The Achievement Motivation and Empowerment among Public Secondary Administrators and their Schools' Performance

Abstract

INTRODUCTION

In the different crises that have arisen in our country, the poor quality of education has found the vice of criticism and it can be attributed to the problem on school performance. In our study, the researchers investigated on how school administrators exercise school empowerment to be more effective and efficient in the delivery of quality basic education as head of the educational institution to attain excellent school performance.

METHODS

Different methods and statistical treatment of data were used. Using the Slovin's formula, the researchers determined the total number of respondents used in this study with 5% level of significance. Two hundred twenty-four respondents in some schools answered different sets structured questions. Necessary data were gathered through quantitative analysis to answer the problem posted and to verify the truth about the hypotheses.

RESULTS

The responses were used to determine their perceptions on how the school administrators improve their school's performance. The findings revealed that the school administrators and teachers-respondents have significant difference on the achievement motivation and empowerment acts. The data showed that the school administrators have moderate empowerment and the teachers were strongly agreed on how their school administrators wielded the power and ability to influence others to improve the school's performance. In addition, there was no significant relationship between the school's performance and empowerment acts by the school administrators in some variables. The effectiveness of a school performance is largely dependent on the type of leadership the school administrator provides.

DISCUSSIONS

The results show that there is no significant relationship between the achievement motivation and empowerment acts by the school administrators. Based on the findings of the study, the school administrators need to improve teaching and learning process indirectly and most powerfully through their influences on staff motivation, commitment and work condition to have better results on school performance. Professional development opportunities outside the schools including conferences and workshops can enhance their strengths in motivating their teachers to do their tasks more effectively. The achievement motivation and empowerment acts bythe school administrators were the determining factors to improve the school's performance. Future researchers may explore and include other variables to strengthen the validity of this study.