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ABSTRACT

SABADO, NORBERTA PAHAMUTANG, 2014. The Influence ofLeadership Behavior of School Heads to thePerformance of Public and Private High SchoolTeachers in Kidapawan City Division. Dissertation.Graduate School, University of Southern Mindanao.160pp.

Major Adviser: CONSUELO A. TAGARO, Ed. D.

This study “The Influence Of Leadership Behavior Of

School Heads To The Performance Of Public And Private High

School Teachers In Kidapawan City Division” sought to

describe the socio- demographic characteristics of the

school heads and teachers; determine the school climate

which is believed to influence the leadership behavior of

school heads and performance of public and private high

school teachers; determine the leadership behavior of the

school heads in public and private high schools;

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determine the performance of the teachers in public and

private high schools; find out whether the school heads’

socio- demographic characteristics significantly influence

the school climate, leadership behavior and performance

of the teachers; determine whether the school climate

significantly influence school heads leadership behavior,

performance of teachers, determine whether the school

heads’ behavior significantly influence the performance

of the teachers in public and private high schools in

Kidapawan City Division. Thirty-four (34) school heads and

130 teachers from public schools and 8 school heads and

40 teachers from private high schools in Kidapawan City

Division served as respondents of the study.

Frequency, percentage, and means were used to

summarize the socio demographic characteristics, school

climate and leadership behavior of public and private high

school teachers and school heads. Multiple regression

analysis was used to determine if there was a significant

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relationship between socio- demographic characteristics,

school climate and leadership behavior.

Results of the study showed that socio –demographic

characteristics and, tenureship affect the school climate

in terms of student-teacher relationship; civil status and

type of school influence school climate in terms of

student’s activities.

Position influenced the leadership behavior in terms

of trust and decision making; age and type of school

influenced leadership behavior in terms of control.

The school climate significantly influenced the

school heads’ leadership behavior. However, the socio-

demographic characteristics, school climate and leadership

behavior did not significantly influence the job

performance of the teachers.

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THE INFLUENCE OF LEADERSHIP BEHAVIOR OF SCHOOL

HEADS TO THE PERFORMANCE OF PUBLIC

AND PRIVATE HIGH SCHOOL TEACHERS

IN KIDAPAWAN CITY DIVISION

NORBERTA P. SABADO

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A DISSERTATION SUBMITTED TO THE FACULTY

OF THEGRADUATE SCHOOL, UNIVERSITY OF SOUTHERN

MINDANAO, KABACAN, NORTH COTABATO IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE OF

DOCTOR OF EDUCATION

(Educational Management) CHAPTER 1

INTRODUCTION

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The success of any school critically begins with the

school head that is responsible for ensuring that all

teachers and students meet challenging task and the

desired standard level in education.

As manager of the school, school head can play a

vital role in the development of the school by enhancing

the learning of the students and by developing teacher’s

performance. He/she seeks to promote the stability and

smooth operation of the school. School heads, directly

affect the morale of the school through clear school rules

and policies that tend to improve the general disciplinary

climate of the school.

According to Fullan (2001) the more complex a society

gets, the more sophisticated leadership must become. Thus,

Lewis, Goodman and Fandt (1998) assert that school

administrators are expected to cope with a rapidly

changing world of work to be effective at their schools.

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Furthermore, the related research of Bulach and

Peterson, (2001) claim that the most successful managers

in the future should be transformational leaders comprised

of strengths, weaknesses and also characteristic

behaviors. If leadership is accepted as a process of

interaction between leaders and subordinates where a

leader attempts to influence the others’ behaviors to

accomplish organizational goals (Yukl, 2005), then,

leaders must foster strong community support for the

change by creating a vision for the organization and

stimulating them at school (Bass, 1985; 1997), according

to Montero (2010), school heads must be team-oriented,

strong communicators, team players, problem solvers,

change-makers and transformational leaders.

As educators continue to restructure schools to

better meet the needs of our ever- changing society, the

school head’s effective leadership practices become

paramount as we enter the next generation of research into

school effectiveness. This study of school head’s

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endeavored to analyze the influence of the leadership

behavior of school head to the teachers’ performance in

public and private high schools in the Kidapawan City

Division.

Objectives of the Study

This study was conducted to find out the factors that

influenced the leadership behavior of school heads and

performance of public and private high school teachers in

Kidapawan City Division. Specifically, it aimed to:

1. describe the socio-demographic characteristics of the

school heads and teachers in terms of; a) age,

b)gender, c) Civil Status, d) Position, e)

educational attainment, d) tenure ship, e) type of

school;

2. determine the school climate which are believed to

have influence in the leadership behavior of school

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heads and performance of public and private high

school teachers in Kidapawan City Division.

3. determine the leadership behavior of the school heads

in public and private high schoosl;

4. determine the performance of the teachers in public

and private high schools in Kidapawan City Division.

5. find out whether the school heads’ socio-

demographic characteristics such as age, gender,

civil status, position, educational attainment,

tenureship and type of school significantly

influence the following;

a. school climate.

b. Leadership behavior

c. performance of the teachers

6. determine whether the school climate significantly

influence

a. school heads’ leadership behavior

b. performance of teachers

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7. determine whether the school heads’ behavior

significantly influence the performance of the

teachers in public and private high schools in

Kidapawan City Division.

Scope and Delimitation of the Study

This study was delimited only on the teachers’ and

principals’ perceptions of the school heads’ leadership

behavior and performance of the teachers in public and

private high school in Kidapawan City Division in relation

to the socio- demographic characteristics and school

climate. The performance of the teachers’ of this study

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was assessed based on the CB-PAST of the teacher in the

recent year.

The socio-demographic characteristics was included in

the study were: age, gender, civil status, position,

educational attainment, tenureship, and type of school and

residency of the school principals.

The school climate included teacher-student

relations, security and maintenance, pupil’s academic

orientation, guidance, pupil-peer relationships,

instructional management and student activities.

The behavior of the school head as influenced by the

leadership behavior included human relations, trust and

decision making, instructional leadership, control and

conflict.

The performance of the teachers was assessed based on

the CB-PAST of the recent year. All 17 regular public high

schools, 2 extension high schools, 7 integrated schools,

and 8 private high schools in Kidapawan City Division were

included in the study. The respondents were given a chance

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to answer the questionnaires and conducted from January to

February, 2014.

Significance of the Study

Findings of this study will be beneficial to the

following:

Teachers: Findings of this study will create an avenue

for the teachers to evaluate their performance as well as

to evaluate their administrators’ leadership behavior and

the climate of the school.

School Administrators: School administrators will have the

knowledge of their teachers’ tenureship, leadership

behaviors as well as their school climate, teachers’

performance. With such knowledge, they will have all the

opportunities to improve their levels in their leadership

behavior and hopefully will become better managers in the

future.

DepEd officials: Findings of this study will provide DepEd

officials the data as basis in the transferring the

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school head providing public high school can determine the

opportunities to make them effective in administering and

supervising their schools and improve teachers’ classroom

instructions.

Policy Makers. Findings of this study will provide the

policy makers the guidelines in transferring the school

head in their assignments with information on the level

of leadership behavior and teachers performance as

influenced by the socio demographic profile and school

climate of public and private high school administrators.

With this information, new policies may be formulated for

the improvement of school management.

Definition of Terms

Age. Refers to the number of years of the respondents

since birth.

Civil Status. Refers to single, married, widow/er or

separated state of the respondents. In the study, it

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is categorized as follows: single; married;

widow/er; and, separated.

Conflict – Refers to the interpersonal process

that arises from

disagreement over a goal to attain or the method to

be used to accomplish those goals.

Controlling. Refers to the checking progress against

plans, which may need modification based on

feedbacks. It involves evaluation activities

performed by managers to determine if the

organization’s goals and objectives are being met.

Division of Kidapawan City. Refers to means the City

Division of Kidapawan

as a separate division from the mother division –

Cotabato Division

after the approval of the city hood in 1998.

Educational Attainment. Refers to the highest academic

degree attained by a school head. In the study, it is

categorized as follows: bachelor’s degree; BS with

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MA/MS units, Master’s degree; Master’s degree with

Ed. D/ Ph. D. units; Ed. D./ Ph. D.

Gender. Refers to sex. In the study, it is categorized as

follows: male; and, female.

Guidance – Refers to advice or counseling given to

students on academic

and non academic matters.

High School. Refers to an educational institution

primarily devoted to

imparting fundamental knowledge and skills in the

level after the elementary education.

Human Relations –Refers to the formal and informal

interactions that

Occur between teacher and principal, principal and

students, teacher and student, parents and teachers

and parents and principal.

Instructional Leadership –Refers to the actions that a

principal takes or

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delegates to others to promote growth in students

learning.

Instructional Management –Refers to the actions made by

the teacher inside the classroom to effect learning

to his/her students.

Leadership Behavior – Refers to the behavior display by

the principal in managing the school. In this study,

the leadership behavior includes human relations,

trust and decision making, instructional leadership,

control and conflict.

Length of Service. Refers to the number of years of

experience in the teaching profession, regardless of

status or position.

Openness: Refers to the interpersonal condition that

exists between people when: (1) facts, ideas, values,

beliefs, and feelings are readily transmitted; and

(2) the recipient of a transmission is willing to

listen to that transmission (Bulach,1993).

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Position- Refers to first step salary grade as the

employee given chance to serve in the Department of

Education. After 5 consecutive years in service,

he/she can file for promotion and be given Teacher II

position. Such employee is given again another

promotion depending on the achievement during his/

her service. Master teacher II is the highest

position in horizontal promotion, while in vertical

promotion, administrator is the most.

Students’ Academic Orientation – Refers to the activity

that informs the students on the schools’ academic

policies /guidelines implemented in

the school which is usually done at the beginning of

the school year.

Students – Peer Relationships – Refers to the personal

relationship between the students and their peers in

the school where they are enrolled.

School Climate – Refers as the social atmosphere of

a setting or “learning environment in which

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students have different experiences depending upon

the protocol set – up by the teachers and

administrators.

School head. Refers to the heads of complete schools who

have duly attested appointments and who are skilled

in the art of administering, management or direction

of affairs.

Security and Maintenance – Refers to the school conditions

that keep the children in school safe from any danger

brought about by violence or unattended school

buildings and grounds.

Teacher. Refers to all persons engaged in classroom

teaching in any level of instruction, on a full-time

basis, including guidance counselors, school

librarians, industrial arts or vocational

instructors.

Teachers’ Performance – Refers to the assessment of the

performance of teachers basing on his/her

instructional competence, professional and personal

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characteristics and quality/attendance. The

Performance Competency Based Appraisal System for

Teachers is the instrument used in assessing the

teachers’ performance.

Teacher – Student Relation – Refers to the personal

relationship between the teacher and the student.

Tenure ship. Refers to the number of years in the service

as principal/school head.

Trust: Refers to the interpersonal condition that exists

when interpersonal relationships are characterized by

an assured reliance or confident dependence on the

character, ability, truthfulness, confidentiality and

predictability of others in the group (Bulach,1993).

Acronym

CBPAST – (Competency Based Performance Appraisal System) –

Refers to

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the evaluation instrument used by the school head,

teacher and peer in

assessing the performance of the teacher at the end

of the school year.

ARQ- (Administrator Respondent Questionnaires) - Refers to

the socio- demographic characteristic instrument

administered the by school head/ administrator

respondents.

TRQ- (Teacher Respondent Questionnaires) - Refers to the

socio- demographic characteristic instrument administered

by teacher respondents.

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CHAPTER II

REVIEW OF RELATED LITERATURE

School head

“The Learning Captain and the model”, that’s the

other name of school head. He or she is the manager and

hold the most important position in any of educational

institution.

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According to Chavez (2002), school heads perceived

themselves as highly effective in all managerial functions

while teachers perceived school heads highly effective

only in planning and moderately effective for the rest,

and least effective in leading. There was a significant

difference on how school heads and teachers perceived

managerial effectiveness in the performance of functions,

and the length of service as school head and their

educational attainment contributed to the level of

effectiveness in performing managerial functions.

Factors affecting the performance of school heads and

teachers were contributed much by the socio demographic

characteristics and the school climate of the school. The

relationships of principals, as the school leader,

strongly and directly affect teachers’ attitudes, which

define the school climate.

Demographic Profile

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Age

Age is considered as one of the factors that affect

the performance of school heads management. The Findings

revealed that growing old gives wisdom, profound knowledge

and deeper understanding of people, events and other

happenings around them (Balawag as mentioned by Bulusan

2002 as cited by Montero (2010).

Age matters in management and that older manager

tends to perform better than younger managers because the

older manager had acquired skills and experience through

the years of their long government or non-government

service (Whitesitt as cited by Piguerra 2005 and mentioned

by Montero 2012). Hence, Piguerra (2005) recommended in

his study that age must be considered in designating

people for administrative positions in public elementary

schools. His study showed that age was related to the

management capabilities of public elementary school

administrators. As the school administrator gets older, he

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tends to become more capable in doing school management

roles.

In teaching, performance increases with age. As

teachers grow older they tend to be more satisfied with

their profession because they have lower expectations and

better adjustment to their work situation (Rodes as cited

by Butuan, 1997).

