Personal and professional characteristics, leadership behavior and job performance of elementary school administrators in the districts of Indang I and II / Delia F. Feranil.
Material type:
TextLanguage: English Publication details: Indang, Cavite : 2001. Cavite State University- Main Campus,Description: xv, 90 pages : illustrations ; 28 cmContent type: - text
- unmediated
- volume
- 371.8 F37 2001
- Graduate Studies Open Learning College (GSOLC)
| Item type | Current library | Collection | Call number | Materials specified | URL | Status | Notes | Date due | Barcode |
|---|---|---|---|---|---|---|---|---|---|
Theses / Manuscripts
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Ladislao N. Diwa Memorial Library Theses Section | Non-fiction | 371.8 F37 2001 (Browse shelf(Opens below)) | Link to resource | Room use only | T-2120 | 00002713 |
Thesis (M.A. - - Elementary Education) Cavite State University.
Includes bibliographical references.
Graduate Studies Open Learning College (GSOLC)
FERANIL, DELIA DIMAPLIS, Cavite state University, Indang, Cavite. March 2001, Personal and Professional Characteristics, Leadership Behavior and Job Performance of Elementary School Administrators in the Districts of Indang I and Il, SY 1999-2000. Adviser: Dr. Cecilia B. Banaag
This study aimed to determine the predictors of elementary school administrators' personal and job performance in the Districts of Indang I and Il, during the school year
1999-2000. Specifically, this study sought to: 1) describe the personal characteristics of the elementary school administrators in terms of age, gender and civil status; 2) describe the professional characteristics of the elementary school administrators in terms of their educational attainment, position/rank, and length of service; determine the leadership behavior of elementary school administrators in the areas of initiating structure, consideration and leadership performance as perceived by the teachers and the administrators themselves; 3) determine the job performance of elementary school administrators in terms of performance roles, communication process and decision-making structures as perceived by the teachers and the administrators; 4) determine the significant differences between teachers' and administrators' perceptions on the following variables: 5.1 leadership behavior; 5.2 job performance; 6) determine the relationship of the following variables: a) personal and professional characteristics and administrators' leadership behavior; b) personal and professional characteristics and administrators' job performance; and c) leadership
behavior and job performance; and 7) determine the predictors of job performance of school administrators.
The study was descriptive-correlational research which made use of a rating scale as its principal instrument. The respondents were the 186 elementary school teachers and 15 elementary school administrators. T-test, multiple regression analysis, biserial correlation coefficient, Pearson-product moment correlation coefficient were the statistical analyses used to interpret the data.
After analyzing and interpreting the data, the following findings were revealed:
Majority of the administrators were female, married, occupying the position of Principal l, had completed the academic requirements in Master of Arts (CARMA) and belonged to "less experienced" group.
With regard to their leadership behavior in terms of initiating structures, the elementary school administrators rated themselves "outstanding" while teachers rated them to be "very satisfactory" in their performance. In terms of consideration, leadership behavior, communication process and decision-making process, administrators rated themselves "outstanding" while teachers rated them as "very satisfactory"
Administrators perceived themselves "outstanding" in their job performance while teachers rated them "very satisfactory."
Age, civil status, and educational attainment of administrators were not significantly related to leadership behavior.
Gender and length of service were significantly related to leadership behavior.
Position/rank was highly and significantly related to leadership behavior.
Age, civil status, educational attainment, position/rank, and length of service were not significantly related to job performance of the elementary school administrators.
Gender was highly significantly related to job performance.
Initiating structure, consideration and leadership performance were highly and significantly related to job performance.
Leadership behavior of elementary school administrators was highly and significantly related to their job performance.
Initiating structure and consideration were significant predictors of job performance of elementary school administrators.
Submitted to the University Library 02/27/2001 T-2120