MANAGEMENT ACTION AND ORGANIZATIONAL PERFORMANCE OF PUBLIC ELEMENTARY SCHOOLS
Paul Ramsey C. Belencion
West Visayas State University – Pototan Campus, Pototan, Iloilo, Philippines
Abstract
This survey-correlational study aimed to ascertain relationships among management action and organizational performance of public elementary schools in Barotac Nuevo, Philippines. Further, it ascertained which among the elements of management action predicted organizational performance.
Respondents of the study include 24 administrators and 168 teachers as respondents with the latter selected through stratified random sampling. Two data gathering instruments were used: (1) Management Action Questionnaire, to measure the level of respondents’ management action; and (2) OPCRF, a standardized instrument used by DepEd in measuring school performance.
For descriptive statistics, frequency counts, percentage analyses, means, and standard deviations were employed, while for inferential statistics, t-test for independent samples, standard multiple regression, and Pearson’s r were utilized. Results revealed that when respondents were taken as a whole and classified according to position, their level of management action in terms of decision making style was high in rational/collegial or high in autocratic/
political decision making style, high in problem solving, exceptionally good in human relations, and exceptionally good in communication. Meanwhile, organizational performance was very satisfactory. When classified according to position, their level of management action in terms of decision making differ significantly; while their management action in terms of problem solving, human relations, and communications did not differ significantly.
Further, organizational performance did not differ significantly. The variable management action (decision making) was a significant predictor of organizational performance.
Keywords: management action, performance, education, elementary, Iloilo
© West Visayas State University Research Journal ISSN 2244 - 4335 (print)
ISSN 2651 - 6659 (online)
In a certain educational institution, the interplay of the roles of the teachers and administrators is indispensable. While teachers are faced with multi-faceted tasks in facilitating pupils’ learning, school administrators are there to support them in realizing pupils’ dreams and aspirations.
Teachers do more than prepare lesson plans and deliver content to their pupils. Their roles may range from being the lead teacher in a primary classroom to offering a specialized subject in secondary school. Whatever roles they play, their first priority is to maintain pupil engagement throughout the entire learning experience (One World International School, 2022). In Bataan, Philippines (Manila Times, 2017), teachers resort to extreme multitasking because according to them holding classes is difficult and confusing. Teachers face these challenges in a variety of ways in concomitant with cultivating creativity and active learning experiences.
As the noblest among professions, the field of teaching has a myriad of considerations worthy to be tackled. Inside the classroom, teachers are involved in the actual encounter and transmission of knowledge, skills, and values which pupils apply in real life situations. At the same time, teachers have roles to play at home where they persistently feed and nurture their family despite their busy schedule in school. Hence, teachers often find it difficult to balance the enormous demands of life at home and life at school, not to mention other extraneous factors that affect them personally.
On the other hand, administrators or school heads are faced with challenges on how to run the school and assess the internal and external pressures of the work environment embedded in the so-called social system.
School heads hold a unique position in our society and have a special obligation to foster cognitive and non-cognitive activities. These activities inspire the multitasking teachers to refuel their drive to become more productive and successful in their fields of endeavor and to widen their insights on how to conquer the tasks and responsibilities assigned to them (Alquizar, 2018).
Indeed, the school heads’ management action has a crucial impact to the life of every educator, particularly in organizational performance. To be an educational manager or school head is not an easy task because there are lifelong tests on how to handle people effectively. Daft (2010) defined management as the attainment of organizational goals in an effective and efficient manner through planning, organizing, leading, and controlling organizational resources. Taking into account the present scenario in the
public elementary educational system, these issues on management action and organizational performance are very potent areas to consider. It has been highlighted that decision making is critical.
The researcher theorized that there is a need to ascertain the present scenario in the DepEd public elementary schools in the schools district of Barotac Nuevo in order to find out the situation of the teachers as well as their school managers. Studying the management action components (decision making. problem solving, human relations and communication) and performance of schools may be used as basis in creating programs to create positive changes.
This study is anchored on the Human Relations Perspective which was first developed in the 1930s as a reaction against the perceived mechanical thinking of scientific management. The purpose is to develop high productivity by concentrating on the well-being of the individual worker and the surrounding social relationships in the workplace with primary emphasis on adapting the task to the worker rather than adapting the worker to the task. Mary Parker Follett and Chester Barnard were the early advocates of a more humanistic perspective or approach in management that squeals the importance of understanding human needs, behaviors, and attitudes in the worker’s situation as well as social interactions. The human perspective pinpoints that the truly effective control comes from within the individual worker rather than from the strict and authoritarian control. This shapes management perspective and theory even up to this era.
