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Empowerment of public elementary school principals in the division of Cavite / by eresita S. Landicho

By:

Landicho, Teresita S [author]

Contributor(s):

Cueno, Constancia G [adviser]

Material type: Text

TextLanguage: English Publication details: Indang, Cavite : 2005. Cavite State University- Main Campus,Description: xvi, 152 pages : illustrations ; 28 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

DDC classification:

370.201 L23 2005

Online resources:

Click here to view thesis abstract and table of contents

Production credits:

Graduate Studies Open Learning College (GSOLC)

Abstract: LANDICHO. TERESITA SORIANO. Empowerment of Public Elementary School Principals in the Division of Cavite. Doctoral Dissertation, Doctor of Philosophy in Education. Cavite State University, Indang, Cavite. April 2005. Adviser: Dr. Constancia G. Cueno. This study was conducted mainly to determine the perception of principals on empowerment and the level of empowerment practices they adopt in the elementary schools in the division of Cavite. Specifically, the study sought to: 1) determine the profile of public elementary school principals and teachers; 2) determine the public elementary school principals’ perception of principal empowerment along= administrative, fiscal and instructional matters; 3) determine the perceptions of public elementary school teachers on principal empowerment along administrative, fiscal and instructional matters; 4) determine the level of principal empowerment practices being adopted by the public elementary school principals as perceived by the teachers along administrative, fiscal, and instructional matters; 5) determine the degree of difference between the perception of public school principals and teachers on principal empowerment; 6) determine the degree of difference between the perception of principals on empowerment and the level of empowerment practices they adopt as perceived by the teachers; 7) determine the relationship between personal/professional characteristics of public elementary school principals and their perceptions on the level empowerment. Data were gathered through administration of questionnaires to 99 public elementary school principals and 147 elementary teachers from the selected districts in the division of Cavite. Findings revealed that majority of the principal-respondents belonged to the old group, most were female 84% were married and 34.3% of the principals have earned units in a master’s program. Most of them have much experience in teaching but they have less experience as administrators. Regarding the profile of teachers, 52.8% belonged to the young group, majority were female and most of them were married. Many of them (60.9%) have units in the masters, they were also less experienced in teaching (41.5%) and 31.33% have attended trainings in the division level. Principal empowerment along administrative matters was interpreted as “moderate” while that in instructional matters was interpreted as “extensive”; based on the perception of the principals.

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Holdings ( 1 )
Title notes ( 5 )

Holdings
Item type	Current library	Collection	Call number	Materials specified	URL	Status	Notes	Date due	Barcode
Theses / Manuscripts	Ladislao N. Diwa Memorial Library Theses Section	Non-fiction	370.201 L23 2005 (Browse shelf(Opens below))		Link to resource	Room use only	T-3195		00003259

Thesis (PhD - - Education) Cavite State University.

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

LANDICHO. TERESITA SORIANO. Empowerment of Public Elementary School Principals in the Division of Cavite. Doctoral Dissertation, Doctor of Philosophy in Education. Cavite State University, Indang, Cavite. April 2005. Adviser: Dr. Constancia G. Cueno.

This study was conducted mainly to determine the perception of principals on empowerment and the level of empowerment practices they adopt in the elementary schools in the division of Cavite. Specifically, the study sought to: 1) determine the profile of public elementary school principals and teachers; 2) determine the public elementary school principals’ perception of principal empowerment along= administrative, fiscal and instructional matters; 3) determine the perceptions of public elementary school teachers on principal empowerment along administrative, fiscal and instructional matters; 4) determine the level of principal empowerment practices being adopted by the public elementary school principals as perceived by the teachers along administrative, fiscal, and instructional matters; 5) determine the degree of difference between the perception of public school principals and teachers on principal empowerment; 6) determine the degree of difference between the perception of principals on empowerment and the level of empowerment practices they adopt as perceived by the teachers; 7) determine the relationship between personal/professional characteristics of public elementary school principals and their perceptions on the level empowerment.

Data were gathered through administration of questionnaires to 99 public elementary school principals and 147 elementary teachers from the selected districts in the division of Cavite.

Findings revealed that majority of the principal-respondents belonged to the old group, most were female 84% were married and 34.3% of the principals have earned
units in a master’s program. Most of them have much experience in teaching but they have less experience as administrators.

Regarding the profile of teachers, 52.8% belonged to the young group, majority were female and most of them were married. Many of them (60.9%) have units in the masters, they were also less experienced in teaching (41.5%) and 31.33% have attended trainings in the division level.

Principal empowerment along administrative matters was interpreted as “moderate” while that in instructional matters was interpreted as “extensive”; based on the perception of the principals.

Submitted to the University Library 11/11/2005 T-3195