Lazaro, Gabriel John. 4 0
Correlation of performance and leadership practices : towards a teacher leadership enhancement program / 6 6 Gabriel John C. Lazaro. - - - xv, 164 pages : illustration 26 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2009.;A thesis presented to the Graduate School of Arts, Sciences, and Education Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree Master of Arts in Education, Educational Administration.;Includes bibliographical references.
5
This descriptive research was undertaken to find out the relationship between performance and leadership practices of teachers in Southville International School and Colleges. Specifically, it sought to answer the following questions: 1. What is the profile of the teachers in terms of: a. Performance b. Leadership practices i. modeling the way ii. inspiring a shared vision iii. challenging the process iv. enabling others to act v. encouraging the heart 2. Is there a significant relationship between performance and leadership practices as identified? 3. Based on the finding of the study, what teacher leadership enhancement program may be recommended? The findings of the study are as follows: Majority of the teachers achieved a superior performance rating. Considering this data, there is still room for improvement on the performance of the teachers. The lowest mean scores under the leadership practice modeling the way were reported on the leadership behaviours lets others know belies/values and breaks project into chunks, these received a rating of fairly often, the researcher believes that it is necessary that these leadership behaviours be enhanced. The lowest mean score under the leadership practice inspiring a shared vision was reported on the leadership behavior enlists a common vision. Teachers fairly often inspire a shared vision in their leadership position. All the other leadership behaviours, namely forecast the future, describes future we can create, communicates positive outlook, and shares future dreams have a rating of fairly often. This is deemed as reason enough for this leadership practice and the five leadership behaviours aforementioned to be include in the teacher leadership enhancement program. The lowest mean score under the leadership practice challenging the process was reported on the leadership behavior stays up-to-date. There are three other leadership behaviours which teachers rated themselves as fairly often practicing. These are seeks challenges, challenges the status quo, and looks for ways to innovate. Teachers fairly often challenge the process in their leadership position. Therefore, this leadership practice and the leadership behaviours aforementioned are included in the teacher leadership enhancement program. The lowest mean score under the leadership practice enabling others to act was reported on the leadership behavior develops cooperative relationships. Teachers still practice this leadership behavior usually, and the researcher deems it unnecessary to include any and all of the leadership behaviours under the leadership practice in the teacher leadership enhancement program. There is no significant relationship between performance and modeling the way. This indicates that a teacher who exhibits credibility and integrity more often is not a good indicator that the teacher performs well. There is no significant relationship between performance and inspiring a shared vision. This indicates that teachers who inspire others more often is not a good indicator that the teacher performs well. There is no significant relationship between performance and challenging the process. This indicates that a teacher who is innovative and determined more often is not a good indicator that the teacher performs well. There is no significant relationship between performance and enabling others to act. This indicates that a teacher who builds good relationships more often is not a good indicator that the teacher performs well. There is no significant relationship between performance and encouraging the heart. This indicates that a teacher who encourages others more often is not a good indicator that the teacher performs well. The findings of the study led to the following conclusions: Three out of five leadership practices in this study indicated that teachers enable others to act, encourage the heart, and model the way usually in their leadership position. Meanwhile, two out of the five leadership practices in this study indicated that teachers inspire a shared vision and challenge the process fairly often in their leadership position. Hence the leadership practices and leadership behaviours which received a self-rating of fairly often will serve as the basis for the teacher leadership enhancement program. There is no significant relationship between performance and leadership practices. As the performance of the teacher goes higher, they do not utilize the leadership practices more often, and as the performance of the teacher goes lower, they do not utilize the leadership practices less often. This finding indicates that frequently using leadership practices is not a good indicator that a teacher performs well. On the other hand, if teachers were to be promoted to a higher position and become a leader, their performance as a teacher is not a good indicator of how much they frequently utilize leadership practices. Based on the findings and conclusion the following recommendations were formulated: That the proposed teacher leadership enhancement program suggested in this study be implemented. A study that involves looking into the relationship of teacher leadership and student academic achievement of performance be made. There is a lack in the body of research available that looks into the relationship of the two variables. Other variables such as tenure, number of years spent in teaching, gender, salary, teacher efficacy, among others be studied as to how these relate to teacher-leadership. A study that looks into the significant difference of the utilization of leadership practices when teachers are grouped by their level of performance or other demographic variables be made. The criteria and the corresponding rating system of the performance evaluation of Southville International School and Colleges be evaluated in the light of the findings of this study. That a Cronbach alpha reliability program be used to determine the reliability of the LPI Self-Instrument focusing on the two leadership aspects: enables others to act and challenges the process.
