Fellow Feelings: Effects on Teachers' Performance

Abstract

Introduction

The success of the school as an organization in the realization of goals and objectives greatly depends on the favorable relationships that exist between teachers and their immediate superiors; and, between teachers and fellow teachers. Theories in educational management offer an understanding of teachers’ behavior through the superior-subordinate relationships, the consequence of which is deeply rooted in the management style and leadership of the principal and head in his exercise of authority and the quality of relationships that prevail among teachers.

Methods

The inputs of the study are teachers' assessment of the competence of their superiors and their interactions with fellow teachers. Other inputs are profile variables for correlation purposes which include teachers' age, gender, civil status, occupational rank, and several years in teaching. The checklist was used to gather data. Observations and interviews were used to validate the findings. Data underwent statistical treatment through the aid of the SPSS: frequency count, percentage distribution, weighted mean, analysis of variance, and the Pearson Product Moment of Correlation. Output is valuable information that will provide the superiors relative to their teachers' assessment of their competence. Results will provide essential information about the prevailing social and psychological atmosphere in the research locale in terms of the teachers' assessment of their fellow feelings of teachers.

Results

The majority of the teachers, 45 or 62.50 percent, are favorable in their assessment of their superiors' competence which suggests that the approaches, traits, and attributes of superiors are appreciated by the teachers. They are 39 or 54.16 percent among teachers, view their interactions with fellow teachers as favorable which gives the impression that rapport exists among teachers in their day-to-day relationships. The result implies, too, that dynamism in the dispensation of duties and responsibilities characterize the teachers and look at themselves as very professional.

Discussions

Superiors should endeavor to maintain and sustain their effectiveness, competence, proficiency, and capability in the performance of work, duties, and responsibilities as these will spell success in the school work of their teachers and help dignify further the teaching profession. Superiors must exert efforts to manifest constructive and positive professional competence to endear themselves to their teachers.