BIBLIOGRAPHY
BACDAYAN, FELIPE D. Summer 2006. Assessment of Organizational
Effectiveness of Schools in Buguias District, Benguet. Benguet State
University, La Trinidad, Benguet.
Adviser: Dominador S. Garin, Ph.D.
ABSTRACT
This study determined the socio-economic profile of the respondents, the
level of the organizational effectiveness, and the relationship between some
selected variables and organizational effectiveness.

Findings show that a great majority of the respondents are females, adults
with a mean age of 42.58 years and married. They have been in the government
service for not less than 20 years, have earned MA/ MS units, have a monthly
salary of at least Ph 10,000.

Perceived to be highly effective in schools are textbooks and references;
moderately effective are finance, classrooms, library collections, learning centers,
playgrounds, teaching manuals, and audio-visual aids; less effective are audio-
visual rooms, newspapers and magazines, cassette tape recorders, televisions,
overhear projectors, and slide projectors; and not effective is multi-media
projector. The attitudes of teachers and administrators are deemed to be highly
effective towards goals, needs, and beliefs---with the leading goals as having a

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one-man role in planning goals and activities of the schools; the leading need as
giving rewards and appreciations for a job well done; and the leading belief is that
ability can be improved with hard work and added knowledge and skills. On the
other hand, their attitudes towards integrated services are deemed to be
moderately effective---with the leading service concerning learning as observing
academic time and support teachers in making students learn; and the leading
service concerning approaches to problem-solving and decision-making is making
discussion and inquiry common and accepted practice in the school. Finally, their
attitude towards ways of leading and managing are perceived to be moderately
effective, with the leading way as working together to articulate as shared purpose
and educational vision focused on learning.
On quantity and quality of products, the leading deemed highly effective
are lesson plans, students’ learning and students’ promotion and moderately
effective are equipment or instruction materials and tools from the Department of
Education and supply materials from politicians.
On quantity and quality of services, perceived to be highly effective are
instruction, remedial teaching, art and music program, and teacher-parent
meetings; moderately effective are transportation, medical/ dental, library, and
feeding canteen; and less effective is housing/ dormitory/ cottages.
Deemed highly effective are school funds under utilization of resources
and classrooms/ chairs// tables for both utilization of resources and efficiency of
ii

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users; and moderately effective are benefits, supply and equipment, technological
resources, library, medical/ dental and canteen.
Based on extent and level of flexibility and adaptability to change, deemed
highly effective is methods/ technique; moderately effective are equipment,
assignment, curriculum and coping with emergencies and disruption. Highly
effective under extent are moderately effective under flexibility and adaptability
to change is routine.
Highly effective on student performance are acquisition of knowledge and
skill; development of correct habits, attitudes and values; effectiveness of patriotic
citizen, socially responsive, oriented towards economic productivity; develop
creativity and innovativeness; and passing competitive examinations. Student
performance moderately relates to dropout from schools.
Moderately affecting job dissatisfaction are low salaries and many
responsibility loads; and job satisfaction are pleasant dealings, a job well done is
recognized and rewarded, and there is no favoritism.

Negatively and significantly relating to students performance is age; and
to educational leadership and executive ability of administrators is educational
attainment. Under school resources, fiscal resources positively significantly relate
to quantity of students’ performance and educational leadership and executive
ability of administrators; instructional resources to quantity of students’
performance, quality of students’ performance, skill of teacher, supervisory
iii

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competence of administrators, educational leadership and executive ability of
administrators, and professional and social qualities of administrators.

All the socio-economic variables do not significantly relate to job
satisfaction and job dissatisfaction. Under school resources fiscal resources
negatively and significantly relate to job dissatisfaction and physical resources to
job dissatisfaction. Instructional resources positively and significantly relate to
job satisfaction. Most of the variables under attitudinal variables of teachers and
administrators are significantly related to job satisfaction. Under integrated
services, those concerning learning negatively and significantly relate to job
dissatisfaction.

