1

ABSTRACT

SABADO, NORBERTA PAHAMUTANG, 2014. The Influence of Leadership

Behavior of School Heads to the Performance of Public and
Private High School Teachers in Kidapawan City Division.
Dissertation. Graduate School, University of Southern Mindanao.160
pp.

Major Adviser: CONSUELO A. TAGARO, Ed. D.

This study “The Influence Of Leadership Behavior Of School Heads

To The Performance Of Public And Private High School Teachers In

Kidapawan City Division” sought to describe the socio- demographic

characteristics of the school heads and teachers; determine the school climate

which is believed to influence the leadership behavior of school heads and

performance of public and private high school teachers; determine the

leadership behavior of the school heads in public and private high schools;

determine the performance of the teachers in public and private high schools;

find out whether the school heads’ socio- demographic characteristics

significantly influence the school climate, leadership behavior and

performance of the teachers; determine whether the school climate

significantly influence school heads leadership behavior, performance of

teachers, determine whether the school heads’ behavior significantly influence

 2

the performance of the teachers in public and private high schools in

Kidapawan City Division. Thirty-four (34) school heads and 130 teachers from

public schools and 8 school heads and 40 teachers from private high schools

in Kidapawan City Division served as respondents of the study.

Frequency, percentage, and means were used to summarize the socio

demographic characteristics, school climate and leadership behavior of public

and private high school teachers and school heads. Multiple regression

analysis was used to determine if there was a significant relationship between

socio- demographic characteristics, school climate and leadership behavior.

Results of the study showed that socio –demographic characteristics

and, tenureship affect the school climate in terms of student-teacher

relationship; civil status and type of school influence school climate in terms of

student’s activities.

Position influenced the leadership behavior in terms of trust and

decision making; age and type of school influenced leadership behavior in

terms of control.

The school climate significantly influenced the school heads’ leadership

behavior. However, the socio- demographic characteristics, school climate and

leadership behavior did not significantly influence the job performance of the

teachers.
 3

THE INFLUENCE OF LEADERSHIP BEHAVIOR OF SCHOOL

HEADS TO THE PERFORMANCE OF PUBLIC

AND PRIVATE HIGH SCHOOL TEACHERS

IN KIDAPAWAN CITY DIVISION

NORBERTA P. SABADO
 4

A DISSERTATION SUBMITTED TO THE FACULTY

OF THEGRADUATE SCHOOL, UNIVERSITY OF SOUTHERN

MINDANAO, KABACAN, NORTH COTABATO IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE OF

DOCTOR OF EDUCATION

(Educational Management)
CHAPTER 1

INTRODUCTION

The success of any school critically begins with the school head that is

responsible for ensuring that all teachers and students meet challenging task

and the desired standard level in education.

 5

As manager of the school, school head can play a vital role in the

development of the school by enhancing the learning of the students and by

developing teacher’s performance. He/she seeks to promote the stability and

smooth operation of the school. School heads, directly affect the morale of the

school through clear school rules and policies that tend to improve the general

disciplinary climate of the school.

According to Fullan (2001) the more complex a society gets, the more

sophisticated leadership must become. Thus, Lewis, Goodman and Fandt

(1998) assert that school administrators are expected to cope with a rapidly

changing world of work to be effective at their schools.

Furthermore, the related research of Bulach and Peterson, (2001) claim

that the most successful managers in the future should be transformational

leaders comprised of strengths, weaknesses and also characteristic

behaviors. If leadership is accepted as a process of interaction between

leaders and subordinates where a leader attempts to influence the others’

behaviors to accomplish organizational goals (Yukl, 2005), then, leaders must

foster strong community support for the change by creating a vision for the

organization and stimulating them at school (Bass, 1985; 1997), according to

Montero (2010), school heads must be team-oriented, strong communicators,

team players, problem solvers, change-makers and transformational leaders.

As educators continue to restructure schools to better meet the needs

of our ever- changing society, the school head’s effective leadership practices
 6

become paramount as we enter the next generation of research into school

effectiveness. This study of school head’s endeavored to analyze the influence

of the leadership behavior of school head to the teachers’ performance in

public and private high schools in the Kidapawan City Division.

Objectives of the Study

This study was conducted to find out the factors that influenced the

leadership behavior of school heads and performance of public and private

high school teachers in Kidapawan City Division. Specifically, it aimed to:

1. describe the socio-demographic characteristics of the school heads and

teachers in terms of; a) age, b)gender, c) Civil Status, d) Position, e)

educational attainment, d) tenure ship, e) type of school;

2. determine the school climate which are believed to have influence in

the leadership behavior of school heads and performance of public and

private high school teachers in Kidapawan City Division.

3. determine the leadership behavior of the school heads in public and

private high schoosl;

4. determine the performance of the teachers in public and private high

schools in Kidapawan City Division.

 7

5. find out whether the school heads’ socio- demographic characteristics

such as age, gender, civil status, position, educational attainment,

tenureship and type of school significantly influence the following;

a. school climate.

b. Leadership behavior

c. performance of the teachers

6. determine whether the school climate significantly influence

a. school heads’ leadership behavior

b. performance of teachers

7. determine whether the school heads’ behavior significantly influence

the performance of the teachers in public and private high schools in

Kidapawan City Division.

Scope and Delimitation of the Study

This study was delimited only on the teachers’ and principals’

perceptions of the school heads’ leadership behavior and performance of the

 8

teachers in public and private high school in Kidapawan City Division in

relation to the socio- demographic characteristics and school climate. The

performance of the teachers’ of this study was assessed based on the CB-

PAST of the teacher in the recent year.

The socio-demographic characteristics was included in the study were:

age, gender, civil status, position, educational attainment, tenureship, and type

of school and residency of the school principals.

The school climate included teacher-student relations, security and

maintenance, pupil’s academic orientation, guidance, pupil-peer relationships,

instructional management and student activities.

The behavior of the school head as influenced by the leadership

behavior included human relations, trust and decision making, instructional

leadership, control and conflict.

The performance of the teachers was assessed based on the CB-PAST

of the recent year. All 17 regular public high schools, 2 extension high schools,

7 integrated schools, and 8 private high schools in Kidapawan City Division

were included in the study. The respondents were given a chance to answer

the questionnaires and conducted from January to February, 2014.

Significance of the Study

Findings of this study will be beneficial to the following:

 9

Teachers: Findings of this study will create an avenue for the teachers to

evaluate their performance as well as to evaluate their administrators’

leadership behavior and the climate of the school.

School Administrators: School administrators will have the knowledge of

their teachers’ tenureship, leadership behaviors as well as their school climate,

teachers’ performance. With such knowledge, they will have all the

opportunities to improve their levels in their leadership behavior and hopefully

will become better managers in the future.

DepEd officials: Findings of this study will provide DepEd officials the data

as basis in the transferring the school head providing public high school can

determine the opportunities to make them effective in administering and

supervising their schools and improve teachers’ classroom instructions.

Policy Makers. Findings of this study will provide the policy makers the

guidelines in transferring the school head in their assignments with

information on the level of leadership behavior and teachers performance as

influenced by the socio demographic profile and school climate of public and

private high school administrators. With this information, new policies may be

formulated for the improvement of school management.

Definition of Terms

Age. Refers to the number of years of the respondents since birth.

 10

Civil Status. Refers to single, married, widow/er or separated state of the

respondents. In the study, it is categorized as follows: single; married;

widow/er; and, separated.

Conflict – Refers to the interpersonal process that arises from

disagreement over a goal to attain or the method to be used to

accomplish those goals.

Controlling. Refers to the checking progress against plans, which may need

modification based on feedbacks. It involves evaluation activities

performed by managers to determine if the organization’s goals and

objectives are being met.

Division of Kidapawan City. Refers to means the City Division of Kidapawan

as a separate division from the mother division – Cotabato Division

after the approval of the city hood in 1998.

Educational Attainment. Refers to the highest academic degree attained by

a school head. In the study, it is categorized as follows: bachelor’s

degree; BS with MA/MS units, Master’s degree; Master’s degree with

Ed. D/ Ph. D. units; Ed. D./ Ph. D.

Gender. Refers to sex. In the study, it is categorized as follows: male; and,

female.

Guidance – Refers to advice or counseling given to students on academic

and non academic matters.

High School. Refers to an educational institution primarily devoted to

 11

imparting fundamental knowledge and skills in the level after the

elementary education.

Human Relations –Refers to the formal and informal interactions that

Occur between teacher and principal, principal and students, teacher

and student, parents and teachers and parents and principal.

Instructional Leadership –Refers to the actions that a principal takes or

delegates to others to promote growth in students learning.

Instructional Management –Refers to the actions made by the teacher inside

the classroom to effect learning to his/her students.

Leadership Behavior – Refers to the behavior display by the principal in

managing the school. In this study, the leadership behavior includes

human relations, trust and decision making, instructional leadership,

control and conflict.

Length of Service. Refers to the number of years of experience in the

teaching profession, regardless of status or position.

Openness: Refers to the interpersonal condition that exists between people

when: (1) facts, ideas, values, beliefs, and feelings are readily

transmitted; and (2) the recipient of a transmission is willing to listen to

that transmission (Bulach,1993).

Position- Refers to first step salary grade as the employee given chance to

serve in the Department of Education. After 5 consecutive years in

service, he/she can file for promotion and be given Teacher II position.
 12

Such employee is given again another promotion depending on the

achievement during his/ her service. Master teacher II is the highest

position in horizontal promotion, while in vertical promotion,

administrator is the most.

Students’ Academic Orientation – Refers to the activity that informs the

students on the schools’ academic policies /guidelines implemented in

the school which is usually done at the beginning of the school year.

Students – Peer Relationships – Refers to the personal relationship between

the students and their peers in the school where they are enrolled.

School Climate – Refers as the social atmosphere of a setting or

“learning environment in which students have different experiences

depending upon the protocol set – up by the teachers and

administrators.

School head. Refers to the heads of complete schools who have duly

attested appointments and who are skilled in the art of administering,

management or direction of affairs.

Security and Maintenance – Refers to the school conditions that keep the

children in school safe from any danger brought about by violence or

unattended school buildings and grounds.

Teacher. Refers to all persons engaged in classroom teaching in any level of

instruction, on a full-time basis, including guidance counselors, school

librarians, industrial arts or vocational instructors.

 13

Teachers’ Performance – Refers to the assessment of the performance of

teachers basing on his/her instructional competence, professional and

personal characteristics and quality/attendance. The Performance

Competency Based Appraisal System for Teachers is the instrument

used in assessing the teachers’ performance.

Teacher – Student Relation – Refers to the personal relationship

between the teacher and the student.

Tenure ship. Refers to the number of years in the service as principal/school

head.

Trust: Refers to the interpersonal condition that exists when interpersonal

relationships are characterized by an assured reliance or confident

dependence on the character, ability, truthfulness, confidentiality and

predictability of others in the group (Bulach,1993).

Acronym

CBPAST – (Competency Based Performance Appraisal System) – Refers to

the evaluation instrument used by the school head, teacher and peer in

assessing the performance of the teacher at the end of the school year.

ARQ- (Administrator Respondent Questionnaires) - Refers to the socio-

demographic characteristic instrument administered the by school head/

administrator respondents.
 14

TRQ- (Teacher Respondent Questionnaires) - Refers to the socio-

demographic characteristic instrument administered by teacher respondents.

CHAPTER II

REVIEW OF RELATED LITERATURE

 15

School head

“The Learning Captain and the model”, that’s the other name of school

head. He or she is the manager and hold the most important position in any of

educational institution.

According to Chavez (2002), school heads perceived themselves as

highly effective in all managerial functions while teachers perceived school

heads highly effective only in planning and moderately effective for the rest,

and least effective in leading. There was a significant difference on how school

heads and teachers perceived managerial effectiveness in the performance of

functions, and the length of service as school head and their educational

attainment contributed to the level of effectiveness in performing managerial

functions.

Factors affecting the performance of school heads and teachers were

contributed much by the socio demographic characteristics and the school

climate of the school. The relationships of principals, as the school leader,

strongly and directly affect teachers’ attitudes, which define the school climate.

Demographic Profile

Age
 16

Age is considered as one of the factors that affect the performance of

school heads management. The Findings revealed that growing old gives

wisdom, profound knowledge and deeper understanding of people, events and

other happenings around them (Balawag as mentioned by Bulusan 2002 as

cited by Montero (2010).

Age matters in management and that older manager tends to perform

better than younger managers because the older manager had acquired skills

and experience through the years of their long government or non-government

service (Whitesitt as cited by Piguerra 2005 and mentioned by Montero 2012).

Hence, Piguerra (2005) recommended in his study that age must be

considered in designating people for administrative positions in public

elementary schools. His study showed that age was related to the

management capabilities of public elementary school administrators. As the

school administrator gets older, he tends to become more capable in doing

school management roles.

In teaching, performance increases with age. As teachers grow older

they tend to be more satisfied with their profession because they have lower

expectations and better adjustment to their work situation (Rodes as cited by

Butuan, 1997).

The age of the teacher-respondent influences his teaching performance

(Gagabi 1999). As a teacher grows older, one gains wisdom and thus tends to
 17

perform better as one acquires profound knowledge and deeper

understanding of his job responsibilities. Similar finding has been found in the

study of Barrientos (2008). She concluded that there exists a significant

relationship between the school administrators’ age and teachers’ job

performance in terms of punctuality and attendance. The result indicates that

the older the school administrators get, the higher is their influence on the

teachers’ job performance in terms of punctuality and attendance.

Gender

Gender plays a vital role in different job performances whether in offices

or in field works. Various researches provided results how males and females

vary in terms of their job performances. Women were found to score higher

than men on the interpersonal dimension (Stone 2009). However, no

differences in EQ-i scales were found between individuals working in an

elementary school versus a secondary school; the same was true when EQ-i

scales were compared for principals and vice-principals. Men and women

were also compared on each of the leadership ratings (task-oriented

leadership, relationship-oriented leadership, and total leadership). Men and

women did not differ on any of the leadership ratings (regardless of whether

supervisor or staff ratings were used).

 18

In terms of planning skills, both male and female administrators

performed very satisfactorily; in organizing, female administrators performed

their organizing skills outstandingly while male administrators performed such

skills very satisfactorily; in terms of staffing, female administrators were

outstanding while male administrators were very satisfactory and in terms of

directing, both male and female administrators were very satisfactory; in terms

of controlling, both male and female administrators were very satisfactory

(Macaya, 2008).

Civil Status

Widowed school administrators performed well in their jobs to keep

themselves busy. Arce as cited by Barrientos (2008) mentioned by Montero

2010, posited that widowed principals focus their time and attention on their

work. Consequently, they become productive and influence good performance

from their teachers. Rivera (2008) as cited by Barrientos (2008), however,

disclosed that being widowed has positive and negative influence on one’s

performance. If the widowed administrator is penniless, it would affect his

performance for there might be financial difficulties but for the administrator

who has the money, he may not find much difficulty.