The age of the teacher-respondent influences his

teaching performance (Gagabi 1999). As a teacher grows

older, one gains wisdom and thus tends to perform better

as one acquires profound knowledge and deeper

understanding of his job responsibilities. Similar finding

has been found in the study of Barrientos (2008). She

concluded that there exists a significant relationship

between the school administrators’ age and teachers’ job

performance in terms of punctuality and attendance. The

result indicates that the older the school administrators

get, the higher is their influence on the teachers’ job

performance in terms of punctuality and attendance.

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Gender

Gender plays a vital role in different job

performances whether in offices or in field works. Various

researches provided results how males and females vary in

terms of their job performances. Women were found to

score higher than men on the interpersonal dimension

(Stone 2009). However, no differences in EQ-i scales were

found between individuals working in an elementary school

versus a secondary school; the same was true when EQ-i

scales were compared for principals and vice-principals.

Men and women were also compared on each of the leadership

ratings (task-oriented leadership, relationship-oriented

leadership, and total leadership). Men and women did not

differ on any of the leadership ratings (regardless of

whether supervisor or staff ratings were used).

In terms of planning skills, both male and female

administrators performed very satisfactorily; in

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organizing, female administrators performed their

organizing skills outstandingly while male administrators

performed such skills very satisfactorily; in terms of

staffing, female administrators were outstanding while

male administrators were very satisfactory and in terms of

directing, both male and female administrators were very

satisfactory; in terms of controlling, both male and

female administrators were very satisfactory (Macaya,

2008).

Civil Status

Widowed school administrators performed well in their

jobs to keep themselves busy. Arce as cited by Barrientos

(2008) mentioned by Montero 2010, posited that widowed

principals focus their time and attention on their work.

Consequently, they become productive and influence good

performance from their teachers. Rivera (2008) as cited

by Barrientos (2008), however, disclosed that being

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widowed has positive and negative influence on one’s

performance. If the widowed administrator is penniless, it

would affect his performance for there might be financial

difficulties but for the administrator who has the money,

he may not find much difficulty.

Barrientos (2008) found out in her study that there

exists a significant relationship between the school

administrators’ civil status and teachers’ overall job

performance and in terms of professional and personal

characteristics, and punctuality and attendance. The

school administrators were grouped into two, the widowed

and married ones. The result indicates that widowed school

administrators have better influence on the job

performance of teachers.

In the study conducted by Gagabi (1999) as cited by

Montero (2010) civil status was not a significant

predictor of teaching performance. Regardless of

marital/civil status, the study found out that the

respondents had the same teaching performance. Thus, she

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concluded that the teacher’s teaching performance was not

influenced nor affected by civil status.

Position/ Designation

When the teacher is given the chance to serve in the

Department of Education, her/his government service starts

and is given a Teacher I position. After 5 consecutive

years in service, he/she can file for promotion and be

given Teacher II position. Such employee is given again

another promotion depending on his/her achievement during

his/ her service.

Educational Qualification

There is a double challenge of increasing both the

number and the quality of teachers. States are creating

more rigorous licensure standards at the same time seek to

hire more teachers. The need to find and to keep good

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teachers is especially critical if states and local

districts are to meet rigorous education goals aimed at

raising student achievement levels. Recent studies in

Tennessee, Boston, and Texas confirm that students taught

by the most qualified and effective teachers achieve at

higher levels (Hirsch, 2000).

Hammond (2000) claimed that quantitative analyses

indicate that measures of teacher preparation and

certification are by far the strongest correlates of

student achievement in reading and mathematics, both

before and after controlling student poverty and language

status. However, Rice (2003) as cited by Goe (2007) found

out that teacher certification seems to matter for high

school mathematics, but there is little indication of its

relationship to student achievement in lower grades. There

was no indication of a difference in student outcomes for

teachers who gained certification through an alternate

route.

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Correlation among teachers’ qualifications and

student achievement varied substantially across subjects.

Teachers with master’s degrees contributed marginally more

to increase mathematics scores than teachers with only

bachelor’s degrees. In middle school, gains in reading

were correlated with teachers holding Ph. D.s in any

subject (for English teachers). Students’ scores in middle

school and high school were negatively impacted by having

a teacher who holds only an emergency credential. In

middle and high school mathematics, a teacher’s

mathematics authorization (a proxy for subject-area

knowledge) was the best teacher level predictor of student

achievement (Betts et. al as cited by Goe 2007).

Knowledge was positively related to educational

attainment (Balawag citing De Villa, 1999). The higher the

educational attainment, the higher the knowledge. Peralta

(2009) also concluded in her study that educational

attainment surfaced as a significant variable that

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positively affected the perceptions of school

administrators on the level of their effectiveness.

Tenureship

Refers to the number of years in the service as

principal/school head. The study on the “THE WIDGET EFFECT

Our National Failure to Acknowledge and Act on Differences

in Teacher Effectiveness by Daniel Weisberg, (2009), he

reported that and administrators recognized ineffective

teaching in their schools. In fact, 81 percent of

administrators and 58 percent of teachers say there was a

tenured teacher in their school who performed poorly, and

43 percent of teachers say there was a tenured teacher who

should be dismissed for poor performance. Teacher tenure

has long been an interesting problem and much research

work has been devoted to this subject in the interests of

tenure laws in the various states. Teacher motivation

naturally has to do with teacher's attitude to work. It

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has to do with teachers' desire to participate in the

pedagogical processes within the school environment and

his interest in student discipline and control

particularly in the classroom. Therefore, it could

underlie their involvement or non-volvement in academic

and non-academic activities, which operates in schools

(Ofoegbu, 2004).

Type of school

Schools in the Philippines are categorized into two:

public schools which are funded by the government and

private schools which are not. Private schools and public

schools follow a similar academic calendar where classes

start in June and end in March. Universities and colleges

differ slightly with their academic calendar with classes

running from June to October and then November to

March.http://www.allprivateschools.net/countries/philippin

es.php

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School Climate

The attitudes of school heads and teachers create an

atmosphere for learning, often referred to as school

climate that influences school effectiveness and

leadership. Atmospheres of trust, shared vision, and

openness create positive school climate conditions. Little

is known, however, about how these climates emerge in some

schools and not in others. There is good theoretical

reason to suspect that interpersonal relationships between

school heads and their teachers influence students’

performance and attitudes that define the broader school

climate. (Reuters, 2013).

Teacher- students’ Relations

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Rogers as cited by White (2009) held that "certain

attitudinal qualities which exist in the personal

relationship between the facilitator and the learner"

yield significant learning. Facilitation requires at least

an initial genuine trust in learners by the facilitator,

followed by the creation of an acceptant and empathic

climate.

Teacher-student climate is a factor which covers a

wide range of questions focused on whether students

believe teachers treat them with fairness and respect and

whether they help them when they struggle with their

school work. . Results find that teacher-student climate

does have a significant effect, even after controlling for

individual race, gender, poverty, and prior achievement,

as well as the school level average achievement of the

entering cohort. Researchers found a much smaller effect

when looking at the effect of teacher-student climate on

achievement on a standardized test and a nonsignificant

effect on student absences. Because being on-track is

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significantly correlated with graduating within 5 years,

researchers believe focusing on improving the climate of

teacher-student relationships in the schools might be an

important component in reducing school failure (Rafiullah,

2000).

Security and Maintenance

In an effective school, there is an orderly,

purposeful, business-like atmosphere, which is free from

the threat of physical harm. The school climate is not

oppressive and is conducive to teaching and learning.

For many years, parents have said that the safety and

disciplinary climate of the school was their first concern

when judging schools. School shootings, bomb scares, and

other senseless violent acts had only served to deepen

parental concerns. “We obviously want the learning

environment to be a safe and secure place for its own

sake”

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“We also want schools to be safe and secure because

the presence or absence of a safe learning environment

enhances or impedes learning”. Even if the environment

does not sink to the level of shootings or bomb scares,

the extent to which student learning is interrupted by

routine disciplinary problems serves to diminish learning

to some degree. Therefore, the goal of the effective

school is to minimize, if not totally eliminate, such

incidents ( Lezotte, 2009).

If schools are to be good and safe places, the agenda

for school safety must be combined with other efforts to

address the variety of factors that interfere with a

school accomplishing its mission (Adelman, 2007). And, all

such efforts must be embedded in the larger agenda for

school improvement. Unfortunately, this generally is not

the case. To place school safety back into proper context,

four fundamental concerns must be brought to school

improvement planning tables. These concerns stress the

need to:

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1. Expand policy – broadening policy for school

improvement to fully integrate, as primary and essential,

a comprehensive, multifaceted, and cohesive system for

addressing barriers to learning and teaching, with school

safety embedded in natural ways,

2. Reframe interventions in-classrooms and school-

wide – unifying the fragmented interventions used to

address barriers to learning and teaching and promote

healthy development under a framework that can guide

development of a comprehensive system at every school, 3.

Reconceive infrastructure – reworking the operational and

organizational infrastructure for a school, a family of

schools, the district, and for school-family-community

collaboration with a view to weaving resources together to

develop a comprehensive system,

4. Rethink the implementation problem – framing the

phases and tasks involved in "getting from here to there"

in terms of widespread diffusion of innovations in

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organized settings that have well-established

institutional cultures and systems.

Discipline is also a factor in creating the learning

environment of a school. A survey on behaviors in high

schools revealed that a study by Rutter et al. as cited by

Carroll (2009) reports that school-level performance was

correlated with delinquency, attendance, and misbehavior

in school, but did not report the magnitude of the

association. School-level policies like “welfare” or

“discipline” based approaches and the use of corporal

punishment did affect the rates of misbehavior.

Bullying is the common misbehavior shown by

adolescence. Adolescent girl-to-girl bullying is a

pervasive concern in schools across the United States.

Adolescent girl-to-girl bullying, or relational

aggression, includes behavior that harms others through

damaging relationships or feelings of acceptance,

friendships or group inclusion, and most often occurs

among girls compared to boys (Crick et al., 2001 as cited

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by Rayle 2009). The consequences to female perpetrators

and victims of relational aggression are well documented

and include immediate and future potential problems for

personal, academic, and career development including

increased stress, eating disorders psychological

disturbances self-destructive behaviors social

maladjustment, deficiencies in physical wellness, lower

self-esteem, and higher rates of school absenteeism (Rayle

et. al., 2009).

Effect of criminal and violent acts in North Carolina

public middle schools on the academic performance levels

of 8th graders, confirms that these incidents lower

academic achievement, as measured by the percentage of

students at or above grade level on N.C. 8th Grade Math

and Reading End-of-Grade tests. The first incidents were

more disruptive to achievement than later incidents; and

the relationship was small in magnitude but statistically

significant. Specifically, the average marginal influence

of one more incident of crime or violence was a 0.138

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decrease in Math scores and a 0.143 decrease in Verbal

scores; these findings were also strongly inelastic

( Carrol, 2009).

Mandell et. Al (2002) conducted a study on the

associations among substance use, violent/delinquent

behavior, and academic achievement (as indicated by test

scores) in groups of high school and middle school

children. The study found that groups of middle and high

school students with even moderate involvement with

substance use and violence/delinquency had poorer overall

test scores than groups of students with little or no

involvement in these behaviors. The study recommends that

if schools and communities are concerned about improving

achievement, they must address both attitudes and

behaviors related to substance use and

violence/delinquency.

Students Academic Orientation

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The benefits of orientation to students were so very

evident in incoming college freshmen in some schools.

Reynolds (2006) study found out that there were three

major, salient themes in the data that provided some

insight into the impact of orientation on the

participants: students’ self-efficacy, the “personal

touch,” and orientation as “the start.” The students

experienced and expressed an increased confidence and

awareness that they attributed in some part to their

attendance at orientation. They reported, for example,

that the program “helped me not to be so scared, and they

showed you what [college] was about.” Another stated, “It

gave me the confidence just to know what I was doing.”

Knowing what it was about gave them the courage to return

to Ivy Tech when classes started. It demystified and

personalized their start at college, whether they were

fresh out of high school or returning to college to

retrain after being laid off. Orientation gave them

knowledge of things they did not know, and students talked

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of using the things they had learned. Some were

enthusiastic about the computer training they received,

others with financial aid information. Most were checking

their grades on e-learning and using other resources they

had been exposed to such as the learning resources center.

As demonstrated by the following interaction between two

students, most important was the confidence that “Maybe

there were still questions, but if I had a

question . . . .” “You know who to go to.”

Reynolds (2006) further noted in his study that the

faculty also reported some differences with their first-

year students in comparison with past years. Some believed

that attendance had improved and that their students

seemed more informed. Faculty had a sense that their

first-year students were taking more initiative, as

demonstrated in the increased use of online resources by

students. Many faculties said they had noticed students

using the e-learning resources far more than any previous

year to check grades and assignments. Their evidence of

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this came through students’ reminders to post things on

the site and by the log-in sheet. One faculty member

commented that he used to get “hammered” with questions on

how to use e-learning, but this academic year he had

noticeably fewer questions.

Orientation seems to have shaped the way students

were negotiating college. After starting classes they

seemed to be doing things for themselves rather than

asking staff, taking the initiative to keep on top of

their class progress, and using services more than new

students had in the past. Of huge importance to students

is what may be called the “personal touch.”

Guidance

Quality of education is reflected through academic

achievement which is a function of study habits and study

attitude of the students. Thus, to enhance the quality of

education, it is necessary to improve the study habits and

study attitudes of the students. To improve study habits

and study attitude, those factors are needed to be

44

identified which affect these characteristics adversely.