The belief on human relations and satisfaction is the best approach in increasing the productivity of the employees. This signifies that as a theory, jobs should be tailored not to dehumanize and demean in order to meet higher level needs by providing an avenue for the workers to use their full potential. Among the proponents of human relations perspectives were Abraham Maslow and Douglas McGregor (Theory X and Theory Y). Human relations as a perspective subscribe also to Organizational Development (OD) – a management technique based on behavioral science. OD presumes that in order to improve an organization’s performance and effectiveness through its ability to cope with change, the internal relationships should be developed as well as increase problem solving capabilities.
With the aforementioned perspective in mind, the researcher aimed to find out the relationships and significant differences of management action (decision making, problem solving, human relations, and communication),
and organizational performance. The results of the study may contribute to the existing body of knowledge in solving problems related to management action and organizational performance of elementary schools.
Research Design and Methodology Purpose of the Study and Research Design
This survey-correlational research study aimed to determine the relationship of management action and organizational performance of elementary schools. According to Check and Schutt (2012), survey research involves the collection of information from sample individuals through their responses to questions to describe characteristics of that group with no intention of making general statements about a larger population. While correlational research examines the probability of relationships among two or more variables without an attempt to influence them. It describes the degree to which two or more quantifiable variables are related (Fraenkel & Wallen, 2012). Correlational research employs correlational analysis. Based on Gay and Airasian (2003), correlational research attempts to determine whether and to what degree a relationship exists between two quantifiable variables.
Methodology
Respondents. The respondents of the study were the public elementary school teachers and school heads in the twenty-four (24) schools of the district of Barotac Nuevo, Iloilo during the school year 2018-2019. Table 1 shows the research population and the sampling technique used. All the 24 school heads were taken as respondents of the study. The stratified (proportional) random sampling was employed in the selection of teacher respondents.
There was a sample frame consisting of the list of elementary teachers from
the district office of Barotac Nuevo, Iloilo and were classified into schools (elementary affiliated strata). A sample size was determined using the Slovin’s Formula which takes into account the confidence level and margin of error.
In this study, it assumes the confidence level of 95 percent, giving a margin of error of .05. Thus, the sample size in this study was 168. The said sample size of the teachers served as the number of respondents of the study. The number of respondents from each classification stratum is ascertained using the same proportion as they existed in the stratified population. The number of respondents was proportionate to the overall percentage of faculty members in each elementary school affiliation.
Table 1
Research Population and the Sampling Technique
School Number of Number of Sample School Heads Teachers Size
Acuit Elementary School 1 9 5
Agcuyawan Calsada
Elementary School 1 11 6
Agcuyawan Pulo
Elementary School 1 8 5
Bagongbong A
Elementary School 1 6 3
Baras Elementary School 1 7 4
Barotac Nuevo Central
Elementary School 1 65 38
Cabilauan Elementary School 1 15 9
Guintas Elementary School 1 12 7
Igbong Elementary School 1 7 4
Jalaud Elementary School 1 15 9
Juan F. Siochi Elementary School 1 7 4
lanas Elementary School 1 10 6
lico-an Elementary School 1 9 5
linao-Cruz Elementary School 1 8 5
Monpon Elementary School 1 11 6
Palaciawan Elementary School 1 7 4
Patag Elementary School 1 8 5
Salihid Elementary School 1 8 5
Sohoton Elementary School 1 8 5
So-ol Elementary School 1 8 5
Tabucan Elementary School 1 14 8
Talisay Elementary School 1 9 5
Tinorian Elementary School 1 13 7
Tiwi Elementary School 1 15 8
Total 24 290 168
When the sample size of each school affiliation was determined, the lottery technique was used in the selection of the final participants. Slips of paper with names of the elementary faculty members were placed in a box and then randomly drawn. The present study involved all the 24 public elementary school administrators/school heads and 168 public elementary school teachers in the district of Barotac Nuevo, Iloilo.
Materials and Instrumentation
Data gathering instruments. Two data gathering instruments were used to gather the needed data: (1) Management Action Questionnaire, a researcher-made instrument used to measure the level of management action in the elementary schools as perceived by the administrators and teachers; this instrument covers the following areas: (a) decision making styles, (b) problem solving, (c) human relations, and (d) communications; and (2) OPCRF, a standardized instrument used by the Department of Education (DepEd) in measuring the organizational performance or the school performance as reflected in the rating for the school head.
Except for the OPRCF which is a standardized instrument, the Management Action Questionnaire was submitted to a panel of three (3) experts in the field of Educational Management for face and content validation. All of them held Ph.D. degrees and occupied renowned positions in the academe. The experts were selected based on their expertise on test construction, educational management, statistics and research.