Barrientos (2008) found out in her study that there exists a significant

relationship between the school administrators’ civil status and teachers’

 19

overall job performance and in terms of professional and personal

characteristics, and punctuality and attendance. The school administrators

were grouped into two, the widowed and married ones. The result indicates

that widowed school administrators have better influence on the job

performance of teachers.

In the study conducted by Gagabi (1999) as cited by Montero (2010)

civil status was not a significant predictor of teaching performance. Regardless

of marital/civil status, the study found out that the respondents had the same

teaching performance. Thus, she concluded that the teacher’s teaching

performance was not influenced nor affected by civil status.

Position/ Designation

When the teacher is given the chance to serve in the Department of

Education, her/his government service starts and is given a Teacher I position.

After 5 consecutive years in service, he/she can file for promotion and be

given Teacher II position. Such employee is given again another promotion

depending on his/her achievement during his/ her service.

Educational Qualification
 20

There is a double challenge of increasing both the number and the

quality of teachers. States are creating more rigorous licensure standards at

the same time seek to hire more teachers. The need to find and to keep good

teachers is especially critical if states and local districts are to meet rigorous

education goals aimed at raising student achievement levels. Recent studies

in Tennessee, Boston, and Texas confirm that students taught by the most

qualified and effective teachers achieve at higher levels (Hirsch, 2000).

Hammond (2000) claimed that quantitative analyses indicate that

measures of teacher preparation and certification are by far the strongest

correlates of student achievement in reading and mathematics, both before

and after controlling student poverty and language status. However, Rice

(2003) as cited by Goe (2007) found out that teacher certification seems to

matter for high school mathematics, but there is little indication of its

relationship to student achievement in lower grades. There was no indication

of a difference in student outcomes for teachers who gained certification

through an alternate route.

Correlation among teachers’ qualifications and student achievement

varied substantially across subjects. Teachers with master’s degrees

contributed marginally more to increase mathematics scores than teachers

with only bachelor’s degrees. In middle school, gains in reading were

correlated with teachers holding Ph. D.s in any subject (for English teachers).

Students’ scores in middle school and high school were negatively impacted
 21

by having a teacher who holds only an emergency credential. In middle and

high school mathematics, a teacher’s mathematics authorization (a proxy for

subject-area knowledge) was the best teacher level predictor of student

achievement (Betts et. al as cited by Goe 2007).

Knowledge was positively related to educational attainment (Balawag

citing De Villa, 1999). The higher the educational attainment, the higher the

knowledge. Peralta (2009) also concluded in her study that educational

attainment surfaced as a significant variable that positively affected the

perceptions of school administrators on the level of their effectiveness.

Tenureship

Refers to the number of years in the service as principal/school head.

The study on the “THE WIDGET EFFECT Our National Failure to

Acknowledge and Act on Differences in Teacher Effectiveness by Daniel

Weisberg, (2009), he reported that and administrators recognized ineffective

teaching in their schools. In fact, 81 percent of administrators and 58 percent

of teachers say there was a tenured teacher in their school who performed

poorly, and 43 percent of teachers say there was a tenured teacher who

should be dismissed for poor performance. Teacher tenure has long been an

interesting problem and much research work has been devoted to this subject

in the interests of tenure laws in the various states. Teacher motivation

 22

naturally has to do with teacher's attitude to work. It has to do with teachers'

desire to participate in the pedagogical processes within the school

environment and his interest in student discipline and control particularly in the

classroom. Therefore, it could underlie their involvement or non-volvement in

academic and non-academic activities, which operates in schools (Ofoegbu,

2004).

Type of school

Schools in the Philippines are categorized into two: public schools

which are funded by the government and private schools which are not.

Private schools and public schools follow a similar academic calendar where

classes start in June and end in March. Universities and colleges differ slightly

with their academic calendar with classes running from June to October and

then November to

March.http://www.allprivateschools.net/countries/philippines.php

School Climate
 23

The attitudes of school heads and teachers create an atmosphere for

learning, often referred to as school climate that influences school

effectiveness and leadership. Atmospheres of trust, shared vision, and

openness create positive school climate conditions. Little is known, however,

about how these climates emerge in some schools and not in others. There is

good theoretical reason to suspect that interpersonal relationships between

school heads and their teachers influence students’ performance and attitudes

that define the broader school climate. (Reuters, 2013).

Teacher- students’ Relations

Rogers as cited by White (2009) held that "certain attitudinal qualities

which exist in the personal relationship between the facilitator and the learner"

yield significant learning. Facilitation requires at least an initial genuine trust in

learners by the facilitator, followed by the creation of an acceptant and

empathic climate.

Teacher-student climate is a factor which covers a wide range of

questions focused on whether students believe teachers treat them with

fairness and respect and whether they help them when they struggle with their

school work. . Results find that teacher-student climate does have a significant

effect, even after controlling for individual race, gender, poverty, and prior

achievement, as well as the school level average achievement of the entering

 24

cohort. Researchers found a much smaller effect when looking at the effect of

teacher-student climate on achievement on a standardized test and a

nonsignificant effect on student absences. Because being on-track is

significantly correlated with graduating within 5 years, researchers believe

focusing on improving the climate of teacher-student relationships in the

schools might be an important component in reducing school failure (Rafiullah,

2000).

Security and Maintenance

In an effective school, there is an orderly, purposeful, business-like

atmosphere, which is free from the threat of physical harm. The school climate

is not oppressive and is conducive to teaching and learning.

For many years, parents have said that the safety and disciplinary

climate of the school was their first concern when judging schools. School

shootings, bomb scares, and other senseless violent acts had only served to

deepen parental concerns. “We obviously want the learning environment to be

a safe and secure place for its own sake”

“We also want schools to be safe and secure because the presence or

absence of a safe learning environment enhances or impedes learning”. Even

if the environment does not sink to the level of shootings or bomb scares, the

extent to which student learning is interrupted by routine disciplinary problems

 25

serves to diminish learning to some degree. Therefore, the goal of the

effective school is to minimize, if not totally eliminate, such incidents ( Lezotte,

2009).

If schools are to be good and safe places, the agenda for school safety

must be combined with other efforts to address the variety of factors that

interfere with a school accomplishing its mission (Adelman, 2007). And, all

such efforts must be embedded in the larger agenda for school improvement.

Unfortunately, this generally is not the case. To place school safety back into

proper context, four fundamental concerns must be brought to school

improvement planning tables. These concerns stress the need to:

1. Expand policy – broadening policy for school improvement to fully

integrate, as primary and essential, a comprehensive, multifaceted, and

cohesive system for addressing barriers to learning and teaching, with school

safety embedded in natural ways,

2. Reframe interventions in-classrooms and school-wide – unifying the

fragmented interventions used to address barriers to learning and teaching

and promote healthy development under a framework that can guide

development of a comprehensive system at every school, 3. Reconceive

infrastructure – reworking the operational and organizational infrastructure for

a school, a family of schools, the district, and for school-family-community

collaboration with a view to weaving resources together to develop a

comprehensive system,
 26

4. Rethink the implementation problem – framing the phases and tasks

involved in "getting from here to there" in terms of widespread diffusion of

innovations in organized settings that have well-established institutional

cultures and systems.

Discipline is also a factor in creating the learning environment of a

school. A survey on behaviors in high schools revealed that a study by Rutter

et al. as cited by Carroll (2009) reports that school-level performance was

correlated with delinquency, attendance, and misbehavior in school, but did

not report the magnitude of the association. School-level policies like “welfare”

or “discipline” based approaches and the use of corporal punishment did affect

the rates of misbehavior.

Bullying is the common misbehavior shown by adolescence.

Adolescent girl-to-girl bullying is a pervasive concern in schools across the

United States. Adolescent girl-to-girl bullying, or relational aggression, includes

behavior that harms others through damaging relationships or feelings of

acceptance, friendships or group inclusion, and most often occurs among girls

compared to boys (Crick et al., 2001 as cited by Rayle 2009). The

consequences to female perpetrators and victims of relational aggression are

well documented and include immediate and future potential problems for

personal, academic, and career development including increased stress,

eating disorders psychological disturbances self-destructive behaviors social

 27

maladjustment, deficiencies in physical wellness, lower self-esteem, and

higher rates of school absenteeism (Rayle et. al., 2009).

Effect of criminal and violent acts in North Carolina public middle

schools on the academic performance levels of 8th graders, confirms that

these incidents lower academic achievement, as measured by the percentage

of students at or above grade level on N.C. 8th Grade Math and Reading End-

of-Grade tests. The first incidents were more disruptive to achievement than

later incidents; and the relationship was small in magnitude but statistically

significant. Specifically, the average marginal influence of one more incident of

crime or violence was a 0.138 decrease in Math scores and a 0.143 decrease

in Verbal scores; these findings were also strongly inelastic ( Carrol, 2009).

Mandell et. Al (2002) conducted a study on the associations among

substance use, violent/delinquent behavior, and academic achievement (as

indicated by test scores) in groups of high school and middle school children.

The study found that groups of middle and high school students with even

moderate involvement with substance use and violence/delinquency had

poorer overall test scores than groups of students with little or no involvement

in these behaviors. The study recommends that if schools and communities

are concerned about improving achievement, they must address both attitudes

and behaviors related to substance use and violence/delinquency.

Students Academic Orientation

 28

The benefits of orientation to students were so very evident in incoming

college freshmen in some schools. Reynolds (2006) study found out that there

were three major, salient themes in the data that provided some insight into

the impact of orientation on the participants: students’ self-efficacy, the

“personal touch,” and orientation as “the start.” The students experienced and

expressed an increased confidence and awareness that they attributed in

some part to their attendance at orientation. They reported, for example, that

the program “helped me not to be so scared, and they showed you what

[college] was about.” Another stated, “It gave me the confidence just to know

what I was doing.” Knowing what it was about gave them the courage to return

to Ivy Tech when classes started. It demystified and personalized their start at

college, whether they were fresh out of high school or returning to college to

retrain after being laid off. Orientation gave them knowledge of things they did

not know, and students talked of using the things they had learned. Some

were enthusiastic about the computer training they received, others with

financial aid information. Most were checking their grades on e-learning and

using other resources they had been exposed to such as the learning

resources center. As demonstrated by the following interaction between two

students, most important was the confidence that “Maybe there were still

questions, but if I had a question . . . .” “You know who to go to.”

 29

Reynolds (2006) further noted in his study that the faculty also reported

some differences with their first-year students in comparison with past years.

Some believed that attendance had improved and that their students seemed

more informed. Faculty had a sense that their first-year students were taking

more initiative, as demonstrated in the increased use of online resources by

students. Many faculties said they had noticed students using the e-learning

resources far more than any previous year to check grades and assignments.

Their evidence of this came through students’ reminders to post things on the

site and by the log-in sheet. One faculty member commented that he used to

get “hammered” with questions on how to use e-learning, but this academic

year he had noticeably fewer questions.

Orientation seems to have shaped the way students were negotiating

college. After starting classes they seemed to be doing things for themselves

rather than asking staff, taking the initiative to keep on top of their class

progress, and using services more than new students had in the past. Of huge

importance to students is what may be called the “personal touch.”

Guidance

Quality of education is reflected through academic achievement which

is a function of study habits and study attitude of the students. Thus, to

enhance the quality of education, it is necessary to improve the study habits

and study attitudes of the students. To improve study habits and study

attitude, those factors are needed to be identified which affect these

 30

characteristics adversely. Identification of these factors may lead towards

remedial measures. To identify factors having negative effect on study habits

and study attitudes, to propose remedial measures and to employ strategies

for the development of good study habits and study attitudes, well organized

guidance services are needed in schools (Hussain, 2006).

Guidance and counseling should be encouraged in the schools to meet

pupils’ needs. Pupils need someone to talk to since parents do not have time

for their wards at home and teachers do not show much interest in the pupils

(Etsey, 2005). Once each person's individuality and aptitudes have been

identified the school must nourish them and encourage the child realise his/her

future potential. For that reason it is necessary for guidance to begin early,

wheras we note this not to be the case (Gabbianelli, 2001). It is essential to

emphasize the strong points, especially where less positive characteristics

prevail. By highlighting the talents on which the student can build, he will be

guided towards goals that he can reach, thereby identifying elements for his

self-achievement.

Guidance programmers foster positive attitude towards school learning

and work: hence, improve academic achievement. A study was conducted by

Hudesman et al., as cited by Hussain (2006) which compared the impact of

structured and non-directive counseling styles on academic performance of

high-risk students. Results indicated that students in structured counseling

condition had higher GPAs than those in non-directive counseling condition at

 31

the end of semester. Hussain (2006) made similar findings when he conducted

effects of guidance services on students’ study attitudes, study habits and

academic achievement. The experiment revealed that guidance services have

significant positive effect on student’s study attitudes and study habits.

Improvement in study attitudes and study habits resulted in improvement of

students’ academic achievement. Significantly better performance of

experimental group in the subjects of Physics, Mathematics, Biology,

Chemistry and English text is an evidence that study attitude and study habits

do affect students’ achievement.

Students – Peer Relationships

The role of social interaction in modifying individual behavior is central

in many fields in social science and social psychologists have been conducting

related experiments for half a century. Economists too have a long standing

theoretical interest (Becker 1974, as cited by Gibbon 2008), and the past two

decades have seen rapid growth in applied work that has attempted to

investigate both the existence and functional structure of peer group influence.

The range of outcomes that have interested researchers is diverse, including

smoking (Alexander et al. 2001; Ellickson, Bird et al. 2003 as cited by

Gibbons), joke-telling, sexual behavior purchase of a retirement plan, fruit

picking, check-out throughput, routine tasks and performance in professional

 32

golf tournaments. Introspection does suggest that many decisions are linked to

similar decisions by a friend or other associate (in some cases fairly explicitly,

like the decision to have sex, be in a gang or play tennis), and many

consumption decisions rely on other consumers participating (e.g. video

phones). However, the more interesting possibility is that group behavior or

attributes can modify individual actions in relation to important social and

economic decisions that will affect their life chances –especially achievement

in education ( Gibbons, 2008).

Some very bold claims have been made about the potency of peers in

child development (Rich Harris 1999 as cited by Gibbons, 2008), yet the

results of numerous studies are very mixed, finding strong, weak or non-

existent effects across a wide range of outcomes. Most empirical work in

education was the study of Lavy (2009) which investigates which segments of

the peer ability distribution drive the impact of average peer quality on

students’ achievements. The study claimed that there was a significant and

sizeable ability peer effects that mainly reflect the positive impact of the very

academically bright peers and the negative impact of the very worst pupils.

