Leadership Practices, Teachers' Morale, and Students' Performance in the Secondary Schools of Area III Division of Batangas

Abstract

INTRODUCTION

Leadership and governance are salient in school performance and achievement. More often than not it is a necessity to have a triangulation on leadership teacher's morale and students' performance to ensure productivity and excellence in the field of pedagogy. In this study, we concluded that there is a relationship between and among the leadership practices, teacher's morale and student's academic performance which is the heart and soul of the educative process.

METHODS

The research utilized a descriptive survey. Additionally, this research was a quantitative study. Quantifiable information was gathered and used for statistical inference of the responses through data analysis. One hundred sixty-seven respondents from six secondary schools in Area III Division of Batangas Province. This information was collected without manipulating the environment.

RESULTS

Based on the study it revealed that the leadership attribute most demonstrated by the principals is empowering while being visionary is the least demonstrated. Most of the secondary school teachers have moderate morale as measured by the Purdue Teacher Opinionnaire. Furthermore, two schools in the study showed average performance in the National Achievement Tests while the other four schools showed poor performance. There is a significant relationship between teachers' morale and the perceived ability of the principals to model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. And finally, teachers' morale as measured by the Purdue Teacher Opinionnaire had a significant relationship with the National Achievement Test scores.

DISCUSSIONS

The result incurred the need for the principals need to improve their abilities to envision the way for their teachers by asking for feedback, building consensus, defining philosophical leadership ideas, and discussing the future and direction of the School-Service training are strictly recommended for teachers. There should have a manifestation of the principals' best leadership practices and interventions to motivate the academic community to perform at high levels of expectations for all the school stakeholders. As a return of investment, students’ must be academic and non-academic performers within and outside the school border thereby ensuring transfer and practical application of learning is guaranteed. Studies of the same nature but in different disciplines and divisions may be conducted by other research enthusiasts.