After incorporating the experts’ suggestions and comments, the instruments were pilot-tested among the elementary teachers and administrators in the district of Dumangas, Iloilo in January 2019. The pilot test is needed to assess the needed approach, practice necessary techniques in data collection and to establish reliability of test instrument.
Results of the pilot test were subjected to reliability analyses using the Statistical Package for the Social Sciences (SPSS) software.
1. Management Action Questionnaire. This questionnaire was designed to measure the level of management Action in the elementary schools district of Barotac Nuevo, Iloilo. It covers the following areas: (a) decision making styles, (b) problem solving, (c) human relations, and (d) communications.
Decision making styles. To gather data on the level of decision making styles of school administrators/school heads, the researcher opted to construct a researcher-made instrument reflecting the two categories of decision making styles stressed by Smart et.al. (1997). It consisted of 30 items and measured the rational/collegial and autocratic/political decision-making styles of the participants.
The rational and collegial style assessed the participants’ decision making styles characterized by discussion and consensus, directed by the use of a standardized set of procedures, criteria, etc.
The autocratic/political style of decision making assessed the participants’ decision making style and based on characteristics such as individual predominance at a particular organization. Decisions are made in a political manner, relative power of those involved and without any particular pattern exemplifying the criteria used.
There were 15 items related to rational/collegial and another 15 items related to autocratic/political decision making styles.
The decision making style scale is as follows:
Scale Description
5 to a very great extent 4 to a great extent 3 to a little extent 2 to a very little extent 1 no extent at all Weighted Mean Verbal Interpretation
4.50 - 5.00 very high in rational/collegial or very high in autocratic/political decision making style
3.50 – 4.49 high in rational/collegial or high in autocratic/
political decision making style
2.50 -3.49 moderate in rational/collegial or moderate in autocratic/political decision making style
1.50 – 2.49 low in rational/collegial or low in autocratic/
political decision making style
1.00 – 1.49 very low in rational/collegial or very low in autocratic/political decision making style
For purposes of statistical computations, however, the obtained mean scores were used as a scoring guide to determine the level of decision making styles
Problem Solving, Human Relations and Communication. These three remaining areas of management action comprised of the following scale in answering each item stated in the instrument:
Scale Description
5 to a very great extent
4 to a great extent
3 to a little extent
2 to a very little extent
1 no extent at all
For purposes of statistical computations, however, the obtained mean scores were used as a scoring guide to determine the level of management action in three areas:
Categories Weighted Mean Verbal Interpretation Problem solving
4.50 - 5.00 very high extent in problem
solving
3.50 – 4.49 high extent in problem solving 2.50 – 3.49 moderate extent in problem
solving
1.50 – 2.49 low extent in problem solving 1.00 -1.49 very low extent in problem
solving
Human Relation
4.50 - 5.00 superior human relation 3.50 – 4.49 exceptionally good human
relation
2.50 – 3.49 very good human relation 1.50 – 2.49 good human relation 1.00 -1.49 fair human relation
Communication
4.50 - 5.00 superior communication 3.50 – 4.49 exceptionally good
communication
2.50 – 3.49 very good communication 1.50 – 2.49 good communication 1.00 -1.49 fair communication
2. OPCRF (Office Performance Commitment and Review Form).
This is a standardized instrument used by the Department of Education (DepEd) in measuring the organizational performance or school performance of a particular public elementary school as reflected in the rating of the school head. This form is divided into four parts: (1) Accomplishments of KRAs (Key Result Areas) and Objectives, (2) Competencies, (3) Summary of Ratings for Discussion, and (4) Development Plans.
In terms of the KRAs, each employee plays a vital part in the achievement of the department’s objectives. The District of Barotac Nuevo Elementary Schools has the following common components of the KRAs:
(1) instructional leadership, (2) learning environment, (3) human resource management and development, (4) parents’ involvement and community partnership, and (5) school leadership. The stated KRA’s were accompanied by crucial objectives and performance indicators. After which, weights were assigned to those goals based on priorities. The total of the weights should not exceed 100. At the end of the performance cycle, the employee was rated on the effectiveness/quality, efficiency (including cost), and timeliness in delivering the goals agreed upon. Effectiveness (Q) referred to the extent to which actual performance compared with targeted performance; it was the degree to which objectives were achieved and the extent to which targeted problems were solved. In management, effectiveness relates to getting the right things done. Efficiency (E) was the extent to which time resources is used for the intended task or purpose. It measured whether targets were accomplished with minimum amount or quantity of waste, expense or unnecessary effort.
