Levels of Leadership Qualities and Performance of Public Elementary Teachers of Alabel Districts

Abstract

INTRODUCTION

Over the last decade, organizations and their leaders have experienced sweeping changes in the workplace, such as rapid technological advancements, increased globalization, shifting organizational structures, and dynamic career patterns. As the world of work continues to change at a rapid pace, organizations and their leaders must investigate alternative means of developing the knowledge, skills, and abilities needed by leaders to succeed in a dynamic environment.The real challenge facing most schools is no longer how to improve but more importantly, how to sustain improvement. Teachers play a very important role in molding and developing students into movers of society,they need to be aware of the relevance of their function as leaders in their teaching position and relate to areas that have a tremendous impact on the daily lives of student make a difference in the 21st century. This study looked into the relationship between the performance of teachers and the leadership qualities that they utilize. The researcher was intrinsically motivated to embark on this study since he is seeking ways to improve how his performance can become better.

METHODS

The explanatory Correlation research design was employed in this study since it would investigate the degree of association between two variables. The respondents of the study were the 170 teachers. Slovin's formula was used to get the final sample size of the respondents. The data gathering tools employed in this study were in the form of survey questionnaires. These were the questionnaire on the level of leadership qualities of teachers, and their level of performance based on their Individual Performance Commitment and Review rating. Weighted mean and Pearson's Product Moment Correlation Coefficient were the statistical tools employed to treat the data gathered.

RESULTS

1) The average mean on the level of leadership qualities of public elementary school teachers described as high which means that elementary public teachers have a high level of leadership qualities towards the discharge of their duties and responsibilities in their workplace and have high abilities to develop their leadership due to their behavior, actions, and skills. 2) The average mean on the level of performance of public elementary teachers based on their individual's performance commitment and review form described as very satisfactory which means that from one to five years of their teaching experience, their performances exceeded expectations and achieved all goals, objectives, and targets above establish standards. 3) The teacher with a high level of leadership qualities tends to have a better result in their individual's performance commitment and review rating. This means that a teacher should develop their utmost potentials based on their knowledge, skills, attitudes, and enhance their leadership qualities to perform better in the department towards achieving higher learning outcomes oftheir students.

DISCUSSIONS

The results demonstrate the need to propose advanced leadership training to improve more of their qualities of being the teachers. Encourage teachers to attend seminars, workshops, and team-building to capacitate his utmost potential and collaborate with their co-workers. Motivate teachers to pursue post graduate and graduate studies to level up their level of educational attainment and professional growth. Inspire teachers to participate in meetings and activities to be informed and oriented about the new rules and regulations of the department. Motivate teachers to capacitate their community involvement by active home visitations and active participation to the different community activities. The office/division/school should develop programs and interventions to address teachers who are in need of technical assistance like mentoring, coaching and integration of school-learning action cell (SLAC) every week. The department/division/school should monitor and evaluate the practice of using competency-based standards for assessing teacher performance, determining teacher development needs and priorities, selecting new teachers for hiring and promoting teachers.