Identification of these factors may lead towards remedial

measures. To identify factors having negative effect on

study habits and study attitudes, to propose remedial

measures and to employ strategies for the development of

good study habits and study attitudes, well organized

guidance services are needed in schools (Hussain, 2006).

Guidance and counseling should be encouraged in the

schools to meet pupils’ needs. Pupils need someone to talk

to since parents do not have time for their wards at home

and teachers do not show much interest in the pupils

(Etsey, 2005). Once each person's individuality and

aptitudes have been identified the school must nourish

them and encourage the child realise his/her future

potential. For that reason it is necessary  for guidance

to begin early, wheras we note this not to be the case

(Gabbianelli, 2001). It is essential to emphasize the

strong points, especially where less positive

characteristics prevail. By highlighting the talents on

45

which the student can build, he will be guided towards

goals that he can reach, thereby identifying elements for

his self-achievement.

Guidance programmers foster positive attitude towards

school learning and work: hence, improve academic

achievement. A study was conducted by Hudesman et al., as

cited by Hussain (2006) which compared the impact of

structured and non-directive counseling styles on academic

performance of high-risk students. Results indicated that

students in structured counseling condition had higher

GPAs than those in non-directive counseling condition at

the end of semester. Hussain (2006) made similar findings

when he conducted effects of guidance services on

students’ study attitudes, study habits and academic

achievement. The experiment revealed that guidance

services have significant positive effect on student’s

study attitudes and study habits. Improvement in study

attitudes and study habits resulted in improvement of

students’ academic achievement. Significantly better

46

performance of experimental group in the subjects of

Physics, Mathematics, Biology, Chemistry and English text

is an evidence that study attitude and study habits do

affect students’ achievement.

Students – Peer Relationships

The role of social interaction in modifying

individual behavior is central in many fields in social

science and social psychologists have been conducting

related experiments for half a century. Economists too

have a long standing theoretical interest (Becker 1974, as

cited by Gibbon 2008), and the past two decades have seen

rapid growth in applied work that has attempted to

investigate both the existence and functional structure of

peer group influence. The range of outcomes that have

interested researchers is diverse, including smoking

(Alexander et al. 2001; Ellickson, Bird et al. 2003 as

cited by Gibbons), joke-telling, sexual behavior purchase

47

of a retirement plan, fruit picking, check-out throughput,

routine tasks and performance in professional golf

tournaments. Introspection does suggest that many

decisions are linked to similar decisions by a friend or

other associate (in some cases fairly explicitly, like the

decision to have sex, be in a gang or play tennis), and

many consumption decisions rely on other consumers

participating (e.g. video phones). However, the more

interesting possibility is that group behavior or

attributes can modify individual actions in relation to

important social and economic decisions that will affect

their life chances –especially achievement in education

( Gibbons, 2008).

Some very bold claims have been made about the

potency of peers in child development (Rich Harris 1999 as

cited by Gibbons, 2008), yet the results of numerous

studies are very mixed, finding strong, weak or non-

existent effects across a wide range of outcomes. Most

empirical work in education was the study of Lavy (2009)

48

which investigates which segments of the peer ability

distribution drive the impact of average peer quality on

students’ achievements. The study claimed that there was a

significant and sizeable ability peer effects that mainly

reflect the positive impact of the very academically

bright peers and the negative impact of the very worst

pupils. Moreover, we find some interesting and policy

relevant heterogeneity along the dimensions of pupils’

ability and gender. Finally, we show that our results are

driven by peers’ academic ability, and not related to

their family background.

Gibbons (2008) study used year-to-year changes in

school composition to identify the impact of school mates

on pupil progress at age 14. Traditional ‘linear-in-means’

specifications conclude that prior achievements of a

child’s schoolmates are, on average, unrelated to his/her

academic progress. However, this masks evidence that lower

achieving pupils are disadvantaged by higher achieving

schoolmates, whereas upper-middle ranking pupils benefit.

49

Sass (2008) study also revealed that under linear-in-

means specifications, estimated peer effects are small to

nonexistent, but he finds some sizable and significant

peer effects within nonlinear models. For example, he

finds that peer effects depend on an individual student’s

own ability and on the ability level of the peers under

consideration, results that suggest Pareto-improving

redistributions of students across classrooms and/or

schools. Estimated peer effects tend to be smaller when

teacher fixed effects are included than when they are

omitted, a result that suggests co-movement of peer and

teacher quality within a student over time. We also find

that peer effects tend to be stronger at the classroom

level than the grade level.

Instructional Management

Leitner (2000) conducted a study on principal’s role

in instructional management. This study used an

50

organizational perspective to investigate three questions

regarding the principal’s role in instructional management

such as (1) Do instructional management behaviors predict

student achievement? (2) What specific instructional

management behaviors are indentified with principals in

effective schools? and (3) Are the linkages that

principals use to influence teacher behavior and

instruction relate to student achievement? An

Instructional Management Questionanaire (IMQ) was used to

collect data on the principal’s role in instructional

management from the teachers at 29 participating

elementary schools from February to April 1987. Findings,

state that there is little evidence to suggest a strong

relationship between principals’ instructional management

behavior and student achievement.

A curriculum-based instructional management system

was used to enhance the mathematics instruction of 3rd

through 6th grade Title I and non-Title I students.

Improvements in math achievement for Title I students who

51

were and were not participants in this curriculum

enhancement were also compared. Title I students who

participated in the instructional management system

significantly outperformed those who did not. There were

also important qualitative differences on how the

instructional management system worked for Title I and

non-Title I students. Implications for managing math

instruction were specified ( Ysseldyke et. Al, 2004).

Student Activities

Research indicates that participation in

extracurricular activities affects students’ academic

performance. Rombokas as cited by Hollrah (2009) performed

a study of college-aged students who were involved in

extracurricular activities in high school to discover if

there was in fact a correlation between involvement in

activities and academic achievement. She concluded after

52

questioning two hundred ninety-two college students that

"participation in extracurricular activities enhances both

the intellectual and social development of students".

Through her own research, she discovered that athletes

attained higher grade point averages than those students

not in athletics. Activities are not solely about what the

score is, how many wins or losses are attained during a

season, or what place is won at a competition. They

provide and instruct students with lessons that will last

them a lifetime (Hollrah, 2009).

Fujita’s (2009) study also revealed that, according

to the students surveyed, playing sports, watching

television, and participating in community service

improves academic performance, while playing a musical

instrument does not improve academic performance.

Therefore, it was concluded that extracurricular

activities affect academic performance and that the effect

depends on the specific activities in which the student is

involved.

53

Reading performance can also be associated with

student’s involvement in extracurricular activities. Clark

(2009) found out in his study that high achievers

generally were involved at a higher-quality level in the

five constructive out-of-school activities more often than

lower achievers. Students' quality of active engagement

while doing high-yield activities was statistically

significant for the set of activities.

Variations in allotment of time for nonacademic

activities (e.g. athletics, socializing, job) may affect

students’ grade point average (GPA). Studies have

consistently reported a negative relationship between

students’ participation rate in nonacademic activities and

their academic achievement. Purdy, Eitzen, and Hufnagel as

cited by Ock (2008) examined the academic achievements of

over 2,900 student-athletes at Colorado State University

from 1970 to 1980. The results showed that student-

athletes achieved less academically compared to the

general student body. The mean GPA for the student-

54

athletes, for example, was considerably lower than that of

the general student population.

Leadership Behavior

Human Relation

School head-teacher relationships vary greatly among

schools and even among teachers at the same school.

Furthermore, those relationships affected student

achievement (Wash, 2005 as cited by Edgerson et. al.,

2006). This phenomenon occurs because teachers who see

principals as facilitators, supporters, and reinforces for

the jointly determined school mission rather than as

55

guides, directors, and leaders of their own personal

agenda are far more likely to feel personally accountable

for student learning (McEwan, 2003 as cited by Edgerson

et. al., 2006)

Human relations are defined as those formal and

informal interactions that occur between people. Bulach

(1998), based on his assessment of the leadership skills

of 51 aspiring school leaders, concluded that more than

50% have weaknesses in the human relations area. In other

words, their interactions with others tended to produce a

negative situation. Bulach, Boothe, and Pickett (1998)

surveyed 375 teachers to identify those behaviors their

principals practiced that were mistakes.  An analysis of

the data produced 14 categories of perceived mistakes or

harmful behaviors that principals practiced.  Perceived

mistakes in human relations and interpersonal

communications were the most frequently reported. 

Specific behaviors in the human relations area were a lack

of trust and an uncaring attitude.  The most frequently

56

perceived behavior in the area of interpersonal

communications was failure to listen or a lack of

openness. Clearly, openness and trust are essential for

human relations.

Byrd (2002) examined the human relations skills of

principals who have been successful in retaining classroom

teachers. The study was guided by two research questions:

a) what are the human relations skills of principals in

urban schools with low teacher turnover rates as perceived

by teachers and assistant principals and b) what are the

human relations skills as perceived by principals

themselves related to their own school's teacher turnover

rate?

The results of the questionnaires and the interviews

of the principals and assistant principals were coded and

organized into themes. The themes revealed a specific list

of human relations skills of urban principals who are

successful in retaining teachers.

57

The Human Relation Skills of Urban Principals with

Low Teacher Turnover Rates were: Sincerity: The principal

cared about the teacher's family. Mentorship: The principal

mentored the teachers through professional and personal

experiences. Encouraging: The principal empowered the

teachers with new ideas.

Open Minded: The principal listened to criticisms or

suggestions.

Understanding: The principal listened and understood where

the teachers were coming from.

 Accessibility: The principal had an open door policy.

 Mutual Trust: The principal trusted the teachers and the

teachers trusted the principal.

 Effective Communicator: The principal was a positive

communicator.

 Positive Outlook: The principal believed the teachers would

succeed.

 Compassionate: The principal loved the teachers.

58

Human relations are significantly important to

maintain harmonious work relationship between

administration and teachers (Alcaide, 1994). Furthermore,

her study found out that good human relations of the

school administrators had significant contribution to the

performance of teacher. Strategies and techniques are

therefore needed to work relationship between the school

administrator and the teacher.

Trust

Trust has been called the foundation of school

effectiveness (Cunningham & Gresso,1993) due to its

pivotal role in fostering those attributes by which

schools are most often judged to be effective. Defined as

“an individual’s or group’s willingness to be vulnerable

to another party based on the confidence that the latter

party is benevolent, reliable, competent, honest, and

59

open”, trust relationships are the common thread

interwoven through the fabric of effective schools.

The need for trust is an essential element of

motivational theory. Psychologists have long recognized

that an individual’s actions are driven by motivation that

results from the satisfaction of trust and other similar

needs (Rebore, 2004). One of the best known examples is

Maslow’s (1954) hierarchy, in which the satisfaction of

fourth level, esteem needs, is prerequisite to the

development of self-directed and growth motivated

educators. At this level, the presence of trust

relationships assists in building educators’ esteem so

that their professional efforts focus on educating

students rather than the fulfillment of personal needs

(Hoy & Miskel, 2001; Wilson, Robeck, & Michael, 1974), as

mentioned by Montero (2010).

There are a number of things principals can do to

improve levels of openness and trust.  Principals need to

spend more time listening to their teachers and

60

encouraging them to give him/her feedback on a wide

variety of items, e.g., allow teachers to evaluate the

principal, have group meetings where faculty and

administration can share how things are going and how they

can be improved. 

Leaders have to stay open to others and that “Trust

is maintained when people see that we are not ‘know-it-

alls’ and are interested in learning from others”.

Listening is an openness dimension that is a building

block for trust.  When a person listens to someone, a

message is conveyed that you value that person, and that

you have time for them because they are important.  In

other words, you care about them.  When people believe

that you care, the process of trusting is under way

(http://www.westga.edu/~cbulach/sclimate/ihrtopen.htm)

Seltzer and Roxbury (2009) found out that another

skill which the status leader may choose to explore is

that of developing the feeling among the staff that

everyone is getting a fair deal. This feeling can do much

61

toward building trust among the faculty.  In the process

of developing this trust, the administrator needs a deep

perspective and understanding because justice to the

individual is only what he thinks is justice.  The human

relations that take place in this determination are

sometimes quite complex. Compromise may be possible in the

administration of justice, but, above all, the principal,

in an attempt to satisfy all parties concerned, will be

guided by the desire to be fair and to do the right

thing.  The mature school executive administers justice

tempered with mercy. Some may call this sympathy, but

whatever term is used to describe the situation, it will

certainly be recognized that the sympathetic approach is a

restorer and preserver of confidence.

The findings of Bulach et al. (2001) reinforce the

previous research that human relations are a crucial area

for effective leadership. While there are no definitions

of human relations, the words trust, communications, and

listening skills are recurring themes. It seems logical

62

that trust would be at the heart of human relations.  In a

marriage, which should epitomize successful human

relations, trust is essential.  Closely related to trust

is a construct called openness.  When people trust, they

leave themselves open, and this can subject them to risk

being hurt by the person they trust. As a result, there is

a tendency for teachers and principals to be closed rather

than open.

While there is little disagreement that levels of

openness and trust are important for an effective

organization, there is little agreement that they are

present in the schools of Georgia.  The data from this

research clearly indicate that improvement is needed on

these two constructs that affect an organization’s culture

and productivity. According to Cherniss (1998),

emotionally intelligent educational leaders possess people

skills. Openness and trust are two basic people skills. It

is time to stop talking about how important openness and

trust are for an organization and do something about it. 