Moreover, we find some interesting and policy relevant heterogeneity along

the dimensions of pupils’ ability and gender. Finally, we show that our results

are driven by peers’ academic ability, and not related to their family

background.
 33

Gibbons (2008) study used year-to-year changes in school composition

to identify the impact of school mates on pupil progress at age 14. Traditional

‘linear-in-means’ specifications conclude that prior achievements of a child’s

schoolmates are, on average, unrelated to his/her academic progress.

However, this masks evidence that lower achieving pupils are disadvantaged

by higher achieving schoolmates, whereas upper-middle ranking pupils

benefit.

Sass (2008) study also revealed that under linear-in-means

specifications, estimated peer effects are small to nonexistent, but he finds

some sizable and significant peer effects within nonlinear models. For

example, he finds that peer effects depend on an individual student’s own

ability and on the ability level of the peers under consideration, results that

suggest Pareto-improving redistributions of students across classrooms and/or

schools. Estimated peer effects tend to be smaller when teacher fixed effects

are included than when they are omitted, a result that suggests co-movement

of peer and teacher quality within a student over time. We also find that peer

effects tend to be stronger at the classroom level than the grade level.

Instructional Management

Leitner (2000) conducted a study on principal’s role in instructional

management. This study used an organizational perspective to investigate

 34

three questions regarding the principal’s role in instructional management

such as (1) Do instructional management behaviors predict student

achievement? (2) What specific instructional management behaviors are

indentified with principals in effective schools? and (3) Are the linkages that

principals use to influence teacher behavior and instruction relate to student

achievement? An Instructional Management Questionanaire (IMQ) was used

to collect data on the principal’s role in instructional management from the

teachers at 29 participating elementary schools from February to April 1987.

Findings, state that there is little evidence to suggest a strong relationship

between principals’ instructional management behavior and student

achievement.

A curriculum-based instructional management system was used to

enhance the mathematics instruction of 3rd through 6th grade Title I and non-

Title I students. Improvements in math achievement for Title I students who

were and were not participants in this curriculum enhancement were also

compared. Title I students who participated in the instructional management

system significantly outperformed those who did not. There were also

important qualitative differences on how the instructional management system

worked for Title I and non-Title I students. Implications for managing math

instruction were specified ( Ysseldyke et. Al, 2004).

 35

Student Activities

Research indicates that participation in extracurricular activities affects

students’ academic performance. Rombokas as cited by Hollrah (2009)

performed a study of college-aged students who were involved in

extracurricular activities in high school to discover if there was in fact a

correlation between involvement in activities and academic achievement. She

concluded after questioning two hundred ninety-two college students that

"participation in extracurricular activities enhances both the intellectual and

social development of students". Through her own research, she discovered

that athletes attained higher grade point averages than those students not in

athletics. Activities are not solely about what the score is, how many wins or

losses are attained during a season, or what place is won at a competition.

They provide and instruct students with lessons that will last them a lifetime

(Hollrah, 2009).

Fujita’s (2009) study also revealed that, according to the students

surveyed, playing sports, watching television, and participating in community

service improves academic performance, while playing a musical instrument

does not improve academic performance. Therefore, it was concluded that

extracurricular activities affect academic performance and that the effect

depends on the specific activities in which the student is involved.

 36

Reading performance can also be associated with student’s

involvement in extracurricular activities. Clark (2009) found out in his study

that high achievers generally were involved at a higher-quality level in the five

constructive out-of-school activities more often than lower achievers. Students'

quality of active engagement while doing high-yield activities was statistically

significant for the set of activities.

Variations in allotment of time for nonacademic activities (e.g. athletics,

socializing, job) may affect students’ grade point average (GPA). Studies have

consistently reported a negative relationship between students’ participation

rate in nonacademic activities and their academic achievement. Purdy, Eitzen,

and Hufnagel as cited by Ock (2008) examined the academic achievements of

over 2,900 student-athletes at Colorado State University from 1970 to 1980.

The results showed that student-athletes achieved less academically

compared to the general student body. The mean GPA for the student-

athletes, for example, was considerably lower than that of the general student

population.
 37

Leadership Behavior

Human Relation

School head-teacher relationships vary greatly among schools and

even among teachers at the same school. Furthermore, those relationships

affected student achievement (Wash, 2005 as cited by Edgerson et. al., 2006).

This phenomenon occurs because teachers who see principals as facilitators,

supporters, and reinforces for the jointly determined school mission rather than

as guides, directors, and leaders of their own personal agenda are far more

likely to feel personally accountable for student learning (McEwan, 2003 as

cited by Edgerson et. al., 2006)

Human relations are defined as those formal and informal interactions

that occur between people. Bulach (1998), based on his assessment of the

leadership skills of 51 aspiring school leaders, concluded that more than 50%

have weaknesses in the human relations area. In other words, their

interactions with others tended to produce a negative situation. Bulach,

Boothe, and Pickett (1998) surveyed 375 teachers to identify those behaviors

their principals practiced that were mistakes. An analysis of the data produced

14 categories of perceived mistakes or harmful behaviors that principals

practiced. Perceived mistakes in human relations and interpersonal

communications were the most frequently reported. Specific behaviors in the

 38

human relations area were a lack of trust and an uncaring attitude. The most

frequently perceived behavior in the area of interpersonal communications

was failure to listen or a lack of openness. Clearly, openness and trust are

essential for human relations.

Byrd (2002) examined the human relations skills of principals who have

been successful in retaining classroom teachers. The study was guided by two

research questions: a) what are the human relations skills of principals in

urban schools with low teacher turnover rates as perceived by teachers and

assistant principals and b) what are the human relations skills as perceived by

principals themselves related to their own school's teacher turnover rate?

The results of the questionnaires and the interviews of the principals

and assistant principals were coded and organized into themes. The themes

revealed a specific list of human relations skills of urban principals who are

successful in retaining teachers.

The Human Relation Skills of Urban Principals with Low Teacher

Turnover Rates were: Sincerity: The principal cared about the teacher's

family. Mentorship: The principal mentored the teachers through professional

and personal experiences. Encouraging: The principal empowered the

teachers with new ideas.

Open Minded: The principal listened to criticisms or suggestions.

Understanding: The principal listened and understood where the teachers

were coming from.

 39

Accessibility: The principal had an open door policy.

Mutual Trust: The principal trusted the teachers and the teachers trusted the

principal.

Effective Communicator: The principal was a positive communicator.

Positive Outlook: The principal believed the teachers would succeed.

Compassionate: The principal loved the teachers.

Human relations are significantly important to maintain harmonious

work relationship between administration and teachers (Alcaide, 1994).

Furthermore, her study found out that good human relations of the school

administrators had significant contribution to the performance of teacher.

Strategies and techniques are therefore needed to work relationship between

the school administrator and the teacher.

Trust

Trust has been called the foundation of school effectiveness

(Cunningham & Gresso,1993) due to its pivotal role in fostering those

attributes by which schools are most often judged to be effective. Defined as

“an individual’s or group’s willingness to be vulnerable to another party based

on the confidence that the latter party is benevolent, reliable, competent,

honest, and open”, trust relationships are the common thread interwoven

through the fabric of effective schools.

 40

The need for trust is an essential element of motivational theory.

Psychologists have long recognized that an individual’s actions are driven by

motivation that results from the satisfaction of trust and other similar needs

(Rebore, 2004). One of the best known examples is Maslow’s (1954)

hierarchy, in which the satisfaction of fourth level, esteem needs, is

prerequisite to the development of self-directed and growth motivated

educators. At this level, the presence of trust relationships assists in building

educators’ esteem so that their professional efforts focus on educating

students rather than the fulfillment of personal needs (Hoy & Miskel, 2001;

Wilson, Robeck, & Michael, 1974), as mentioned by Montero (2010).

There are a number of things principals can do to improve levels of

openness and trust. Principals need to spend more time listening to their

teachers and encouraging them to give him/her feedback on a wide variety of

items, e.g., allow teachers to evaluate the principal, have group meetings

where faculty and administration can share how things are going and how they

can be improved.

Leaders have to stay open to others and that “Trust is maintained when

people see that we are not ‘know-it-alls’ and are interested in learning from

others”. Listening is an openness dimension that is a building block for

trust. When a person listens to someone, a message is conveyed that you

value that person, and that you have time for them because they are

important. In other words, you care about them. When people believe that
 41

you care, the process of trusting is under way

(http://www.westga.edu/~cbulach/sclimate/ihrtopen.htm)

Seltzer and Roxbury (2009) found out that another skill which the status

leader may choose to explore is that of developing the feeling among the staff

that everyone is getting a fair deal. This feeling can do much toward building

trust among the faculty. In the process of developing this trust, the

administrator needs a deep perspective and understanding because justice to

the individual is only what he thinks is justice. The human relations that take

place in this determination are sometimes quite complex. Compromise may be

possible in the administration of justice, but, above all, the principal, in an

attempt to satisfy all parties concerned, will be guided by the desire to be fair

and to do the right thing. The mature school executive administers justice

tempered with mercy. Some may call this sympathy, but whatever term is used

to describe the situation, it will certainly be recognized that the sympathetic

approach is a restorer and preserver of confidence.

The findings of Bulach et al. (2001) reinforce the previous research that

human relations are a crucial area for effective leadership. While there are no

definitions of human relations, the words trust, communications, and listening

skills are recurring themes. It seems logical that trust would be at the heart of

human relations. In a marriage, which should epitomize successful human

relations, trust is essential. Closely related to trust is a construct called

openness. When people trust, they leave themselves open, and this can
 42

subject them to risk being hurt by the person they trust. As a result, there is a

tendency for teachers and principals to be closed rather than open.

While there is little disagreement that levels of openness and trust are

important for an effective organization, there is little agreement that they are

present in the schools of Georgia. The data from this research clearly indicate

that improvement is needed on these two constructs that affect an

organization’s culture and productivity. According to Cherniss (1998),

emotionally intelligent educational leaders possess people skills. Openness

and trust are two basic people skills. It is time to stop talking about how

important openness and trust are for an organization and do something about

it. It is “Time to walk the talk!” Principals need to listen to their teachers! If

principals become open and trusting role models, perhaps a culture can be

created where teachers will start being open and trusting with each other. A

process for creating such a culture is described by Bulach (2001).

Instructional Leadership

Research has consistently shown that principals play a significant role

in school reform efforts. As the developing concept of management, it is by

communication that managers’ behavior will change Chang (2009). These

studies consistently found that the school head was the key to an effective

school. Research found that the unique position principals hold, as the one
 43

person in a school who is responsible for and empowered to oversee the

entire school, places them in a powerful position to coordinate the entire

school operation and move it forward. The research further revealed that the

most effective principals had a clear vision of how the school could serve its

students; had aligned resources and priorities with the vision; and could

engage other key players, within and outside the school, in achieving the

goals embedded in the vision.

Chang, (2009), added that the role of the principal continues to be key

to the improvement of schools. Instructional leadership was also noted as the

most significant leadership dimension. This dimension has altered the role of

the principal by shifting the focus of the principal’s responsibilities from

operational management to instructional leadership.

Instructional leadership can be defined as "those actions that a principal

takes, or delegates to others, to promote growth in student learning." In

practice, this means that the principal encourages educational achievement by

making instructional quality the top priority of the school and brings that vision

to realization.

The result of instructional leadership is a collaborative learning

environment where learning is not confined to the classroom and is the

objective of all educators. Instructional leadership is an important departure

from the ancient model of administrator as authoritarian. Inherent in the

concept is the idea that learning should be a top-down process. If those in

 44

charge of the school are excited about learning, then they will share their

enthusiasm throughout the community.

Those who learn to be instructional leaders acquire many

characteristics that are beneficial to their schools and communities.

Instructional leaders exhibit a clear sense of direction for their schools and

prioritize and focus attention on the things that really matter in terms of the

work of students. Furthermore, instructional leaders know what is happening in

their classrooms and develop the capacities of staff by building on their

strengths and reducing their weaknesses. These leaders also attempt to

sustain improvement and change in their schools by anticipating and

overcoming the obstacles that inevitably will emerge along the way.

(http://www.e-leadlead.org/resources/resources.asp?ResourceID=14)

Jenkins (2009) stated that instructional leadership differs from that of a

school administrator or manager in a number of ways. Principals who pride

themselves as administrators usually are too preoccupied in dealing with

strictly managerial duties, while principals who are instructional leaders involve

themselves in setting clear goals, allocating resources to instruction, managing

the curriculum, monitoring lesson plans, and evaluating teachers. In short,

instructional leadership reflects those actions a school head takes to promote

growth in student learning. The instructional leader makes instructional quality

the top priority of the school and attempts to bring that vision to realization.
 45

Instructional leaders need to work closely with students, developing

teaching techniques and methods as a means for understanding teacher

perspectives and for establishing a base on which to make curricular

decisions. “If principals are to take the role of instructional leader seriously,

they will have to free themselves from bureaucratic tasks and focus their

efforts toward improving teaching and learning.”

Effective instructional leaders need to be resource providers. It is not

enough for principals to know the strengths and weaknesses of their faculties;

they must also recognize teachers’ desires to be acknowledged and

appreciated for a job well done. Teachers seek only tiny morsels of praise and

the assurance to support them as a resource provider. Effective instructional

leaders need to be instructional resources. Teachers count on their principals

as resources of information on current trends and effective instructional

practices. Instructional leaders are tuned in to issues relating to curriculum,

effective pedagogical strategies, and assessment.

All schools need effective instructional leaders who are well prepared

and capable of leading the changes in curriculum and instruction that will

result in higher levels of learning for all students. Effective instructional leaders

create a school culture of high expectations conducive to the success of all

students. Effective instructional leaders ensure that school programs,

procedures, and practices focus on the learning and achievement of all

students and support the social and emotional development

 46

necessary for students to attain academic success.

http://74.6.146.127/search/cache?ei=UTF-

8&p=school+principal+as+instructional+leader&fr=yfp-t-

Conrtrol

Viewing leadership as the process of selecting an appropriate means

(or control strategy) to reach a desired goal, this paper investigates the

underlying structure of supervisory control. Using a multidimensional scaling

procedure, four leader behavior dimensions were extracted and identified:

obtrusive vs. unobtrusive control, situational vs. personal control, professional

vs. paternalistic control, and process vs. output control.

The implications of the findings for past and future research are then

considered. Analyzing the Leadership Behavior of School Principals, other

methodologies for investigating leadership behavior involve leadership style

inventories that would speak the leadership control in behavior.

Conflict

Almost every working relationship produces some degree of conflict

across time Newstrom and Davies as cited by Tubat, 2009. Whether the

conflicts are destructive or constructive depends on the attitudes and skills, the

participants, pressure and resource shortage. Conflict according to Taguri as

 47

cited by Tubat (2009) is inherent in social life. It occurs in any situation in

which two or more parties feel themselves in opposition and in compatible

goals, attitudes, emotions or behavior which lead to disagreement or

opposition between two or more parties. It is an interpersonal process that

arises from disagreement over the goal to attain or the method to be used to

accomplish those goals.

