The leadership styles of the RVM secondary school principals : its relation to school effectiveness / Maria Alice S. Tan. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1999.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. 56

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ABSTRACT: This research is a descriptive correlational survey of the leadership styles of the RVM secondary principals at NCR and Region III and its relation to school effectiveness. The Multifactor Leadership and School Effectiveness questionnaires, interviews and observations were the main tools for data gathering. The respondents consisted of 361 principals, faculty and non-teaching staff from the 10 RVM schools at NCR and Region III. The research problems were as follows: 1. What is the demographic profile of the RVM secondary school principals, faculty and non-teaching staff in terms of the following: 1.1 Sex 1.2 Status 1.3 Age 1.4 Educational Attainment 1.5 Work Experience 1.6 Faculty and Non-teaching Staff Supervised by the RVM Secondary School Principals 2. What are the leadership[ styles of the RVM secondary school principals as perceived by the principals' themselves, faculty and non-teaching staff on the following areas: 2.1 Idealized Influence 2.2 Inspirational Motivation 2.3 Intellectual Stimulation 2.4 Individualized Consideration 2.5 Contingent Rewards 2.6 Management by Exception 2.7 Laissez-Faire 3. What are the perceptions of the principals, faculty and non-teaching staff regarding school effectiveness as measured by the following indicators? 3.1 Positive School Climate 3.2 Student-Centered 3.3 Academically Rich Programs and Instruction that Promotes Student Learning 3.4 Shared Leadership and Creative Problem Solving 3.5 Collegial Interaction and Extensive Staff Development 4. What is the correlation of the RVM secondary school principals' leadership styles to school effectiveness in terms of the following variables? 4.1 Idealized Influence 4.2 Inspirational Motivation 4.3 Intellectual Stimulation 4.4 Individualized Consideration 4.5 Contingent Reward 4.6 Management by Exception 4.7 Laissez-Faire HYPOTHESIS: NULL Hypothesis: There is no significant relationship between the principals' leadership styles and school effectiveness in the RVM secondary schools in NCR and Region III. MAJOR FINDINGS: 1. The respondents of this study are mostly female dominated, majority of whom are single and are relatively young in age. The principals have adequate professional administrative training and experiences, great consideration, however must be given in providing the faculty and staff the opportunity to advance in their professional degrees for higher learning. 2. The leadership styles employed by the RVM secondary school principals were both transformational and transactional in nature. 3. The most perceived school effectiveness indicator is positive school climate, the least, however, is student-centered. 4. Leadership styles of the RVM secondary school principals were found to have significant relation to school effectiveness. RECOMMENDATIONS: 1. There is a need for school principals to pay serious attention to the development of their faculty and non-teaching staff particularly in the area of pursuing higher academic degree programs. 2. A training program on transformational leadership be provided to all the RVM secondary school principals to assist them in their response to the challenges of managing schools today and in coming millennium. 3. Since the RVM schools exist for the students, that attempts be made to consider a shift that would make instruction increasingly more student-centered. 4. That a Congregational research on the leadership styles of the RVM school principals and school effectiveness be replicated in all the RVM schools as well as in other public and private educational institutions in the Philippines. 5. That leadership styles and effectiveness among school managers be conducted for them to gain deeper insight into the expectations of their constituents as regards their leadership behaviors.

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