Towards a model of principals' leadership and interpersonal behaviors and teachers' classroom interpersonal behaviors in selected top performing secondary schools

Date of Publication

2004

Document Type

Dissertation

Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Leadership

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Flordeliza C. Reyes

Defense Panel Chair

Adelaida Bago

Abstract/Summary

The study sought to develop a model of principals’ leadership and interpersonal behaviors and teachers’ classroom interpersonal behaviors for secondary schools, based on qualitative and quantitative data gathered from top performing schools in the National Capital Region. Twelve of these schools were covered in the study, namely: three Chinese, three government (non-science), three private, and three science secondary schools. These schools were purposively selected based on the Department of Educations ranking of secondary schools, relative to students performance in National Secondary Assessment Test (NSAT) during the four-year period 1994, 1995, 1996, and 1999. These schools consistently belonged to the top twenty percent of passers during that period.

The study covered all the principals and a random sample of permanent teachers (n=224) in the participant schools. Data were gathered through interviews and the use of five standardized instruments.

Basically, the study determined: (a) the principals' leadership and interpersonal behaviors based on their self-reports and on their teachers' assessment, and (b) the teachers' self-reports of their classroom interpersonal behaviors. Leadership behavior analysis covered determining the principals' primary leadership style, leadership style flexibility, and leadership style effectiveness. The study likewise investigated (a) whether there is a similarity between the principals' and the teachers' assessments of the leadership and intepersonal behaviors of the former, (b) whether the teachers' interpersonal behaviors are similar with or different from their principals' interpersonal behaviors, and (c) whether teachers' observations of their principals' interpersonal behaviors are similar with or different from what they preferred their principals to demonstrate in relating to them. Lastly, the study determined if type of school has a mediating effect on the principals' leadership and interpersonal behaviors and on the teachers' interpersonal behaviors.

The results of the study showed that the teachers participants generally perceived their principals as Coaching and Supporting leaders who had average to high leadership style flexibility, but with low leadership style effectiveness. On the other hand, the principals as a whole assessed themselves as Supporting leaders with average to high leadership style flexibility and low leadership style effectiveness. The principal's leadership style preferred by the teachers was Supporting. This is similar to the teachers' perceptions of their principals' leadership style.

As regards interpersonal behavior, the teachers perceived their principals as exhibiting leadership interpersonal behaviors (i.e., noticing what is happening, organizing and giving orders, setting tasks, and determining procedures), which is the same as their preference of their principals' interpersonal behavior. The principals also assessed themselves as exhibiting leadership behavior, in addition to the understanding behavior.

Across schools, the respondent teachers perceived themselves as manifesting leadership behavior while teaching, characterized by being predisposed to leading, organizing and determining classroom rules and regulations. These results showed similarity between the teachers' and the principals' perceptions of the leadership behavior of the latter, particularly with respect to primary leadership style (Supporting), leadership style flexibility (average to high), and leadership style effectiveness (low). Interestingly, these findings revealed that the principals could switch from one leadership style to another, but their choice of leadership style, given a particular situation was often not the most appropriate. In spite of this finding, the principals' primary leadership style (Supporting) as assessed by their respective teachers was the same as the teachers' preference. The study further showed that type of school had no mediating effect on the principals' leadership and interpersonal behaviors and on the teachers' interpersonal behaviors, because of commonality of results across type of school.

The results of the study point to the need for the principals in the participant schools to vary their leadership styles, based on the given situations. Specifically, aside from the Coaching and the Supporting leadership styles, which were found to be almost exclusively employed by the participant principals, they need to use the Directing or the Delegating style when required or demanded by a particular situation.

It is recommended that the proposed model be validated, to test its applicability in other geographical areas and school settings. Moreover, replications of the study may be conducted among principals and teachers in other curriculum levels and school types to determine whether the model would apply or, vary based on those factors.

Abstract Format

html

Note

Title from title screen.

Language

English

Format

Electronic

Accession Number

CDTG003621

Shelf Location

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

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Educational leadership; High school principals; High school teachers; Interpersonal relations; Education; Secondary

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