The study submitted by fgatabu 2012, on Head Teachers’ Conflict

Management Styles And Their Effect On Discipline In Secondary Schools In

Central Division, Machakos District, Kenya found out that head teachers

conflict management styles have an effect on the discipline of students. These

findings have important implications on school management with respect to

training of head teachers on conflict management styles in order to enhance

student’s discipline.

Teachers Performance

In all education system, the performance of teachers is one of the

handful of factors determining school effectiveness and learning outcomes.

Mohanty (2000) explains that teacher performance is the most crucial input in

the field of education. Teachers are perhaps the most critical component of

any system of education.

Teachers must be seen as part of the solution, not part of the problem.

Poor pay, low status and morale are key causes of poor performance and
 48

corrupt behavior in the public sector Teaching is noble, but demanding

occupation. In order for teachers to maintain a high level of professional

performance under these conditions, they must assume personal responsibility

for their own performance, growth, and development.

One of the D.C. teachers was fired because of a low rating according to

Anderson (2009). It is added student achievement in the last school year was

low because of the erroneous performance evaluations for 44 teachers in Ben

Tankersley - Jason Kamras, chief of human capital for D.C. public school in D.

C. Teachers with an effective rating became subject to dismissal. The same

was true for those rated “minimally effective” two years in a row or

“developing” three years in a row.

At present in the Philippines, there is a need to evaluate the process of

evaluating teacher performance. The processes and practice is called

Competency- Based Performance Appraisal System for Teachers.

The leadership behavior and style of the school heads is demonstrated

in his activities which makes him recognized as a leader of a

group, performing the leadership roles in schools as expected of them.

However, teacher expected leadership roles of the principal may be different

from the actual leadership style or role performance they observe in their

schools.
 49

Conceptual and Theoretical Framework of the Study

Schools are multi-faceted organizations. Achieving and sustaining high

quality institutions within a complex environment demands that the school

head, as a school leader, possess a wide range of leadership capabilities and

strong relationship in and out the school.

The issue of teachers as a part of these professional communities must

be addressed by principals who wish to improve their supervisory skill in

building a more supportive climate that allows teachers to develop to their full

potential. The collaborative culture described by Gruenert (2005) has to be

created.

Evidence supports that school heads’ leadership behavior strongly

affects teachers’ performance. Teachers motivated if the school head is quite

good. (Liethwood, Seashore-Louis, Aderson, & Wahlstrom ,2004 as cited by

Orr 2006).

The school heads’ leadership behavior also is influenced by the

tenureship because it is believed that the longer the tenure, one’s is true

behavior can be seen by the teachers. Socio-demographic characteristics

influence school climate (Korir & Karr-Kidwell, 200 as cited by Halawah, 2005).

Villa, (1992) as cited by Halawah (2005) concluded that effective principals

 50

also promote instructional climate that strongly values and reinforces good

performance and achievement of the teachers.

This study is anchored in the leader behavior theory which holds that

leaders are made, not born; it stands in contrast to leadership trait theory,

which argues the opposite ( Kuchler, 2009). Consequently, Kouzes and

Posner (1987) and Clark and Clark (1990) as cited by Halawah (2005) and

mentioned by Montero (2010), who proposed that leadership behavior can be

taught.

The Conceptual Framework

The conceptual framework of the study is shown in Figure 1. In the

figure, the socio-demographic characteristics of school head are the

independent variables which can influence school climate, leadership behavior

and the dependent variables in the right is the teachers’ school performance.

School climate influences leadership behavior of school heads and

teachers’ school performance. The leadership behavior can influence school

performance of the teacher. The independent variables of the study are the

socio- demographic characteristics such as age, gender, civil status, position,

educational attainment, and type of the school. The school climate includes

teacher- student relation, security and maintenance, students academic

orientation, guidance, students – peer relationships instructional management

 51

and student activities. The school heads’ leadership behavior as human

relations, trust and decision making, instructional leadership, control and

conflict while the dependent variable is the teachers’ school performance form

the CB-PAST rating in the recent year.

 52

Conceptual Framework of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Socio-demographic

Characteristics

1. Age

2. Gender

3. Civil Status

4. Position

5. Educational School
Attainment
School Climate Performance of
6. Tenure ship the Teachers

7. Teacher
Type of school CBPAST
1. – student relation

2. Security and Maintenance

3. Students Academic
Orientation

4. Guidance

5. Students-Peer
Relationships

6. Instructional Management
7. Student Activities

Leadership Behavior

1. Human Relations

2. Trust and Decision Making

3. Instructional Leadership

4. Control
 53

Figure 1: Conceptual Framework showing the Relationship between the

Independent and Dependent Variables.

Statement of Hypotheses

The following hypotheses were tested at 5% level of significance:

1. The school heads’ socio-demographic characteristics such as age,

gender, civil status, position, educational attainment, tenureship and type of

school does not significantly influence

a. school climate

b. leadership behavior

c. performance of the teacher

2. The school climate does not significantly influence;

a. school heads’ leadership behavior

b. performance of the teachers

3. The school heads’ behavior does not significantly influence the

performance of the teachers in public and private high schools in Kidapawan

City Division.
 54

CHAPTER III

METHODOLOGY

This chapter includes the following sections; namely: 1.locale of the

study 2.design, respondents of the study, 4. sampling procedure, 5. survey

instrument and 6. Statistical analyses.

Locale of the Study

This study was conducted in 34 public and private high schools in the

Kidapawan City Division particularly 17 regular public high schools, 2

extension high schools, 7 integrated schools and 8 private high schools in

Kidapawan City Division.

The 17 regular high schools are Amas National High School, Gayola

National High School, Ginatilan National High School, Kidapawan City

 55

National High School, Juan P. Gantuangco School of Arts and Trades, Juan P.

Jalipa Memorial High School, Kalaisan National High School, Kidapawan City

National High School, Linangkob National High School, Manongol National

High School, Mt. Apo National High School, Onica National High School, Paco

National High School, Patadon National High School, Perez National High

School, Saniel Cruz National High School, Spottswood National High School.

The 2 extension high schools included Marbel High School Juan P

Jalipa extension and Lanao High School Kidapawan City National High School

extension.

The 7 integrated schools were the, Binoligan Integrated School, Lake

Agco Integrated School, Macebolig Integrated School, Muan Integrated

School, Nuangan Integrated School, Puasinda Integrated School, and Singao

Integrated School.

The 8 Private schools were ABC Educational Development Center ,

Central Mindanao Colleges, Collegio de Kidapawan, Kidapawan Technical

School and Security Training Center Inc, New Life Academy of Kidapawan,

Inc. Notre Dame of Kidapawan College-High School Department, School for

Life, Inc. and St. Marys Academy of Kidapawan High School Department.

The Research Design

 56

The descriptive correlation research design was used in this study to

find out the influence of the socio-demographic characteristics and school

climate on the school heads behavior and teachers’ performance.

It is descriptive correlational since it involves description, analysis of

data needed to determine the relationships that exist between the variables

identified in the study.

Kidapawan City Locale Map

 57

Figure 2. The Map of Kidapawan City that shows the different barangays
where the schools of public and private high schools are located

Population of the Study

 58

The respondents of this study were all public and private school heads,

and the 5 random teachers of the public and private high schools of the

Kidapawan City Division

Sampling Procedure

Stratified sampling by equal allocation was employed in this study. The

school served as the strata. From each of the schools, one (1) school head

was purposively selected with the total of 34, while and 5 teachers were

randomly selected from each school with the total of 170.

Table 1- Population and Matrix of the study

REGULAR HIGH SCHOOL

 59

Name of school Schoo Total Total Total

l Head number of number of respondent
teacher per teacher
school respondent
REGULAR
1.Amas National High 1 32 5 6
School
2. Gayola National High 1 9 5 6
School

3. Ginatilan National High 1 25 5 6

School

4. Kidapawan City National 1 12 5 6

High School

5. Juan P. Gantuangco 1 12 5 6
School of Arts And Trades

6. Juan P. Jalipa Memorial 1 12 5 6

National High School

7.Kalaisan National High 1 13 5 6

School

8. Kidapawan City National 1 160 5 6

High School

9.Linangkob National High 1 14 5 6

School

10. Manongol National High 1 17 5 6

School

11. Mt. Apo National High 1 10 5 6

School

12. Onica National High 1 7 5 6

School,

13. Paco National High 1 19 5 6

School

14 Patadon National High 1 7 5 6

School
 60

15. Perez National High 1 9 5 6

School

16. Saniel Cruz National 1 16 5 6

High School,

17. Spottswood National 1 19 5 6

High School

EXTENSION
1. Marbel National High 1 5 5 6
School JP Jalipa Extension.

2. Lanao National High 1 7 5 6

School, Kidapawan City
National High School
Extension
INTEGRATED

1. Binoligan Integrated 1 5 5 6
School

2. Lake Agco Integrated 1 5 5 6

School

3. Mua-an Integrated School 1 5 5 6

4. Macebolig Integrated 1 8 5 6
School

5. Marciano Mancera 1 5 5 6
Integrated School

6. Nuangan Integrated 1 5 5 6
School

7.. Puasinda Integrated 1 5 5 6

School

PRIVATE
 61

1. Educational development 1 5 5 6
Center

2. Central Mindanao 1 17 5 6
Colleges

3. Collegio de Kidapaan 1 6 5 6

4. Kidapawwan Technical 1 12 5 6
School and Security
Training Center
5. New Lie academy oF 1 5 5 6
Kidapawan
6. Notre Dame of 1 35 5 6
Kidapawan College High
School Department
7. School For Life Inc 1 5 5 6
8. St. Mary’s Academy of 1 8 5 6
Kidapawan
Survey Instrument

The researcher made use of set questionnaires

as the tool in gathering the needed data. There are four instruments to be

used. Instrument number 1 (one) is the socio-demographic characteristics for

the school heads and the teachers, instrument number 2(two) is about the

school climate for school heads and teachers, Instrument number 3(three) is

about the leadership behavior for the school heads and teachers, instrument

number 4(four) is the CB-PAST for the teachers that considered as basis for

the performance.

Instruments
 62

A. Instrument I

This is an Administrator Respondent Questionnaires (ARQ) and

Teachers Respondent Questionnaires (TRQ). This is to gather data on the

socio-demographic characteristics of the public and private high school on

school heads and teachers in terms of school like age, gender, position ,

educational attainment, tenure ship and type of school.

B. Instrument II

This third instrument will be used to assess the climate of the school as

perceived by the teachers and school principals. This instrument was

developed by Evaluation Center, 2005 and also adapted by Halawah (2005)

With point eighty five (.85) validity using Cronbach alpha, this instrument is

considered internally reliable, as cited by Montero (2010)

C. Instrument III

This instrument which was developed by Bulach et. al.(2006) as cited by

Montero 2010. It is use to analyze the leadership behavior/style of a principal.

The instrument consists of 49 positive and negative behaviors that measure

how principal interacts with staff. A correlation coefficient of +.95, as measured

by the Cronbach alpha, as mentioned by Montero as obtained indicating the

instrument has excellent reliability.

D. Instrument IV

The fourth instrument was used to gather the necessary information on the

teachers’ performance as rated by teacher themselves, the school heads and

 63

their peers using the Competency Based Performance Appraisal System (CB-

PAST).

Statistical Analyses

Collection of data was done by distributing the questionnaires to the

teacher- respondents, school heads as to assess the effect of socio-

demographic characteristic and the school climate. When the questionnaires

will be retrieved, the responses are to be tabulated. A subsequent, thorough

study of all the data was made for an easy and orderly presentation by means

of descriptive statistics. The Regression and correlation analyses were used to

test the hypotheses at 5% level of significance.

 64

CHAPTER IV

RESULT AND DISCUSSIONS

This chapter presents the organized statistical analyses and

interpretation of data. The answers to the specific question in Chapter I are

presented and discussed thoroughly.

Socio-demographic Characteristics’ of school-head respondents

As shown in Table 1, the socio-demographic characteristics of the

school heads include the age, gender, civil status, position and educational

attainment, tenure ship as school administrator and type of school.

Age

Out of the 34 school heads, 13 ( 38.2%) belonged to age bracket 50-56

years of age; 8 (23.5%) were within the age bracket 36-42 years, 4 ( 11.8%)
 65

belonged to age bracket 29-35 years, 43-49 years, and 57-63 years and only

1 ( 2.9%) was in the age bracket 64 years and above. This implies that

majority of the school heads were heading towards late 50’s meaning they’re

almost in the last lap of service.

The data conform to the findings of Isla (2004) as cited by Montero

(2010) that the age range of 35 – 50 years is the most productive years when

teachers have reached the peak of their careers. Pauya as cited by Isla (2004)

further disclosed as similar finding that age is one of the factors labeled a high

in initiating structure and consideration.

Table 1a. Socio-demographic characteristics of the school-head respondents.

SY 2013-2014.

CHARACTERISTICS FREQUENCY PERCENTAGE

( n = 34 )
Age
29 - 35 yr 4 11.8
36 – 42 8 23.5
43 – 49 4 11.8
50 – 56 13 38.2
57 – 63 4 11.8
64 – above 1 2.9
Gender
Male 12 35.3
Female 22 64.7
Civil Status
Single 3 8.8
Married 31 91.2
Position
Teacher I 2 5.9
Teacher II 3 8.8
Teacher III 2 5.9
Master Teacher 4 11.8
 66

Head Teacher 6 17.6

Principal 17 50.0
Educational Attainment
BS/AB with Master’s Units 11 32.4
Master’s Degree holder 5 14.7
MS/MA with doctoral units 9 26.5
Doctor’s Degree holder 9 26.5
Tenure
1–5 13 38.2
6 – 10 10 29.4
11 – 15 3 8.8
16 – 20 6 17.6
21 – 25 2 5.9
Type of School
Public 26 76.5
Private 8 23.5

Gender

Table 1 also shows that there were more female schools heads than

male school heads involved in this study. 22 (64.7%) of the school heads were

females while 12 (35.3%) were males. The result implies that there are more

female administrators in the division. This matches the findings of the study

conducted by Crisvell and Betz (1995) that the greater percentage of the

teaching force is female. This supports the claim of Mclane (1980) as cited by

Peralta,(2008) and Montero (2010), that more organizations are opening their

doors for female executives. In terms of staffing, female administrators were

outstanding while male administrators were very satisfactory but in terms of

directing, both male and female administrators were very satisfactory

(Macaya, 2008).
 67

Civil Status

Results show that majority or 91.2% of the school head-respondents

were married and 8.8% were single. No school heads in the division was

widower. The result indicates that married school heads dominated the

population during the study and it is confirmed by their age level.

Position

Results show that 50 percent of the school head-respondents were

principal, 17.6 percent were head teacher, 11.8 percent were master teacher,

5.9 percent are teacher 1 and teacher III and 8.8percent were teacher II. This

indicates that most of the school heads are full fledge principal during the

conduct of the study.

