Predictos of competency of administrators, teachers and fourth year students in some selected secondary schools in the division of Cavite / Arceli P. Petrasanta.

Thesis (PhD - - Education) Cavite State University.

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

PETRASANTA, ARCELI PANGILINAN, Predictors of Competency of Administrarors- Teachers and Students in Some Selected Public Secondary Schools in the Division of Cavite. Cavite State University, Indang, Cavite, April 2005.Adviser: Dr. Cecilia B. Banaag
This study was conducted mainly to determine the level of competency of the administrators, teachers, and Fourth Year students, in selected public secondary schools in the Division of Cavite. Specifically, the study sought to: l) determine the personal and professional characteristics, values and work attitudes of the administrators; 2) determine the personal and professional characteristics values and work attitudes of the teachers; 3) determine the personal characteristics, values and study attitudes of the students; 4) determine the significant relationship between the administrators' personal and professional characteristics, values and work attitudes and their leadership competency; 5) determine the significant relationship between the teachers' personal and professional characteristics, values and work attitudes and their teaching competency; 6) determine the significant relationship between the students' personal characteristics, values and study attitudes and their academic competency; and 7) determine the degree of relationship between the administrators' leadership competency and the teachers' teaching competency; 8) determine the degree of relationship between the administrators' leadership competency and teachers' teaching competency to the students' academic competency; and 9) determine the predictors of competency of the: a) administrators, in terms of their leadership competency; b) teachers in terms of their teaching competency;
c) students, in terms of their academic competency
The findings of the study showed that the variables which were found to be not significant to the administrators' leadership competency were age, gender, civil status, number of dependents, educational attainment and number of seminars attended.
Length of service was found to be significant to the administrators' leadership competency.
The values and work attitudes of the administrators exhibited "extremely positive" and "highly positive" reactions to all the statements.
The study also revealed that most of the teachers were between 46 to 50 years of age. There were more female teachers than male teachers and most of them were married, with one to three dependents.
The length of service of the teachers revealed that majority of them had 16 to 20 years of teaching experience and majority have attended more than I I seminars.
The teachers rated "extremely positive" in all statements on values and 'moderately favorable" on their work attitudes. They also had a "very satisfactory" teaching competency.
The personal characteristics of the students were also examined. Data revealed that majority of the Fourth-Year students were 15 to 16 years of age. There were more female students than male students and it was also found out that most had one to three
siblings in the family
The fathers' educational attainment was also studied. It revealed that majority had at most finished high school. As for the mother's educational attainment, majority also had at most high school education
The socio-economic status of the students revealed that most of them had household income of 10,000 at the most
The values of students revealed that they reacted "highly positive" to the statements, and they showed "moderately favorable" to the statements on their study attitudes.
As shown also in the study, the variables which were found to be not significant to the administrators' leadership competency were age, gender, civil status, number of dependents, educational attainment and number of seminars attended. Only the length of service was found to be significant to the administrators' leadership competency.
Variables such as gender, civil status, number of dependents, educational attainment and number of seminars attended were also studied and found to have no significant relation to the teachers' teaching competency.
The age and length of service were found to be significant to the teachers' teaching competency. Similarly, values and work attitudes were "highly significant' to the teachers' teaching competency.
The students' characteristics were also studied. Age, gender, fathers' educational attainment, mothers' educational attainment, number of siblings in the family and socioeconomic status were found to be not significant to the students' academic competency.
Only study attitude was found to be "highly significant" to their academic competency. The relationship between the administrators' leadership competency and the teachers' teaching competency was also studied. This study revealed that there was a significant relationship between the administrators' leadership competency and the teachers' teaching competency. It was also revealed that there was a high significant relationship between the administrators' leadership competency and the students academic competency.
The relationship between the administrators' leadership competency and the teachers teaching competency to the students' academic competency, was also determined in this study. The computed correlation coefficient was .264, with probability value of 0.0004.
The variables considered as possible predictors of the administrators' leadership competency were the length of service, values, and work attitudes. Result of the stepwise regression analysis shows that the variable that significantly affected the administrators' leadership competency was their work attitudes. It also shows that the multiple correlation coefficient of 0.802, is significant at the 0.01 level. This means that the work attitudes significantly affected the administrators' leadership competency. It further shows that administrators with high levels of work attitudes also have high levels of leadership competency.
The variables considered to be the predictors of the teachers' teaching competency were age, length of service, values, and work attitudes. The results show that the variables have significant relations with the teachers' teaching competency.
The only variable that was statistically significant to the academic competency of the students was their study attitudes. The result of the multiple regression analysis of the dependent variable (academic performance) and their study attitudes was 0.558 and is significant at the 0.01 level. The students' academic competency was statistically affected by their study attitudes. It further shows that those students with high study attitudes had high levels of academic competency

Submitted to the University Library 08/12/2006 T-3385