Leadership Objectivity of Principals in Public Elementary in Victoria District Division of Laguna as Related to Teachers Discipline and Teaching Performance

Abstract

INTRODUCTION

This study entitled "Leadership Objectivity of the Principal as Related to Teachers Discipline and Teachers Performance" in Victoria District during the S.Y. 2016-2017. Descriptive method of research was utilized in this study. The sample of the study consisted of 80 elementary teachers and 8 principals in the public elementary schools during the 2016-2017 school year in Victoria District.

METHODS

Descriptive Method

RESULTS

The elementary teachers in Victoria District were 32 to 37 years old, graduated Baccalaureate with MA units, and occupying Teacher III positions. On the other hand, their principals were 41 to 45 years old, mostly female, master’s degree holder, and had served the institution for 11 to 15 years to 20 to 37 years.

DISCUSSIONS

The objectivity of principals was highly manifested through administrative leadership. This leadership behavior was highly established by the principal when coordinating with various job roles and responsibilities among themselves, their teachers and other school personnel. Elementary school teachers had the discipline for themselves and had a very good attitude and behavior towards work based on their responses. Yet, this was what they call passion in teaching. Teachers had high regard for learning that was why they had put the pupils’ development first as their priority. Teachers' educational attainment and age were statistically significant in influencing administrative leadership, student-centered learning climate, human resource, and professional development. However, none of the profile variables of the teacher were found to be significantly related with the instructional leadership of principal. Also, none of the profile variables of the principal were found to be significantly related with their level of objectivity. This means that their leadership and management as an administrator play a vital role in bringing success or failure in their respective stations. The objectivity of the principal was highly significant to teachers discipline as far as self-control, self-satisfaction, and self-motivation were concerned.