Educational Attainment

Table 1a shows that the educational attainment of the school heads

ranged from BS with Master’s Degree Units to Master’s Degree Holder. There

were 11 (32.4%) among these school heads who had BS/AB with Master’s

Degree Units, 5 (14.7%) of the school heads were Master’s degree. 9 (26.5%)

of the school heads had MS/MA with doctoral units and holder of Doctors
 68

Degree. This result implies that school principals developed themselves

professionally. These findings supported the emphasis on at least a Head

Teacher I must have a Bachelor’s Degree and at least having, 18 units

requirements for item of a Head Teacher II (CSC Qualification Standards,

Revised 1997).

Tenureship

As indicated in Table 1a, 13 (38.2%) percent of the school heads have

served from 1 – 5 years as school head, 10 (29.4%) have served from 6-10, 3

(8.85) have served 11-15, 6 (17.6%) have served from 16-20, 2 ( 5.9%)

percent have served from 21 to 25. It can be gleaned from the data that

majority of the school heads have limited experience as school administrators

or neophytes in the administrative position.

This is also in consonance of the practice of the Department of

Education to transfer their school heads from one school to another due to

retirement, death or promotion of other school heads.

Type of school
 69

Result show that 26 (76.5%)of school heads were in the public and 8

( 23.5%) were in the private, this implies that in Kidapawan City , public high

school were dominant and private high schools were limited. In Kidapawan

City Division there were only 8 private schools having high school.

Socio-demographic Characteristics of teacher respondents

As shown in Table 1b, the socio-demographic characteristics of the

teachers include the age, gender, civil status, position and educational

attainment, tenureship in government service and type of school.

Age

Out of the 170 teacher- respondents, 73 (42.9%) were in the age

bracket 29- 35 years, 46 (27.1%) belonged to less than 29 years of age, 27

(15.9%) belonged to age bracket 36-42 years, 12 (7.1%) were in the age

bracket of 43-49 years, 11 or 6.5(%) belonged to the age bracket 50-56 years,

and only 1(0.6%) were in the age bracket 57-63 years of age.
 70

This implies that majority of the teacher respondents were heading

towards late 50’s on in their golden years. When teachers have reached the

peak of their career they would consider themselve as fulfilled. Pauya as cited

by Isla (2004) further disclosed similar finding that age is one of the factors

labeled as high in initiating structure and consideration.

Gender

Table 1b also shows that there were more female teacher respondents

than male teacher respondents involved in this study. 130 (76.5%) of the

teacher respondents were female while 40 (23.5%) of the teacher-respondents

were male. In Kidapawan City Division, there were more female teachers. This

matches the findings of the study conducted by Crisvell and Betz (1995) that

the greater percentage of the teaching force was female. This supports the

claim of Mclane (1980) as cited by Peralta, (2008) and Montero (2010) that

more organizations are opening their doors for female executives.

Civil Status
 71

As shown in Table 1, 119 (70%) were married 49 (28.8%) of the

respondents were single, and 2 (1.2%) were widower. The result indicates that

more of the teacher respondents are married.

Position

Most of the teacher respondents were teacher I since there were 129

(75.9%) teacher I, 27 (5.9%) were Teacher II, 13 (7.6%) of the teacher

respondents held the position of Teacher III and only 1 (0.6%) were Master

teacher. Promotion is not easy in the public school since it requires experience

and educational attainment as well.

Educational Attainment

Table 1b shows that the highest educational attainment of the teachers

ranged from BS with Master’s Degree Units to Doctoral Degree Holder. There

are 75 (44.1%) of the teacher-respondents who were BS/AB, 69 (40.6%)

graduated BS/AB with Master’s Degree Units, 17 (10%) of the teacher-

respondents finished MS/MA with doctoral units, 6 (3.5%) of the teacher-

respondents were Master’s degree holders and 3 (1.8%) teacher-

respondents were of Doctoral Degree holders.

 72

Teacher needs to educate themselves to compete globally. Teachers in

today’s generation must be updated always through higher or post graduate

education.

Tenureship

As indicated in Table 1b, 91 (53.5%) of the teacher- respondents have

served from 1 – 5 years in service. 51( 30%) have served from 6-10 years, 11

(6.5%) have served 11-15 years, 9 (5.3%) have served from 16-20 years, 8

(4.7%) have served from 21 years and above. It can be gleaned that teacher

respondents are neophytes in teaching. After gaining or earning experiences

in private schools they had been accepted in the public schools.

Type of school

As shown in Table 1b, 130 (76.5%) of teacher-respondents came from

the public schools while 40 (23.5%) came from the private schools.This

implies that in Kidapawan City, high schools and only 8 private high schools.

School Climate
 73

The school climate of the private and public high schools in Kidapawan

City Division consists of seven domains such as teacher-student relation,

security and maintenance, student academic orientation, guidance, student

peer relationship, instructional managements and student activities.

Table 2. School climate of the private and public high schools in Kidapawan City Division.
SY 2013-2014.

VARIABLES LEVEL
Mean Verbal Description
Teacher – Student Relations 4.20 Strongly Agree
1. Pupils treated individually. 4.20 Strongly Agree
2. Teachers greet pupils in the hallway. 3.99 Agree
3. Pupils willing to go to teachers with personal 3.75 Agree
and academic problems.
4. Teachers give pupils the grade they deserve. 4.54 Strongly Agree
5. Teachers in this school like their pupils. 4.15
6. Teachers help pupils to be friendly and kind 4.52 Strongly Agree
to each other.
7. Teachers patient when pupils have trouble 4.12 Agree
learning.
8. Teachers make extra efforts to help pupils. 4.20 Strongly Agree
9. Teachers understand and meet the needs of 4.08 Agree
each pupil.
10. Students receive praise more than they are 4.13 Agree
scolded by their teachers.
11. Teachers are fair to students. 4.37 Strongly Agree
12. Teachers explain carefully so that students 4.38 Strongly Agree
can get their work done.
 74

Security and Maintenance 4.13 Agree

13. Pupils usually feel safe in the school
building. 4.34 Strongly Agree
14. Classrooms usually clean and neat. 4.17 Agree
15. The school building kept clean and neat. 4.14 Agree
16. The school building kept in good repair. 4.00 Agree
17. The school grounds neat and attractive. 3.99 Agree

Mean:
1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree
1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree
2.60 - 3.39 = Moderately Agree

Table 2 Continued

VARIABLES LEVEL
Mean Verbal Description

Pupils Academic Orientation 3.63 Agree

18. Pupils in this school understand why they 4.11 Agree
are in school.
19. Pupils in this school interested in learning 4.03 Agree
new things.
20. Pupils in this school have fun but also work 3.85 Agree
hard on their studies.
21. Pupils work hard to complete school
assignments. Pupils Behavioral Values 3.63 Agree
22. If one pupil makes fun of someone, other pupils 2.98 Moderately Agree
join in.
23. Pupils in this school well-behaved even when 3.30 Moderately Agree
teachers are not watching them.
24. Most pupils do their work even if the teachers 3.50 Agree
stepped out of the classroom.

Guidance 4.21 Strongly Agree

 75

25. Teachers or counselors encourage pupils to think 4.55 Strongly Agree

about their future.
26. Teachers or counselors help pupils plan for
future 4.12 Agree
.
27. Teachers or counselors help pupils with personal
problems. 4.07 Agree
28. Pupils in this school get help and advice from 4.11 Agree
teachers or counselors.
Pupil-Peer Relationships 4.03 Agree
29. Pupils care about each other. 3.84 Agree
30. Pupils respect each other. 4.12 Agree
31. Pupils want to be friends with one another. 4.03 Agree
32. Pupils have a sense of belonging in this school. 4.13 Agree

Mean:
1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree
1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree
2.60 - 3.39 = Moderately Agree

Table 2 Continued
VARIABLES LEVEL
Mean Verbal Description

Instructional Management 3.65 Agree

33. There is a clear set of rules for pupils in this 4.36 Strongly Agree
school to follow.
34. Taking attendance and other tasks interfere with 3.71 Agree
classroom teaching.
35. Teachers spend almost all classroom time in 4.09 Agree
learning activities.
36. Pupils in this school usually have assigned school 3.65 Agree
work or assignments.
37. Most classroom time spent talking about class 3.45 Agree
work or assignments.
38. Teachers use class time to help students learn 3.49 Agree
assigned work.
39. There are a lot of outside interruptions during 2.80 Moderately Agree
 76

class time.
Student Activities 3.97 Agree
40. Pupils able to take part in school activities in 4.14 Agree
which they are interested.
41. Pupils be in sports, music, and plays even if 3.97 Agree
they are not very talented.
42. Pupils are comfortable staying after school for 3.81 Agree

Mean:
1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree
1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree
2.60 - 3.39 = Moderately Agree

Teacher – Student Relations

There were twelve criteria under teacher – student relations. The

teachers rated strongly agree in seven criteria and agree in five criteria.

Teachers give students the grade they deserve. Item 4 obtained the highest

mean of 4.54 with the verbal description as strongly agree. The result

indicates that there exists a harmonious relationship between the teachers and

students among the surveyed public and private high schools in Kidapawan

City Division. Good rapport between teachers and pupils was evident in the

result. Rogers as cited by White (2009) and Montero (2010) confirmed that
 77

facilitation requires at least an initial genuine trust in learners by the facilitator,

followed by the creation of an acceptant and emphatic climate.

Security and Maintenance

There were five criteria under security and maintenance. Four criteria

were rated agree while one criterion was rated strongly agree by the teachers.

“Students usually feel safe in the school building” in item 13 received the

highest mean of 4.34 with the description as strongly agree. An effective

school should be free from threat or physical harm. Parents have said that the

safety and disciplinary climate of the school is their first concern when judging

schools. “We obviously want the learning environment to be a safe and secure

place for its own sake”. “We also want schools to be safe and secure because

the presence or absence of a safe learning environment enhances or impedes

learning” (Lezotte, 2009) as mentioned by Montero (2010).

Pupils Academic Orientation

Seven criteria are under pupils’ academic orientation. Five of these

seven criteria were rated agree by the teachers. Students in school

understand why they are in school obtained the highest mean of 4.11 with a

verbal description of agree. The result implied that the pupils understand well
 78

the reasons why they are in school. Making pupils aware of why they are in

school is part and parcel of teachers’ function to conduct pupils’ orientation.

Reynolds (2006) claimed that orientation seems to have shaped the way

students were negotiating college. After starting classes, they seemed to be

doing things for themselves rather than asking staff, taking the initiative to

keep on top of their class progress, and using services more than new

students had in the past. Of huge importance to students is what may be

called the “personal touch” (Montero, 2010).

Guidance

There were four criteria under guidance. Out of these four, three criteria

were rated agree by the teachers while one criterion was rated strongly agree.

“Teachers or counselors encourage pupils to think about their future obtained

the highest mean of 4.55 with the description of strongly agree. The result

implied that teachers or guidance counselors provide proper guidance to their

pupils especially on their future”. Montero (2010) had said that the school must

nourish and encourage the child to realise his/her future potential and for that

reason, it is necessary for guidance to begin early.

Student –Peer Relationships

 79

There were four criteria under pupil – peer relationships. The teachers

rated agree in all criteria. “Pupils have a sense of belonging in this schools

obtained the highest mean of 4.13 with the description of agree. The result

implies that the pupils feel at ease and at home when they are in their school.

Edgerson (2006) as mentioned by Montero (2010), claimed that when positive

climates and cultures of family exist on school campuses across this great

land of ours, synergy occurs, productivity increases, and students excel.

Instructional Management

There were seven criteria under instructional management. The

teachers rated agree in five criteria and one criterion each for strongly agree,

and moderately agree. “There is clear set of rules for pupils in this school to

follow” obtained the highest mean of 4.36 with the description of strongly

agree. The result implies that the schools have clear school policies and

guidelines for the pupils and teachers to follow. These guidelines make the

pupils be guided of the things to be done in the school. School rules are

important to all of us because they tell us how to act, give us directions, set

standards for everyone, and provide a safe climate. Every rule has a reason

for being and should be followed consistently

(http://lombard.baltimorecityschools.org/Info/School_Rules.asp).
 80

Besides the school rules, there are also rules to be followed by both

teachers and pupils in the class. These are called classroom rules. Buchaman

(2006) as mentioned by Montero (2010), emphasized that classroom rules are

very important to have a well-managed and safe learning environment. At the

beginning of the school year, students can help come up with these classroom

rules. Or, simply the students brainstorm exactly what these classroom rules

mean. It is important to involve the students in classroom rule-making. They

are more likely to follow rules that they themselves have created.

Student Activities

There were three criteria under student activities. The teachers rated

these three criteria as agree. “Students are able to take part in school activities

in which they are interested” obtained the highest mean of 4.14 with the

description of agree. The result implies that the school provided opportunity for

pupils to develop their talents and skills through various school activities as

perceived by the teachers. This further implies that pupils were given

opportunity by the teachers to choose the school activities they like to join in.

Leadership Behavior

Leadership behavior consists of human relations, trust/decision making,

instructional leadership, control and conflict.

 81

Human Relations Domain

There were thirteen criteria indicators under behaviors in the human

relations domain of school heads. The teachers rated them strongly agree in

six criteria, agree in five criteria, moderately agree in two criteria and 1

criterion for strongly disagree. “The school heads involves the teacher in

decisions”, in item 4, obtained the highest mean of 4.29 with the description of

strongly agree. The result implies that there is a healthy human relationship

that occurs between the school heads and their teachers because character is

everything ( Maxwell, 2007).

Table 3. Leadership behavior practices of the private and public high school heads in Kidapawan
City Division. SY 2013-2014.

VARIABLES LEVEL
Mean Verbal Description

Behaviors in the Human Relations Domain

1. The principal calls the teacher by name. 4.21 Strongly Agree
2. The principal uses eye contact. 4.25 Strongly Agree
3. The principal demonstrates a caring attitude. 4.20 Strongly Agree
4. The principal involves the teacher in decisions. 4.29 Strongly Agree
5. The principal interacts with the staff. 4.25 Strongly Agree
6. The principal does not listen. 2.28 Strongly Disagree
7. The principal models good communication skills. 4.02 Agree
 82

8. The principal tells teachers to make do with 4.12 Agree

what they have.
9. The principal provides positive reinforcement. 4.12 Agree
10. The principal remains distant. 2.85 Moderately Agree
11. The principal compliments the teacher. 3.94 Agree
12. The principal remembers what it is like to 4.07 Agree
be a teacher.
13. The principal has not supported the teacher
when parents were involved. 2.11 Moderately Agree

Mean:

1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree

1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree

2.60 - 3.39 = Moderately Agree

Table 3 Continued

VARIABLES LEVEL
Verbal
Mean Description

Behaviors in the Trust/Decision Making Domain

14. The principal corrects the teachers in front of others 1.90 Disagree
instead of privately.
15. The principal “nit picks” on evaluations. 2.19 Disagree
16. The principal gossips about other teachers or 1.96 Disagree
administrators.
 83

17. The principal uses coercion to motivate the

teachers. 2.07 Disagree
18. The principal implements the latest fads without 2.03 Disagree
thorough knowledge.
19. The principal makes decisions as “knee jerk” 2.03 Disagree
reactions to an accident.
20. The principal displays lack of trust. 1.90 Disagree
21. The principal listens to both sides of the story 3.80 Agree
before making a decision.
22. The principal evaluates situations carefully before 3.99 Agree
taking action.
Moderately
23. The principal makes “ snap judgments”. 2.57 Agree
Moderately
24. The principal bases evaluations on a short 2.35 Agree
observation.