63

It is “Time to walk the talk!” Principals need to listen

to their teachers!  If principals become open and trusting

role models, perhaps a culture can be created where

teachers will start being open and trusting with each

other. A process for creating such a culture is described

by Bulach (2001).

Instructional Leadership

Research has consistently shown that principals play

a significant role in school reform efforts. As the

developing concept of management, it is by communication

that managers’ behavior will change Chang (2009). These

studies consistently found that the school head was the

key to an effective school. Research found that the unique

position principals hold, as the one person in a school

who is responsible for and empowered to oversee the entire

school, places them in a powerful position to coordinate

the entire school operation and move it forward. The

64

research further revealed that the most effective

principals had a clear vision of how the school could

serve its students; had aligned resources and priorities

with the vision; and could engage other key players,

within and outside the school, in achieving the goals

embedded in the vision.

Chang, (2009), added that the role of the principal

continues to be key to the improvement of schools.

Instructional leadership was also noted as the most

significant leadership dimension. This dimension has

altered the role of the principal by shifting the focus of

the principal’s responsibilities from operational

management to instructional leadership.

Instructional leadership can be defined as "those

actions that a principal takes, or delegates to others, to

promote growth in student learning." In practice, this

means that the principal encourages educational

achievement by making instructional quality the top

65

priority of the school and brings that vision to

realization.

The result of instructional leadership is a

collaborative learning environment where learning is not

confined to the classroom and is the objective of all

educators. Instructional leadership is an important

departure from the ancient model of administrator as

authoritarian. Inherent in the concept is the idea that

learning should be a top-down process. If those in charge

of the school are excited about learning, then they will

share their enthusiasm throughout the community.

Those who learn to be instructional leaders acquire

many characteristics that are beneficial to their schools

and communities. Instructional leaders exhibit a clear

sense of direction for their schools and prioritize and

focus attention on the things that really matter in terms

of the work of students. Furthermore, instructional

leaders know what is happening in their classrooms and

develop the capacities of staff by building on their

66

strengths and reducing their weaknesses. These leaders

also attempt to sustain improvement and change in their

schools by anticipating and overcoming the obstacles that

inevitably will emerge along the way. (http://www.e-

leadlead.org/resources/resources.asp?ResourceID=14)

Jenkins (2009) stated that instructional leadership

differs from that of a school administrator or manager in

a number of ways. Principals who pride themselves as

administrators usually are too preoccupied in dealing with

strictly managerial duties, while principals who are

instructional leaders involve themselves in setting clear

goals, allocating resources to instruction, managing the

curriculum, monitoring lesson plans, and evaluating

teachers. In short, instructional leadership reflects

those actions a school head takes to promote growth in

student learning. The instructional leader makes

instructional quality the top priority of the school and

attempts to bring that vision to realization.

67

Instructional leaders need to work closely with

students, developing teaching techniques and methods as a

means for understanding teacher perspectives and for

establishing a base on which to make curricular decisions.

“If principals are to take the role of instructional

leader seriously, they will have to free themselves from

bureaucratic tasks and focus their efforts toward

improving teaching and learning.”

Effective instructional leaders need to be resource

providers. It is not enough for principals to know the

strengths and weaknesses of their faculties; they must

also recognize teachers’ desires to be acknowledged and

appreciated for a job well done. Teachers seek only tiny

morsels of praise and the assurance to support them as a

resource provider. Effective instructional leaders need to

be instructional resources. Teachers count on their

principals as resources of information on current trends

and effective instructional practices. Instructional

68

leaders are tuned in to issues relating to curriculum,

effective pedagogical strategies, and assessment.

All schools need effective instructional leaders who

are well prepared and capable of leading the changes in

curriculum and instruction that will result in higher

levels of learning for all students. Effective

instructional leaders create a school culture of high

expectations conducive to the success of all students.

Effective instructional leaders ensure that school

programs, procedures, and practices focus on the learning

and achievement of all students and support the social and

emotional development

necessary for students to attain academic success.

http://74.6.146.127/search/cache?ei=UTF-

8&p=school+principal+as+instructional+leader&fr=yfp-t-

Conrtrol

Viewing leadership as the process of selecting an

appropriate means (or control strategy) to reach a desired

69

goal, this paper investigates the underlying structure of

supervisory control. Using a multidimensional scaling

procedure, four leader behavior dimensions were extracted

and identified: obtrusive vs. unobtrusive control,

situational vs. personal control, professional vs.

paternalistic control, and process vs. output control.

The implications of the findings for past and future

research are then considered. Analyzing the Leadership

Behavior of School Principals, other methodologies for

investigating leadership behavior involve leadership style

inventories that would speak the leadership control in

behavior.

Conflict

Almost every working relationship produces some

degree of conflict across time Newstrom and Davies as

cited by Tubat, 2009. Whether the conflicts are

destructive or constructive depends on the attitudes and

70

skills, the participants, pressure and resource shortage.

Conflict according to Taguri as cited by Tubat (2009) is

inherent in social life. It occurs in any situation in

which two or more parties feel themselves in opposition

and in compatible goals, attitudes, emotions or behavior

which lead to disagreement or opposition between two or

more parties. It is an interpersonal process that arises

from disagreement over the goal to attain or the method to

be used to accomplish those goals.

The study submitted by fgatabu 2012, on Head

Teachers’ Conflict Management Styles And Their Effect On

Discipline In Secondary Schools In Central Division,

Machakos District, Kenya found out that head teachers

conflict management styles have an effect on the

discipline of students. These findings have important

implications on school management with respect to training

of head teachers on conflict management styles in order to

enhance student’s discipline.

Teachers Performance

71

In all education system, the performance of teachers

is one of the handful of factors determining school

effectiveness and learning outcomes. Mohanty (2000)

explains that teacher performance is the most crucial

input in the field of education. Teachers are perhaps the

most critical component of any system of education.

Teachers must be seen as part of the solution, not

part of the problem. Poor pay, low status and morale are

key causes of poor performance and corrupt behavior in the

public sector Teaching is noble, but demanding occupation.

In order for teachers to maintain a high level of

professional performance under these conditions, they must

assume personal responsibility for their own performance,

growth, and development.

One of the D.C. teachers was fired because of a low

rating according to Anderson (2009). It is added student

achievement in the last school year was low because of the

erroneous performance evaluations for 44 teachers in Ben

72

Tankersley - Jason Kamras, chief of human capital for D.C.

public school in D. C. Teachers with an effective rating

became subject to dismissal. The same was true for those

rated “minimally effective” two years in a row or

“developing” three years in a row.

At present in the Philippines, there is a need to

evaluate the process of evaluating teacher performance.

The processes and practice is called Competency- Based

Performance Appraisal System for Teachers.

The leadership behavior and style of the school heads

is demonstrated in his activities which makes him

recognized as a leader of a group,   performing the

leadership roles in schools as expected of them. However,

teacher expected leadership roles of the principal may be

different from the actual leadership style or role

performance they observe in their schools.

73

Conceptual and Theoretical Framework of the Study

Schools are multi-faceted organizations. Achieving

and sustaining high quality institutions within a complex

environment demands that the school head, as a school

leader, possess a wide range of leadership capabilities

and strong relationship in and out the school.

The issue of teachers as a part of these professional

communities must be addressed by principals who wish to

improve their supervisory skill in building a more

supportive climate that allows teachers to develop to

their full potential. The collaborative culture described

by Gruenert (2005) has to be created.      

Evidence supports that school heads’ leadership

behavior strongly affects teachers’ performance. Teachers

motivated if the school head is quite good. (Liethwood,

Seashore-Louis, Aderson, & Wahlstrom ,2004 as cited by Orr

2006).

74

The school heads’ leadership behavior also is

influenced by the tenureship because it is believed that

the longer the tenure, one’s is true behavior can be seen

by the teachers. Socio-demographic characteristics

influence school climate (Korir & Karr-Kidwell, 200 as

cited by Halawah, 2005). Villa, (1992) as cited by Halawah

(2005) concluded that effective principals also promote

instructional climate that strongly values and reinforces

good performance and achievement of the teachers.

This study is anchored in the leader behavior theory

which holds that leaders are made, not born; it stands in

contrast to leadership trait theory, which argues the

opposite ( Kuchler, 2009). Consequently, Kouzes and Posner

(1987) and Clark and Clark (1990) as cited by Halawah

(2005) and mentioned by Montero (2010), who proposed that

leadership behavior can be taught.

The Conceptual Framework

75

The conceptual framework of the study is shown in

Figure 1. In the figure, the socio-demographic

characteristics of school head are the independent

variables which can influence school climate, leadership

behavior and the dependent variables in the right is the

teachers’ school performance.

School climate influences leadership behavior of

school heads and teachers’ school performance. The

leadership behavior can influence school performance of

the teacher. The independent variables of the study are

the socio- demographic characteristics such as age,

gender, civil status, position, educational attainment,

and type of the school. The school climate includes

teacher- student relation, security and maintenance,

students academic orientation, guidance, students – peer

relationships instructional management and student

activities. The school heads’ leadership behavior as human

relations, trust and decision making, instructional

76

leadership, control and conflict while the dependent

variable is the teachers’ school performance form the CB-

PAST rating in the recent year.

77

Conceptual Framework of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Socio-demographic

Characteristics

1. Age

2. Gender

3. Civil Status

School Climate

1. Teacher – student relation

2. Security and Maintenance

School Performance ofthe Teachers

CBPAST

78

Figure 1: Conceptual Framework showing the Relationship between the

Independent and Dependent Variables. Statement of Hypotheses

The following hypotheses were tested at 5% level of

significance:

1. The school heads’ socio-demographic

characteristics such as age, gender, civil status,

position, educational attainment, tenureship and type of

school does not significantly influence

a. school climate

Leadership Behavior

1. Human Relations

2. Trust and Decision Making

79

b. leadership behavior

c. performance of the teacher

2. The school climate does not significantly

influence;

a. school heads’ leadership behavior

b. performance of the teachers

3. The school heads’ behavior does not significantly

influence the performance of the teachers in public and

private high schools in Kidapawan City Division.

CHAPTER III

METHODOLOGY

80

This chapter includes the following sections; namely:

1.locale of the study 2.design, respondents of the study,

4. sampling procedure, 5. survey instrument and 6.

Statistical analyses.

Locale of the Study

This study was conducted in 34 public and private

high schools in the Kidapawan City Division particularly

17 regular public high schools, 2 extension high schools,

7 integrated schools and 8 private high schools in

Kidapawan City Division.

The 17 regular high schools are Amas National High

School, Gayola National High School, Ginatilan National

High School, Kidapawan City National High School, Juan P.

Gantuangco School of Arts and Trades, Juan P. Jalipa

Memorial High School, Kalaisan National High School,

Kidapawan City National High School, Linangkob National

81

High School, Manongol National High School, Mt. Apo

National High School, Onica National High School, Paco

National High School, Patadon National High School, Perez

National High School, Saniel Cruz National High School,

Spottswood National High School.

The 2 extension high schools included Marbel High

School Juan P Jalipa extension and Lanao High School

Kidapawan City National High School extension.

The 7 integrated schools were the, Binoligan

Integrated School, Lake Agco Integrated School, Macebolig

Integrated School, Muan Integrated School, Nuangan

Integrated School, Puasinda Integrated School, and Singao

Integrated School.

The 8 Private schools were ABC Educational

Development Center , Central Mindanao Colleges, Collegio

de Kidapawan, Kidapawan Technical School and Security

Training Center Inc, New Life Academy of Kidapawan, Inc.

Notre Dame of Kidapawan College-High School Department,

82

School for Life, Inc. and St. Marys Academy of Kidapawan

High School Department.

The Research Design

The descriptive correlation research design was used

in this study to find out the influence of the socio-

demographic characteristics and school climate on the

school heads behavior and teachers’ performance.

It is descriptive correlational since it involves

description, analysis of data needed to determine the

relationships that exist between the variables identified

in the study.

Kidapawan City Locale Map

83

Figure 2. The Map of Kidapawan City that shows thedifferent barangays where the schools of publicand private high schools are located

Population of the Study

84

The respondents of this study were all public and

private school heads, and the 5 random teachers of the

public and private high schools of the Kidapawan City

Division

Sampling Procedure

Stratified sampling by equal allocation was employed

in this study. The school served as the strata. From each

of the schools, one (1) school head was purposively

selected with the total of 34, while and 5 teachers were

randomly selected from each school with the total of 170.

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Table 1- Population and Matrix of the study

REGULAR HIGH SCHOOL

Name of school School

Head

Totalnumber ofteacherper

school

Totalnumber ofteacherresponden

t

Totalrespondent

REGULAR1.Amas National High School

1 32 5 6

2. Gayola National High School

1 9 5 6

3. Ginatilan NationalHigh School

1 25 5 6

4. Kidapawan City National High School

1 12 5 6

5. Juan P. GantuangcoSchool of Arts And Trades

1 12 5 6

6. Juan P. Jalipa Memorial National High School

1 12 5 6

7.Kalaisan National High School

1 13 5 6

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8. Kidapawan City National High School

1 160 5 6

9.Linangkob National High School

1 14 5 6

10. Manongol NationalHigh School

1 17 5 6

11. Mt. Apo National High School

1 10 5 6

12. Onica National High School,

1 7 5 6

13. Paco National High School

1 19 5 6

14 Patadon National High School

1 7 5 6

15. Perez National High School

1 9 5 6

16. Saniel Cruz National High School,

1 16 5 6

17. Spottswood National High School

1 19 5 6

EXTENSION1. Marbel National High School JP JalipaExtension.

