bY /''' Elita Flor Ma1ig - 86att

52891

UNIVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

LEADERSHIP STYLES AND SET,ECTED FACTCIRS IN Ti{U WORK EN\TTSN},TENT: II{PUTS TO A ^ITUMA}I

RESOU RCE DEVM,OPM.TNT PNOGRAM

A Dlesertation Abstract Preseated ^to

the FacuLty

of

the ^Graduate School

Unrlverslty of, the Aseunptlon

of

Inr

Partlal

Fulfillmeat

the Requlrenents

for

the Degree

'

Doctor of, Educatlon

bY /'''

Elita Flor

Ma1ig -

86att

AIIGS" UXIVIRSITY LIBRARY

0ctober 1990

UNIVERSTTY OF THE ASSUMPTION GRADUATE SCHOOL

ABSTFACq

Tltle:

TEADERSIITP STYLES AI{D SEI,ECTED FACTORS ]N ^{qHE WORi(}

ENITIRONMENT: INPUTS tCI A ^HUMAN RESOURCE DEVH..,0PMENI PROGRAM

No.

of

Pages: L9?

Researcber:

Sllta ^Flor

^Mal1g

-

^IfmaU.

Publlcatlon:

^Date:

Place:

Sanr-Felnatdor-

Panoanea

Instltutlottr:

^Nane: Und-versltv

of

the Assunmtlon Pr{.vatezAcadem,i.cl:

were coBlee can ^be LocaLlty

found:

Accesslon No.

fntroductlon

IIre Inplenentatlon

of

^{the Secondary Education Develop-}

menrt Program (SEDP),

partloularly

the ^New Secondary Educati

Currlculun ^(NSEO), has nec.eesltated

a

comesponding ^huraan resourq:e deVeJ-opment pr.ogra& not

ouly for

secondary school teachers but also

for

secondary echool adninl'strators.

Thle ^prugram

ls

eavisioned

to

^pruvide

r€-orlentatlont

r€- tralud,ug and developn,ental

astlvitl-es to

^imprrcve

^their

conpetencles and

skills in lnstructional

superrrlsion, ^schoo

nlanagemeBt and lnterpersonal relatlonshlps.

Subliect Area: Reference No.:

Deecr{.ptlon: .-

Educati"ona,}

Manaeglent

_-

Degree

Conferred:

Doctor o,f ^Educatlgn Speciflc Locatlons

Llbrary

UNIVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

Towards

thle

,i end,

thls

study has been

iuitlated

^to

evolve ^{suchi hunanr} resource developneart prograu,

for

^school dnririetrators

of

^{Panpanrga thrnough} a ^raeede assessnent whj-ch

L1 prov,lde the necessary baseline datal.nputs

to

tbe ^HRD rcgran.

.Thls study

speclflcally

eought

to

describe, analyze asaess th,e leaderehlp etyles

of

the secondary school

drulnlstrators

of

^Paqpanrga

lu relatlon to

selected factors lnr the work-esvlrrouiuentn naoelyn adninrlstratlve perf,or@,ance

work-group

attltude

^and pbrfomance

of

teachers.

Conslder{.ng the nalu and

speclfic

alns

of

the study th,e conceptual franework

laid out,

the followlng hypo- theses were propoeed

to

be tested

statiotlcally:

1.

Leadershlp

styles

do

rot

vary

signilficantly

wtth

&BBr 6ex, and

civil

status.

2.

There are Eo

slgnlflcant

differences

in

leadership

styles

due

to

potenrtial leadershlp qualitj.es as

perceived by the adrnlnistrator-respondenrt then-

eelvee, by

tbelr

subordinates and b,y

their

superlo

3,

Leadersblp etyres are not

signlficantly

i,nfluenced

by the educational attaiunenrt and experleoce, both

1n teachlog and

in

admirdstratloni.

4.