Markedly correlating are production variables and student performance,
services variables and quality of students’ performance, flexibility/ adaptability
and quality of students’ performance, and teachers’ performance and supervisory
competence of teachers. Production significantly relates to professional and
personal characteristics of teachers; level of services to quantity of students’
performance; utilization of resources to quantity of students’ performance;
educational leadership to executive ability of administrators; flexibility/
adaptability to change; and educational leadership to executive ability. Almost all
the variables on production, services, utilization of resources, flexibility/
adaptability to change significantly relate to job satisfaction but not significantly
relate to job dissatisfaction.
iv

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TABLE OF CONTENTS
Page
Bibliography



. . . . . . . i
Abstract


.
. . . . . . . .



i
Table
of
Contents


.
. . . . . . . v
INTRODUCTION
Background of the Study .
.
.
.
.
.
1
Statement of the Problem .
.
.
.
.
.
3
Objectives of the Study .
.
.
.
.
.
3
Importance of the Study .
.
.
.
.
.
5
Scope and Delimitation of the Study . .
.
.
.
6

REVIEW OF RELATED LITERATURE
Organizational Effectiveness of School .
.
.
.
7
Concept of Organization as a system . .
.
.
.
12
Natural System (An Organic Model ) . .
.
.
.
15
Open System ( An Integration ) .
.
.
.
.
17
Social
System


.
. . . . . . . 19
Key Elements of the School . .
.
.
.
.
21
Concepts of Managements . .
.
.
.
.
22
Leadership as an Administrative and
Supervisory
Function


. . . . . 31

Leadership
Effectiveness


.
. . . . . 37
v

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Cooperative School Administration and
Supervision


.
. . . . . . 38
Conceptual
Framework


. . . . . . 38
Definition
of
Terms


.
. . . . . . 48
Hypothesis of the Study .
.
.
.
.
.
51

METHODOLOGY
Locale and Time of the Study .
.
.
.
.
53
Respondents


.
. . . . . . . 53
Instrumentation


.
. . . . . . 56
Sampling
Technique


.
. . . . . . 56
Statistical
Analysis


.
. . . . . . 57

RESULTS AND DISCUSSION
Socio-Economic
Profile

. . . . . . 59
Level of Organizational Effectiveness .
.
.
.
64
Availability of School Resources
.
.
.
.
64
Attitudinal Variables of Teachers and Administrators .
.
66
Level of Production and Quality of Products . .
.
.
75
Extent of Quantity and Quality of Services . .
.
.
77
Extent of Utilization of Resources and Efficiency
of Users .
.
.
.
.
.
. 80
Extent and Level of Flexibility and Adaptability
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to
Change


.
. . . . . . 84
Job Performance

Rating of Students’ Performance .
.
.
88


Rating of Teachers’ Performance .
.
.
90


Rating of Administrators’ Performance
.
.
93

Job Satisfaction and Job Dissatisfaction
.
.
.
95

Socio-economic Profile and Performance
.
.
.
99


School Resources and Performance .
.
.
102



Attitudinal Variables of Teachers/ Administrators .
104

Socio-economic Profile and Job Satisfaction


and Job Dissatisfaction
.
.
.
.
107
School Resources and Job Satisfaction


and Job Dissatisfaction
.
.
.
.
107

Attitudinal Variables of Teachers/ Administrators and Job
Satisfaction
and
Job
Dissatisfaction

. . . 111
Products, Services, Utilization of Resources,
Flexibility/ Adaptability to Change and Performance
113
Products, Services, Utilization of Resources,
Flexibility/ Adaptability to Change and Job Satisfaction
and
Job
Dissatisfaction

. . . . 116

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
of
Findings
. . . . . . 120
vii

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Conclusions


. . . . . . . 124
Recommendations
. . . . . . 125

LITERATURE
CITED
. . . . . . 129

APPENDICES

Questionnaires for Teachers and Administrators
.
.
132

BIOGRAPHICAL
SKETCH
. . . . . . 146


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1
INTRODUCTION

Background of the Study

Any individual or group endeavor may bring about either growth,
stagnation or retardation. Human endeavor is geared towards the satisfaction of
the human needs that may be physiological, safety, belongingness, esteem or self
–actualization (Maslow’s hierarchy of needs theory). Nevertheless, not all human
endeavors have equal success in the satisfaction of the human needs. In other
words, there exist various problems due to the non-satisfaction of human needs.