1 5 5 6

2. Lanao National High School, Kidapawan City National High School Extension

1 7 5 6

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INTEGRATED

1. Binoligan Integrated School

1 5 5 6

2. Lake Agco Integrated School

1 5 5 6

3. Mua-an Integrated School

1 5 5 6

4. Macebolig Integrated School

1 8 5 6

5. Marciano Mancera Integrated School

1 5 5 6

6. Nuangan Integrated School

1 5 5 6

7.. Puasinda Integrated School

1 5 5 6

PRIVATE

1. Educational development Center

1 5 5 6

2. Central Mindanao Colleges

1 17 5 6

3. Collegio de Kidapaan

1 6 5 6

4. Kidapawwan Technical School and Security Training Center

1 12 5 6

5. New Lie academy oFKidapawan

1 5 5 6

6. Notre Dame of 1 35 5 6

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Kidapawan College High School Department7. School For Life Inc

1 5 5 6

8. St. Mary’s Academyof Kidapawan

1 8 5 6

Survey Instrument

The researcher made use of set questionnaires

as the tool in gathering the needed data. There are four

instruments to be used. Instrument number 1 (one) is the

socio-demographic characteristics for the school heads and

the teachers, instrument number 2(two) is about the school

climate for school heads and teachers, Instrument number

3(three) is about the leadership behavior for the school

heads and teachers, instrument number 4(four) is the CB-

PAST for the teachers that considered as basis for the

performance.

Instruments

89

A. Instrument I

This is an Administrator Respondent Questionnaires

(ARQ) and Teachers Respondent Questionnaires (TRQ). This

is to gather data on the socio-demographic characteristics

of the public and private high school on school heads and

teachers in terms of school like age, gender, position ,

educational attainment, tenure ship and type of school.

B. Instrument II

This third instrument will be used to assess the

climate of the school as perceived by the teachers and

school principals. This instrument was developed by

Evaluation Center, 2005 and also adapted by Halawah (2005)

With point eighty five (.85) validity using Cronbach

alpha, this instrument is considered internally reliable,

as cited by Montero (2010)

C. Instrument III

This instrument which was developed by Bulach et. al.

(2006) as cited by Montero 2010. It is use to analyze the

leadership behavior/style of a principal. The instrument

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consists of 49 positive and negative behaviors that

measure how principal interacts with staff. A correlation

coefficient of +.95, as measured by the Cronbach alpha, as

mentioned by Montero as obtained indicating the instrument

has excellent reliability.

D. Instrument IV

The fourth instrument was used to gather the necessary

information on the teachers’ performance as rated by

teacher themselves, the school heads and their peers using

the Competency Based Performance Appraisal System (CB-

PAST).

Statistical Analyses

Collection of data was done by distributing the

questionnaires to the teacher- respondents, school heads

as to assess the effect of socio-demographic

characteristic and the school climate. When the

questionnaires will be retrieved, the responses are to be

91

tabulated. A subsequent, thorough study of all the data

was made for an easy and orderly presentation by means of

descriptive statistics. The Regression and correlation

analyses were used to test the hypotheses at 5% level of

significance.

92

CHAPTER IV

RESULT AND DISCUSSIONS

This chapter presents the organized statistical

analyses and interpretation of data. The answers to the

specific question in Chapter I are presented and discussed

thoroughly.

93

Socio-demographic Characteristics’ of school-head

respondents

As shown in Table 1, the socio-demographic

characteristics of the school heads include the age,

gender, civil status, position and educational attainment,

tenure ship as school administrator and type of school.

Age

Out of the 34 school heads, 13 ( 38.2%) belonged to

age bracket 50-56 years of age; 8 (23.5%) were within the

age bracket 36-42 years, 4 ( 11.8%) belonged to age

bracket 29-35 years, 43-49 years, and 57-63 years and only

1 ( 2.9%) was in the age bracket 64 years and above. This

implies that majority of the school heads were heading

towards late 50’s meaning they’re almost in the last lap

of service.

The data conform to the findings of Isla (2004) as

cited by Montero (2010) that the age range of 35 – 50

years is the most productive years when teachers have

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reached the peak of their careers. Pauya as cited by Isla

(2004) further disclosed as similar finding that age is

one of the factors labeled a high in initiating structure

and consideration.

Table 1a. Socio-demographic characteristics of the school-head respondents. SY 2013-2014.     

CHARACTERISTICS FREQUENCY PERCENTAGE  ( n = 34 )  Age 29 - 35 yr 4 11.8 36 – 42 8 23.5 43 – 49 4 11.8 50 – 56 13 38.2 57 – 63 4 11.8 64 – above 1 2.9Gender Male 12 35.3 Female 22 64.7Civil Status Single 3 8.8 Married 31 91.2Position Teacher I 2 5.9 Teacher II 3 8.8 Teacher III 2 5.9 Master Teacher 4 11.8 Head Teacher 6 17.6 Principal 17 50.0Educational Attainment BS/AB with Master’s Units 11 32.4 Master’s Degree holder 5 14.7 MS/MA with doctoral units 9 26.5 Doctor’s Degree holder 9 26.5

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Tenure 1 – 5 13 38.2 6 – 10 10 29.4 11 – 15 3 8.8 16 – 20 6 17.6 21 – 25 2 5.9Type of School Public 26 76.5 Private 8 23.5

Gender

Table 1 also shows that there were more female

schools heads than male school heads involved in this

study. 22 (64.7%) of the school heads were females while

12 (35.3%) were males. The result implies that there are

more female administrators in the division. This matches

the findings of the study conducted by Crisvell and Betz

(1995) that the greater percentage of the teaching force

is female. This supports the claim of Mclane (1980) as

cited by Peralta,(2008) and Montero (2010), that more

organizations are opening their doors for female

executives. In terms of staffing, female administrators

were outstanding while male administrators were very

satisfactory but in terms of directing, both male and

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female administrators were very satisfactory (Macaya,

2008).

Civil Status

Results show that majority or 91.2% of the school

head-respondents were married and 8.8% were single. No

school heads in the division was widower. The result

indicates that married school heads dominated the

population during the study and it is confirmed by their

age level.

Position

Results show that 50 percent of the school head-

respondents were principal, 17.6 percent were head

teacher, 11.8 percent were master teacher, 5.9 percent are

teacher 1 and teacher III and 8.8percent were teacher II.

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This indicates that most of the school heads are full

fledge principal during the conduct of the study.

Educational Attainment

Table 1a shows that the educational attainment of the

school heads ranged from BS with Master’s Degree Units to

Master’s Degree Holder. There were 11 (32.4%) among these

school heads who had BS/AB with Master’s Degree Units, 5

(14.7%) of the school heads were Master’s degree. 9

(26.5%) of the school heads had MS/MA with doctoral units

and holder of Doctors Degree. This result implies that

school principals developed themselves professionally.

These findings supported the emphasis on at least a Head

Teacher I must have a Bachelor’s Degree and at least

having, 18 units requirements for item of a Head Teacher

II (CSC Qualification Standards, Revised 1997).

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Tenureship

As indicated in Table 1a, 13 (38.2%) percent of the

school heads have served from 1 – 5 years as school head,

10 (29.4%) have served from 6-10, 3 (8.85) have served 11-

15, 6 (17.6%) have served from 16-20, 2 ( 5.9%) percent

have served from 21 to 25. It can be gleaned from the data

that majority of the school heads have limited experience

as school administrators or neophytes in the

administrative position.

This is also in consonance of the practice of the

Department of Education to transfer their school heads

from one school to another due to retirement, death or

promotion of other school heads.

Type of school

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Result show that 26 (76.5%)of school heads were in

the public and 8 ( 23.5%) were in the private, this

implies that in Kidapawan City , public high school were

dominant and private high schools were limited. In

Kidapawan City Division there were only 8 private schools

having high school.

Socio-demographic Characteristics of teacher respondents

As shown in Table 1b, the socio-demographic

characteristics of the teachers include the age, gender,

civil status, position and educational attainment,

tenureship in government service and type of school.

Age

100

Out of the 170 teacher- respondents, 73 (42.9%) were

in the age bracket 29- 35 years, 46 (27.1%) belonged to

less than 29 years of age, 27 (15.9%) belonged to age

bracket 36-42 years, 12 (7.1%) were in the age bracket of

43-49 years, 11 or 6.5(%) belonged to the age bracket 50-

56 years, and only 1(0.6%) were in the age bracket 57-63

years of age.

This implies that majority of the teacher

respondents were heading towards late 50’s on in their

golden years. When teachers have reached the peak of their

career they would consider themselve as fulfilled. Pauya

as cited by Isla (2004) further disclosed similar finding

that age is one of the factors labeled as high in

initiating structure and consideration.

Gender

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Table 1b also shows that there were more female

teacher respondents than male teacher respondents involved

in this study. 130 (76.5%) of the teacher respondents were

female while 40 (23.5%) of the teacher-respondents were

male. In Kidapawan City Division, there were more female

teachers. This matches the findings of the study conducted

by Crisvell and Betz (1995) that the greater percentage of

the teaching force was female. This supports the claim of

Mclane (1980) as cited by Peralta, (2008) and Montero

(2010) that more organizations are opening their doors for

female executives.

Civil Status

As shown in Table 1, 119 (70%) were married 49

(28.8%) of the respondents were single, and 2 (1.2%) were

widower. The result indicates that more of the teacher

respondents are married.

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Position

Most of the teacher respondents were teacher I since

there were 129 (75.9%) teacher I, 27 (5.9%) were Teacher

II, 13 (7.6%) of the teacher respondents held the position

of Teacher III and only 1 (0.6%) were Master teacher.

Promotion is not easy in the public school since it

requires experience and educational attainment as well.

Educational Attainment

Table 1b shows that the highest educational

attainment of the teachers ranged from BS with Master’s

Degree Units to Doctoral Degree Holder. There are 75

(44.1%) of the teacher-respondents who were BS/AB, 69

(40.6%) graduated BS/AB with Master’s Degree Units, 17

(10%) of the teacher- respondents finished MS/MA with

doctoral units, 6 (3.5%) of the teacher- respondents were

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Master’s degree holders and 3 (1.8%) teacher- respondents

were of Doctoral Degree holders.

Teacher needs to educate themselves to compete

globally. Teachers in today’s generation must be updated

always through higher or post graduate education.

Tenureship

As indicated in Table 1b, 91 (53.5%) of the teacher-

respondents have served from 1 – 5 years in service.

51( 30%) have served from 6-10 years, 11 (6.5%) have

served 11-15 years, 9 (5.3%) have served from 16-20

years, 8 (4.7%) have served from 21 years and above. It

can be gleaned that teacher respondents are neophytes in

teaching. After gaining or earning experiences in private

schools they had been accepted in the public schools.

Type of school

104

As shown in Table 1b, 130 (76.5%) of teacher-

respondents came from the public schools while 40 (23.5%)

came from the private schools.This implies that in

Kidapawan City, high schools and only 8 private high

schools.

School Climate

The school climate of the private and public high

schools in Kidapawan City Division consists of seven

domains such as teacher-student relation, security and

maintenance, student academic orientation, guidance,

student peer relationship, instructional managements and

student activities.

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Table 2. School climate of the private and public high schools in Kidapawan City Division. SY 2013-2014.     

VARIABLES LEVEL  Mean Verbal Description

Teacher – Student Relations 4.20 Strongly Agree1. Pupils treated individually. 4.20 Strongly Agree2. Teachers greet pupils in the

hallway. 3.99 Agree3. Pupils willing to go to teachers

with personal 3.75 Agreeand academic problems.

4. Teachers give pupils the grade they deserve. 4.54 Strongly Agree5. Teachers in this school like

their pupils. 4.156. Teachers help pupils to be

friendly and kind 4.52 Strongly Agreeto each other.

7. Teachers patient when pupils have trouble 4.12 Agree

learning.8. Teachers make extra efforts to

help pupils. 4.20 Strongly Agree9. Teachers understand and meet the

needs of 4.08 Agreeeach pupil.

10. Students receive praise more than they are 4.13 Agree

scolded by their teachers.11. Teachers are fair to students. 4.37 Strongly Agree12. Teachers explain carefully so

that students 4.38 Strongly Agreecan get their work done.

Security and Maintenance 4.13 Agree13. Pupils usually feel safe in the 4.34 Strongly Agree

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school building.14. Classrooms usually clean and

neat. 4.17 Agree15. The school building kept clean

and neat. 4.14 Agree16. The school building kept in

good repair. 4.00 Agree17. The school grounds neat and

attractive. 3.99 Agree     

Mean:

1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree4.20 - 5.00 = Strongly Agree 1.80 - 2.59 = Disagree

2.60 - 3.39 = Moderately Agree

Table 2 Continued

VARIABLES LEVEL  Mean Verbal Description

Pupils Academic Orientation 3.63 Agree18. Pupils in this school understand

why they 4.11 Agreeare in school.

19. Pupils in this school interested in 4.03 Agree

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learningnew things.