Timeliness (T) was a measure whether or not the deliverable was done on time based on the requirements of the law, orders, and/or clients/stakeholders. Time- related performance indicators evaluated such things as project completion deadlines, time management skills, and other time-sensitive expectations.
The success of the employee in fulfilling the role is dependent on how the various competencies on the job are applied. The following were the nine core behavioral competencies: (1) self-management, (2) professionalism and ethics, (3) result focus, (4) team work, (5) service orientation, (6) innovation, (7) leading people, (8) people performance management, and (9) people development. Under these core behavioral competencies, the following scales were used: 5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrates; 1 – Rarely demonstrates.
These ratings which are descriptive in nature could be used for the developmental plans of the employee. However, this part was not included in the actual computation of the means necessary for the present study.
The last two remaining parts of the OPCRF instrument are the Summary of Ratings for Discussion and the Development Plans. These were also descriptive in nature and not included in the study.
Only part 1 of the said instrument was utilized for statistical computation deemed as very relevant in measuring the school performance or organizational performance.
The OPCRF is a standardized instrument that uses the following rating scale:
Scale Adjectival Rating Description 5 Outstanding Performance represents an (130% and above) extraordinary level of
achievement and commitment
in terms of quality and time,
technical skills and knowledge,
ingenuity, creativity and initiative.
Employees at this performance
level should have demonstrated
exceptional job mastery in all
major areas of responsibility.
Employee achievement and
contributions to the organization
are of marked excellence.
4 Very Satisfactory Performance exceeded
(115% - 129%) expectations. All goals, objectives
and targets were achieved above
the established standards.
3 Satisfactory Performance met expectations in (100% - 114%) terms of quality of work, efficiency
and timelines. The most critical
annual goals were met.
2 Unsatisfactory Performance failed to meet (51% - 99%) expectations, and / or one or more
of the most critical goals were not
met.
1 Poor Performance was consistently (50% or below) below expectations, and/or
reasonable progress towards critical
goals was not made. Significant
improvement is needed in one or
more important areas.
The means obtained in this instrument was used to determine the school/organizational performance of elementary schools as reflected in the school heads’ OPCRF rating.
Adjectival Ratings
Range Adjectival Rating 4.50 –5.00 outstanding
3.50 -4.49 very satisfactory 2.50 – 3.49 satisfactory 1.50 – 2.49 unsatisfactory 1.49 and below poor
Data Gathering Procedure
Permission to conduct the study among the public elementary school teachers and administrators/school heads in the district/municipality of Barotac Nuevo was sought from the Schools Division Superintendent, Schools Division of Iloilo, the district supervisor, and the school heads/administrators.
When the letter of request was approved by the Division Superintendent, the district supervisor was furnished with the approved request as an attachment to the researcher’s letter to conduct a study. Upon approval of the request by the district supervisor, the researcher was referred to the elementary school heads. Then, the researcher approached the school heads/principals individually to distribute the research instruments to the participants. With the help of the district office and the school heads, the researcher finally distributed the research instruments to the participants. After one and a half weeks, the accomplished research instruments were retrieved.
Upon retrieval of the questionnaires, the data were secured and coded numerically in order to ensure the ethical norms of research and maintain confidentiality. With the aid of the Statistical Package for Social Science (SPSS) software, data were encoded, tallied, and interpreted.
Data Analysis Procedure
The statistical tools used were frequency counts, percentage analysis, means and standard deviation for the descriptive analysis.
In the inferential analysis, t-test for independent samples, standard multiple regression analysis, and Pearson’s product moment coefficient correlation were used.
Results and Discussion Descriptive Data Analysis
Management Action in terms of decision making style when taken as an entire group and classified according to position
Decision making style. The result of the study as shown in Table 2
revealed that when taken as an entire group (M = 3.77; SD = .35) and classified according to administrators (M= 3.91; SD = .29) and teachers (M=3.75;
SD=.35), decision making style was perceived as high in rational/collegial or high in autocratic/political decision making style by all the participants. The standard deviation which ranged from .29 to .35 revealed a narrow dispersion of the means, indicating the participants’ homogeneity in terms of their decision making style.
