Relationship between principal related variables and teachers' teaching performance and job satisfaction in eleven Catholic primary schools in Thailand

Date of Publication


Document Type


Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Leadership


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Adviser

Flordeliza Reyes

Defense Panel Chair

Roberto T. Borromeo

Defense Panel Member

Salud Evangelista
Luke Moortgat
Estrellita V. Gruenberg


This study determines the possible relationship between the administrators' administrative styles and the teachers' job satisfaction and teaching performance in the eleven primary schools in Thailand during the SY 1989-1990. The study used the descriptive-correlational method of research. It included the gathering, recording, analysis, and interpretation of the predominant administrative styles of the principals and the teachers' level of job satisfaction and teaching performance in the eleven high schools of Saint Gabriel Foundation in Thailand during SY 1989-1990. It also determined the best predictors of faculty job satisfaction, principals' administrative styles, and teachers' teaching performance. All the 11 principals of the respondent schools were included in the study together with 249 teachers who were selected through stratified random sampling from a population of 1,038. Three questionnaires were used. The Educational Administrative Style Diagnosis Test (EASDT) of Reddin (1970) was used to identify the administrative styles of the principals and to determine their effectiveness in the choice of these styles. The Job Satisfaction Questionnaire validated and developed by Miguel (1981) and later adapted and modified by Galacio (1985) was used to determine the levels of job satisfaction of the teachers. The third questionnaire, Teaching Effectiveness Inventory developed and validated by Tang (1983) was used to determine the levels of teachers' teaching performance. Frequencies, percentages, as well as multiple correlation and regression were used in the data treatment and analysis.

The findings of the study support the following conclusions: 1. Since five of the principals predominantly used the task-oriented styles and six others predominantly used the relationship-oriented styles, there is no one specific style commonly favored by the eleven principals. 2. Principals' administrative styles were independent of their ages and years of administrative experience. 3. Principals with higher educational attainment may be expected to be low in task orientation but high in relations orientation. 4. Teachers' teaching performance and job satisfaction were dependent on the principals' ages educational attainments, and administrative styles.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

114 leaves


Teachers--Job satisfaction; Teacher-principal relationships

This document is currently not available here.