The faculty trust and the school climate among the stakeholders at Saint Jude Catholic School

Li Mei

Date of Publication

2013

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Educational Leadership and Management

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Jesus Miranda, Jr.

Defense Panel Chair

Roberto T. Borromeo

Defense Panel Member

Marikita, T. Evangelista
Roland Nino Agoncillo

Abstract/Summary

This study aimed at exploring the statistically significant relationship between the level of the faculty trust in principal, colleagues (co-teachers), parents, and student, and the school climate in terms of principal, teachers, parents, and students behavior as perceived by the randomly selected teachers at Saint Jude Catholic School (SJCS) in Metro Manila. To achieve this aim, a quantitative descriptive-correlation study was conducted. In order to investigate the correlation study, Faculty Trust Survey (or Omnibus T-Scale) (Tschannen-Moran & Hoy 2003), Organizational Climate Description Questionnaire for Secondary schools (OCDQ-RS) (Hoy, et al., (1991), Parental Involvement Questionnaire (Ho, 2007), and NASSP School Climate Survey (Olive, 2005) were randomly administered to 113 teachers at SJCS. To support the correlation study, a semi-structured and open-ended in-depth one-on-one interview was conducted to 30 teachers at SJCS. The results revealed that in general the level of the faculty trust in principal, colleagues (co-teachers), parents, and students is positively related to the school climate in terms of principal, colleagues, parents, and students behavior. Peculiarly, the level of faculty trust in principal, teachers, parents, and students is positively related to principal supportive, teacher engaged, intimate, parental involvement, parental involvement in terms of parenting, communicating, and community collaboration, teacher-student relationships, the student academic orientation, the student behavioral values in self-discipline and tolerance, and the student-peer relationships behavior respectively. However, the level of faculty trust in principal is negatively related to principal directive behavior. Based on the general findings of this study, recommendations for future investigations are forwarded.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG005525

Shelf Location

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

Physical Description

leaves ; 4 3/4 in.

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