Table 2
Mean and Standard Deviation of the Level of Management Action (Decision Making Style) when Respondents are Taken as an Entire Group and Classified According to position
Decision Making Style M SD
Entire Group 3.77 .35
Administrator/School Head 3.91 .30
Teacher 3.75 .35
Note: very high (4.50-5.00); high (3.50-4.49); moderate (2.50-3.49); low (1.50-2.49); and very low (1.00-1.49)
The present study revealed that the participants were generally high in rational/collegial or high in autocratic/political decision making style when taken as an entire group and classified to position (i.e. administrators and teachers). As Hammond (1999) stressed, the ability to make a decision relates to making choices within a pool of alternatives. These alternatives reflect the kind of decision making one is engaged in. The participants’ manifestation of being high in rational/collegial or high in autocratic/ political decision making style supports the theoretical perspective of Sutton and D’Aunno (1989) that rational/collegial decision making escalates the effectiveness of organizations in positive direction contrary to autocratic/political style which inversely influences organizational effectiveness. The results of the study are consistent with the idea of Smart, et.al. ( 1997) and Cameron and Tschirhart (1992), that in school level, collegial or participative decision making urges consensus building; while autocratic/political style concentrates on conflicting self-interest and power. This study concurs with Jones (1990) that at school, the changes in education are a challenge to head teachers who might be harboring the traditional approaches to administration (autocratic);
and according to Manga (1996) who said that teachers who are encouraged to participate democratically in decision making process are more positive and committed to school as an organization.
Problem Solving. The result of the study as shown in Table 3 revealed that when taken as an entire group (M = 3.86; SD = .60) and classified according to administrators (M= 3.68; SD = .58) and teachers (M=3.88;
SD=.60), problem solving level was perceived as having high extent. The standard deviation which ranged from .58 to .60 revealed a narrow dispersion of the means, indicating the participants’ homogeneity in terms of their problem solving (management action).
Table 3
Mean and Standard Deviation of the Level of Management Action (Problem Solving) when Respondents are Taken as an Entire Group and Classified According to Position
Problem Solving M SD
Entire Group 3.86 .60
Administrator/School Head 3.68 .58
Teacher 3.88 .60
Note: very high (4.50-5.00); high extent (3.50-4.49); moderate (2.50-3.49);
low extent (1.50-2.49); and very low extent (1.00-1.49)
Results revealed that the participants’ level of management action was perceived as having high extent in problem solving when taken as an entire group and classified according to position. According to Kreitner (2009), problem solving is the conscious process of bringing the actual situation closer to the desired situation. A high extent in problem solving signifies that the participants utilized the value of good problem solving tenets like concerns for the real and practical, humanistic approach, effective feed backing, and the like. The importance of high extent in problem solving was also proven by Ruth (2011), based on the skills developed, resolving conflicts and individual differences through self-awareness, social awareness and relationship management which breed mutual trust and respect throughout a participative problem solving.
Human Relations. As shown in Table 4, the study revealed that when taken as an entire group (M = 3.93; SD = .58) and classified according to administrators (M= 3.82; SD = .69) and teachers (M=3.94; SD=.56), human relation is perceived as exceptionally good. The standard deviation which ranged from .56 to .69 revealed a narrow dispersion of the means, indicating the participants’ homogeneity in terms of their human relations.
This study revealed that the participants had exceptionally good human relations. This finding is congruent to Ruth (2011) belief that the success of administration is attributed to exceptional human relations. Furthermore, this result is also in consonance with Daft (2005), whereby an organization with prime emphasis on human relations that emphasized understanding of human behavior, needs and attitudes promotes growth, productivity, and contentment in the workplace.
Table 4
Mean and Standard Deviation of the Level of Management Action (Human Relations) when Respondents are Taken as an Entire Group and Classified According to Position
Human Relation M SD
Entire Group 3.93 .58
Administrator/School Head 3.82 .69 Teacher 3.94 .56
Note: superior (4.50-5.00); exceptionally good (3.50-4.49); very good (2.50- 3.49); good (1.50-2.49); and fair (1.00-1.49)
Prime emphasis in human relations means that above anything else, this aspect is treated firsthand, the ultimate priority, because the human capital towed among the rest of the resources the organization has ever had.
Communications. The result of the study as shown in Table 5, revealed that when taken as an entire group (M = 3.89; SD = .59) and classified according to administrators (M= 3.93; SD = .68) and teachers (M=3.89;
SD=.58), communication level was perceived as exceptionally good.
The standard deviation which ranged from .58 to .68 revealed a narrow dispersion of the means, indicating the participants’ homogeneity in terms of their communication as part of management action.
Results revealed that the participants exhibited exceptionally good level of communication when taken as an entire group and classified according to position. This confirms the claim of Martires and Fule(1993) stating that open and honest communication with tolerance to conflict and emphasis on resolution dominates instead of blaming the individual responsible for the problems. An exceptionally good communication follows a supportive working environment.
