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Leadership-management skills and their relation to empowerment among public secondary school administrators in Manila / Marilou T. Parel. 6

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Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 28 cm. 83 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: Summary: ABSTRACT: This study was on the leadership-management skills and their relation to empowerment among public secondary school administrators in Manila. This study was limited to a total of 180 respondents: 23 public secondary school principals and 157 public secondary school head teachers from all public secondary schools in Manila. The descriptive method was used with the questionnaire as the main instrument for gathering data. From the demographic profile variables the findings were: majority of the administrators belonged to the 51-60 years bracket, majority were females, most were with Master of Arts units, most have served as school administrator for less than five years. As to leadership-management skills, these were the findings: administrators always give support by helping students, teachers, and staff get what they want; express satisfaction where teachers and staff do a good job; always require teamwork among teachers with expertise in content areas. The visioning skill administrators always manifest is identify and prioritize what is most needed by the school and encourage cooperation to meet the students' needs and address the schools' improvement priorities. Administrators need to improve on the following skills: experiment and take time to learn from accompanying mistakes, initiate self-evaluation, make decisions based on reviewed data on resource allocation, students' and stakeholders' satisfaction. As to administrators' empowerment, they always manifested the following: update themselves on the latest information especially those that interest the learners, allow teachers to join teacher-welfare organizations, health programs and other similar socio-cultural groups, involve teachers and staff in setting goals and mission of the school. Administrators need to improve on decision-making, autonomy and self-efficacy. There was no significant relationship between leadership-management skills and demographic profile variables: age, gender, educational attainment and number of years served as administrator. There was no significant relationship between empowerment and demographic profile variables: age, gender, educational attainment and number of years served as administrator. There was significant relationship between leadership-management skills and empowerment. A high correlation existed between visioning, intellectual stimulation, giving support with decision-making, autonomy and professional growth. There was moderate correlation between visioning, intellectual stimulation, exhibiting high expectation, giving support and self-efficacy. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2831.9 .P37 2003 (Browse shelf)	Available		G414
Book	PLM	PLM Graduate School Library	Graduate School-Thesis/Dissert	LB 2831.9 .P37 2003 (Browse shelf)	Available		G415

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Previous	LB 2831.9 .M85 2002 Instructional leadership skills of secondary school administrators as perceived by themselves / teachers /	LB 2831.9 .P35 1999 The perceptions of Science students on the use of computer technology /	LB 2831.9 .P37 2003 Leadership-management skills and their relation to empowerment among public secondary school administrators in Manila /	LB 2831.9 .P37 2003 Leadership-management skills and their relation to empowerment among public secondary school administrators in Manila /	LB 2831.9 .P47 1999 Perceptions of the Master Teachers' jobs by administrators and peers in some selected public elementary schools in Manila: a correlational analysis /	LB 2831.9 .Q53 2003 Schools co-curricular activities and their correlation to academic performance of selected students of Raja Soliman High School /	LB 2831.9 .Q53 2003 Schools co-curricular activities and their correlation to academic performance of selected students of Raja Soliman High School /	Next

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2003.;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. 56

ABSTRACT: This study was on the leadership-management skills and their relation to empowerment among public secondary school administrators in Manila. This study was limited to a total of 180 respondents: 23 public secondary school principals and 157 public secondary school head teachers from all public secondary schools in Manila. The descriptive method was used with the questionnaire as the main instrument for gathering data. From the demographic profile variables the findings were: majority of the administrators belonged to the 51-60 years bracket, majority were females, most were with Master of Arts units, most have served as school administrator for less than five years. As to leadership-management skills, these were the findings: administrators always give support by helping students, teachers, and staff get what they want; express satisfaction where teachers and staff do a good job; always require teamwork among teachers with expertise in content areas. The visioning skill administrators always manifest is identify and prioritize what is most needed by the school and encourage cooperation to meet the students' needs and address the schools' improvement priorities. Administrators need to improve on the following skills: experiment and take time to learn from accompanying mistakes, initiate self-evaluation, make decisions based on reviewed data on resource allocation, students' and stakeholders' satisfaction. As to administrators' empowerment, they always manifested the following: update themselves on the latest information especially those that interest the learners, allow teachers to join teacher-welfare organizations, health programs and other similar socio-cultural groups, involve teachers and staff in setting goals and mission of the school. Administrators need to improve on decision-making, autonomy and self-efficacy. There was no significant relationship between leadership-management skills and demographic profile variables: age, gender, educational attainment and number of years served as administrator. There was no significant relationship between empowerment and demographic profile variables: age, gender, educational attainment and number of years served as administrator. There was significant relationship between leadership-management skills and empowerment. A high correlation existed between visioning, intellectual stimulation, giving support with decision-making, autonomy and professional growth. There was moderate correlation between visioning, intellectual stimulation, exhibiting high expectation, giving support and self-efficacy.

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