From a psychologist’s standpoint the problem about crimes and
immorality of different sorts is due to the non-satisfaction of human needs. An
observable widespread problem is the degeneration of human values. Reynolds
and Teddie (1983) quoted:
There is now a widespread assumption internationally that
schools affect children’s development, that there are observable
regularities in the school that all value and the task of educational
policies is to improve schools.


Education is certainly not devoid of effectiveness and quality indicators.
Educators and the public acknowledge that different schools achieve different
levels of success. The Nation at Risk Report (1983) crystallized the performance
problems of schools in the minds of Americans, especially business officials and
policy makers. The public came to the clear recognition that the world economy
had become intensely competitive, interdependent and linkage driven, that
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academic achievement levels in America’s schools were not competitive
internationally.

Similarly, the Congressional Commission on Education reported a decline
on the quality of education in the country. In line with this, the Commission on
Education recommended the upgrading of the quality of teachers, and
administrators (Alonto, 1992, as cited by Landacan (2001). Evidently, the
Philippines have the problem of unemployment. Jobs become scarce not because
of the lack of job, but because of non-qualified and unskilled graduates fitted to
existing jobs in factories and industries in the country.

Presently, the common problem of any student, with a bachelor’s degree
or with a secondary or elementary diploma is not passing an examination such as
professional examination for licensure, admission test to any institution of higher
learning, or examination for a scholarship grant. Relative to the performance of a
student is the organizational effectiveness of the school that he has attended.

The development of each pupil to his/her fullest should be the coherent
endeavor of the educational system. Thus, college teachers should not put the
blame on students’ academic weaknesses on the secondary level of education,
which is deemed as the weakest link in Philippine education.

The pronouncement of the commission some years ago that the secondary
level was the weakest link to Philippines Education is somewhat not rational.
Secondary mentors complain of non-readers and easy-go-lucky elementary
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graduates who could not cope with high school works and who somehow graduate
because of mass promotion. Otherwise, it becomes a minus factor for the teacher.
The process may become a chain reaction in the secondary school because of the
present system of rating teachers.
In this study, the researcher delved on finding criteria for integrated
organizational effectiveness of schools.

Statement of the Problem

This study is focused on the determinants of an integrated organizational
effectiveness of schools in Buguias, Benguet. Specifically, the researcher
attempted to find answers to the following questions:
1. What are the socio-economic profiles of the respondents?
2. What is the perceived level of organizational effectiveness?
3. What is the relationship between some selected variables and level of
organizational effectiveness?

Objectives of the Study

Generally the study aimed to determine integrated criteria of
organizational effectiveness.

Specifically, the objectives of the study are:
1. To find out the socio-economic profile of teachers and administrators as
leaders of the school organization.
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2. To determine the level of organizational effectiveness on:
a. Availability of school resources
b. Identified attitudinal variables of teachers and administrators.
c. Level of production and quality of products.
d. Extent of effectiveness of service.
e. Extent of utilization of resources and efficiency of users.
f. Extent and level of flexibility and adaptability to change.
g. Job performance.
h. Job satisfaction.
3. To determine the relationship between variables on level of
organizational effectiveness between:
a. Socio-economic profiles and job performance.
b. School resources and job performance
c. Attitudinal variables of teachers/administrators and job performance
d. Socio-economic profiles and job satisfaction and job dissatisfaction
e. School resources and job satisfaction and job dissatisfaction
f. Attitudinal variables of teachers/administrators and job satisfaction
and job dissatisfaction
g. Production, services, utilization of resources, flexibility/adaptability
and job performance.
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h. Production, services, utilization of resources, flexibility/adaptability and
job satisfaction and job dissatisfaction

Importance of the Study

The study could be useful to any school official who is inclined to change
as time changes and who is for continuous development. The result of the study
might be of interest to school stakeholders most specifically to school
administrators. For school administrators, the result might give them an insights
into some aspects of administration and supervision that are important but are not
being utilized to the maximum/ or have been abused. The relevant information
and the updates on the organizational effectiveness extracted by the study could
be useful means in raising school organizational effectiveness.
Further, school administrators can use the result of this study in planning,
organizing, leadership, and control in their respective school organization.

