

registered a satisfactory rating whose mean is 3.45 and 3.21 correspondingly. This may be

explained that teachers that have been planning their lessons have less time socializing with other

teachers.

In the same table, punctuality and attendance have been rated to be satisfactory and very

satisfactory with a mean of 3.37 and 3.92 respectively, where teachers tried their best to be

available at all times to their students especially during class therefore showing their dedication

as public servants.

Problem 4. Does the leadership behavior of school administrators exert significant influence on

the performance of teachers and students?

Table 9

Significant Influence of Leadership Behavior of School Administrators to

Performance of Teachers

Administrators Teachers’ Performance

Leadership Behavior O VS S US P Total
Low (4.32) (7.78) (4.61) (.29) (0) 17
Average (6.86) (12.36) (7.32) (.46) (0) 27
High (3.81) (6.86) (4.07) (1.25) (0) 15
Total 15 27 16 1 0 59
37
Summary of Statistics:
Computed Chi Square = 118 Critical Chi Square = 12.59
Decision = Interpretation = Significant

Management like a living organism is volatile. What appeared stable and settled

unavoidably submits itself irrevocably to reconstruction, development, and change. Management

pervades all levels of organization and all classes of people. The art of management is having

people to do a task. This is facilitated by the presence of a permissive operating environment

made possible through the continuous exchange of views and ideas including the analysis of

systems and procedures to arrive at a common frame of reference.

It is interesting to note that in the foregoing discussions there are varying perceptions of

supervisors, administrators, and teachers on the managerial efficiency of administrators. The

question that follows is: Is there a significant influence or none?

The researcher hypothesized that no significant influence exists in the perception of

leadership behavior of school administrators to students’ and teachers’ performance. The

significance of the influences of the perceptions of teachers was tested by the use of the chi

square test.

According to Garrett, the null hypothesis will be rejected if the computed chi square is

more than the tabulated value at the specified significance level.

A perusal of Table 9 reveals that the computed chi square which is 118 is more than the

tabular valued of 12.59 at 0.05 percent level of significance. Therefore, a null hypothesis that

exists stating that there is no significant influence on leadership behavior of school principals to

38
students’ and teachers’ performance is rejected. In view thereof, it can therefore be said that

there is an influence on the performance level of teachers based on the leadership behavior of

their school principals and such stated influence cannot be attributed to chance.

CONCLUSIONS

The main thrust of the study is to answer the general problem: How does the leadership

behavior of school administrators influence teachers’ performance?

The simple descriptive research design was employed in exploring the relationship the

relationships between leadership behavior of school principals as perceived by principals

themselves and teachers to teachers’ performance. Involved in the study were 324 teachers and

29 school principals in the City Division of San Jose Del Monte.

The descriptive profile of school principals were measured in terms of gender, age, civil

status, years as administrators and number of hours of seminars attended, which were analyzed

using frequency counts and percentages. Perceptions of school principals themselves and

teachers on the leadership behavior or principals was made using frequency counts and mean

ratings. The teachers’ performance were measured through teaching competency, personal

characteristics, punctuality in attendance through a standard instrument known as Performance

Appraisal Scheme for Teachers by the use of frequency counts, percentage, and mean. The

correlation between leadership behavior of school principals as perceived by themselves and

teachers was analyzed and interpreted by the Chi Square Test.

39
 From the research problem and the answers to the questions posed in the study, the major

findings revealed are the following:

1. The school principals’ profile is female, 58 years old, married, 18 years of experience as

administrator, and have attended seminars for 160 hours.

2. The leadership behavior of school principals as perceived by teachers and the

administrators themselves that they have high in task behavior and high in relationship

behavior.

3. The performance of teachers in terms of teaching competency received a very satisfactory

rating for indicators such as: personal characteristics and punctuality.

4. There was a significant influence between leadership behavior of school principals to

teachers’ performance.

From the foregoing findings, the following conclusions are drawn”

1. School principals manifest a leadership behavior that is high in task and high in

relationship.

2. Teacher received a very satisfactory rating as approved by school principals with

regards to teaching competency, personal characteristics and punctuality.

3. There was a significant influence between leadership behavior of school principals to

teachers’ performance.

40
RECOMMENDATIONS

On the basis of the findings, and conclusions drawn from the data, the following

recommendations are hereby offered:

1. Since the study found that school principals have high leadership behavior both in task

and relationship such as teamwork, cooperation and oneness among school principals be

pursued to maintain a sound and effective organizational climate in the division.

2. In view of the very satisfactory rating of teachers, training and development programs

should be continuously carried out, school principals should re-examine the selected

programs, contents, methodology and evaluation of teachers using the Performance

Appraisal Scheme for Teachers (PAST).

3. Considering the significant influence between leadership between leadership behavior of

school principals to teachers’ performance, policy makers and program planners must

have a need to assess the Performance Appraisal Scheme for Teachers to make it more

valid and objective. This should be supplemented by a self-rating system which must be

done every grading period by both the teacher and the principal. This way, the proper

intervention mechanism can be made right away and will benefit the pupils.

There is a need to schedule seminars, workshops on personal growth, management,

educational trends for both school principals and teachers on an on-going basis to ensure that

they acquire new knowledge, and be aware of findings of research in education and related

discipline.

41
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