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Mujal, Roselyn D. |
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Instructional leadership skills of secondary school administrators as perceived by themselves / teachers / |
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Roselyn D. Mujal. |
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28 cm. |
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vii, 86 pages |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2002.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship. |
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ABSTRACT: Decentralization and school-based management are the manifestations of these global trends in education wherein decision making is being placed in the hands of principals who should possess the skills of an instructional leader. Hence, the researcher aims to investigate the skills and strengths of an instructional leader that guarantees growth in students' and teachers' performance and achievements. The socio demographic profile of the respondents were gathered to be able to determine if they have significant relationship with the teachers' perceptions of the school administrators' instructional leadership skills. Likewise, the researcher aims to find out if there is a significant relationship between the teachers' perceptions and the instructional leadership skills of school administrators. Specifically, this study seeks to answer the following questions: 1. What is the socio demographic profile of respondents in Districts I and II as to a. Age b. Sex c. Civil status d. Highest educational attainment e. Length of service f. Monthly family income 2. What are the mean score differences of the instructional leadership skills of school administrators as perceived by the teachers when grouped according to: a. Resource provider b. Instructional resource c. Visible presence d. Communicator 3. What is the level of the instructional leadership skills of school administrators as perceived by themselves when grouped according to: a. Resource provider b. Instructional resource c. Visible presence d. Communicator 4. Is there significant relationship between the teachers' perceptions of the instructional leadership skills of school administrators and the socio demographic profile variables? 5. Is there significant relationship between school administrators' instructional leadership skills and the teachers' perceptions? 6. What are the practices of the school administrators that contribute to their instructional leadership skills? The research study made use of the descriptive survey method and the instruments used were adapted from Bugtong (Bugtong, 1997) and Mamaril (Mamaril, 1998). Some of the choices were revised to suit the purpose of the study. The data gathered were tabulated using SPSS or computer generated technique and were statistically treated using the percentage, mean and Pearson R - coefficient correlation. The findings show that most of the respondents are in their late middle life, mostly female and with masteral/ doctoral units. Majority of administrator- respondents in District I and teacher respondents in District II were master's degree holders. Administrators and teachers of both districts belonged to the P20,000.00 monthly family income. District II administrators and District I teachers have 16-20 years of length of service. As to the instructional leadership skills of school administrators, as perceived by themselves and teachers, administrators often manifested their skills as resource provider, instructional resource, visible presence and communicator. There was a significant relationship between the teachers' perceptions of the instructional leadership of school administrators and the socio demographic profile variables in terms of age and gender except for visible presence. There was no significant relationship between the school administrators' instructional leadership skills and the teachers' perceptions. Due to the respondents high educational attainment, age, and gender, they are able to perform effectively and efficiently and effective leaders of their respective schools. The researcher recommends that the respondents must pursue further studies in masteral/ doctoral degrees. Administrators should develop leadership synergy, group morale and job satisfaction among teachers to motivate them to stay longer in public service. They must also attend leadership related trainings and seminars. A continuous evaluation of the administrators' instructional leadership skills be designed and implemented in the form of performance appraisal system. |
| Uniform Resource Identifier |
<a href=""></a> |
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lcc |
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Book |