The ideas derived from the results of this study could provide relevant
information to research, and science in coming up with alternative criteria for
determining school organizational effectiveness. Finally, sound criteria on
organizational effectiveness suited to the conditions and culture of the schools in
the district could be developed based on the findings of this study.





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Scope and Delimitation of the Study

The study was delimited to the assessment of organizational effectiveness
of schools in the district of Buguias using the criteria along quantity, quality and
flexibility-adaptability; the factors contributing to the organizational effectiveness
along school resources, attitudes of teachers/administrators; the effect of
organizational effectiveness on job performance, and job satisfaction.

Geographically, the scope of the study involve the different elementary
schools, the national high schools, and BSU-BC of Buguias District. The
respondents were delimited to school principals, head teachers, and teachers-in-
charge and the teachers.





















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REVIEW OF LITERATURE


Organizational Effectiveness of Schools


Without a theoretical guide, it is meaningless to claim that one school is
more effective than another, to say that a given indicator is a measure of
effectiveness, or to design ways to enhance school effectiveness. The goal model
and the system resource model are two theoretical guides for making these
judgment and for taking the action necessary to work toward school effectiveness.

The goal model organizational effectiveness has been defined in terms of
the degree of attainment. Organizational goals are simply the desired states that
the organization is trying to attain. In a goal model, a school is effective if the
outcome of the activities are meet or the goals are exceeded.

Assumptions of the goal model organizational effectiveness includes the
following (Campbell, 1977; Scott, 1992): a rational group of decision makers sets
the goals; the numbers of goals are few enough to be administered; the goals are
clearly defined and understood by participants; and the goals supply the criteria
for evaluating effectiveness.
The system resource model defines effectiveness as the organization’s
ability to secure an advantageous bargaining in its environment and to capitalize
on the position to acquire scarce and valued resources (Yuchman and Seashore,
1967). The system resource model directs attention towards the more general
capacity of the organization to procure assets. It emphasizes the continuous,
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never ending process of exchange and competition for scarce and valued
resources. Accordingly, the most effective schools sustain growth or minimize
decline by advantageous bargaining with parents, students, and legislators.
The system resource model contains several implicit assumptions
(Yuchman and Seashore, 1967; Campbell, 1977; Goodman and Pennings, 1977),
as follows: the organization is an open system that exploits the external
environment; harmony with in the system improves performance; organizations
compete for scarce resources; and an organization of any size faces such complex
demands that defining small number of meaningful goals may be impossible.
An integrated model addresses three important characteristics: time,
multiple constituencies, and multiple criteria.
Time. The time dimension in a model of organizational effectiveness can
be conceptualized with a continuum of success ranging from the short to long
term. For schools, representative indicators of short term effectiveness include000
student scores on achievement test, faculty morale, and job satisfaction. Criteria
for intermediate success encompass adaptability of the school organization and
instructional programs, career advancement of educators, and success of the
former students. From the system resource framework, the ultimate long-term
criterion is survival of the organization.
Another influence of time is that criteria for organizational effectiveness
do not remain constant. In sum, performance that is effective today is likely to be
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ineffective tomorrow as preference and constraints change (Cameron, 1984).
Therefore, the goal of the effective school is, continually, to become effective
rather than be effective (Zammuto, 1982). Hence, when discussing school
effectiveness, the dimension of time is an essential component.
Multiple constituencies. A constituency is a group of individuals within or
outside who hold similar preferences or interest about the activities and outcomes
of an organization (Cameron, 1978; Tsui, 1990). Effectiveness criteria always
reflect the values and biases of multiple constituencies or stakeholders.
The relativistic approach (Keeley, 1984) assumes that multiple statements
about organizational effectiveness are not only possible but also necessary
because stakeholders in and around the schools require different kinds of
effectiveness measure. No single effectiveness indicator, or a simple, general list,
will suffice, and power and politics effect both definition and measurement of
effectiveness (Kanter and Brinkerhoff, 1981).
Multiple Criteria. A basic assumption is that organizational effectiveness
is a many-faceted concept that must include multiple criteria. Effectiveness
indicators can be derived for each phase of open-system cycle inputs (human and
financial resources), transformations (internal processes and structures), and
outputs (performance outcomes).