Leadershlp

styles

do not vary

slgnificantly

wlth ennolment slze and eun,ber

of

teachere,

5. There

ls

no elgnlflc.ant comelatlorr; between

UNIVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

leaderehlp

etyle

aod adni.oj.stratlve performaoc€o The perfonoance

of

teachere 1s not

signlflcaatly

tnfluenced hy the leadershlp

style of

admlnistrato

the l-eadership

etyle of

^the adnlnlstrators ^{doea no}

have

a slgrliflca&t

coruelatlon

with

the work-group

attltude

of, teaqhers.

The eubJeots

of

the study lnclude

)L publlc

^secondary

school adndnlstratore and 3?

prlvate

secondary school adml-

nistrators ln

th,e Dlrl:lslon

of

Pannpaog&o The respondents

lnclude

all

the 88 secondary echool admLnistrators and 10%

f

secondary school teachers

fron

each schoolr oF

at

least three per school where L0#

ls less

than

],

auucberlng

at

^uost

254 secoudary school

teachers.

The Asslstant Divlslon School Superlntendent and tbe Prlvate School Area Superrri-

sor uere also reepourdenrts tn. the study.

Th"e responsea.

of

^th,ese two ^groups

to

the data-gathe

lnstnrnents constltute the researeh

data.

As feedforward,

the 1988-89 performance ratlngs

of

the adniintstrators and

tbachers were used.

Methodolosv

Thls study

ls a

comblnatlon

of a

descrlptlne and analy

tlcal research. Its

foeus

is

the descrlptior,r, analysls and

a6se6snent

of

leadersh:ip styLes including

style

range,

styl

adaptab,llltyn and speclfied var1ab1e6 as

well

as eelected

5.

8o

7.

UNIVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

factore

ln

the work environnent.

The research data were gathered through the use of

ueetlonnsJ-res whtch lnrclude the followlng:

1.

Personal /Professionral fnrfornationr Sheet

2.

DAP Leadership Questlonnalre

3.

^DECS Potentlal Assessment Fom

4.

^Work

Attltude

^fnven,tory

The

last

o&e has beenr deslgned anrd derised and

tried- ut for ralldatlon

by the researqher.

Statlstlcal

tools ^used

for

data analysls and evaluatio nclude

proflle of

neans, standard deviations, percenrtages,

-test for

slgntflcancen Pearsonr

r,

and coeff,iclenrt of etelrulnatlon

("2).

Two haslc

statistlcal

^{meaeures were}

oneldered:

signlficant

dlfferencee and.

slgn[ficant

correla ns b,etwee$ the dtfferenrt variab',les ln. the study.

,

The foLLow'log

signlflcant

findlngs were revealed

in s

^etudy:

On the

Proflle of

Resnondents

1.

The

typtcal

eecoaidary school adninilstrator

ln

Pampanga

ls

4L year6

old,

m,arrled and has finished the acadenlc requlrements

of

the naeteral degree,

has taught

for

^tweLve years, has 5 ^{yoars admlnls-}

tratlve

experlence and superrrlsee 211 teachers

ln

a

school with 910 students.

2.

The prlnary leadershlp styl-e

of

the respondents

is

the ttseLllne stylefr (Stvle #2). that is. hieh- relatlonshlp ^an,d hlgh-task orlentatlon.

UMVERSITY OF THE ASSUMPTION GRADUATE SCHOOL vl

4.

5,

1.

^The eupportlve leadershlp

style of

the respondents

1s the |tpartlclpatlng

style"

^(Styte

#t), ^that ls,

hlgh-relatlonrshlp aad low-task orientation..

The

etyle

range

of

the responderats which lndlcates the degree

of flexlbd.Ilty ln

the leader bohavlor reachee a hlgh

level

^virlth a n;ean score

of

^10.0J

agalnst 12 as the

criterlon ln

the lnstrument, The

etyle

adaptablllty

of

the respondents which meaaures the

level of

effectiveness

in

using the

leadershlp

style

appropriate

to

the

sltuation is

rather ^{low wtth onJ-y a mean} score

of

B.O] agalnst the coatlrtuurc

of

-24

to

^+24,

leaet

^and nost effec

tlve

respectively.