Mean:
1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree
1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree
2.60 - 3.39 = Moderately Agree

Table 3 Continued

VARIABLES LEVEL
Verbal
Mean Description
Behaviors in the Instructional Leadership Domain
25. The principal frequently interrupts teaching of teachers. 1.78 Strongly Disagree
26. The principal demonstrates a lack of vision. 1.73 Strongly Disagree
27. The principal is knowledgeable about the curriculum. 3.86 Agree
28. The principal is knowledgeable about instructional 4.00 Agree
strategies.
29. The principal applies procedures consistently. 3.76 Agree
30. The principal shrugs off or devalues a problem or 2.26 Disagree
concern.
 84

31. The principal fails to follow up. 2.10 Disagree

32. The principal has rules but does not always enforce 2.28 Disagree
them.
33. The principal holds people accountable. 3.08 Moderately Agree
34. The principal provides feedback regarding teachers’ 3.62 Agree
teaching.
Behaviors in the control Domain
35. The principal expects work to be done “yesterday” 2.78 Moderately Agree
with no notice.
36. The principal delegates responsibility. 3.94 Agree
37. The principal assigns duty during planning period. 3.88 Agree
38. The principal is rigid and inflexible. 2.54 Disagree
39. The principal overemphasizes control. 2.47 Disagree
40. The principal uses the words “ I “ and “ my” too frequently 2.19 Disagree
Behaviors in the Conflict Domain
41. The principal is able to keep a confidence. 3.74 Agree
42. The principal is afraid to question his/her superiors. 2.63 Moderately Agree
43. The principal “passes the buck” rather than dealing 2.11 Moderately Agree
with a situation.
44. The principal is partial to influence parents. 2.33 Moderately Agree
45. The principal shows favoritism to some teachers. 1.89 Disagree
46. The principal supports teachers even if they are wrong. 1.90 Disagree

Mean:
1.00 - 1.79 = Strongly Disagree 3.40 - 4.19 = Agree
1.80 - 2.59 = Disagree 4.20 - 5.00 = Strongly Agree
2.60 - 3.39 = Moderately Agree

Bulach et. al. (1998) reinforced previous research that human relations are

crucial area for effective leadership. Montero (2010) and Byrd (2002) found out

that human relation skills of principals have been successful in retaining

classroom teachers. Human relations are significantly important to maintain

harmonious work relationship between administration and teachers and that

good human relation of the administrators had significant contribution to the

teachers’ performance. Irsherwood as cited by Larchick and Chance (2004)

 85

found that principals who demonstrated charisma, expertise, and human

relations skills heightened teachers’ loyalty to the principal and improved

teacher satisfaction.

Behaviors in the Trust/Decision Making Domain

For behaviors in the Trust/Decision Making domain, the teachers

rated them disagree in nine of the criteria while two of the criteria were rated

agree and moderately agree. “The school heads evaluate situations carefully

before taking action in item 22 obtained the highest mean of 3.99 with the

verbal description as agree.

This finding implies that the school heads weigh things properly before

taking actions. Cherniss (1998) emphasized that emotionally intelligent

educational leaders possess people skills. According to Thomas and Vornberg

(1990), as mentioned by Montero (2010), Effective school heads demonstrate

the ability to recognize and deal with the needs, concerns, and problems of

others. The interpersonal competence of the school heads includes the skill to

be perceptive, to evaluate situations, to be emphatic and to resolve conflicts.

These skills were important for the school head to care for the personal

welfare and provide emotional support to teachers.

Behaviors in the Instructional Leadership Domain

 86

There were ten criteria under behavior in the Instructional Leadership

Domain. The teachers rated agree in four criteria, disagree in three criteria

and two in each strongly disagree and moderately agree criteria. “The school

head is knowledgeable about the curriculum” in item 27, obtained the highest

mean of 3.86 with the verbal description as agree.

The result indicates that the school heads demonstrate competence in

curriculum which school heads should possess. Instructional leaders should

exhibit a clear sense of direction for their schools and prioritize and focus

attention on the things that really matter in terms of the work of students (http:

www.e-leadlead.org/resources/resources.asp?ResourceID=14).

Behaviors in the control Domain

Among the six criteria of behaviors in the control domain, their teachers

rated their school heads disagree in four criteria, two criteria for agree and one

in moderately agree in one criterion. “The school heads assign duty during

planning period”, in item 37, obtained the highest mean of 3.94 with the verbal

description of agree.
 87

The result implies that the school heads involve their teachers in school

activities they do through assigning their teachers to different committees. This

is a very healthy sign of good leadership as Dublin (1973) contends as cited

by Peralta as mentioned by Montero (2010), Teachers need the leadership of

the school heads and the principal in turn needs the cooperation of the

teachers in order to attain the desired goals of the school. School heads

should encourage involvement of the teachers in any schools’ undertakings.

As teachers feel better about themselves and what their collective missions

are as a result of significant interactions with their school heads, they become

more effective in the classroom (Edgerson, et al. 2006) and Montero ( 2010).

Behaviors in the Conflict Domain

There were six criteria in behavior in the conflict domain and were rated

moderately agree by the teachers in three criteria, and disagree in two criteria

and one in a criterion. Item 41, “the school head is able to keep a confidence”

obtained the highest mean of 4.12 with the description as frequent.

The result implies that the school heads are able to manage, to keep

important and sensitive issues within themselves.

Performance of the Teachers

 88

Table 4 shows the public and private school heads-teacher’s

performance. Results show that 82.4% of the teachers had very satisfactory

performance while 17.6 5 % of them had outstanding performance. It can be

gleaned from the result that majority of the teachers in Kidapawan City

Division had very satisfactory performance which was also expected of them.

Hamzah (2008) pointed out that to be an effective teacher is a

continuous process that stretches from the teachers’ pre-service experiences

in the undergraduate years to the end of their professional career path.

Teachers will need ongoing opportunities to develop their knowledge,

understanding, skills and abilities to keep pace with the continuously

increasing and changing national education agenda. To be an excellent

teacher, one not only has to have a full command of the subject but also full

knowledge of the course structure and examination system.

(http://www.dooyoo.co.uk/discussion/what-qualities-make-an-excellent-

teacher/1039890/)

Therefore, to increase teachers’ teaching performance in schools and

higher institutions, attention should be paid to the teachers’ thinking domain

especially to teachers’ expectation. This was stressed by Lefton (1997) as

cited by Hamzah (2008) who stressed out that human’s thinking and

expectation became a guideline for their attitudes.

Table 4. Performance of the teachers in the private and public high school in Kidapawan
City Division. SY 2013-2014.
 89

LEVEL OF JOB PERFORMANCE Mean Verbal Description

Satisfactory 30 17.6
Very Satisfactory 140 82.4

Total 170 100.0

Socio –demographic characteristics and school climate

Table 5a model I indicates that the combined contribution of the school

head’s socio –demographic characteristics did not significantly influence their

level of school climate in terms of teacher- student relation (fc=1.755, p> 0.05).

However, when taken singly, the school heads’ tenure (tc = 2.052*, p<0.05)

was found to be the best significant predictor of the said climate at 5% level of

significance. This result further connotes that the longer is the school heads’

tenure the better is the school climate in terms of teacher-students relation. It

is also proven by Wheelock (2005) that administrators serving long, have

managed the improvement of school climate .

For model 2, the results show that the combined contribution of the

socio demographic characteristics of the school heads did not significantly

influence their level of school climate in terms of security and maintenance (Fc
 90

= 1.169, p70.05). Taken singly, none of these independent variables is a

significant predictor of the school climate.

With the resulting model 3, the combined contribution of the school

heads’ socio- demographic factors did not significantly influence their school

climate in terms of students academic orientation (Fc = 0.664, p>0.05). None

of these socio – demographic characteristics is a significant predictor of the

said climate.

Table 5a. Regression Analysis on the relationship of the school heads' socio-demographic
characteristics and their school climate. SY 2013-2014.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

p-
Coefficient β t-Value Value

Model 1 Teacher-Student Relation

Constant 4.131 14.544 0.000
Age 0.000 0.056 0.956
Gender 0.152 1.324 0.197
Civil Status 0.196 0.867 0.394
Position -0.058 -1.693 0.102
 91

Highest Educational Attainment -0.034 -1.000 0.327

Tenure 0.018 2.052* 0.050
Type of School 0.081 0.536 0.597
Model Statistics (R-Square =0.321 , F-Value =1.755ns , p-Value =0.140

Model 2 Security and Maintenance

Constant 3.373 6.909 0.000
Age 0.016 1.659 0.109
Gender 0.103 0.521 0.607
Civil Status 0.176 0.454 0.654
Position -0.051 -0.875 0.390
Highest Educational Attainment -0.024 -0.415 0.681
Tenure 0.009 0.593 0.559
Type of School 0.007 0.028 0.978
Model Statistics (R-Square = 0.239 , F-Value = 169ns, p-Value =0.354 )

Model 3 Students Academic Orientation

Constant 3.526 10.922 0.000
Age 0.006 0.900 0.376
Gender 0.084 0.640 0.528
Civil Status -0.046 -0.178 0.860
Position -0.038 -0.984 0.334
Highest Educational Attainment -0.036 -0.939 0.356
Tenure 0.010 1.054 0.301
Type of School 0.147 0.850 0.403
Model Statistics (R-Square =0.152 , F-Value =0.664ns , p-Value =0.700 )

ns = not significant at 5% level

significant at 5% set level

The results in table 5a indicate that the combined contribution of the

school heads’ socio-demographic characteristics did not significantly influence

the school climate in terms of guidance as revealed in model 4 (Fc = 1.809, p>

0.05), students-peer as revealed in model 5 (Fc = 0.447, p> 0. 05), and

instructional management as revealed in model 6 (Fc =0.537, p> 0.05). Not

one of the independent variables, taken singly, posted as significant predictor

of each of school climate factors.

 92

Table 5a Continued

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Coefficient β t-Value p-Value
Model 4 Guidance
Constant 4.518 8.642 0.000
Age 0.011 1.048 0.304
Gender 0.015 0.071 0.944
Civil Status 0.264 0.634 0.531
Position -0.122 -1.930 0.065
Highest Educational Attainment -0.116 -1.849 0.076
Tenure -0.012 -0.733 0.470
 93

Type of School 0.167 0.597 0.556

Model Statistics (R-Square =0.327 , F-Value = 1.809ns, p-Value =0.128)
Model 5 Students – Peer
Constant 3.984 6.050 0.000
Age 0.007 0.547 0.589
Gender -0.358 -1.342 0.191
Civil Status 0.195 0.373 0.712
Position -0.007 -0.085 0.933
Highest Educational Attainment -0.016 -0.200 0.843
Tenure -0.019 -0.960 0.346
Type of School 0.104 0.294 0.771
Model Statistics (R-Square = 0.108 , F-Value =0.447ns , p-Value =0.863 )
Model 6 Instructional Management
Constant 3.826 12.615 0.000
Age -0.007 -1.112 0.276
Gender 0.077 0.626 0.537
Civil Status 0.090 0.372 0.713
Position 0.002 0.057 0.955
Highest Educational
Attainment -0.033 -0.910 0.371
Tenure 0.009 0.944 0.354
Type of School 0.218 1.340 0.192
Model Statistics (R-Square =0.126 , F-Value =0.537ns , p-Value =0.799 )

ns = not significant at 5% level

* = significant at 5% set level
As indicated in model 7, school heads’ civil status (tc = 2.081*, p< 0.05)

and type of school (tc = 2.634*, p< 0.05) were best significant predictors of

school climate in terms of students activities. This result further denotes that in

the public schools whose heads were married, the students are more able to

take part in school activities in which they were interested and they were more

comfortable staying after school for activities. Children and parents felt guided

and safe if the school head is matured and experienced compared to singles.

Cortez (2013)
 94

In type of school, public schools today supported a lot of student-

activities, collaborative learning in classroom activities, the BAKODA (Barkada

Kontra Druga). This program be implemented through Dep Ed Order that

every Friday afternoon, the students had to gather and set some activities

handled by their SSG leaders. Ponnusamy (2008).

Table 5a Continued
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Coefficient β t-Value p-Value

Model 7 Student Activities

Constant 3.532 11.375 0.000
Age 0.002 0.252 0.803
Gender -0.207 -1.648 0.111
Civil Status 0.514 2.081* 0.047
Position 0.013 0.354 0.726
Highest Educational Attainment -0.022 -0.601 0.553
Tenure -0.005 -0.573 0.572
Type of School 0.438 2.634* 0.014
Model Statistics (R-Square = 0.318 , F-Value = 1.733ns, p-Value =0.145 )
 95

ns = not significant at 5% level

* = significant at 5% set level

As indicated in model 8, school heads socio-demographic

characteristics combined contribution did not significantly influence the

leadership behavior in terms of human relations ( Fc = 0.309, p> 0.05). As

indicated in model 9 in terms of trust and decision making, the socio –

demographic characteristics of school heads did not significantly influence

their level of leadership behavior (Fc = 1.488, p>0.05). However, position was

the best predictor of leadership behavior in terms of trust and decision making

(t =2.125*, p< 0.05). This result further reveals that the higher the school

heads position, the higher was their level of leadership behavior practices in

terms of trust and decision making. Decision is a part of leaders’ success.

Shared decision making and collaboration of a leader depends on the

position he/she has.