financial resources), transformations (internal processes and structures),
and outputs (perform
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INPUTS
THROUGHPUTS

(Transformation)
OUTCOMES

EFFECTIVENESS CRITERIA
EFFECTIVENESS CRITERIA
EFFECTIVENESS CRITERIA



• Fiscal resources
• Harmony and vision
• Achievement
•
•
Physical facilities
• Climate health
Student learning
• Job satisfaction
• Student readiness
• Motivation levels
• Absentee level
• Teacher
• School and
• Drop out rate
capabilities
classroom
• Performance Quality
-Technology
• Organization

resources
•

Curriculum quality
•

Parent support
• Instructional quality

•

Policies and
• Learning time

standards
• Leadership quality




Added Perspectives
Added Perspectives
Added Perspectives



Time
Time
Time

Constituencies
Constituencies
Constituencies






Figure 1. Integrated model of organizational effectiveness


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Performance outcomes. Performance constituted the quality of the
school’s services and products for students, educators, and other constituents and
the quality of each output. These are the effects of the organization on the level of
organizational effectiveness. Examples of outcome indicators are academic
achievement, job satisfaction, teacher and student attitudes, students dropout
rates, teacher absenteeism levels, employee commitment to the organization, and
society’s perceptions of school effectiveness. Scott (1992) observed that outcomes
are frequently considered quintessential criteria of effectiveness.

Structure and process criteria. These are the quantity, quality, and
harmony of the internal processes and structures that transform the inputs to
outcome. System harmony among the internal elements is a key in acquiring
external resources and transforming the resources to performance outcomes.
Performance outcomes reflect effects; transformation resonates (Scott, 1992;
Cameron and Whetten, 1996). Examples of structural criteria include congruence
among the organizational, individual, cultural, and political systems. Process
criteria include the health of the interpersonal climate, motivation levels of
students and teachers, teacher and administrator leadership, and quality of
teaching, use of instructional technology, and personnel evaluations. These
throughput criteria are directly related to performance outcomes. Thus, schools
characterized by positive internal criteria should produce high performance
outcomes (Ostroff and Schmitt, 1993).
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Input
criteria.
Input criteria are the schools beginning capacity and
potential or effective performance. These include all environmental constraints
such as state and local educational policies and standards, organizational features,
or participant characteristics understood to influence organizational effectiveness
(Scott, 1992). Examples of input criteria are wealth of the school district, abilities
of students, capabilities of the faculty and administration, parental support,
number of volumes in the library, quality and quantity of instructional technology,
and conditions of the physical facilities.

Concept of an Organization as a System

According to Scott (1998) there are three competing contemporary
organizational systems which Scott called as them the rational –systems, natural
systems and open-system perspectives. These organizational views are relatively
distinct, yet they are partly overlapping, partly complementary, as well as
conflicting.
Rational
system (a machine model) perspective views organization as a
formal instrument designed to achieve specific organizational goals. Rationality is
the extent to which a set of actions is organized and implemented to achieve
predetermined goals with maximum efficiency (Scott, 1992). Behavior in
organization is then as purposeful , disciplined, and rational. The concerns and
concept of rational systems theorists are conveyed by such terms as efficiency,
“optimization”, “rationality”, and “design.” Furthermore, emphasis is placed
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upon the limitations of individual decision makers in the context of organizations,
hence, the notion of opportunities, constraints formal authority, rules and
regulations, compliance, and coordination represent key elements of rationality.