On: lhe L,egdershlp Stvl"e aqd.-Personel_Valiab1ee

1.

Tbere are no

slgnlflcant

differences

ln

leadership

styles

and ln,

style

range and adaptabC-llty due to

dger sex and

clrrli

status..

2.

There aro no si-gniflcattrt dlfferences 1n leadership

styles

and

in etyle

range and

adaptablllty

due to

the perceptions on the

potentlal

leadership quali-

tlee

by the adnlnflstrators, thenselves, by

thelr

eubordlnates and superlors.

On Leadershlp Stvle aad Pr"otessloqgl Varbbles

1.

There a.re no slgnifi.cant dlfferences 1n leadershlp

stylee and 1n

style

range due

to

educational

attai ment.

However, there

ls a

slgniiflcant dJ.fference

daotablllty

^o

f

admln:lstrators who have flnlshed the _acadenlc requirenents of

UNIVERSITY OF THE ASSUMPTION GRADUATE SCHOOI-

th.eir nasteral progran and those wlthout ^masteral

umlts.,

^The forner ^{have higber meatr scores}

ln styl

adaptabtl,lty than the

1s;1.t'

wlth

a

t-value of 3.A7 slgnrlflcarlt

at

the .05 leveL-

2.

^There

le a signlficant

dlfference

ln

the Itsellingrl

etyle

^attrd

style

raa,ge due

to

teaching experlence.

Adraj.nlstrators with

less

than 12 years

of

^teachlng

experle&ce adopt the

selling style

nore frequently thaa those wlth 12

or

nore years

of

^teachlng

expetrlence. Slmd.3.arly the forrcer are more.flexibl

ln their

leader behavior than the

latter.

3.

^There

is

also

a

slgnlfj.cant dlff,erenrce

in

style range due

to

adminlstratlve experlence. Admlnls-

tratore wlth five or

nore ^year6

of

adminlstrative

experienrce has hlgher rrean scores ini

style

ran6e and eo nore fl-exib'le than those wlth

less

than ₅ year€

of

admC"nlstrative experlence..

Qn Leadershlp Stvle and Scbool Data

1.

There are no

elgnlflcant

differences 1n leadership

styles

and

ln style

range and adaptability ^between admlntstrators

with

lese ^{thanr 24} teachers and thos who have 24

or

nore teachers under

their

supervlsl There are no slgni-ficant dlfferences

in

Ieadersblp

styles

and in,

style

range and adaptability ^between admlnlstrators whose school enrolment 1s

less

than 91O etudents and those ^who _{have 910}

or

nore studen

L.)

UNIVERSITY OF THE ASSUMPTION GRADUATE SCHOOL vlil

Og Leadershln Stvle and Po!.entta1 Leadels.hie Qltalities

1.

Three-flfthe

of

adnlnlstrator-respondents ^have

been rated Very Satiefactory on

thelr

potentlal leadershlp

qualltles.

2.

^There

ls a sigrdflcant

dlfference between the

varlate

_8rcup6 ^when

telLlag style is

considored' Those b,elow the mean have hlgher nean scores showlag

that

those who adopt the

telllng

style

have been percelved with lees

potential

leadershtp quali-tles..

3.

l.

Leadershlp

style ln

^general

ie potentlal

leadershlp quallties the adnln{stratore themselvest

or

by

thelr

superlors.

npt affected ^by ei-ther percelved ^by by

their

^subordinat

Secondary School Admlnrlstrators

of

^{Pampanga have}

an

overall

^mean acore

of

82

in their

performance

ratlng

and

this level is

^Very

Satisfactory.

^Their

best perfornance

ls

on the component on planning and orgarilztng work followed by the component on

communlty

rolationo.

Their lowest perfornance acore

is

on the ^component

of

accuracy ^{and pnomptn}

ln

the subnlesion

of

reports.

