Managerial behavior of public elementary school administrators in the Division of City Schools Manila school year 1992-1993 / 6
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Nelly N. Fahimno.
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- 132 pages 28 cm.
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1993.;A thesis presented to the Graduate School of Arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration.
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ABSTRACT: Statement of the Problem: The major purpose of this study was to identify and analyze the managerial behavior of the public elementary school administrators in policy and decision-making and in overcoming problems in the Division of City Schools, Manila, School Year 1992-1993 as perceived by the administrators themselves and by the teachers. Specifically, it aimed to answer the following questions: 1. How do school administrators behave in policy and decision-making as self-perceived and as perceived by the teachers in the following areas: 1.1 scheduling of programs 1.2 providing co-curricular activities 1.3 planning for in-service education 1.4 promoting of teachers and 1.5 introducing of educational innovations 2. How do school administrators behave in overcoming problems involving: (1) teacher-pupil relationship; (2) teacher-teacher relationship and (3) teacher - administrator relationship as perceived by the administrators themselves and by the teachers? 3. Is there significant difference in the perceptions of the administrators behavior in policy and decision making as self-perceived and as perceived by the teachers? 4. Is there significant difference in the perceptions of the administrators' behavior in overcoming problems as perceived by the administrators themselves and by the teachers? The following null hypotheses were tested: 1. There was no significant difference between the perceptions of the school administrators and the perceptions of the teachers on the administrators' educational management behavior regarding policy and decision-making. 2. There was no significant difference between the perceptions of the school administrators and the teachers on the administrators' educational management behavior in overcoming problems. RESPONDENTS, INSTRUMENTATION AND PROCEDURE There were twenty public elementary school administrators and one hundred teachers who were randomly selected as respondents all over the six districts in the Division of City Schools, Manila. The descriptive normative research as a method of investigation was used in this study. A Likert type of questionnaire was prepared and trial-tested as an instrument in gathering data. This was administered to the administrators and teachers-respondents. This questionnaire consisted of fifty items on administrators' educational management behavior regarding policy and decision-making and thirty items on administrators' behavior in overcoming problems was distributed to which the respondents reacted. The responses were categorized and numerical description was assigned to each category. Responses to said questionnaire were tabulated, statistically using the weighted means and t-test. Findings 1. As perceived by the school administrators and by the teachers, most of the school administrators were democratic in policy and decision-making regarding scheduling of programs, providing co-curricular activities and promoting of teachers. However, in policy and decision-making regarding planning for in-service education and in introducing educational innovations, most of the school administrators encouraged their teachers to work hard in order to ensure better task performance. 2. In overcoming problems involving teacher-pupil relationship, teacher-teacher relationship and teacher-administrator relationship, the school administrators were concerned with the teachers and pupils' welfare. Cooperation in finding solutions to problems was emphasized for better administration. 3. The school administrator perceptions on administrators' educational management behavior in policy making and decision-making got higher mean than that of the teachers perceptions, however, there was no significant mean difference between the two sets of respondents. The behaviors, where most of the administrators manifested were the behaviors observed by the administrators and the teachers. 4. There was no significant mean difference between the perceptions of the administrators and the teachers on the administrators' educational management behavior in overcoming problems. The t-test result was .99 which was less than the tabular t-value, 1.98 at .05 level of significance. Most of the administrators demonstrated behaviors that most of the administrators and teachers observed in overcoming problems. The school administrators and teachers work harmoniously and cooperatively in overcoming school problems. Conclusions In light of the findings, the following conclusions were drawn: 1. The public elementary school administrators in the Division of City School, Manila, during school year 1992-1993, manifest democratic behavior in policy and decision-making regarding scheduling of programs, co-curricular activities and promotion of teachers. 2. The democratic administrators protect, uphold and recognize the potentials and integrity of their teachers at all times. 3. The authority vested by law to the administrators, to be one responsible for the success or failure of the school organization gives an alternative to some administrators to encourage their teachers in order to ensure better task performance. 4. In line with the policy and decision-making administrators and teachers have the same perceptions. 5. In overcoming problems, administrators and teachers perceive that cooperation among them is needed to provide solution to any problem that may arise in school. Recommendations In view of the findings and conclusions arrived at in this study, the following recommendations are presented: 1. School administrators should continue involving their teachers and encourage them to render active participation in scheduling of programs, co-curricular activities and in planning for in-service education. 2. School administrators should further provide their teachers expert services along certain lines especially educational innovations which would offer them changes for professional growth and development. 3. School administrators should be objective in recommendations and should follow strictly the merits and promotion plan of the Department of Education, Culture and Sports. 4. School administrators and teachers should continue working harmoniously in overcoming problems in school. 5. The findings of this study should be made available to the school administrators and teachers so that they would know and understand that the educational management behaviors of the administrators are the management behavior that the teachers would like them to manifest. 6. Since this study was conducted on the division level, it is further recommended that a similar study should be made in other divisions to make the findings more conclusive.