Contemporary rational systems (a structural view). Contemporary rational
system theorists stress goal specificity and formalization as the elements that
make important contributions to the rationality and efficiency of the organizations
(Scott, 1998). Goals are the desired ends that guides organizational behavior.
Specific goals direct decision making influence the formal structure, specify the
tasks, guide the allocation resources, and govern design decision. Formalization,
or the level of rules and job codification, produces standardizations and
regulations of work performance. Rules are developed that precisely and
explicitly govern behavior; jobs are carefully defined in terms of acceptable
behavior; role relations are defined independently of personal attributes of
incumbents; and the work flows itself and is clearly specified. Formalization of
the organization means to make behavior predicable by standardizing and
regularizing it.

Formalization also contributes to the rational functioning of the
organization in a number of ways (Scott, 1992). It makes visible the structure of
the organizational relationships; thus, managers, to improve performance, can
modify formal structure. Management by objective (MBO), planning,
programming, and budgeting system (PPBS), strategic planning, and performance
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evaluation and review techniques (PERT) are technical tools used by managers to
facilitate rational decision making. Formal structure also promotes discipline, and
decision making based on facts rather than on emotional ties and feelings; in fact,
formalization reduces to some extent both positive and negative feelings that
members have toward each other. Merton (1957) observed that formality
facilitates the interaction of the occupants of offices despite their (possibly
hostile) private attitudes towards one another. Wolin (1960) noted that
organization, by simplifying and reutilizing procedures, eliminates the need for
surpassing talents---talents that average human being can do or maybe capable of.

The rational-systems model has the following set of concepts and
propositions:
1. Goals: Organizations exist primarily to accomplish their goals.
2. Division of labor: Subdividing any operation into its basic components
to ensure workers’ performance can attain efficiency.
3. Specialization: Specialization produces higher level of expertise and
performance.
4. Standardization: Breaking tasks into component parts allows for
routinized performance.
5. Formalization: Standard operating procedures can be modified in a
systems of rules and regulations.
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6. Hierarchy: To coordinate and control the organization, decision making
is centralized in a hierarchy of authority, with responsibility flowing from top to
bottom and providing unity of command.
7. Span of control: Control and coordination are possible only if each
superior at any level has a limited number of subordinates to supervise; scientific
managers argued for a narrow span of control.
8. Exception principles: Subordinates handle all routine matters, but
superiors must deal with all exceptional situations that are not covered by the
existing rules.
9. Coordination: Administrative control is essential for effective
organizational functioning.
10. Formal organization: Organizations can be designed and structured to
be efficient and effective; the official blueprint of the organization is critical.

Natural System (an Organic Model)

The natural system perspective provides another view of organization that
stands in contrast to the rational systems perspective. Contemporary natural
systems (human resources view) advocates viewing organizations as primary
social groups trying to adopt and survive in their particular situation. Natural
system analysts generally agree that goal specificity and formalization are
characteristics of organizations.
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The natural systems view focuses on similarities among social groups.
Thus, organizations, like all social groups, are driven primarily by the basic goal
of survival not by specifically devised goal of particular institutions. Survival,
then, is the overriding goal. Formal organizations are viewed not primarily as
means for achieving specific ends but as vehicles for individual to satisfy their
human needs. People are valuable human resources for the organization. The
natural systems perspective emphasizes the informal organization rather than the
formal, people rather than structure, and human needs rather than organizational
demands. Individuals in organizations are never simply hired hands but bring
along with them their head and hearts. They enter the organization with their own
needs, beliefs, values, and motivations. They interact with others and generate
informal norms, statues structures, power relations, communication networks, and
working arrangements (Scott, 1992).

The natural systems model has the following set of concepts and
propositions:
1. Survival: Organizations are more than instruments to achieve goals;
they are primarily social groups attempting to adopt and survive in their
particular situation.
2. Individuals: People are more important than the structure.
3. Needs: Individual needs are the primary motivators of organizational
performance; organizations are mechanisms for fulfilling human needs.
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4. Specialization: Extreme specialization produces boredom, frustration,
and reduces efficiency.
5. Formalization: Extreme formalization produces rigidity and fixation on
the rules; individuals are active human beings, not passive cogs in a machine.
6. Informal norms: Unofficial expectations and operating procedures are
often more important in performance than formal expectations.
7. Hierarchy: Top down administration is dysfunctional because it neglects
the talent of the rank and file; participative management is more effective.
8. Span of control: A narrow span of control is not a prerequisite to
effective supervision; in fact, it can be dysfunctional because it encourages
autocratic supervision.
9. Communication: The informal network of communication is more
efficient and open than the formal.
10. Formal organization: Informal structures are more important than
formal ones just as informal leaders of an organization protect themselves against
arbitrary management decisions by responding as members of an informal work
group not simply as individuals.