There

is

a signd-ficant negatlve correlatioa ^betwe

deLegatinrg

style

^anrd adnJ-nistratlve performance on

planruing and organizing ^work wlth

a coefficient

of

2.

UNTVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

correlatlon

of -.25 slgnlficaat at

^{the ..05 level.}

Thls shows

that

the more an adminrietrator ^adopts the delegating

style,

^the less he involves ^hlmself 1n planalng an'd organizlng ^{h1s work.}

On Lea4ershio Stvle-anid ^Teacher Pgrfon4ance

1..

^The teacherre perfonnance

falls

under Very Satlsfa

tory wlth

4 ^trreao Ecore

of

8.55 as per

crlterla in

the Performanjce Appraisal Systen

for

Teachers

(PAST). _{They were} rated hi8hest

in

the ^component

of

^Teache16r personallty and ^human

relation.

Teacher competence and

pupll

achievement follow

in that

order although both also

fall

under Very

Satisfactory-

There

is a

ei6nj.ficant relatlonshlp ^between

tttelIlog

_{stylerr and teacher} performance on ^pupl1

achilevem,ept

rlth a coefficient of

comeLation of .27'slgnl.ficant

at

the .05

level'

No

elgntflcant

comelation ^was found ^between leadership

style

^{anrd the teacher} performance on

the componenta on conpetence and personalttyThuman relatLottrs..

While there

is

no

signlficant

corueLational ^b'etwee leaderehlp styl-e and the

overall

^{6core on teacher}

perfonnance' there are noted

posltlve

relatlonshlp

between

tel}lng

and delegatlng

styte

^and overall teacher performarlcgr

2.

,.

4.

UNIVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

Onr Leaderohlp-Etvle and the Wofk-Grrcuo Attltude

1,.

^The teachersr'

attltude

^towards

thelr

peers rates hlgheet

at

72%, w1th

attltude

^{towards task}

at

^69%

and the lowest

attltude

^leve1

ls for

attitude

towards superlors

at

67%. ^The 72% 1s

at

the ^Agree

level,

^{wh1le 59% an;d 67%}

fa}I

under Nelther Agree

or

Dlsagree

level

as per

crlterla

^adopted

for

thls

study.

2.

^There

ie a signlficant

negatlve coruelatj-on ^betwee delegatlng study and work

attltude

towards tasks

with a

coefflclenrt

of

comelation.

of

-.25 cant

at

the .O5 Ievel.

3.

The work-group

attitude

^{towards superiors}

lnflueaced by the lead'ershlp

style of

^the

trators.

signlfi-

ls

^not

adminls-

towa

of

4.

^{There 1s}

^a signlflcant ^posltive

comelatlon ^betuee the supportlve

style

and work-group attitude

their

peer6 wlth

a coefflcient of

^comelatlon

..28

slgnlftcant at

the .05 level.

The Propgsed llungn Reeoqrcg Development ^ProEram

The pmposed human resource development progran based

partlally

on the aforementlonod flnrd:ings

together w:tth actual on the Job observatj-one plus the

results of

the performa&ce appralsal

of

the reepondent conrsi-ders two rnaJor phaees:

Phase

I

1e focused on the prolrotion

of

^grcwth of

UNIVERSITY ^OF THE ASSUMPTION GRADUATE SCHOOL

people

iu

the organlzation through

a

regular ^organlzed

tralnlng

progran th:rough

lnput

sesslons and practicum

activtttes

^oa

1.

nanagerial effectiveness

2.

^personial /Leam effectlveness ^(human relation ekt1ls)

3*

^technlcal

skllIs

Phase

II ls

direc.ted

to

the prornotion

of

better worklng

conditlons.

^{Thls aspec.t} deals urith the ^deve- lop6ent

wlthtn

the system geared not so nuch on ^physic

facllltles

development but on inproviag productivlty

of

the organlzation ^and lmproving the

quallty of

^work

llfe.