Table 5b. Regression Analysis on the relationship of the school heads' socio-demographic
characteristics and their leadership behavior practices. SY 2013-2014.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Coefficient β t-Value p-Value

Model 8 Human relations

Constant 3.562 10.500 0.000
Age -0.003 -0.514 0.611
Gender 0.006 0.040 0.968
Civil Status 0.261 0.968 0.342
Position 0.021 0.519 0.608
Highest Educational Attainment -0.015 -0.358 0.723
Tenure 0.002 0.163 0.872
 96

Type of School 0.213 1.174 0.251

Model Statistics (R-Square =0.077 , F-Value = 0.309ns, p-value=0.943 )

Model 9 Trust and Decision Making

Constant 2.503 7.921 0.000
Age -0.005 -0.792 0.436
Gender 0.193 1.509 0.143
Civil Status -0.298 -1.184 0.247
Position 0.081 2.125* 0.043
Highest Educational Attainment -0.005 -0.122 0.903
Tenure -0.003 -0.279 0.783
Type of School -0.098 -0.582 0.566
Model Statistics (R-Square =0.286 ,F-Value =1.488ns , p-Value =0.215 )

Model 10 Instructional Leadership

Constant 3.216 13.716 0.000
Age -0.007 -1.475 0.152
Gender -0.007 -0.076 0.940
Civil Status -0.230 -1.232 0.229
Position 0.027 0.970 0.341
Highest Educational Attainment 0.019 0.690 0.496
Tenure 0.001 0.072 0.943
Type of School -0.134 -1.071 0.294
Model Statistics (R-Square =0.241 , F-Value =1.183ns , p-Value =0.347 )

ns = not significant at 5% level

* = significant at 5% set level
 97

Model 11 indicates that school heads’ leadership behavior was

significantly influenced by their socio – demographic characteristics in terms of

control (Fc = 2.572, p< 0.05). The age (tc = -3.255*, p< 0.05) and type of

school (tc = 2.151, p> 0.05) were the best predictors. The result further

denotes that the younger were the school heads, the greater was their

tendency to delegate responsibility, assign duty during planning period, rigid

and inflexible, overemphasize control and use the words “I” and “My” too

fluently. On the other hand the result also implies that the school heads who

were in the public schools were found to have the tendency to practice higher

level of leadership behavior in terms of control. (Rowald, 2011). Dr Prisciliano

Bauzon, one of the professors of the University of Southern Mindanao,

graduate school in Kabacan, Cotabato, said, “The true leader and experts are

the youth”. This was also proven by the director of young leaders, Forester

(2013) by saying “Give chance to the youth”.

The result in 5b indicates that the combined contribution of school

heads’ socio- demographic characteristics did not significantly influence the

level of leadership behavior practices in terms of conflict (Fc = 1.139, p> 0.05)

as revealed in model 12.

 98

Table 5b Continued

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Coefficient β t-Value p-Value

Model 11 Control
Constant 3.203 13.136 0.000
Age -0.016 -3.255* 0.003
Gender 0.073 0.738 0.467
Civil Status 0.181 0.932 0.360
Position 0.037 1.258 0.220
Highest Educational Attainment -0.007 -0.249 0.805
Tenure 0.011 1.456 0.157
Type of School 0.281 2.151* 0.041
Model Statistics (R-Square =0.409 , F-Value =2.572* , p-Value =0.037 )

Model 12 Conflict
Constant 2.690 7.112 0.000
Age -0.004 -0.527 0.603
Gender 0.140 0.911 0.371
Civil Status -0.434 -1.443 0.161
Position 0.066 1.446 0.160
Highest Educational Attainment 0.009 0.192 0.849
Tenure -0.008 -0.679 0.503
Type of School -0.138 -0.683 0.501
Model Statistics (R-Square = 0.235 , F-Value = 1.139ns, p-Value =0.370 )

ns = not significant at 5% level

* = significant at 5% set level

Table 5c results indicates that the socio- demographic characteristics of

school heads did not significantly influence the teachers’ job performance ( Fc

= 0.252, p> 0.05) as revealed in model 13. Not one of the independent

variables taken singly, posted as significant predictor. This result implies that
 99

the teacher’s job performance is not dependent upon socio-demographic

characteristics of school heads.

Table 5c. Regression Analysis on the relationship of the school heads' socio-demographic
characteristics and their teachers' job performance. SY 2013-2014.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Coefficient β t-Value p-Value

Model 13 Teachers' Job Performance

Constant 2.831 8.710 0.000
Age 0.000 -0.043 0.966
Gender -0.077 -0.585 0.564
Civil Status 0.161 0.621 0.540
Position 0.033 0.845 0.406
Highest Educational Attainment 0.021 0.537 0.596
Tenure -0.005 -0.507 0.616
Type of School 0.020 0.113 0.911
Model Statistics (R-Square =0.064 ,F-Value =0.252ns, p-Value =0.967 )

ns = not significant at 5% level

* = significant at 5% set level

Table 6a indicates that the school climate significantly influence the

leadership behavior of the school head in terms of human relation (Fc = 4.989,

p<0.05). Instructional management was the best predictor ( tc = 3.173,

p<0.05) as revealed in model 14. This result implies that the better was the

school climate; the better was the school heads’ leadership behavior practices

in terms of human relations. The person most influential in determining or

altering the climate of a school was the principal (Ellis, 1988). The contribution
 100

of effective leadership is largest when it was needed the most; there were

virtually no documented instances of troubled schools being turned around in

the absence of an intervention by talented leaders (Leithwood, Seashore,

Anderson, & Wahlstrom, 2004).

Model 15 revealed that there was a significant relationship between the

school climate and leadership behavior of the school heads in terms of trust

and decision making (Fc= 2.463, p<0.05). The best predictor was the teacher

and student relation (Fc = 2.493*, p<0.05).

The result further indicates that the school heads level of trust and

decision making was significantly increased the moment that the teacher-

student relation level was low. Even though climates were variable, they were

still resistant to change. Peterson and Deal (2002)

There was no significant relationship between school climate and

leadership behavior in terms of instructional leadership (Fc = 0.225, p> 0.05)

as revealed in model 16 in table 6a. Taken, singly none of the school climate

indicators was a significant predictor of instructional leadership.

 101

Table 6a.Regression Analysis on the relationship of the school climate and the school heads’

leadership behavior. SY 2013-2014.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Coefficient β t-Value p-Value

Model 14 Human Relations

Constant 0.437 0.575 0.570
Teacher – student relation 0.140 0.522 0.606
Security and Maintenance -0.067 -0.426 0.674
Students Academic Orientation 0.143 0.512 0.613
Guidance -0.138 -1.412 0.170
Students-Peer Relationships -0.012 -0.119 0.906
Instructional Management 0.711 3.173* 0.004
Student Activities 0.129 0.664 0.512
Model Statistics (R-Square =0.573 , F-Value =4.989* , p-Value = 0.001)
Model 15 Trust and Decision Making
Constant 3.658 3.830 0.001
Teacher – student relation -0.838 -2.493* 0.019
Security and Maintenance -0.008 -0.040 0.968
Students Academic Orientation 0.614 1.744 0.093
Guidance -0.060 -0.493 0.626
Students-Peer Relationships -0.238 -1.877 0.072
Instructional Management 0.543 1.927 0.065
Student Activities -0.166 -0.683 0.501
Model Statistics (R-Square = 0.399 , F-Value =2.463* p-Value =0.044 )
Model 16 Instructional Leadership
Constant 4.040 5.176 0.000
Teacher – student relation -0.254 -0.923 0.365
Security and Maintenance -0.088 -0.547 0.589
Students Academic Orientation -0.068 -0.238 0.814
 102

Guidance -0.025 -0.251 0.804

Students-Peer Relationships 0.027 0.264 0.794
Instructional Management 0.232 1.009 0.322
Student Activities -0.093 -0.469 0.643
Model Statistics (R-Square =0.225 ,F-Value = 1.076n, p-Value =0.406 )

ns = not significant at 5% level

* = significant at 5% set level

There was a significant relationship between school climate and the

school heads leadership behavior in terms of control (Fc= 5.238, p=0.001),

security and maintenance (tc= -2.331, p<0.05), students- peer relationship (tc=

3.674, p0.05) and instructional management (tc = 2.861,p<0.05) were best

predictors as revealed in model 17.

The result implies that the lesser the security and maintenanceof school

heads, the more tighten was the control by school head as control can affect

the school climate and proper monitoring was a part of school management.

The school heads’ leadership behavior in terms of conflict was

significantly influenced by school climate as shown in model 18 (Fc= 4.008*,

p< 0.05) Teacher- student relation (Fc = -2.810) and students academic

orientation (tc = 2.810*,p<o.05) were the best predictors to prove that the

teacher –student relationship had nothing to do with school head behavior for

no one can dominate a leaders principle (Montero, 2010).

 103

Table 6a Continuation

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Coefficient β t-Value p-Value

Model 17 Control
Constant 1.651 2.453 0.021
Teacher – student relation -0.142 -0.601 0.553
Security and Maintenance -0.323 -2.331* 0.028
Students Academic Orientation 0.464 1.871 0.073
Guidance -0.098 -1.137 0.266
Students-Peer Relationships -0.328 -3.674* 0.001
Instructional Management 0.568 2.861* 0.008
Student Activities 0.308 1.798 0.084
Model Statistics (R-Square = 0.585 , F-Value =5.238* , p-Value =0.001 )

Model 18 Conflict
Constant 4.945 5.009 0.000
Teacher – student relation -0.977 -2.810* 0.009
Security and Maintenance -0.294 -1.445 0.160
Students Academic Orientation 1.022 2.810* 0.009
Guidance -0.072 -0.565 0.577
Students-Peer Relationships -0.110 -0.838 0.410
Instructional Management 0.311 1.069 0.295
Student Activities -0.326 -1.294 0.207
Model Statistics (R-Square = 0.519 , F-Value = 4.008*, p-Value =0.004 )

ns = not significant at 5% level

* = significant at 5% set level
 104

Table 6b shows that the combined contribution of the school climate

such as teacher-student relation, security and maintenance, student’s

academic orientation, guidance, student-peer relationship, instructional

management and student activities, significantly influenced the teachers’ job

performance (Fc = 0.309, p> 0.05) as revealed in model 19.

Taken singly, none of these climate indicators was a significant

predictor of teachers’ job performance. Attitudes toward challenge had nothing

to do with one’s performance (Maxwell, 2007).

Table 6b. Regression Analysis on the relationship of the school climate and the teachers'
job performance. SY 2013-2014.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Coefficient β t-Value p-Value

Model 19 Teachers Job Performance

Constant 2.472 2.326 0.028
Teacher – student relation -0.013 -0.034 0.973
Security and Maintenance -0.095 -0.436 0.667
Students Academic Orientation -0.150 -0.383 0.705
Guidance 0.103 0.753 0.458
Students-Peer Relationships 0.004 0.026 0.980
Instructional Management 0.255 0.814 0.423
Student Activities 0.063 0.232 0.819
Model Statistics (R-Square = 0.077 , F-Value =0.309ns , p-Value = 0.943)

ns = not significant at 5% level

significant at 5% set level
 105

As shown in Table 7, the combined contribution of school heads’

leadership behavior such as human relations, trust and decision making,

instructional leadership, control and conflict, did not significantly influence their

teachers’ job performance ( Fc= 0.824, p>0.05) as revealed in model 20.

Teachers have their own initiative in the classroom situation.

Table 7 Regression Analysis on the relationship of the school heads' leadership behavior and their teachers'
job performance. SY 2013-2014.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Coefficient β t-Value p-Value

Model 20 Teachers Job Performance

Constant 1.686 1.868 0.072
Human Relations 0.244 1.319 0.198
Trust and Decision Making 0.030 0.116 0.909
Instructional Leadership 0.082 0.319 0.752
Control -0.116 -0.487 0.630
Conflict 0.225 0.935 0.358

ns
Model Statistics (R-Square =0.128 , F-Value =0.824 , p-Value =0.543)

ns = not significant at 5% level

significant at 5% set level
 106

Comments and opinions of the school head-respondents

1. Principal should always be the role model in school

2. it’s indeed difficult to be a school principal, but challenging and fulfilling

3. The principal should do their duties and responsibilities religiously in order

to assist teachers in the deliberations of competence

4. As principal, it is very important to let go the old practices (unlearned) in

order to give space or re –learning new things.

5. Instructional leadership is a system in which teachers learn from their

principal while the principal is also learning from their teachers, hence there is

a need for principal to do the cycle of Learn-unlearn-relearn

6. Treat teachers and students with love and compassion but in control.
 107

Modified Framework of the Study

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Socio-demographic

Characteristics

1.Age

2.Gender

3. Civil Status

4.Position

5.School Climate
Educational Attainment
6.Tenure ship School
Performance
7.Type of school
1.Teacher – student relation of the
Teachers
2.Security and Maintenance

3.Students Academic Orientation

4. Guidance

5. Students-Peer Relationships

6. Instructional
Leadership Management
Behavior
7. Students
1.Human Activities
Relations
2.Trust and Decision Making
3. Instructional Leadership
3.Control
4.Conflict
 108

Legend:

Socio-demo-School climate relationship

Socio-demo-Leadership behavior relationship

School climate – leadership behavior relationship

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This study was conducted to analyze the influence of the leadership

behavior of school heads and performance of public and private high school

teachers in Kidapawan City Division.

Summary of Findings

The following are the summary of findings:

1. Majority of the school heads were from 50-56 years of age, female,

married, with principal position and have BS with Master’s Degree.

Most of them have been in the service as administrator for 1-5 years

and mostly employed in public schools.

2. In school climate, majority rated strongly agree in terms of teacher-

students’ relation, agree in terms of security maintenance, student

academic orientation, guidance, student- peer relationships,

instructional management and student activities.

 109

3. The school heads’ leadership behavior practices of public and private

high schools in Kidapawan City Division were rated strongly agree in

terms of human relation, agree in terms of instructional leadership,

moderately agree in conflict and disagree in terms of decision making

and control domain.

4. Majority of the teachers in public and private high schools in Kidapawan

City Division were found to have very satisfactory performance.

5. The school heads’ socio-demographic characteristics such as age,

gender, civil status, position, educational attainment, tenureship and

type of school did not significantly influence the:

a. School Climate

Tenureship was found the best predictor in socio-demographic

characteristics that significantly influenced the school climate in

terms of teacher-student relationship, civil status and type of school

in terms of student’s activities.

b. Leadership behavior

-position was best predictor in socio-demographic characteristics that

significantly influenced the leadership behavior in terms of trust and

decision making, age and type of school to the leadership behavior in

terms of control.

c. Teachers’ Performance
 110

-The socio demographic of school heads did not influence the

teachers’ job performance of the public and private teachers in

Kidapawan City Division.

6. a. The school climate significantly influenced the school heads’

leadership behavior. The instructional management domain of school

climate significantly influenced the leadership behavior in terms of

human relation. The teacher-student relation domain in school climate

significantly influence in terms of trust and decision making in

leadership behavior; the school climate domains like security

maintenance, students-peer relationship and instructional management

significantly influenced the leadership behavior in terms of control.

Teacher-student relation and student academic orientation domain in

school climate significantly influenced the leadership behavior in terms

of conflict.

b. The school climate did not significantly influence the performance of

public and private teachers in Kidapawan City Division.

7. School heads’ behaviors’ did not significantly influence the performance

of the public and private teachers in Kidapawan City Division.