Open System (An Integration)


The open system perspective was a reaction to the unrealistic assumption
that organizational behavior could be isolated from external forces, competition,
resources, and political pressures from the environment affecting the internal
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working of organizations. The open-system model views organizations as being
influenced by environment and being transformed to produce output. Schools are
social systems that take resources such as labor, student, and money from the
environment and subject these outputs to an educational transformation process to
produce literate and educated students and graduates.

Bernard (1940) summarized some important factors; under structural
concept are the individual, the cooperative systems, the formal organization, the
complex formal organization, and the informal organization; and under dynamic
concept are free will, cooperation, communication, authority, the decision
process, and dynamic equilibrium.

Organizations are complex and dynamic. They have formal structures to
achieve specified goals, but are composed of people who have their own
idiosyncratic needs, interest, and beliefs that often conflict with organizational
expectation. Thus, organizations have planned and unplanned features, rational
and irrational characteristics, and formal and informal structures.

Schools are often systems confronted with both rational and natural
constraints that change as the environmental forces change; to neglect either the
rational or the natural elements is shortsighted. The key properties of an open
system are concerned with both structure and process. It is a dynamic system
with both stability and flexibility, with both tight and loose structural
relationships. The organization as an arrangement of rules and relationship is not
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static. To survive, the organization must adopt and to adopt, it must change. The
interdependence between the organization and its environment is critical. The
open system model stresses the reciprocal ties that bind and interrelate the
organization with those elements that surround and penetrate it. An open system
is a set of interacting elements that acquire inputs from the outside, transform
them, and produce outputs for the environment. People, raw materials,
information, and money are the typical inputs for organizations. Outputs are
usually products and services, but they may include employee job satisfaction and
other by-products of the transformation process. Classrooms, books, computer,
instructional material, teachers, and students are critical inputs for schools.
Ideally, students are transformed by the school system into educated graduates,
who then contribute to the broader environment or society.

Social-system Model

The school is a system of social interaction; it is an organized whole
comprising interacting personalities bound together in an organic relationship
(Waller, 1932). As a social system, the school is characterized by an
interdependence of parts, a clearly defined population, differentiation from its
environment, a complex network of social relationships, and a unique culture.

Several implicit assumptions about social systems from the literature,
primarily that of Scott (1992;1998) are as follows:
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1. They are open systems. Schools are affected by values of the
community, by politics, and by history. In brief, community and societal forces
affect them.
1. They are peopled. People act on the basis of their needs as well as their
roles and statuses. In schools, people perform the role of administrator, teacher,
student, custodian, and so forth.
3. Social systems consist of interdependent parts, characteristics and
activities that contribute to and receive from the whole. When one part is affected,
a ripple goes through the social system. A change in curriculum affects not only
the principal but also the teachers and students.
4. They are goal oriented, often have multiple goals. The central goal of
any school system is the preparation of the students for adult roles.
5. They are structural. Different components are needed to perform
specific functional and allocate resources. School systems are bureaucratic; they
have division of labor, specialization, and hierarchy.
6. They are normative. Formal rules and regulations are well as informal
norms prescribe appropriate behavior. Expectations are well known by all
participants.
7. They are sanction bearing. The norms for behaviors are enforced with
rewards and punishments. Formal mechanisms include: expulsion, suspension,
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termination, tenure, and promotion. Informal sanctions, include the use of
sarcasm, ostracism and ridicule.
8. They are political Power relations inevitably enter into social relations.
9. They have instinctive cultures or a dominant set of shared values.
10. They are conceptual and relative. The social systems construct is a
general one that applies to social organization regardless of size.
11. All formal organizations are social systems. But all social systems are
not formal organizations.

