The Attribution of Principals' Administrative Skills and Leadership Styles to the Teachers' Performance in Private Elementary Schools in Lipa City

Abstract

INTRODUCTION

The success of any school to achieve its stated goals or objectives depends on the ability of the principal and his administrative skills and leadership styles. It is imperative that the principals learn and understand the importance of skills and styles that enhance positive performance in schools. High performance of teachers requires high performance of school principals. This study discussed on finding out the relationship of the level of performance of teachers to the administrative skills and leadership styles of the principals.

METHODS

The descriptive evaluative method of research was used in this study. The researcher designed a questionnaire as a major source of the data. The performance evaluation of teachers for School Year 2017-2018 was obtained through documentary analysis. The study was conducted among the 417 teachers from 30 private schools in Lipa City to formulate findings and recommendations to enhance the performance of principals and teachers in private elementary school in the Division of Lipa City. The data gathered were analyzed and interpreted through the most appropriate statistical procedures.

RESULTS

Principals who were good in planning, relational, management, and decision-making skills were found to be significant predictors of teachers' performance. The most influential were the management skills and decision-making skills while the principals' communication skills were not found to be significant predictors. Moreover, democratic, transactional and transformational leadership styles were significant predictors of teachers' performance. The most influential was the transactional leadership style while autocratic and laissez-faire leadership styles did not significantly influence the dependent variable scores.

DISCUSSIONS

The results showed that principals must sustain emphasis on administrative skills such as planning, relational, management, and decision-making skills, however, they must improve their communication practices. Furthermore, principals may imbibe a mixture of transactional, transformational and democratic leadership styles in order to enhance better teaching performance and the use of laissez-faire and autocratic leadership styles should be discouraged. Lastly, there is also a need for the principals to consistently monitor and give technical assistance to the teachers to be able to obtain high-performance ratings.