Path Goal Leadership of School Principals: Input for Enhanced Teacher Development Program

Abstract

INTRODUCTION

This study assessed the path-goal leadership of school principals and its relation to teaching performance and stakeholders support with an output of Enhanced School Development Program. Specifically, it aimed to determine: path-goal leadership style of school principals, difference in the assessment of path-goal leadership among the three groups of respondents, level of teaching performance in terms of teaching-learning process, student outcomes, community involvement and professional growth and development, relationship between the path-goal leadership style of principals to the level of teaching performance, stakeholders' support provided by EBEIS , and relationship between the path-goal leadership style of the school principal and the level of stakeholders' support.

METHODS

The research was conducted at Cavite East unit, comprising of three big schools lead by Principal IV. To determine the Path-Goal leadership of principals and stakeholders' support, two survey questionnaires was developed. The path-goal leadership was utilized based on House and Mitchell's (1974) Path-Goal leadership while the stakeholders' support utilized a survey questionnaire based on the information from EBEIS. The level of teaching performance is by the use of IPCRF. The instrument was subjected to Cronbach Alpha using SPSS version 20.0. Frequency, percentage, mean, sd. Pearson correlation and ANOVA were used in the data analysis.

RESULTS

The study revealed that principals practiced the varied path-goal leadership styles most of the time, teaching performance is very satisfactory, there is no significant relationship between the path-goal leadership of principals to the level of teaching performance for some reasons that directions, communications, and information were done through channel, no significant difference was seen among the three types of respondents, teachers, parents and LGU representative on how they regard the leadership style of the principals, the level of stakeholders' support was more on attendance and volunteerism on different programs and projects of the school, there were no significant relationship seen between the path-goal leadership of principals and stakeholders' support.

DISCUSSIONS

It can be inferred that teachers and stakeholders were not affected by the path-goal leadership practiced by the school principals to such factors that directives, communication and information was done through channel. The study recommended for the adoption of the proposed school development program.