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Correlation of performance and leadership practices : towards a teacher leadership enhancement program / 6 6 Gabriel John C. Lazaro. - - - xv, 164 pages : illustration 26 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2009.;A thesis presented to the Graduate School of Arts, Sciences, and Education Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree Master of Arts in Education, Educational Administration.;Includes bibliographical references.
5
This descriptive research was undertaken to find out the relationship between performance and leadership practices of teachers in Southville International School and Colleges. Specifically, it sought to answer the following questions: 1. What is the profile of the teachers in terms of: a. Performance b. Leadership practices i. modeling the way ii. inspiring a shared vision iii. challenging the process iv. enabling others to act v. encouraging the heart 2. Is there a significant relationship between performance and leadership practices as identified? 3. Based on the finding of the study, what teacher leadership enhancement program may be recommended? The findings of the study are as follows: Majority of the teachers achieved a superior performance rating. Considering this data, there is still room for improvement on the performance of the teachers. The lowest mean scores under the leadership practice modeling the way were reported on the leadership behaviours lets others know belies/values and breaks project into chunks, these received a rating of fairly often, the researcher believes that it is necessary that these leadership behaviours be enhanced. The lowest mean score under the leadership practice inspiring a shared vision was reported on the leadership behavior enlists a common vision. Teachers fairly often inspire a shared vision in their leadership position. All the other leadership behaviours, namely forecast the future, describes future we can create, communicates positive outlook, and shares future dreams have a rating of fairly often. This is deemed as reason enough for this leadership practice and the five leadership behaviours aforementioned to be include in the teacher leadership enhancement program. The lowest mean score under the leadership practice challenging the process was reported on the leadership behavior stays up-to-date. There are three other leadership behaviours which teachers rated themselves as fairly often practicing. These are seeks challenges, challenges the status quo, and looks for ways to innovate. Teachers fairly often challenge the process in their leadership position. Therefore, this leadership practice and the leadership behaviours aforementioned are included in the teacher leadership enhancement program. The lowest mean score under the leadership practice enabling others to act was reported on the leadership behavior develops cooperative relationships. Teachers still practice this leadership behavior usually, and the researcher deems it unnecessary to include any and all of the leadership behaviours under the leadership practice in the teacher leadership enhancement program. There is no significant relationship between performance and modeling the way. This indicates that a teacher who exhibits credibility and integrity more often is not a good indicator that the teacher performs well. There is no significant relationship between performance and inspiring a shared vision. This indicates that teachers who inspire others more often is not a good indicator that the teacher performs well. There is no significant relationship between performance and challenging the process. This indicates that a teacher who is innovative and determined more often is not a good indicator that the teacher performs well. There is no significant relationship between performance and enabling others to act. This indicates that a teacher who builds good relationships more often is not a good indicator that the teacher performs well. There is no significant relationship between performance and encouraging the heart. This indicates that a teacher who encourages others more often is not a good indicator that the teacher performs well. The findings of the study led to the following conclusions: Three out of five leadership practices in this study indicated that teachers enable others to act, encourage the heart, and model the way usually in their leadership position. Meanwhile, two out of the five leadership practices in this study indicated that teachers inspire a shared vision and challenge the process fairly often in their leadership position. Hence the leadership practices and leadership behaviours which received a self-rating of fairly often will serve as the basis for the teacher leadership enhancement program. There is no significant relationship between performance and leadership practices. As the performance of the teacher goes higher, they do not utilize the leadership practices more often, and as the performance of the teacher goes lower, they do not utilize the leadership practices less often. This finding indicates that frequently using leadership practices is not a good indicator that a teacher performs well. On the other hand, if teachers were to be promoted to a higher position and become a leader, their performance as a teacher is not a good indicator of how much they frequently utilize leadership practices. Based on the findings and conclusion the following recommendations were formulated: That the proposed teacher leadership enhancement program suggested in this study be implemented. A study that involves looking into the relationship of teacher leadership and student academic achievement of performance be made. There is a lack in the body of research available that looks into the relationship of the two variables. Other variables such as tenure, number of years spent in teaching, gender, salary, teacher efficacy, among others be studied as to how these relate to teacher-leadership. A study that looks into the significant difference of the utilization of leadership practices when teachers are grouped by their level of performance or other demographic variables be made. The criteria and the corresponding rating system of the performance evaluation of Southville International School and Colleges be evaluated in the light of the findings of this study. That a Cronbach alpha reliability program be used to determine the reliability of the LPI Self-Instrument focusing on the two leadership aspects: enables others to act and challenges the process.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/