Most of the variables under attitudinal variables of teachers and administrators are significantly related to job satisfaction. Nevertheless, not all human endeavors are equally successful in satisfying human needs. Relative to the performance of a student is the organizational effectiveness of the school he attended.
To find out the socio-economic profile of teachers and administrators as leaders of the school organization. Finally, sound criteria for organizational effectiveness adapted to the conditions and culture of schools in the district could be developed based on the results of this study. The target model of organizational effectiveness is defined in terms of the degree of achievement.
From the system resource framework, the ultimate long-term criterion is organizational survival. Formalization also contributes to the rational functioning of the organization in a number of ways (Scott, 1992). So that the school under the leadership of the school administrator must have an organizational efficiency.
Income refers to the manager's monthly income derived from salaries, including personal businesses.
HE b. People work hard when they have been fairly treated and
HE 2. Observing academic time and supporting teachers in
ME 3. Students acquire essential skills and knowledge at high
ME 4. Classroom practices develop thinking skills for all
ME 6. Provide opportunities for students to direct and be
ME 6. Making decision making consensual and inclusive as
ME 5. Emphasizing power through people rather than power over
ME 6. Basing authority more on professional knowledge and
The findings imply that teachers and administrators have differently perceived the level of organizational effectiveness of the identified criteria based on the quantity of production and the quality of the products. The levels of organizational effectiveness of each variable identified between the level of production quantity and the quality of products vary significantly. Based on the result of the SPSS analysis, there is a significant difference in the level of organizational effectiveness between the identified variables as perceived by the respondents based on the quantitative and qualitative categories.
With this finding, the hypothesis is accepted that there is a significant difference in the level of organizational effectiveness of the identified variables as perceived by the respondents based on the level of quantity and quality of services. 79 The findings imply that teachers and administrators perceive the level of organizational effectiveness of each variable differently based on the level of quantity and quality of service delivery. Based on the result of the SPSS analysis, there is a significant difference in the correlation coefficient at the level of organizational effectiveness.
Such a finding leads to the acceptance of the hypothesis that at the level of organizational effectiveness there is a significant correlation between the level of quantity and quality of service. The findings imply that teachers and administrators perceive the level of organizational effectiveness of identified variables differently based on the degree of resource utilization and efficiency of users. Overall, the level of organizational effectiveness ratings of almost all identified variables, based on user efficiency and resource utilization rates, were strongly and positively correlated.
Such findings lead to the acceptance of the hypothesis that significant differences exist at the level of organizational effectiveness between the degree of resource utilization and efficiency for users. Based on the results of the SPSS analysis, there is a significant difference in the level of organizational effectiveness between the identified variables, based on the degree and level of flexibility and adaptability to change. Also accepted is the hypothesis about the level of organizational effectiveness between the degree and level of flexibility and adaptability to change.
According to the results of the SPSS analysis, there is a significant difference in the correlation of the level of organizational effectiveness of each of the identified variables between the scope and the level of flexibility and adaptability to change. The findings show that teachers and administrators perceive the level of organizational effectiveness of each identified variable differently, depending on the scope and degree of flexibility and adaptability to changes. The findings lead to the acceptance of the hypothesis that there is a significant difference in the level of organizational effectiveness among those identified.
ME h. Drop out from school have valid reasons 3.22
The findings of the research show that the respondents perceived the level of organizational effectiveness of the identified variables differently in terms of the quantity and quality of the students' performance. Moderately or highly effective ratings mean that teachers have performed their duties and responsibilities to the best of their ability to develop their students and strive to be who their students are. This finding is consistent with Mott's (1972) conclusion that one indicator of perceived organizational effectiveness is the student's performance quality.
More specifically, politeness, appropriate dress and good grooming are very effective; according to personal and professional characteristics and organizes and maintains a functional Homeroom/PTCA in school, home and community. Knowledge of material, ability to teach for the development of national consciousness, knowledge, attitudes and skills, language communication skills, creativity and initiative in the development of teaching materials, attendance and reports are considered to be moderately effective under learning abilities. under professional and personal qualities are determination, honesty/integrity, leadership, resistance to stress, honesty/justice and physical and mental health; within school, home and community involvement is the dissemination of school policies/plans/programs/achievements to school clients. The differences are attributed to a teacher evaluation scheme in which teachers are evaluated against their immediate supervisors or superiors.
Individual perception is also attributed to the difference, some rate their work higher, real and underestimate their work. Based on the result of SPSS analysis, there is significant difference on the level of organizational effectiveness between the identified variables on the teaching skills, professional and personal characteristics. However, there is no significant difference on the school, home and community involvement variables.
The findings lead to the acceptance of the hypothesis that there is a significant difference in the respondents' perception of the level of organizational effectiveness of the identified criteria based on teachers' evaluations of teaching abilities and professional and personal characteristics of teachers.
HE b) Disseminate school Policies/plans/programs/
Perceived level of organizational effectiveness based on evaluations of. job satisfaction and job dissatisfaction. 98 acceptance of the hypothesis, that there is a significant difference in the level of organizational effectiveness between the criteria identified for job satisfaction, as perceived by the respondents. The findings imply that teachers and administrators perceive the level of organizational effectiveness differently among the variables identified under job satisfaction and similarly under job dissatisfaction.
Considered to be negatively and non-significantly related to both job satisfaction and job dissatisfaction are sex, marital status, length of service and educational attainment. Monthly income has a positive and non-significant relationship with both job satisfaction and job dissatisfaction. Specifically, the variables with a negative non-significant relationship with both job satisfaction and job dissatisfaction are: gender, marital status, length of service and educational attainment.
Monthly income is positively and insignificantly related to job satisfaction and dissatisfaction. With this finding, the hypothesis is established that there is a significant correlation between the socio-economic profile of the respondents and satisfaction and dissatisfaction with work. The findings show that the socio-economic profile of teachers and administrators does not directly affect job satisfaction and dissatisfaction.
Based on the result of SPSS analysis, there is a significant relationship between the identified variables under school resources and job satisfaction and job dissatisfaction. The findings imply that the level of organizational effectiveness of almost all the identified variables among attitudinal variables of teachers and administrators is positively and significantly related to job satisfaction and negatively but little is significantly related to job dissatisfaction. Production, Services, Utilization of Resources, Flexibility/adaptability to change and Job Satisfaction and Job Dissatisfaction.
The findings lead to the acceptance of the hypothesis that there is a significant relationship between the level of organizational effectiveness of the identified intermediate variables and satisfaction and dissatisfaction at work. Not all socio-economic variables are significantly related to job satisfaction and dissatisfaction. Most of the variables under the teacher and administrator attitude variables are significantly related to job satisfaction.
Gender, marital status, length of service and monthly income do not significantly affect job performance, job satisfaction and job dissatisfaction. Conversely, attitudes of teachers and administrators can greatly influence job satisfaction and job dissatisfaction, as well as the performance of students, teachers, and administrators.