Toplce

for

the

tralnlng

^{seosions include among}

others Job-enrlchm,enrt,

partlclpattve

nallagement

actlvi tiee

and an lncentive-xespoedente.

Concluelone

Fronr the aforenentlonied fi-ndLngs, the foLlowlng ^conclu slone which are only blndlag on the ^subJects are

apived

at

1.

^Secondary school admiinlstratora

of

^{Pampanga from}

the pub'llcr and prd.vate hlgh school constitute ^a

homogenou6 gllcup 1n

terus'of

^the

different

variabl

of

the

study.

Ilence, the ^hunaa resource ^developme program

to

be evolved can be easlly adapted

to

th

2.

Secondary school adminlstrators

of

^{Pampanga tend}

to

be more people-orlertted than task-oriented wlth

thelr

prlnary sty1e, the rreelling stylerr ^and

UNTVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

tlartlclpatlng

_stylerrr

thelr

supportlve styles.

,.

^{Secoudary school} adnnln1.stratorE

of

^{Panpanga are}

very fLexlbLe

ln thelr

loader beharlor.. ^I{owever,

wh1le they can

well shlft

^{from one} leadership

styl to

another they are not so

proflclent

and

effectiv in

selectlng atld ^us1u,g the

style appto late

^to

the denands

of a

^glven situation.

4.

Age, 6ex, and

cj.vll

status ^do not

effect slgnifl-

cant differences

ln

the leadershlp

style

nor

in

the

style

^{ranrge arld}

style

adaptablllty

of

^the

eecondary school adnlnlstrators.

Leadershlp

styles

and

style

range do not ^vary

slgniflcantly with

the educatlon attalnment of the reEpondents but

style

adaptabillty

ls signifl-

cantly affec.,ted by

1t.

lhe hlgher the educational

dtalnrnent, the b,etter 1s the

style

adaptability.

The length

of

teaching experience slgnJ-flcantly

affects or

lnfluences the

eelllng style

and style

range

of

respondents. ^{The shor^ter} the teaching experleuce

lsr.

the'nore

flexible

are the ^adnlrd-s-

trators ln thelr

leader brehav.tor and the more

frequent they adopt the se1l1ng sty1e.

Whtle

adnlnlstratlve

experience ^doee not

slgulfl-

cantly

affect

leadership

stylesr 1t slgnlficantly

lnfluenrces

style

ranrge. Adnlnlstrators are more

flexible

1n

thelr

leader behavlor when they ^have 5.

6.

?.

UNTVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

had nore years

ln

adnlnlstratlon.

L

^Enrolnent size ^{and nnrnrb,er}

of

teachers do not affec slgnd.ficant dlffereqces itti leadership stylee nor

i etyle

ranige and adaptabilitY'

g.

Leadershlp

styles

lncludlnrg

etyle

range and

adaptahlllty

are not

slgnlficantly

affected ^by the self-perceptlonrs

of

the adrnJ.nistrators ¹ⁿ

thelr potential

leadershlp

quallttes

nor by ^the perceptlone

of thelr

subordlnates and superlors except

for

^rf

telllng

style..rl

10. In

general, the seconrdary school adnlnistrators

of

^{Panpanga are} performlng Very Satlsfactortly.

Thelr best perfortnance

is

on planning ^and organi-

zLng, work and 1n connun[ty

relations'

^Thls ftndlng coufirns ^the

earller

ftadlng

that

thej-r pri.nary etyles 16 treelllng _{etylerr which meana}

that

they are high task and htgh-relationshlp orlented-

11.

^{The Very-} Satiefactory performance

of

the secondary schooL adnlrdstrators ^{cannot be}

attributed

^to

thelr

leadershlp

style

since there are no o1gn1f1- canrt relatlonship ^b,etween leadershlp

style

and

the

overall

perforna&ce

ratlng

netther with ^each

of slx

conponents

in

the

crlterla.

L2.