Table 5
Mean and Standard Deviation of the Level of Management Action (Communications) when Respondents are Taken as an Entire Group and Classified According to Position
Communication M SD
Entire Group 3.89 .59 Administrator/School Head 3.93 .68 Teacher 3.89 .58 Note: superior (4.50-5.00); exceptionally good (3.50-4.49); very good (2.50- 3.49); good (1.50-2.49); and fair (1.00-1.49)
There is an avenue for teachers and administrators to listen to each other’s problems, respect feelings and values, and the like. According to Fatimayin (2018), being able to communicate well is the most important of all skills. It entails giving a quick response to correct concerns on a daily basis with co-workers and avoids the ill cost of high procrastination. Having the ability to approach co-employees on certain delicate issues professionally is deemed very crucial. Indeed, dealing with different personalities in the workplace needs a cautious approach.
Organizational Performance. The obtained results in Table 6 revealed that when taken as an entire group (M = 4.150; SD = .115) and classified according to administrators (M= 4.154; SD = .117) and teachers (M=4.149; SD=.115), organizational performance was rated as very
satisfactory. The standard deviation which ranged from .115 to .117 revealed a narrow dispersion of the means which indicates the participants’ homogeneity in terms of their organizational performance.
Kaplan and Norton (2005) noted that many organizations have tried to develop and adopt a variety of organizational performance measurement system that monitors and drives their improvement of specified results and communicate their vision, goals, objectives, measures, aims, and outcomes to human resources and components.
Table 6
Mean and Standard Deviation of the Level of Organizational Performance when Respondents are Taken as an Entire Group and Classified According to Position
Organizational Performance M SD Entire Group 4.150 .115 Administrator/School Head 4.154 .117
Teacher 4.149 .115 Note: outstanding (4.500-5.000); very satisfactory (3.500-4.499); satisfactory (2.500-3.499); unsatisfactory (1.500-2.499); and poor (1.499 and below)
The findings of the study is consistent with Fuentes (2008) who claims that in the learning and growth perspective in the organization, a very satisfactory performance focuses on how learning and knowledge, and human resources management are managed and cultivated to support strategic goals.
Inferential Data Analysis
Differences in the management action in terms of decision making styles, problem solving, human relations, and communications among public elementary schools when respondents are classified according to position.
The t-test results in Table 7 revealed significant differences in the participants’
management action in terms of decision making style when classified according to administrators ( M = 3.90, SD = .30) and teachers (M = 3.75, SD = .35) conditions; t (190) = 2.115, p = .04. Thus, the null hypothesis was rejected.
Table 7
t-test Results for the Differences in the Management Action in Terms of Decision Making Styles, Problem Solving, Human Relations, and Communication Among Public Elementary Schools when Respondents are Classified According to Position.
Category M SD df t-value p-value
A. Decision making styles Administrators (high
in rational/collegial or
high in autocratic/political 3.90 .30
Teachers (high 190 2.115* .04
in rational/collegial or
high in autocratic/political) 3.75 .35 B. Problem Solving Administrators (high extent
in problem solving) 3.68 .58
Teachers (high extent in 190 -1.55 .12
problem solving) 3.88 .60
C. Human Relations
Administrators 3.82 .69
(exceptionally good) 190 -.98 .33
Teachers (exceptionally 3.94 .56 good)
D. Communications
Administrators 3.93
(exceptionally good) .68
190 .32 .75
Teachers 3.90
(exceptionally good) .58
* p<.05 significance
On the other hand, the participants’ management action in terms of problem solving, human relations, and communications revealed no significant differences when classified according to administrators and teachers. Obtained ts were: -1.55 (p = .12), -.98 (p = .33), and .32 (p = .75) respectively. All ps >
.05. Thus, the null hypotheses were accepted.
In terms of decision making style, teachers and administrators differed significantly. This result proved that teachers and administrators had their own distinct styles of decision making, most especially in handling their own context. The findings were also in consonance with Manga (1996) where teachers who are encouraged to participate democratically in decision making process are reported to be more committed to the organization. While Jones (1985) stressed that administrators at school level are faced with challenges which might push them to use the traditional approach in decision making that negatively influences organization.
The participants’ management action in terms of problem solving, human relations, and communications did not differ significantly. This finding proved the notion that the teachers and administrators are all similar in tackling the demands of their works based on their ability to solve problems, perform human relations, and exhibit communications.
Differences Organizational Performance among public elementary schools when respondents are classified according to position.
The t-test results in Table 8 revealed a no significant difference in the organizational performance among public elementary schools when classified according to administrators (M = 4.15, SD = .12) and teachers (M = 4.15, SD = .12) conditions; t (190) = .17, p = .87. It only implies that the null hypothesis was accepted. It can be gleaned from this finding that administrators and teachers have similar ways of contributing towards their organizational performance.
