The perceived impact of the DLSU Master of Arts and Master of Science Educational Management programs on the management skills of SPC school administrators

Date of Publication

1984

Document Type

Master's Thesis

Degree Name

Master of Science in Educational Management

Subject Categories

Educational Administration and Supervision

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Marikita Tirol

Defense Panel Chair

Belen De Jesus

Defense Panel Member

Irma Coronel
Dalisay Brawner

Abstract/Summary

This study attempted to find out the impact of the DLSU Master of Arts in Education major in Educational Management and Master of Science in Educational Management programs on the management skills of SPC school administrators as perceived by themselves and their superiors on the job. It further tried to verify whether there were significant differences in the degree of administrative knowledge and competence of the SPC school administrators who graduated from DLSU Management programs and those who did not. It also verified whether there were significant differences in perceptions between the graduates and their superiors on task relevance and competence in performing stated managerial tasks. The study employed the descriptive survey method by means of questionnaire: administrator's and evaluator's questionnaire. Both sets of questionnaire were made of two parts: Part A - inquiry of the administrator's and evaluator's personal data, Part B - contained the 54 specific managerial tasks, 22 on planning, 9 on organizing, 14 on directing and 9 on controlling functions. These sets of questionnaire were forwarded to all SPC school administrators in 42 Paulinian schools in the Philippines but out of the 67 masteral degree holders only 51 qualified for the study. Comparison of self-perception between management and non-management graduates and between MAEM and MSEM graduates were made on the degree of knowledge, task relevance and competence in performing stated tasks on planning, organizing, directing and controlling functions. Between the graduates and their superiors, only two out of the three were compared such as: task relevance and competence in performing stated managerial tasks.

The responses on Part A of the questionnaire were totalled under each heading and were quantified in percentage while the rest, weighted means and standard deviation were also computed. For Part B, weighted mean was used to get the self-perceptions of the school administrators and the same procedure was applied to get the perceptions of superiors. To test the hypotheses of this study, the service of the Statistical Assistance for Research (STAR) was sought. Considering the difference in age, administrative experience and unequal number of cell samples, multiple R squared was applied instead of ANCOVA to determine the significant difference in perceptions at .05 level of significance of the management and non-management graduate school administrators. And to find out the significant difference in perceptions between school administrators and superiors, T-test was computed at .05 level of significance. Generally, the SPC school administrators perceived themselves as average school administrators. The non-management graduates are not far behind the management graduates. And also, the MAEM graduates appear to be better than the MSEM graduates. Differences however are slight except knowledge on the planning function and competence on the controlling function wherein differences were significant in favor of the MAEM graduates. As a whole the superiors perceived the management graduates' task more relevant and that they are more competent in performing them. Comparing the MAEM and MSEM graduates in the light of the superiors' perceptions, MAEM graduates' tasks are more relevant and that they are more competent in performing them.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG01460

Shelf Location

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

Physical Description

191 leaves; 28 cm.

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