Conclusions

Based on the given findings, the following are the drawn conclusions:

1. The school climate was affected by teachers’ tenureship.

 111

2. Position influences the leadership behavior in terms of trust and

decision making; age and type of school influence leadership

behavior in terms of control.

3. The school heads’ leadership behavior influences the school

climate.

4. The socio- demographic characteristics, school climate and

leadership behavior did not significantly influence the job

performance of the teachers.

Recommendations

Based on the aforementioned summary and conclusions, the following

recommendations are made:

1. Trainings seminars workshops such as team building activities,

involvement in curriculum planning, and the organization of school

events should be given to intensify the camaraderie and healthy

relationship among teachers.

2. The school heads should possess good leadership behavior since

they are the leaders of their schools who are looked up to by the

teachers, pupils and stake holders. Their good leadership is one of

the factors that will create a positive school climate which can
 112

contribute to teachers job satisfaction thereby motivate them to work

better.

3. The school heads must maximize their efforts in creating a positive

school climate in their school to produce teachers’ quality

performance

4. Teachers must also be encouraged to pursue higher education by

allowing them to enroll in graduate programs to enhance their

competence in instruction and personal characteristics to maintain

good school climate and understand leadership behavior of their

school heads .

5. A further study can be conducted to include other factors that may

influence teacher’s performance and comparing the school climate

and leadership behavior of public and private institutions.

 113

REFERENCES
 114

REFERENCES

Books

Byrd, Margaret R.Human Relations Skills of Principals in Urban Schools with

Low Teacher Turnover Rates. Sam Houston State University, Huntsville,

Texas. August 2002.

Maxwell, John C. (2007) Maximize Your Day,365 Days of Insight to Develop the

Leader Within You and Influence Those Around You: Thomas Nelson, inc,
501 Nashville Tennessee

Newstrom, J.W. Davis, K. (2002) Organizational Behavior: human behavior at

work. New York: McGraw-Hill Book Co.

Article

Alcaide, Felisa. Human Relations Practices of School Administrators in

Pozorrubio District I and II, Pangasinan II. Modern Teacher. July 1994. Vol. 4.
No. 3.
 115

Internet

Adelman, Howard S. and Taylor, Linda. SAFE SCHOOLS IN THE CONTEXT

OF SCHOOL IMPROVEMENT . Center for Mental Health in School, UCLA

http://gwired.gwu.edu/hamfish/AnnualConference/2007/

Berkowitz, Marvin W. Measuring School Climate. July 24, 2009.

http://www.schoolclimate.org/climate/practice.php

Butchanan, Matt. Classroom Rules. January 3, 2006.

http://www.childdrama.com/rules.html

Bulach, C. R. , Boothe, D., & Pickett, W. "Should nots" for school principals:

Teachers share their views. ERS SPECTRUM: Journal of School Research

and Information. August, 2006.

(http://www.westga.educ/cubulach/sclimate/opentrust_article2.htm.)

Bulach, C. R. A four step process for identifying and reshaping school culture.

Principal Leadership. 2001.

http://www.westga.edu/~cbulach/sclimate/ihrtopen.htm

Carroll, B. The Effects of School Violence and Crime on Academic

Achievement. November 1, 2009.

http://www.davidson.edu/academic/economics/Student%20Research%20Pap
ers/Brandon%20Carroll%20paper.pdf

Chang, Juvenna. Instructional Leadership in a Pacific Context.July 1, 2009.

http://www.prel.org/products/re_/instruc-lead.htm
 116

Cherniss, C. Social and Emotional Learning for leaders. Educational Leadership.

2008.

http://www.social.emotion./leaders.htm.

Clark, R. Building Student Achievement: In-School and Out-of-School

Factors. Retrieved November 1, 2009.
http://www.ncrel.org/policy/pubs/html/pivol13/dec2002c.htm

Edgerson, David. E. , Kritsonis, William Allan. Analysis of the Influence of

Principal Teacher Relationships on Student Academic Achievement: A

National Focus. 2006.

http: //www.principal/rel./pubs/html/2006c.html.

Educational Encyclopedia State University.com.school. Principal - The Role of

Elementary and Secondary School Principals, Principal Duties and
Responsibilities, Principal Qualifications. July 1. 2009.
http://74.6.146.127/search/cache?ei=UTF-
p=school+principal+as+instructional+leader&xa=MiYfnaHXaDNLAu_JL3fgiw

Edgerson, David E. et al. Analysis of the Influence of Principal – Teacher

Relationships on Student Academic Achievement: a National Focus.
November 1, 2006.

http://www.nationalforum.com/Electronic%20Journal%20Volumes/Edgerson,
%20David%20Analysis%20of%20the%20Influence%20of%20Principal.pdf

E-Lead. Leadership for Student Success. Instructional Leadership. July 1,

2009.
http://www.e-lead.org/resources/resources.asp?ResourceID=14Erikson, Erik .
School Climate – Measuring School Climate, School Climate Outcomes, Issues
Trends and Controversies

http://education.stateuniversity.com/pages/2392/School-Climate.html
 117

Etsey, Kafui. Causes of low academic performance of primary school pupils in

the Shama Sub-Metro of Shama Ahanta East Metropolitan Assembly

(SAEMA) in Ghana. November, 2005.

http://www.saga.cornell.edu/saga/educconf/etsey.pdf

Fujita, K. The Effects of Extracurricular Activities on the Academic

Performance of Junior High Students. November 1, 2009.
http://www.kon.org/urc/v5/fujita.html

Gabbianelli. Cristina. Graphology for Academic Guidance: the performance of

a project . 2001.
http://www.graphology.ws/2169gabeng.htm

Gibbons, S. , Telhaj, S. Peers and achievement in England’s secondary

schools. February 2008.

http://www.peers.achieve.sec./34html.

Goe, Laura. “ Link Between Teacher Quality and Student Outcomes: A

Research Synthesis”. October 2007.
http://74.6.146.127/search/cache?ei=UTF-
Halawah, Ibtesam. The relationship between effective communications of high

school principal and school climate. 2005.

http://findarticles.com/p/articles/mi_qa3673/is_2_126/ai_n29236024/?...

Hammond, Linda Darling. “ Teacher Quality and Student Achievement: A

Review of State Policy Evidence”. January 1, 2000.
http://www.epaa.-edu./epaa/vxn1/

Hamzah, Mohd. Sahandri Gani et. Al. Excellent Teachers’ Thinking Model:
Implications For Effective Teaching. August , 2008.

http://ajte.education.ecu.edu.au/issues/PDF/334/Hamzah.pdf

Hollrah, R. Extracurricular Activities. November 1, 2009.

http://www.public.iastate.edu/~rhetoric/105H17/rhollrah/cof.html
 118

Hussain, Abid. Effect of Guidance Services on Study Attitudes, Study Habits

and Academic Achievement of Secondary School Students. June 2006
http://www.pu.edu.pk/ier/ber/previous_pdf/3_Effect%20of%20Guidance
%20Services_F.pdf

Jenkins, Billy. What It Takes To Be an Instructional Leader? February 2009.

http://74.6.146.127/search/cache?ei=UTF8&p=school+principal+as+instructio
nal+leader&

Kuchler, William J. Perceived Leadership Behavior and Subordinates’ Job

Satisfaction in Midwestern NCAA Division III Athletic Departments.

2009.

http://www.pa.perceived./leaderbehavior/cache?ie+job.pdf.

Lavy, V., et. al. 2009. The Good, The Bad and The Average: Evidence on the

Scale and Nature of Ability Peer Effects in Schools. March 2009.

http://www.eief.it/it/f9/03/lavy-silva-einhardt_abilitypeereffects_.pdf

Larchick, Ron and Chance Edward W. . Teacher Performance and Personal Life
Stressors: Implications for Urban School Administrators. November 3, 2004.

http://www.nationalforum.com/Electronic%20Journal%20Volumes/Larchick,
%20Ron%20Teacher%20Performance%20and%20Personal%20Life%20Stes
s ors%20Implications%20for%20Urban%20School%20Administrators.pdf ct

Leitner, David. Principal Instructional Management Behavior and School

Effectiveness: An Organizational Perspective. 2000.

http://www.eric.ed.gove/ERICWebProtal/cutom/portlets/recordDetails/d

etailmini.jsp?_nfpb=true&ERICExtSearch_SearchValue_0ED302934.
 119

Luo, Mingchu and Najjar, Lotfollah. The Chinese Principal Leadership Capacities as
Perceived by Master Teachers. February 12, 2007.

http://www.academicleadership.org/emprical_research/The_Chinese_Principal
_Leadership_Capacities_as_Perceived_by_Master_Teachers.shtml

Lezotte, Lawrence W. Effective Schools: Past, Present, and Future. November

10, 2009.

http://www.aepweb.org/summit/09_Presentations/Effective_Schools_Lezotte.p
df

Mandell, D. et.all. The Impact of Substance Use and Violence/Delinquency on

Academic Achievement for Groups of Middle and High School Students in

Washington State. May, 2002.

http://hspc.org/publications/pdf/DASA_full_2002.pdf

Miller, Shaizs Rafiullah. Falling Off Track: How Teacher-Student Relationships

Predict Early High School Failure Rates. April 2004.
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmin
i

Ock, J. . Influence of Nonacademic Activities on College Students’ Academic

Performance. Spring 2008.

http://www.psych.umn.edu/sentience/files/Ock_2008.pdf

Orr, Margaret Terry. Innovative Leadership Preparation and Effective

Leadership Practices: Making A Difference in School Improvement. Bank

Street College. www. Seli.stanford.edu. 2006.
 120

Rayle, A. Moorhead, H. et. al. Adolescent Girl-to-Girl Bullying: Wellness-Based.

November 1, 2009.

http://www.jsc.montana.edu/articles/v5n6.pdf

Reynolds, Pauline. Evaluation of the pilot Orientation at Ivy Tech Richmond.

May 2006.

http://www.indiana.edu/~ipas1/documents/IvyTechRichmondFINAL.pdf

Sass, Mary Burke. Classroom Peer Effects and Student Achievement. June
2008
http://www.urban.org/UploadedPDF/1001190_peer_effects.pdf

Santiago, I. 2006. School climate is the variable with the strongest impact on
achievement among Latin American students
http://portal.unesco.org/geography/en/ev.php-
URL_ID=9076&URL_DO=DO_TOPIC&URL_SECTION=201.html

School Rules. Lombard Middle school. January 18, 2009.

http://lombard.baltimorecityschools.org/Info/School_Rules.asp

Seltzer, Richard, Sr., Roxbury, West. Lessons for Would-Be Principals --Case
Studies from High School Administration. July 2009.
http://www.samizdat.com/humanrelations.html

School Climate a Connectedness and Student Achievement. September 18, 2007.

http://www.alaskaice.org/files/070918_SCCSandAchievement_AIRTechPaper.
pdf

School Improvement in MaryLand. Indicators for Effective Principal Leadership

in Improving Student Achievement. July 2009.

http://www.mdk12.org/process/leading/p_indicators.html
Southern Regional Council on Educational Administration: Investigating Level
 121

of Openness and Trust Between Principals and their Teachers. 2001.

http://www.westga.edu/~cbulach/sclimate/ihrtopen.htm

Southern Regional Council on Educational Administration: 2001 Yearbook.

Investigating Levels of Openness and Trust Between Principals and their

Teachers. 2001.

http://www.westga.edu/~cbulach/sclimate/opentrust_article2.htm

Stone, Howard, Parker, James and Wood, Laura M. Report on the Ontario

Principals’ Council Leadership Study. 2009.

http://www.eiconsortium.org/
Tableman, Betty. School Climate and Learning. December, 2004. 2004.

http://outreach.msu.edu/bpbriefs/issues/brief31.pdf

Tennessee Instructional Leadership Standards. January 25, 2008.

http://74.6.146.127/search/cache?ei=UTF-p=school+principleader&fr=yft-t-

White, Jeffrey Cornelius. Learner-Centered Teacher-Student Relationships

Are
Effective: A Meta-Analysis. November 1, 2009.
http://rer.sagepub.com/cgi/content/full/77/1/113

Ysseldyke, Jim, Betts, Joe; Thill, Teri; Hannigan, Eileen. Use of Instructinal

Management System to Improve Mathematics Skills for Students in Title I

Programs. June 22, 2004.

http://www.highbeam.com/doc/1G-121714076.html.
 122

B. Unpublished Thesis/Dissertation

BALAWAG, L.A. 2005. Management Practices of Public Secondary School

Administrators in Relation to the Job Performance of Teachers. (Unpublished

Dissertation, USM, Kabacan, Cotabato).

BARRIENTOS, M. A. 2008. The Public Elementary School Administrators’

Managerial Practices and Teacher’s Job Performance in Cotabato Province.

(Unpublished Dissertation, USM, Kabacan, Cotabato).

BULOSAN, S.S. 2002. Emotional Intelligence and Job Performance of Public

School Teachers in Region XII. (Unpublished Dissertation, USM, Kabacan,

Cotabato).

BUTUAN, N.N. 1997. Determinants of Job Satisfaction among Faculty

Members in College of Cotabato Province. (Unpublished Dissertation, USM,

Kabacan, Cotabato).

DOONG, W.L. 1997. Variables Affecting Teaching Efficiency of the Instruction

of Trade Technical and Vacational Institutions in Mindanao. (Unpublished

Dissertation, USM, Kabacan, Cotabato).

GAGABI, M.S. 1991. Variables Influencing Teaching Performance of Master

 123

Teachers of DECS Pilot Central Elementary School, Region XII. (Unpublished

Dissertation, USM, Kabacan, Cotabato).

GANAD, R. T. 2008. Team Building Practices of Administrators and School

Effectivess: Basis for a Five Year Development Plan. (Unpublished

Dissertation, University of Southeastern Philippines, Obrero, Davao City).

MACAYA, D. J. B. 2008. Personality and Performance of Administrators of Aleosan

Districts. (Unpublished Master’s Thesis. USM, Kabacan, Cotabato).

MONTERO, R. J. 2010. The influence of school principals’ leadership

behavior and school climate on teachers’ and schools’ Performance of

the public Elementary schools . (Unpublished Master’s Thesis. USM,
Kabacan, Cotabato).

PIGUERRA, A.L. 2005. Personal and Professional Attributes and

Management Capabilities of Public Elementary School Heads in the Division

of Panabo City. (Unpublished Master’s Thesis, NDU, Cotabato City).

PERALTA, P. 2009. The Effectiveness of Elementary School Administrators

in Educational Management. (Unpublished Master’s Thesis. Graduate School,

University of Southern Mindanao, Kabacan, Cotabato),

SURITA, FLOYD C. 2009. Leadership Behavior of School Administrators in

Relation to Organizational Climate as Perceived by the Subordinates of

Kidapawan City Division . (Unpublished Master’s Thesis. Graduate School,
Central Mindanao Colleges,Kidapawan City
 124

APPENDICES
125