For instance, the Office Performance Commitment Review Form (OPCRF) rating emphasized KRAs (Key Result Areas): (1) instructional leadership, (2) learning environment, (3) human resource management, (4) parent’s involvement and community partnership, and (5) school leadership. Since, the OPCRF reflected the school performance, administrators and teachers work cooperatively in order to fulfill the demands set by those key result areas. This entails a two-way endeavor mutually beneficial for the good of the district of Barotac Nuevo. The participants work willfully and stand by the institution they represent. They exert effort hand-in-hand which constitutes
their overall organizational performance. Thus, uniformity is established. It can be inferred also that the administrators’ performance as reflected in their respective school performance was neither worse nor better than that of any other teacher. The assumption of all possibilities is perpetuated. That is why all of them did not differ significantly in terms of organizational performance.
The district of Barotac Nuevo administrators and teachers had the common and shared purpose of achieving institutional goal or organizational performance. This supports the claim of Barney (2002), that any organization is based upon this principle. Teodorovic (2009) also subscribed to this claim that in viewing the organizational performance (effectiveness) factors such as parental involvement, input-output, leadership and classroom management cannot be negated.
Table 8
t-test Results for the Differences in Organizational Performance among Public Elementary Schools when Respondents are Classified According to Position.
Category M SD df t-value p-value
Administrators (high) 4.15 .12
190 .17 .87
Teachers (high) 4.15 .12
*P < .05
Predictors of organizational performance. To ascertain the predictive ability of the components of management action (independent variable) on organizational performance, the standard multiple regression (a = .05) was used. In standard multiple regression, all the independent (or predictor) variables were entered into the equation simultaneously. It is evaluated in terms of its so-called predictive power over and above that offered by all other independent variables. Standard multiple regression is the most commonly used multiple regression analysis which is used to set variables (management action) and determine variance in a dependent variable (organizational performance).
All the variables were entered as block in the regression equation to predict organizational performance. This would address the following questions: (1) how well do the components of management action predict the organizational performance? (2) how much variance in the organizational performance can be explained by the said components?; and (3) which is the best predictor of organizational performance?
The results of the study as shown in Table 9 showed the Regression Model of the Predictors of Organizational Performance.
Management Action. This variable was found to significantly predict the organizational performance of the elementary schools in the whole municipality or district of Barotac Nuevo, (B = -.064, p<.05). In the study, the Management Action variable involved four (4) components: (1) decision making, (2) problem solving, (3) communication, and (4) human relations.
These components are deemed crucial relating to the performance of any type of organization. It can be gleaned from the results of the study that decision making is indeed a predictor of the organizational performance. This supports the findings of Manga (1996) that employees who are encouraged to participate democratically in the decision making process were reported to be more positive and committed to the school as an organization. Thus, decision making predicts organizational performance positively. The result affirmed the study of Zhussupbekov (2017) that performance measurements may increase the level of accountability of teachers by involving them in the process of decision making.
Table 9
Regression Model of the Predictors of Organizational Performance
Model Unstandardized Standardized
Coefficients Coefficients
B Std. Error Beta t Sig.
1 (Constant) 4.208 .088 47.683 .000
Management -.064 .025 -.241 -2.502 .013*
Action
*p <.05
In terms of problem solving, the results are also in consonance with McGinnis ̀ (2006) study emphasizing that the intra and interpersonal skills in problem solving are vital in both groups and individuals in enhancing and predicting organizational performance.
Human relation is a very important aspect in management; this mirrors the kind of treatment superiors display to their subordinates. The result of the present study subscribed to the findings of Sankar and Jeyakumaran (2019) and Delariarte (2006) which stressed a significant relationship between human relations and organizational effectiveness or performance. This is also consistent with the findings of Akawneh (2019) whose findings show that the level of level of effectiveness of school administration in the exercise of delegation of authority as a factor of high human relations.
The communication aspect of the management action pinpointed the necessity of open and honest communication in the workplace. The result of the study has also proven true the findings of Posecion (1998) that the essence of communication climate is essential in managerial undertaking and this predicts and affects organizational performance as a whole.
Conclusions and Recommendations
Conclusions
When taken as an entire group or classified according to position, administrators and teachers had high rational/collegial or high in autocratic/
political decision making styles. This proves the notion that teachers and administrators are very keen at making decisions. This type of decision making reflects the use of rational or collegial decision making style that portrays their ability in dealing with decisions in a democratic way. Most likely, they have shared the problems with the group and generated possible alternatives based on the group’s suggestions. However, teachers and administrators also utilized the value of autocracy or reliance to decision making done in a directive or unilateral way; and even made use of the political intervention, as long as it was for the good of the school.
