Institutional core values and leadership styles of secondary school administrators in Caloocan city
Type
Thesis
Authors
Category
Pages
77
Abstract
This study determined the relationship of Institutional Core Values and Leadership Styles of Secondary School Administrators in five identified secondary public schools in Caloocan City - Cluster 3. The researcher tried to look at the status of the institutional core values in terms of Maka-Diyos, Makatao, Makakalikasan and Makabansa and leadership styles in terms of Authoritative, Participative, Transformational and Transactional. Findings of the study revealed what core values are mostly and weakly observed with the school administrators as well as the leadership styles they use or have in governing the school. This could be the basis for the proposed introspective
journal for school administrators of the researcher. Specifically, this study aimed to answer the following: (1) the mosting institutional core values, (2) the prevalent leadership styles, (3) relationship between the institutional core values and the leadership styles, (4) proposed introspective journal based on the results of the study.
In undertaking the study, the descriptive method of research was employed with the questionnaire as the principal instrument in gathering the data. The respondents of the study comprises of 38 department heads and 5 principals from 5 different schools in Caloocan City-Cluster 3.
A research-made survey questionnaire was used in order to gather the data needed in the study. In making the questionnaire, the researcher sought the guidance of her thesis adviser and statistician for suggestions on how properly devise a comprehensive questionnaire that would provide the appropriate data needed to be gathered as reflected on the statement of the problem. After which the questionnaire was finalized.
Prior to the distribution of the questionnaire, the researcher sought permission from the Schools Division Superintendent of Caloocan City for the administration of the instrument of the study. Upon approval of the request, the letter was forwarded to the principal with attached "Permit to Conduct a Study" from Schools Division Office.
Upon the approval of the Division Superintendent, the questionnaires were distributed to the respondents with the permission of the school head. The researcher retrieved the questionnaires to ensure that data will be treated with confidentiality and for research purposes only.
After the questionnaires were retrieved, results were tabulated and analyzed using the appropriate statistical tools.
The results of the study shows that the most used leadership style of secondary schools department heads is Participative with a weighted mean of 4.04. Rank 2 is Transformational with a weighted mean of 3.98, Rank 3 is Transactional with a weighted mean of 3.63. Rank 4 and the least observed or used leadership style by the department heads is the Authoritative with a weighted mean of 3.58.
With regards to the school principals, the most used leadership style is Participative as well with a weighted mean of 4.00. Rank 2 is Transformational with a weighted mean of 3.94. Rank 3 is Authoritative with a weighted mean of 3.82. Rank 4 and the least observed or used leadership style by the department heads is the Transactional with a weighted mean of 3.75.
It was found out that the leadership styles prevalent with school administrators have the following results: Participative with a mean score of 4.02 and a descriptive rating of Strongly Observed; Transformational with a mean score of 3.96 and a descriptive rating of Strongly Observed; Authoritative with a mean score of 3.70 and a descriptive rating of Strongly Observed; and Transactional with a mean score of 3.69 and a descriptive rating of Strongly Observed.
The findings asserted that there is a significant relationship between the institutional core values and the leadership styles of school administrators. It brings to a conclusion that the school administrators are aware and they live up with the institutional core values mandated by DepEd.
The researcher concluded that the school administrators are aware and they live up with the institutional core values mandated by DepEd. School administrators are more Makakalikasan than any other core values, and they are least Maka-Diyos.
The researcher recommended that it is good for school administrators to read, reflect and use the proposed introspective journal by the researcher to augment their leadership styles and values. It is also good to conduct training courses for secondary school principals to develop their performance in practicing the institutional core values and their related of implementation mechanisms, and to do authentic evaluation and continuous assessment on all fields or position to provide counter-checking and feedback on the process used and performance by school administrators.
journal for school administrators of the researcher. Specifically, this study aimed to answer the following: (1) the mosting institutional core values, (2) the prevalent leadership styles, (3) relationship between the institutional core values and the leadership styles, (4) proposed introspective journal based on the results of the study.
In undertaking the study, the descriptive method of research was employed with the questionnaire as the principal instrument in gathering the data. The respondents of the study comprises of 38 department heads and 5 principals from 5 different schools in Caloocan City-Cluster 3.
A research-made survey questionnaire was used in order to gather the data needed in the study. In making the questionnaire, the researcher sought the guidance of her thesis adviser and statistician for suggestions on how properly devise a comprehensive questionnaire that would provide the appropriate data needed to be gathered as reflected on the statement of the problem. After which the questionnaire was finalized.
Prior to the distribution of the questionnaire, the researcher sought permission from the Schools Division Superintendent of Caloocan City for the administration of the instrument of the study. Upon approval of the request, the letter was forwarded to the principal with attached "Permit to Conduct a Study" from Schools Division Office.
Upon the approval of the Division Superintendent, the questionnaires were distributed to the respondents with the permission of the school head. The researcher retrieved the questionnaires to ensure that data will be treated with confidentiality and for research purposes only.
After the questionnaires were retrieved, results were tabulated and analyzed using the appropriate statistical tools.
The results of the study shows that the most used leadership style of secondary schools department heads is Participative with a weighted mean of 4.04. Rank 2 is Transformational with a weighted mean of 3.98, Rank 3 is Transactional with a weighted mean of 3.63. Rank 4 and the least observed or used leadership style by the department heads is the Authoritative with a weighted mean of 3.58.
With regards to the school principals, the most used leadership style is Participative as well with a weighted mean of 4.00. Rank 2 is Transformational with a weighted mean of 3.94. Rank 3 is Authoritative with a weighted mean of 3.82. Rank 4 and the least observed or used leadership style by the department heads is the Transactional with a weighted mean of 3.75.
It was found out that the leadership styles prevalent with school administrators have the following results: Participative with a mean score of 4.02 and a descriptive rating of Strongly Observed; Transformational with a mean score of 3.96 and a descriptive rating of Strongly Observed; Authoritative with a mean score of 3.70 and a descriptive rating of Strongly Observed; and Transactional with a mean score of 3.69 and a descriptive rating of Strongly Observed.
The findings asserted that there is a significant relationship between the institutional core values and the leadership styles of school administrators. It brings to a conclusion that the school administrators are aware and they live up with the institutional core values mandated by DepEd.
The researcher concluded that the school administrators are aware and they live up with the institutional core values mandated by DepEd. School administrators are more Makakalikasan than any other core values, and they are least Maka-Diyos.
The researcher recommended that it is good for school administrators to read, reflect and use the proposed introspective journal by the researcher to augment their leadership styles and values. It is also good to conduct training courses for secondary school principals to develop their performance in practicing the institutional core values and their related of implementation mechanisms, and to do authentic evaluation and continuous assessment on all fields or position to provide counter-checking and feedback on the process used and performance by school administrators.
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