20. Pupils in this school have fun but also work 3.85 Agree

hard on their studies.21. Pupils work hard to complete school

assignments. Pupils Behavioral Values 3.63 Agree22. If one pupil makes fun of someone,

other pupils 2.98 Moderately Agreejoin in.

23. Pupils in this school well-behaved even when 3.30 Moderately Agree

teachers are not watching them. 24. Most pupils do their work even if

the teachers 3.50 Agreestepped out of the classroom.

Guidance 4.21 Strongly Agree25. Teachers or counselors encourage

pupils to think 4.55 Strongly Agreeabout their future.

26. Teachers or counselors help pupils plan for future 4.12 Agree

.27. Teachers or counselors help pupils

with personal problems. 4.07 Agree28. Pupils in this school get help and

advice from 4.11 Agreeteachers or counselors.

Pupil-Peer Relationships 4.03 Agree29. Pupils care about each other. 3.84 Agree30. Pupils respect each other. 4.12 Agree31. Pupils want to be friends with one

another. 4.03 Agree32. Pupils have a sense of belonging in

this school. 4.13 Agree     

Mean: 1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree 1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree 2.60 - 3.39 = Moderately Agree

108

Table 2 ContinuedVARIABLES LEVEL

  MeanVerbal

Description

Instructional Management 3.65 Agree33. There is a clear set of rules

for pupils in this 4.36 Strongly Agreeschool to follow.

34. Taking attendance and other tasksinterfere with 3.71 Agree

classroom teaching. 35. Teachers spend almost all

classroom time in 4.09 Agreelearning activities.

36. Pupils in this school usually have assigned school 3.65 Agree

work or assignments.37. Most classroom time spent talking

about class 3.45 Agreework or assignments.

38. Teachers use class time to help students learn 3.49 Agree

assigned work. 39. There are a lot of outside

interruptions during 2.80 Moderately Agreeclass time.

Student Activities 3.97 Agree40. Pupils able to take part in

school activities in 4.14 Agreewhich they are interested.

41. Pupils be in sports, music, and plays even if 3.97 Agree

they are not very talented.42. Pupils are comfortable staying

after school for 3.81 Agree

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     Mean: 1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree 1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree 2.60 - 3.39 = Moderately Agree

Teacher – Student Relations

There were twelve criteria under teacher – student

relations. The teachers rated strongly agree in seven

criteria and agree in five criteria. Teachers give

students the grade they deserve. Item 4 obtained the

highest mean of 4.54 with the verbal description as

strongly agree. The result indicates that there exists a

harmonious relationship between the teachers and students

among the surveyed public and private high schools in

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Kidapawan City Division. Good rapport between teachers and

pupils was evident in the result. Rogers as cited by White

(2009) and Montero (2010) confirmed that facilitation

requires at least an initial genuine trust in learners by

the facilitator, followed by the creation of an acceptant

and emphatic climate.

Security and Maintenance

There were five criteria under security and

maintenance. Four criteria were rated agree while one

criterion was rated strongly agree by the teachers.

“Students usually feel safe in the school building” in

item 13 received the highest mean of 4.34 with the

description as strongly agree. An effective school should

be free from threat or physical harm. Parents have said

that the safety and disciplinary climate of the school is

their first concern when judging schools. “We obviously

want the learning environment to be a safe and secure

111

place for its own sake”. “We also want schools to be safe

and secure because the presence or absence of a safe

learning environment enhances or impedes learning”

(Lezotte, 2009) as mentioned by Montero (2010).

Pupils Academic Orientation

Seven criteria are under pupils’ academic

orientation. Five of these seven criteria were rated agree

by the teachers. Students in school understand why they

are in school obtained the highest mean of 4.11 with a

verbal description of agree. The result implied that the

pupils understand well the reasons why they are in

school. Making pupils aware of why they are in school is

part and parcel of teachers’ function to conduct pupils’

orientation. Reynolds (2006) claimed that orientation

seems to have shaped the way students were negotiating

college. After starting classes, they seemed to be doing

things for themselves rather than asking staff, taking the

112

initiative to keep on top of their class progress, and

using services more than new students had in the past. Of

huge importance to students is what may be called the

“personal touch” (Montero, 2010).

Guidance

There were four criteria under guidance. Out of these

four, three criteria were rated agree by the teachers

while one criterion was rated strongly agree. “Teachers or

counselors encourage pupils to think about their future

obtained the highest mean of 4.55 with the description of

strongly agree. The result implied that teachers or

guidance counselors provide proper guidance to their

pupils especially on their future”. Montero (2010) had

said that the school must nourish and encourage the child

to realise his/her future potential and for that reason,

it is necessary for guidance to begin early.

113

Student –Peer Relationships

There were four criteria under pupil – peer

relationships. The teachers rated agree in all criteria.

“Pupils have a sense of belonging in this schools obtained

the highest mean of 4.13 with the description of agree.

The result implies that the pupils feel at ease and at

home when they are in their school. Edgerson (2006) as

mentioned by Montero (2010), claimed that when positive

climates and cultures of family exist on school campuses

across this great land of ours, synergy occurs,

productivity increases, and students excel.

Instructional Management

There were seven criteria under instructional

management. The teachers rated agree in five criteria and

one criterion each for strongly agree, and moderately

agree. “There is clear set of rules for pupils in this

114

school to follow” obtained the highest mean of 4.36 with

the description of strongly agree. The result implies that

the schools have clear school policies and guidelines for

the pupils and teachers to follow. These guidelines make

the pupils be guided of the things to be done in the

school. School rules are important to all of us because

they tell us how to act, give us directions, set standards

for everyone, and provide a safe climate. Every rule has a

reason for being and should be followed consistently

(http://lombard.baltimorecityschools.org/Info/School_Rules

.asp).

Besides the school rules, there are also rules to be

followed by both teachers and pupils in the class. These

are called classroom rules. Buchaman (2006) as mentioned

by Montero (2010), emphasized that classroom rules are

very important to have a well-managed and safe learning

environment. At the beginning of the school year, students

can help come up with these classroom rules. Or, simply

the students brainstorm exactly what these classroom rules

115

mean. It is important to involve the students in classroom

rule-making. They are more likely to follow rules that

they themselves have created.

Student Activities

There were three criteria under student activities.

The teachers rated these three criteria as agree.

“Students are able to take part in school activities in

which they are interested” obtained the highest mean of

4.14 with the description of agree. The result implies

that the school provided opportunity for pupils to develop

their talents and skills through various school activities

as perceived by the teachers. This further implies that

pupils were given opportunity by the teachers to choose

the school activities they like to join in.

Leadership Behavior

116

Leadership behavior consists of human relations,

trust/decision making, instructional leadership, control

and conflict.

Human Relations Domain

There were thirteen criteria indicators under

behaviors in the human relations domain of school heads.

The teachers rated them strongly agree in six criteria,

agree in five criteria, moderately agree in two criteria

and 1 criterion for strongly disagree. “The school heads

involves the teacher in decisions”, in item 4, obtained

the highest mean of 4.29 with the description of strongly

agree. The result implies that there is a healthy human

relationship that occurs between the school heads and

their teachers because character is everything ( Maxwell,

2007).

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Table 3. Leadership behavior practices of the private and public high schoolheads in Kidapawan City Division. SY 2013-2014.     

VARIABLES LEVEL

  MeanVerbal

Description

Behaviors in the Human Relations Domain1. The principal calls the teacher by name. 4.21

StronglyAgree

2. The principal uses eye contact. 4.25StronglyAgree

3. The principal demonstrates a caring attitude. 4.20

StronglyAgree

4. The principal involves the teacher in decisions. 4.29

StronglyAgree

5. The principal interacts with the staff. 4.25

StronglyAgree

6. The principal does not listen. 2.28Strongly Disagree

7. The principal models good communication skills. 4.02 Agree8.      The principal tells teachers to make do with 4.12 Agreewhat they have. 9.      The principal provides positive reinforcement. 4.12 Agree

10.  The principal remains distant. 2.85Moderately Agree

11.  The principal compliments the teacher. 3.94 Agree12.  The principal remembers what it is like to 4.07 Agree be a teacher.13.  The principal has not supported theteacher when parents were involved. 2.11

Moderately Agree

     

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Mean:

1.00 - 1.79 = Strongly Disagree

3.40 - 4.19 = Agree

1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree

2.60 - 3.39 = Moderately Agree

Table 3 Continued     

VARIABLES LEVEL

  MeanVerbal

Description

Behaviors in the Trust/Decision Making Domain14.  The principal corrects the teachers in front of others 1.90 Disagreeinstead of privately. 15.  The principal “nit picks” on evaluations. 2.19 Disagree16.  The principal gossips about other teachers or 1.96 Disagreeadministrators. 17.  The principal uses coercion to motivate the teachers. 2.07 Disagree18.  The principal implements the latest 2.03 Disagree

119

fads withoutthorough knowledge. 19.  The principal makes decisions as “knee jerk” 2.03 Disagreereactions to an accident. 20.  The principal displays lack of trust. 1.90 Disagree21.  The principal listens to both sides of the story 3.80 Agreebefore making a decision. 22.  The principal evaluates situations carefully before 3.99 Agreetaking action. 23.  The principal makes “ snap judgments”. 2.57

Moderately Agree

24.  The principal bases evaluations on ashort 2.35

Moderately Agree

observation.      

Mean: 1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree

4.20 - 5.00 = Strongly Agree 1.80 - 2.59 = Disagree

2.60 - 3.39 = Moderately Agree

Table 3 Continued     

VARIABLES LEVEL

  MeanVerbal

DescriptionBehaviors in the Instructional Leadership Domain25.  The principal frequently interrupts teaching of teachers. 1.78

Strongly Disagree

26.  The principal demonstrates a lack of 1.73 Strongly

120

vision. Disagree27.  The principal is knowledgeable about the curriculum. 3.86 Agree28.  The principal is knowledgeable about instructional 4.00 Agree strategies. 29.  The principal applies procedures consistently. 3.76 Agree30.  The principal shrugs off or devalues a problem or 2.26 Disagreeconcern. 31.  The principal fails to follow up. 2.10 Disagree32.  The principal has rules but does not always enforce 2.28 Disagreethem.

33.  The principal holds people accountable. 3.08Moderately Agree

34.  The principal provides feedback regarding teachers’ 3.62 Agreeteaching. Behaviors in the control Domain35. The principal expects work to be done “yesterday” 2.78

Moderately Agree

with no notice. 36. The principal delegates responsibility. 3.94 Agree37. The principal assigns duty during planning period. 3.88 Agree38. The principal is rigid and inflexible. 2.54 Disagree39. The principal overemphasizes control. 2.47 Disagree40. The principal uses the words “ I “ and “ my” too frequently 2.19 DisagreeBehaviors in the Conflict Domain41. The principal is able to keep a confidence. 3.74 Agree42. The principal is afraid to question his/her superiors. 2.63

Moderately Agree

43. The principal “passes the buck” rather thandealing 2.11

Moderately Agree

with a situation. 44. The principal is partial to influence parents. 2.33

Moderately Agree

45. The principal shows favoritism to some teachers. 1.89 Disagree46. The principal supports teachers even if they are wrong. 1.90 Disagree

121

     Mean: 1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree

1.80 - 2.59 = Disagree4.20 - 5.00 = Strongly Agree

2.60 - 3.39 = Moderately Agree

Bulach et. al. (1998) reinforced previous research that

human relations are crucial area for effective leadership.

Montero (2010) and Byrd (2002) found out that human

relation skills of principals have been successful in

retaining classroom teachers. Human relations are

significantly important to maintain harmonious work

relationship between administration and teachers and that

good human relation of the administrators had significant

contribution to the teachers’ performance. Irsherwood as

cited by Larchick and Chance (2004) found that principals

who demonstrated charisma, expertise, and human relations

skills heightened teachers’ loyalty to the principal and

improved teacher satisfaction.

Behaviors in the Trust/Decision Making Domain

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For behaviors in the Trust/Decision Making

domain, the teachers rated them disagree in nine of the

criteria while two of the criteria were rated agree and

moderately agree. “The school heads evaluate situations

carefully before taking action in item 22 obtained the

highest mean of 3.99 with the verbal description as agree.

This finding implies that the school heads weigh

things properly before taking actions. Cherniss (1998)

emphasized that emotionally intelligent educational

leaders possess people skills. According to Thomas and

Vornberg (1990), as mentioned by Montero (2010), Effective

school heads demonstrate the ability to recognize and deal

with the needs, concerns, and problems of others. The

interpersonal competence of the school heads includes the

skill to be perceptive, to evaluate situations, to be

emphatic and to resolve conflicts. These skills were

important for the school head to care for the personal

welfare and provide emotional support to teachers.

123

Behaviors in the Instructional Leadership Domain

There were ten criteria under behavior in the

Instructional Leadership Domain. The teachers rated agree

in four criteria, disagree in three criteria and two in

each strongly disagree and moderately agree criteria. “The

school head is knowledgeable about the curriculum” in item

27, obtained the highest mean of 3.86 with the verbal

description as agree.

The result indicates that the school heads

demonstrate competence in curriculum which school heads

should possess. Instructional leaders should exhibit a

clear sense of direction for their schools and prioritize

and focus attention on the things that really matter in

terms of the work of students (http:

www.e-leadlead.org/resources/resources.asp?ResourceID=14).