Perfornance

of

^secondary school teachers

falle

under Very Satlsfactory

level,

btrt they are not

UNTVERSTTY OF THE

perfornlag best

in thelr

naln responsibility:

puplJ. achlerenent-

L3.

Slnce rrteLltn6 etyletr

posltively

influences

teacher performallce onr

pupll

achievement, adnlnis

tratore

oeed

to

provlde close supervlslon ^and regular follow-up

of instructlonal activitles

of

.

teachers.

14.

feachers have a

posltive attltude

^towarde

^thelr

peera but are non-conmlttal

ia their

attitude

L5.

towards the ^{task and much}

less to their

^superlors Partlolpatlng

style posltlvely

lnfluences'the work-group

attitude of

teachero whlle delegating

style

^has a negatlve lnfJ-uence on the ^work-group

attltude

^towards

task-

^The

naturlty

leve1 of

many teachers may no

t yet

b,e adequate

to

cope ^w1

the delegating

style,

15. ALl

^{the above} flndlngs ^{can, be} consldered basellne data and J.niputs

to

the proposed hunan resource developnent progran..

Reconnenda$ong

Is

vlew

of

the foregoing findlngs and the conclusidurs made' the following reconnendations

for

conelderati-onr:

comespondl

are ^present

l.

Secondary echool adnrinrlstratore ^and school adnlnlstratore ^{are enjolned} nasteral prograns;

better, if

^they

even elementa

to

complete th

ASSUMPTION GRADUATE SCHOOL x1v

ca& pursue thel

UNIVERSITY OF THE ASSUMPTION GRADUATE ^SCHOOL

doctoral degrees

for

courtlnuous educatlonal ^deve- lopment.

School adninistrators ^both

in

the elem-entary and

secondary

levels

are encouraged

to

^{glve preferen}

attentlon to

inrstructlonal superrrleton

to

assure

hlgher levele

of

perfornance

for

^{both teachers and}

PuPller/studenrts-

3.

^As sustalnlng mechatdsm

for

npn-formal tralnlng

for

nanagement conpetence' ^LAC sessions should ^be con,tlnued anid.

revltallzed ln

the school,

dlstrlct, dlvislon

and e\re[ reglonal levele'

l+.

Work values attrd work ^grouP

attltudes

^{should be}

gl1ee strese ^and lnportance ¹ⁿ ln-serrrj-ce ^sesslons lnr the school,

dlstrict

and divj.slon

levelsr

wlth self-assessment ac

tivi

ties _"

,.

tr'lndinr8s

of thls

^study should be ^made known

to

^the

secondary school adnlnd-strators

of

^{Pampanga for}

their

lnforrnatlon,

for thelr

self-discovery ^and self-lmpnovemeot;

to Divislon,

Regional and ^DECS Personnel Department

Qfflclals for their

^considera

tlon

in,

pollcy

formulationy'mplenentation ^and declslon-rnaklng

wlth

respect

to

personnel manage- menit and developnentn

partlcularly

on

criteria

for solectton ^and pronotlon

of

^personnel

6. ft ls

reconnended

that

the ^{proposed Human Resource}

Developmeut Program evolved inr the study ^be 2.

UNIVERSITY OF THE ASSUMPTION GRADUATE SCHOOL

conaldered

for

approval and lmplementatlon

ln

the

Dlvielon

of

^Panpanga and

later to

serve as a

prototype IIRD prrcgran

for

the Re61on"

?.

^For

further

research,

slnilar

studles may be

lnitlated in

the differen,t dlvisions

of

the ^Region

to

lnclude also elenen,tary school adminlstratore

for

comparative studies.

B.

ComparatLve/correlational studles may b€ made on

Ieadershlp

style

and admlnistrative performance

in

terns

of

leader

tralte,

leader behavlor and leader sl

tuatlonal

adaptabd.li ty.

Another study nay be undertaken orl task

maturlty

of

teachers and

lts relatlon to

the leade

b,ehavl.o

r

^o

f

adnlu"tstrators.