The Leadership Behaviors of The Public Elementary School Principals in The District of Cabuyao Cluster II and Its Relations to Their Teachers Performance

Abstract

INTRODUCTION

Leadership can be defined as a process by which one individual influence others towards the attainment of group and organizational goals. The study aimed to investigate the leadership behaviors of school principals and its relationship to the teachers' performance. It focused primarily on the following problems: How are the leadership behaviors of Public Elementary School Principals in the District ofCabuyao Cluster II as assessed by themselves and by their teachers in terms of their leadership behaviors and how are they related to their teachers' performance.

METHODS

This descriptive study investigated 233 teachers and five school principals from five schools in Cabuyao District Cluster II. Their perception of the school principals' leadership behavior was measured by the twelve subscales of the survey questionnaire such as Integration, Representation, Consideration, Initiating Structure, Persuasion, Predictive Accuracy, Production Emphasis, Reconciliation, Superior Orientation, Tolerance of Freedom, Tolerance of Uncertainty, and Role Assumption. A demographic profile is also asked to further determine the respondents' school status.

RESULTS

Results obtained from the survey questionnaire were displayed in tables with the twelve leadership behaviors as dependent variables with means of teachers and school principals' perceptions of the school principals' leadership behavior. The frequency and percent distributions were used in presenting the profile of the respondents; while concerning the manifestation of leadership behaviors of school administrators, the five-point Likert Scale and the simple mean were used; and to establish the relationship between leadership behaviors and teachers' performance based on CB-PAST, the Pearson product-moment correlation was used.

DISCUSSIONS

In all perceptions of twelve leadership behaviors tested, school principals tended to rate themselves higher than the teachers. All areas were rated differently, for school principals the twelve leadership behaviors were highly manifested whereas for teachers they were just manifested.

Recommendations for more school principals and teachers’ awareness seminar for them to totally understand their works and behaviors. It is also suggested to have further study using a larger population sample and different instruments to assess the areas in which principals and teachers to further prove the difference in their perceptions of school principals' leadership behaviors and so specific actions in these will be utilized.