124

Behaviors in the control Domain

Among the six criteria of behaviors in the control

domain, their teachers rated their school heads disagree

in four criteria, two criteria for agree and one in

moderately agree in one criterion. “The school heads

assign duty during planning period”, in item 37, obtained

the highest mean of 3.94 with the verbal description of

agree.

The result implies that the school heads involve

their teachers in school activities they do through

assigning their teachers to different committees. This is

a very healthy sign of good leadership as Dublin (1973)

contends as cited by Peralta as mentioned by Montero

(2010), Teachers need the leadership of the school heads

and the principal in turn needs the cooperation of the

teachers in order to attain the desired goals of the

school. School heads should encourage involvement of the

125

teachers in any schools’ undertakings. As teachers feel

better about themselves and what their collective missions

are as a result of significant interactions with their

school heads, they become more effective in the classroom

(Edgerson, et al. 2006) and Montero ( 2010).

Behaviors in the Conflict Domain

There were six criteria in behavior in the conflict

domain and were rated moderately agree by the teachers in

three criteria, and disagree in two criteria and one in a

criterion. Item 41, “the school head is able to keep a

confidence” obtained the highest mean of 4.12 with the

description as frequent.

The result implies that the school heads are able to

manage, to keep important and sensitive issues within

themselves.

Performance of the Teachers

126

Table 4 shows the public and private school heads-

teacher’s performance. Results show that 82.4% of the

teachers had very satisfactory performance while 17.6 5 %

of them had outstanding performance. It can be gleaned

from the result that majority of the teachers in Kidapawan

City Division had very satisfactory performance which was

also expected of them.

Hamzah (2008) pointed out that to be an effective

teacher is a continuous process that stretches from the

teachers’ pre-service experiences in the undergraduate

years to the end of their professional career path.

Teachers will need ongoing opportunities to develop their

knowledge, understanding, skills and abilities to keep

pace with the continuously increasing and changing

national education agenda. To be an excellent teacher, one

not only has to have a full command of the subject but

also full knowledge of the course structure and

examination system.

127

(http://www.dooyoo.co.uk/discussion/what-qualities-make-

an-excellent-teacher/1039890/)

Therefore, to increase teachers’ teaching performance

in schools and higher institutions, attention should be

paid to the teachers’ thinking domain especially to

teachers’ expectation. This was stressed by Lefton (1997)

as cited by Hamzah (2008) who stressed out that human’s

thinking and expectation became a guideline for their

attitudes.

Table 4. Performance of the teachers in the private and public high school in Kidapawan City Division. SY 2013-2014.     

LEVEL OF JOB PERFORMANCE Mean Verbal Description     

Satisfactory 30 17.6 Very Satisfactory 140 82.4     

Total 170 100.0     

128

Socio –demographic characteristics and school climate

Table 5a model I indicates that the combined

contribution of the school head’s socio –demographic

characteristics did not significantly influence their

level of school climate in terms of teacher- student

relation (fc=1.755, p> 0.05). However, when taken singly,

the school heads’ tenure (tc = 2.052*, p<0.05) was found

to be the best significant predictor of the said climate

at 5% level of significance. This result further connotes

that the longer is the school heads’ tenure the better is

the school climate in terms of teacher-students relation.

It is also proven by Wheelock (2005) that administrators

serving long, have managed the improvement of school

climate .

For model 2, the results show that the combined

contribution of the socio demographic characteristics of

the school heads did not significantly influence their

level of school climate in terms of security and

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maintenance (Fc = 1.169, p70.05). Taken singly, none of

these independent variables is a significant predictor of

the school climate.

With the resulting model 3, the combined contribution

of the school heads’ socio- demographic factors did not

significantly influence their school climate in terms of

students academic orientation (Fc = 0.664, p>0.05). None

of these socio – demographic characteristics is a

significant predictor of the said climate.

Table 5a. Regression Analysis on the relationship of the school heads' socio-demographic characteristics and their school climate. SY 2013-2014.

130

       INDEPENDENT VARIABLES DEPENDENT VARIABLES

  Coefficient β t-Valuep-

Value

Model 1 Teacher-Student Relation

Constant 4.131 14.5440.000

Age 0.000 0.0560.956

Gender 0.152 1.3240.197

Civil Status 0.196 0.8670.394

Position -0.058 -1.6930.102

Highest Educational Attainment -0.034 -1.000

0.327

Tenure 0.018 2.052*0.050

Type of School 0.081 0.5360.597

Model Statistics (R-Square =0.321 , F-Value =1.755ns , p-Value =0.140

Model 2 Security and Maintenance

Constant 3.373 6.909 0.000

Age 0.016 1.659 0.109

Gender 0.103 0.521 0.607

Civil Status 0.176 0.454 0.654

Position -0.051 -0.875 0.390 Highest Educational Attainment -0.024 -0.415 0.681

Tenure 0.009 0.593 0.559

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Type of School 0.007 0.028 0.978 Model Statistics (R-Square = 0.239 , F-Value = 169ns, p-Value =0.354 )

Model 3 Students Academic Orientation

Constant 3.526 10.922 0.000

Age 0.006 0.900 0.376

Gender 0.084 0.640 0.528

Civil Status -0.046 -0.178 0.860

Position-

0.038 -0.984 0.334 Highest Educational Attainment -0.036 -0.939 0.356

Tenure 0.010 1.054 0.301

Type of School 0.147 0.850 0.403 Model Statistics (R-Square =0.152 , F-Value =0.664ns , p-Value =0.700 )

       ns = not significant at 5% levelsignificant at 5% set level

The results in table 5a indicate that the combined

contribution of the school heads’ socio-demographic

characteristics did not significantly influence the school

climate in terms of guidance as revealed in model 4 (Fc =

1.809, p> 0.05), students-peer as revealed in model 5 (Fc

132

= 0.447, p> 0. 05), and instructional management as

revealed in model 6 (Fc =0.537, p> 0.05). Not one of the

independent variables, taken singly, posted as significant

predictor of each of school climate factors.

133

Table 5a Continued       

INDEPENDENT VARIABLES DEPENDENT VARIABLES  Coefficient β t-Value p-ValueModel 4 Guidance Constant 4.518 8.642 0.000 Age 0.011 1.048 0.304 Gender 0.015 0.071 0.944 Civil Status 0.264 0.634 0.531 Position -0.122 -1.930 0.065 Highest Educational Attainment -0.116 -1.849 0.076 Tenure -0.012 -0.733 0.470 Type of School 0.167 0.597 0.556 Model Statistics (R-Square =0.327 , F-Value = 1.809ns, p-Value =0.128)

Model 5 Students – Peer Constant 3.984 6.050 0.000 Age 0.007 0.547 0.589 Gender -0.358 -1.342 0.191 Civil Status 0.195 0.373 0.712 Position -0.007 -0.085 0.933 Highest Educational Attainment -0.016 -0.200 0.843 Tenure -0.019 -0.960 0.346 Type of School 0.104 0.294 0.771 Model Statistics (R-Square = 0.108 , F-Value =0.447ns , p-Value =0.863 )

Model 6 Instructional Management Constant 3.826 12.615 0.000 Age -0.007 -1.112 0.276 Gender 0.077 0.626 0.537 Civil Status 0.090 0.372 0.713 Position 0.002 0.057 0.955 Highest Educational Attainment -0.033 -0.910 0.371 Tenure 0.009 0.944 0.354 Type of School 0.218 1.340 0.192 Model Statistics (R-Square =0.126 , F-Value =0.537ns , p-Value =0.799 )       

134

ns = not significant at 5% level* = significant at 5% setlevel

As indicated in model 7, school heads’ civil status

(tc = 2.081*, p< 0.05) and type of school (tc = 2.634*, p<

0.05) were best significant predictors of school climate

in terms of students activities. This result further

denotes that in the public schools whose heads were

married, the students are more able to take part in school

activities in which they were interested and they were

more comfortable staying after school for activities.

Children and parents felt guided and safe if the school

head is matured and experienced compared to singles.

Cortez (2013)

In type of school, public schools today supported a

lot of student-activities, collaborative learning in

classroom activities, the BAKODA (Barkada Kontra Druga).

This program be implemented through Dep Ed Order that

every Friday afternoon, the students had to gather and

135

set some activities handled by their SSG leaders.

Ponnusamy (2008).

     Table 5a ContinuedINDEPENDENT VARIABLES DEPENDENT VARIABLES

  Coefficient β t-Value p-Value

Model 7 Student Activities Constant 3.532 11.375 0.000 Age 0.002 0.252 0.803 Gender -0.207 -1.648 0.111 Civil Status 0.514 2.081* 0.047 Position 0.013 0.354 0.726 Highest Educational Attainment -0.022 -0.601 0.553 Tenure -0.005 -0.573 0.572 Type of School 0.438 2.634* 0.014 Model Statistics (R-Square = 0.318 , F-Value = 1.733ns, p-Value =0.145 )       ns = not significant at 5% level

136

* = significant at 5% set level

As indicated in model 8, school heads socio-

demographic characteristics combined contribution did not

significantly influence the leadership behavior in terms

of human relations ( Fc = 0.309, p> 0.05). As indicated in

model 9 in terms of trust and decision making, the socio –

demographic characteristics of school heads did not

significantly influence their level of leadership behavior

(Fc = 1.488, p>0.05). However, position was the best

predictor of leadership behavior in terms of trust and

decision making (t =2.125*, p< 0.05). This result further

reveals that the higher the school heads position, the

higher was their level of leadership behavior practices in

terms of trust and decision making. Decision is a part of

leaders’ success.

Shared decision making and collaboration of a leader

depends on the position he/she has.

Table 5b. Regression Analysis on the relationship of the school heads'

137

socio-demographic characteristics and their leadership behavior practices. SY 2013-2014.

     INDEPENDENT VARIABLES DEPENDENT VARIABLES

  Coefficient β t-Value p-Value

Model 8 Human relations Constant 3.562 10.500 0.000 Age -0.003 -0.514 0.611 Gender 0.006 0.040 0.968 Civil Status 0.261 0.968 0.342 Position 0.021 0.519 0.608 Highest Educational Attainment -0.015 -0.358 0.723 Tenure 0.002 0.163 0.872 Type of School 0.213 1.174 0.251 Model Statistics (R-Square =0.077 , F-Value = 0.309ns, p-value=0.943 )

Model 9 Trust and Decision Making Constant 2.503 7.921 0.000 Age -0.005 -0.792 0.436 Gender 0.193 1.509 0.143 Civil Status -0.298 -1.184 0.247

Position 0.081 2.12

5* 0.043 Highest Educational Attainment -0.005 -0.122 0.903 Tenure -0.003 -0.279 0.783 Type of School -0.098 -0.582 0.566 Model Statistics (R-Square =0.286 ,F-Value =1.488ns , p-Value =0.215 )

Model 10 Instructional Leadership Constant 3.216 13.716 0.000 Age -0.007 -1.475 0.152 Gender -0.007 -0.076 0.940 Civil Status -0.230 -1.232 0.229 Position 0.027 0.970 0.341 Highest Educational Attainment 0.019 0.690 0.496 Tenure 0.001 0.072 0.943 Type of School -0.134 -1.071 0.294 Model (R-Square =0.241 , F-Value =1.183ns , p-Value =0.347 )

138

Statistics       ns = not significant at 5% level* = significant at 5% set level

139

Model 11 indicates that school heads’ leadership

behavior was significantly influenced by their socio –

demographic characteristics in terms of control (Fc =

2.572, p< 0.05). The age (tc = -3.255*, p< 0.05) and type

of school (tc = 2.151, p> 0.05) were the best predictors.

The result further denotes that the younger were the

school heads, the greater was their tendency to delegate

responsibility, assign duty during planning period, rigid

and inflexible, overemphasize control and use the words

“I” and “My” too fluently. On the other hand the result

also implies that the school heads who were in the public

schools were found to have the tendency to practice higher

level of leadership behavior in terms of control. (Rowald,

2011). Dr Prisciliano Bauzon, one of the professors of the

University of Southern Mindanao, graduate school in

Kabacan, Cotabato, said, “The true leader and experts are

the youth”. This was also proven by the director of young

leaders, Forester (2013) by saying “Give chance to the

youth”.

140

The result in 5b indicates that the combined

contribution of school heads’ socio- demographic

characteristics did not significantly influence the level

of leadership behavior practices in terms of conflict (Fc

= 1.139, p> 0.05) as revealed in model 12.

Table 5b Continued

INDEPENDENT VARIABLES DEPENDENT VARIABLES

  Coefficient β t-Value p-Value

Model 11 Control

Constant 3.203 13.136 0.000

Age -0.016 -3.255* 0.003

Gender 0.073 0.738 0.467

Civil Status 0.181 0.932 0.360

Position 0.037 1.258 0.220 Highest Educational Attainment -0.007 -0.249 0.805

141

Tenure 0.011 1.456 0.157

Type of School 0.281 2.151* 0.041 Model Statistics (R-Square =0.409 , F-Value =2.572* , p-Value =0.037 )

Model 12 Conflict

Constant 2.690 7.112 0.000

Age -0.004 -0.527 0.603

Gender 0.140 0.911 0.371

Civil Status -0.434 -1.443 0.161

Position 0.066 1.446 0.160 Highest Educational Attainment 0.009 0.192 0.849

Tenure -0.008 -0.679 0.503

Type of School -0.138 -0.683 0.501 Model Statistics (R-Square = 0.235 , F-Value = 1.139ns, p-Value =0.370 )

       

ns = not significant at 5% level* = significant at 5% set level

Table 5c results indicates that the socio-

demographic characteristics of school heads did not

significantly influence the teachers’ job performance ( Fc

142

= 0.252, p> 0.05) as revealed in model 13. Not one of the

independent variables taken singly, posted as significant

predictor. This result implies that the teacher’s job

performance is not dependent upon socio-demographic

characteristics of school heads.