Teachers and administrators exhibited high extent in problem solving which necessitates the interplay of both administrators and teachers. Since the school is a microcosm of learning, problems might have been analyzed and given solutions right away. Their superiors have considered options, organized brainstorming activities and utilized problem solving techniques.
These were done in collaboration with the ideas of their colleagues as well as
“feed backing” for the welfare of the school as an organization.
Human relation is a very important aspect in management action. Based on the results, it may be concluded that the teachers and administrators have taken into account the principles of good human relations as this resulted in exceptionally good level. It appears that they have considered some important aspects of good human relations. Since the teachers and administrators exhibited exceptionally good human relations, it shows that they enjoyed the company of their colleagues.
The communication aspect of the teachers and administrators, described as exceptionally good, shows how effective the flow of communication in the organization is. Most likely, their superior have maintained an open channel of communication in order for the teachers to openly express their problems, sentiments and aspirations related to school work. It can be concluded that there is moral support, respect, and cooperation among teachers and administrators.
The organizational performance of elementary schools in the district of Barotac Nuevo, described as very satisfactory, highlights the overall effort exerted by the school in terms of the parameters set in the OPCRF for the school heads. It may be concluded that teachers and administrators have elicited due contribution in the very satisfactory performance of their school.
Most likely, teachers and administrators have worked hand in hand, as reflected in the achieved outcomes. Therefore, as a whole, the school organization in the district of Barotac Nuevo performed well.
In terms of decision making, teachers and administrators differed significantly. This shows that teachers’ capacity in decision making was centered in the classroom setting only while the administrators’ capacity had a wider scope to include the entire school as well as the community.
The respondents’ management action in terms of problem solving, human relations, and communications did not differ significantly. It appears that the teachers and administrators were similar in tackling the demands of their works based on their ability to solve problems, establish human relations, and exhibit effective communication.
The respondents’ level of organizational performance among public elementary schools did not differ significantly when classified according to administrators and teachers. It may be concluded that the respondents’
classification could not be a significant factor in influencing their perception of their organizational performance. Teachers and administrators have similarities in contributing to the overall performance of schools.
The variable management action (decision making style) was found to predict organizational performance. It may be concluded that in the actual organization, management action contributes to the overall success of the organization.
Recommendations
School administrators and district supervisors are enjoined to provide their teachers with opportunities to develop effective decision making styles for the benefit of the organization. The use of the decision making styles instrument used in this study is recommended in order to create alternative polices and strategies in planning and implementing educational programs.
Moreover, identifying in detail the decision making styles of the teachers and administrators is important so that they may know their strengths and weaknesses.
Administrators should make provisions for seminars, conferences, retreats, or similar activities that may improve teachers’ skills in problem solving, good human relations and effective communication. Through these activities, they may have better group coherence, esprit de corps (spirit of the group), conflict resolutions, and performance.
Administrators should take steps in improving their organizational performance. This may be done by focusing on key areas such as instructional leadership, learning environment, human resources development, parents and community partnership, and school leadership. likewise, school administrators should see to it that their teachers are upgraded and well-informed on the latest trends in pedagogy and commit to work towards lifelong learning.
Further, it is recommended that administrators should observe and rate their teachers’ performance as objectively as possible and should conduct regular classroom observations, both announced and unannounced. In doing so, administrators can identify the needs of the teachers necessary in designing in-service trainings.
The District Supervisor should monitor and supervise their school heads religiously, most especially in the areas of finance (Maintenance and Other Operating Expenses, Feeding Program, etc.), supervision, and National Achievement Test (NAT) performance.
Elementary teachers, school administrators, and the district supervisor of the district of Barotac Nuevo should be provided copies of the results of this study in order for them to be informed of their management action and organizational performance.
Teachers and administrators may provide holistic learning experiences and pedagogies for their elementary pupils incorporating management action that is applicable both in and out of the classroom setting.
The policy makers of the Department of Education should provide opportunities for the teachers and administrators by harnessing their talents and knowledge, planning career development programs, and increasing the salary of the teachers. likewise, an updated INSET (In Service Training) should be conducted at least thrice a year covering areas that develop teachers holistically to include not only lesson content, planning, and teaching strategies but also in decision making, problem solving, human relations, and effective communication.
To further validate the findings of the study, the researcher recommends the replication of the present research among the different public elementary schools in other municipalities as well as those in secondary and tertiary schools.
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