Table 5c. Regression Analysis on the relationship of the school heads' socio-demographic characteristics and their teachers' job performance. SY 2013-2014.       

INDEPENDENT VARIABLES DEPENDENT VARIABLES  Coefficient β t-Value p-Value

Model 13 Teachers' Job Performance Constant 2.831 8.710 0.000 Age 0.000 -0.043 0.966 Gender -0.077 -0.585 0.564 Civil Status 0.161 0.621 0.540 Position 0.033 0.845 0.406 Highest Educational Attainment 0.021 0.537 0.596 Tenure -0.005 -0.507 0.616 Type of School 0.020 0.113 0.911 Model Statistics (R-Square =0.064 ,F-Value =0.252ns, p-Value =0.967 )       

ns = not significant at 5% level* = significant at 5% set level

143

Table 6a indicates that the school climate

significantly influence the leadership behavior of the

school head in terms of human relation (Fc = 4.989,

p<0.05). Instructional management was the best predictor (

tc = 3.173, p<0.05) as revealed in model 14. This result

implies that the better was the school climate; the better

was the school heads’ leadership behavior practices in

terms of human relations. The person most influential in

determining or altering the climate of a school was the

principal (Ellis, 1988). The contribution of effective

leadership is largest when it was needed the most; there

were virtually no documented instances of troubled schools

being turned around in the absence of an intervention by

talented leaders (Leithwood, Seashore, Anderson, &

Wahlstrom, 2004).

Model 15 revealed that there was a significant

relationship between the school climate and leadership

behavior of the school heads in terms of trust and

decision making (Fc= 2.463, p<0.05). The best predictor

144

was the teacher and student relation (Fc = 2.493*,

p<0.05).

The result further indicates that the school heads

level of trust and decision making was significantly

increased the moment that the teacher-student relation

level was low. Even though climates were variable, they

were still resistant to change. Peterson and Deal (2002)

There was no significant relationship between school

climate and leadership behavior in terms of instructional

leadership (Fc = 0.225, p> 0.05) as revealed in model 16

in table 6a. Taken, singly none of the school climate

indicators was a significant predictor of instructional

leadership.

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Table 6a.Regression Analysis on the relationship of the school climate and the school heads’

leadership behavior. SY 2013-2014.       

INDEPENDENT VARIABLES DEPENDENT VARIABLES  Coefficient β t-Value p-Value

Model 14 Human Relations Constant 0.437 0.575 0.570 Teacher – student relation 0.140 0.522 0.606 Security and Maintenance -0.067 -0.426 0.674 Students Academic Orientation 0.143 0.512 0.613 Guidance -0.138 -1.412 0.170 Students-Peer Relationships -0.012 -0.119 0.906 Instructional Management 0.711 3.173* 0.004 Student Activities 0.129 0.664 0.512 Model Statistics (R-Square =0.573 , F-Value =4.989* , p-Value = 0.001)Model 15 Trust and Decision Making Constant 3.658 3.830 0.001 Teacher – student relation -0.838 -2.493* 0.019 Security and Maintenance -0.008 -0.040 0.968 Students Academic Orientation 0.614 1.744 0.093 Guidance -0.060 -0.493 0.626 Students-Peer Relationships -0.238 -1.877 0.072 Instructional Management 0.543 1.927 0.065 Student Activities -0.166 -0.683 0.501

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Model Statistics (R-Square = 0.399 , F-Value =2.463* p-Value =0.044 )Model 16 Instructional Leadership Constant 4.040 5.176 0.000 Teacher – student relation -0.254 -0.923 0.365 Security and Maintenance -0.088 -0.547 0.589 Students Academic Orientation -0.068 -0.238 0.814 Guidance -0.025 -0.251 0.804 Students-Peer Relationships 0.027 0.264 0.794 Instructional Management 0.232 1.009 0.322 Student Activities -0.093 -0.469 0.643 Model Statistics (R-Square =0.225 ,F-Value = 1.076n, p-Value =0.406 )       ns = not significant at 5% level* = significant at 5% set

level

There was a significant relationship between school

climate and the school heads leadership behavior in terms

of control (Fc= 5.238, p=0.001), security and maintenance

(tc= -2.331, p<0.05), students- peer relationship (tc=

3.674, p0.05) and instructional management (tc =

2.861,p<0.05) were best predictors as revealed in model

17.

The result implies that the lesser the security and

maintenanceof school heads, the more tighten was the

147

control by school head as control can affect the school

climate and proper monitoring was a part of school

management.

The school heads’ leadership behavior in terms of

conflict was significantly influenced by school climate as

shown in model 18 (Fc= 4.008*, p< 0.05) Teacher- student

relation (Fc = -2.810) and students academic orientation

(tc = 2.810*,p<o.05) were the best predictors to prove

that the teacher –student relationship had nothing to do

with school head behavior for no one can dominate a

leaders principle (Montero, 2010).

148

Table 6a Continuation

INDEPENDENT VARIABLES DEPENDENT VARIABLES  Coefficient β t-Value p-Value

Model 17 Control Constant 1.651 2.453 0.021 Teacher – student relation -0.142 -0.601 0.553 Security and Maintenance -0.323 -2.331* 0.028 Students Academic Orientation 0.464 1.871 0.073 Guidance -0.098 -1.137 0.266 Students-Peer Relationships -0.328 -3.674* 0.001 Instructional Management 0.568 2.861* 0.008 Student Activities 0.308 1.798 0.084 Model Statistics (R-Square = 0.585 , F-Value =5.238* , p-Value =0.001 )

Model 18 Conflict Constant 4.945 5.009 0.000 Teacher – student relation -0.977 -2.810* 0.009 Security and Maintenance -0.294 -1.445 0.160 Students Academic Orientation 1.022 2.810* 0.009 Guidance -0.072 -0.565 0.577 Students-Peer Relationships -0.110 -0.838 0.410 Instructional Management 0.311 1.069 0.295 Student Activities -0.326 -1.294 0.207 Model Statistics (R-Square = 0.519 , F-Value = 4.008*, p-Value =0.004 )       

ns = not significant at 5% level* = significant at 5% set level

Table 6b shows that the combined contribution of the

school climate such as teacher-student relation, security

and maintenance, student’s academic orientation, guidance,

149

student-peer relationship, instructional management and

student activities, significantly influenced the teachers’

job performance (Fc = 0.309, p> 0.05) as revealed in

model 19.

Taken singly, none of these climate indicators was a

significant predictor of teachers’ job performance.

Attitudes toward challenge had nothing to do with one’s

performance (Maxwell, 2007).

Table 6b. Regression Analysis on the relationship of the school climate and the teachers' job performance. SY 2013-2014.       

INDEPENDENT VARIABLES DEPENDENT VARIABLES

  Coefficient βt-

Value p-Value

Model 19 Teachers Job Performance Constant 2.472 2.326 0.028

Teacher – student relation -0.013-

0.034 0.973

Security and Maintenance -0.095-

0.436 0.667 Students Academic Orientation -0.150

-0.383 0.705

Guidance 0.103 0.753 0.458 Students-Peer Relationships 0.004 0.026 0.980

150

Instructional Management 0.255 0.814 0.423 Student Activities 0.063 0.232 0.819 Model Statistics

(R-Square = 0.077 , F-Value =0.309ns , p-Value =0.943)

       

ns = not significant at 5% level significant at 5% set level

As shown in Table 7, the combined contribution of

school heads’ leadership behavior such as human relations,

trust and decision making, instructional leadership,

control and conflict, did not significantly influence

their teachers’ job performance ( Fc= 0.824, p>0.05) as

revealed in model 20. Teachers have their own initiative

in the classroom situation.

151

Table 7 Regression Analysis on the relationship of the school heads' leadership behavior and their teachers' job perform ance. SY 2013-2014.

INDEPENDENT VARIABLESCoefficient β t-Value p-Value

M odel 20 Constant 1.686 1.868 0.072 Hum an Relations 0.244 1.319 0.198 Trust and Decision M aking 0.030 0.116 0.909 Instructional Leadership 0.082 0.319 0.752 Control -0.116 -0.487 0.630 Conflict 0.225 0.935 0.358

Model Statistics

DEPENDENT VARIABLES

Teachers Job Perform ance

(R-Square =0.128 , F-Value =0.824 ns , p-Value =0.543)

ns = not significant at 5% levelsignificant at 5% set level

Comments and opinions of the school head-respondents

1. Principal should always be the role model in school

2. it’s indeed difficult to be a school principal, but

challenging and fulfilling

152

3. The principal should do their duties and

responsibilities religiously in order to assist teachers

in the deliberations of competence

4. As principal, it is very important to let go the old

practices (unlearned) in order to give space or re –

learning new things.

5. Instructional leadership is a system in which teachers

learn from their principal while the principal is also

learning from their teachers, hence there is a need for

principal to do the cycle of Learn-unlearn-relearn

6. Treat teachers and students with love and compassion

but in control.

153

Modified Framework of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Socio-demographic

Characteristics

1.Age

2.Gender

School Climate

1.Teacher – student relation

Leadership Behavior

1.Human Relations2.Trust and Decision Making3. Instructional

SchoolPerformance of theTeachers

154

Legend:

Socio-demo-School climate relationship

Socio-demo-Leadership behavior relationship

School climate – leadership behavior relationship

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This study was conducted to analyze the influence of

the leadership behavior of school heads and performance of

public and private high school teachers in Kidapawan City

Division.

Summary of Findings

The following are the summary of findings:

155

1. Majority of the school heads were from 50-56 years of

age, female, married, with principal position and

have BS with Master’s Degree. Most of them have been

in the service as administrator for 1-5 years and

mostly employed in public schools.

2. In school climate, majority rated strongly agree in

terms of teacher-students’ relation, agree in terms

of security maintenance, student academic

orientation, guidance, student- peer relationships,

instructional management and student activities.

3. The school heads’ leadership behavior practices of

public and private high schools in Kidapawan City

Division were rated strongly agree in terms of human

relation, agree in terms of instructional leadership,

moderately agree in conflict and disagree in terms of

decision making and control domain.

4. Majority of the teachers in public and private high

schools in Kidapawan City Division were found to

have very satisfactory performance.

156

5. The school heads’ socio-demographic characteristics

such as age, gender, civil status, position,

educational attainment, tenureship and type of school

did not significantly influence the:

a. School Climate

Tenureship was found the best predictor in socio-

demographic characteristics that significantly

influenced the school climate in terms of teacher-

student relationship, civil status and type of

school in terms of student’s activities.

b. Leadership behavior

-position was best predictor in socio-demographic

characteristics that significantly influenced the

leadership behavior in terms of trust and decision

making, age and type of school to the leadership

behavior in terms of control.

c. Teachers’ Performance

-The socio demographic of school heads did not

influence the teachers’ job performance of the

157

public and private teachers in Kidapawan City

Division.

6. a. The school climate significantly influenced the

school heads’ leadership behavior. The instructional

management domain of school climate significantly

influenced the leadership behavior in terms of human

relation. The teacher-student relation domain in

school climate significantly influence in terms of

trust and decision making in leadership behavior; the

school climate domains like security maintenance,

students-peer relationship and instructional

management significantly influenced the leadership

behavior in terms of control. Teacher-student

relation and student academic orientation domain in

school climate significantly influenced the

leadership behavior in terms of conflict.

b. The school climate did not significantly influence

the performance of public and private teachers in

Kidapawan City Division.

158

7. School heads’ behaviors’ did not significantly

influence the performance of the public and private

teachers in Kidapawan City Division.

Conclusions

Based on the given findings, the following are the

drawn conclusions:

1. The school climate was affected by teachers’

tenureship.

2. Position influences the leadership behavior in

terms of trust and decision making; age and type

of school influence leadership behavior in terms

of control.

3. The school heads’ leadership behavior influences

the school climate.

4. The socio- demographic characteristics, school

climate and leadership behavior did not

159

significantly influence the job performance of the

teachers.

Recommendations

Based on the aforementioned summary and conclusions,

the following recommendations are made:

1. Trainings seminars workshops such as team building

activities, involvement in curriculum planning,

and the organization of school events should be

given to intensify the camaraderie and healthy

relationship among teachers.

2. The school heads should possess good leadership

behavior since they are the leaders of their

schools who are looked up to by the teachers,

pupils and stake holders. Their good leadership is

one of the factors that will create a positive

school climate which can contribute to teachers

160

job satisfaction thereby motivate them to work

better.

3. The school heads must maximize their efforts in

creating a positive school climate in their school

to produce teachers’ quality performance

4. Teachers must also be encouraged to pursue higher

education by allowing them to enroll in graduate

programs to enhance their competence in

instruction and personal characteristics to

maintain good school climate and understand

leadership behavior of their school heads .

5. A further study can be conducted to include other

factors that may influence teacher’s performance

and comparing the school climate and leadership

behavior of public and private institutions.

161

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APPENDICES

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