Key Elements of the School

The school social system as a formal organization has the following
elements: structure, individual, culture, and politics. Behavior in formal
organizations is influenced not only by structure and individual elements but also
by cultural and political elements. Structure is defined in terms of formal
bureaucratic expectations, which are designed and organized to fulfill the goals of
the organization.
The individual is viewed in terms of the needs, goals, beliefs, and
cognitive understandings of work roles; the individual provides the energy and
capacity to achieve the organization’s goals. Culture is the shared work
orientations of participants; it gives the organization special identity. Politics is
the system of informal power relations that emerges to resist other systems. Thus,
the school, being are constrained by important forces from both the technical core
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and the environment, becomes an open system. Finally, formal organizations as
social system must solve the basic problems of adaptation, goal achievement,
integration, and latency if they are to survive and prosper.
Structure. Bureaucratic roles are defined by sets of expectations, which
are combined into positions, and offices in the organization. In schools, the
positions of principal, teacher, and students are critical ones and each is defined in
terms of a set of expectations. The bureaucratic expectations specify the
appropriate behavior for a specific role or position. A teacher, for instance, has the
obligation to plan learning experiences for students and has the duty to engage
students in a pedagogically effective manner. Bureaucratic roles and expectations
are the official blueprints for action, the organizational givens of the office.

Concept on Management

Fayol (1925) was one of the first to specify the managerial tasks of
leaders. He identified management as being composed of five elements:
1. Forecasting and planning, a core activity, which provides the means for
better securing the future of the organization. Planning not only involves making
use of information in order to forecast, but equally to integrate the sub-objectives
of each part of the organization, by building sufficient flexibility into the plan to
cope with external market changes. Fayol held the view that the disruptive impact
to change could be minimized by accurate forecasting.
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2. Organizing the enterprise to achieve its task by paying attention to
rafting appropriate structure and forecasting resources and people to fulfill the
goals of the plan, he argued, are central concepts. Structure is viewed as
fundamental to organizing as plans need to be accurately prepared and
appropriately discharged. Plans are implemented through unity of command,
which involves clear definitions of responsibilities and rules, and precision in
decision making.
3. Commanding involves the manager attaining the best possible
performance from staff and subordinates. Some of the ways identified by Fayol
are: leadership through example; through in-depth knowledge of the employees in
the organization; and through being comfortably in touch with the staff and
managers below.
4. Coordination refers to the process of bringing and binding together
those “not– so-easy” to harmonize activities in the organization. Fayol argued that
providing clear direction and consistency to the work of departments needs\\ to be
coupled with the coordination of interdepartmental activities.
5. Control, is that aspect of organizational functioning which checks that
the other four elements are performed as ascribed. Fayol used terms like
“conformity” and “command” to describe the need to control the various parts of
the organization to achieve the goals that have been set.
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Fayol outlined 14 principles that he believed were necessary to consider in
applying the above five elements of management. These included division of
work, managing ambiguity, disciplined unity of command, unity of direction,
subordination of interests to the greater whole, enumeration,
centralization/decentralization of structure, order, equity, maintenance of tenure
of employees, clear structural configuration of the organization, the
encouragement of initiative, and interestingly, “esprit de corps.” Through a
meaningful esprit de corps, individuals would be encouraged to co-ordinate, use
each other’s effort and abilities, thereby reducing the likelihood that divisions and
suspicions, would disrupt work effort and the harmony between people.
Bernard (1961) evaluated the nature of executive work. Executive work is
recognized as that of managing the organization in three ways:
1. Enhancing organizational communication. Communication is identified
as consisting of two elements. The first is that of identifying the structure of the
organization and people’s position in that structure. Well-drafted organization
charts, job descriptions and dotted line relationship is crucial to the effective
running of an organization. The second involves the daily tasks and activities of
communication within the organization. Communication is viewed as running
meetings, delivering presentations, and generally day-to-day interacting with
lower level management and staff.
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2. Getting the best out of people involves two aspects: helping to engender
cooperative relationships with people and , from a base of positive relationships,
eliciting their services on behalf of the organization. Such a process would be
achieved by paying attention to issues of morale and by initiating schemes of
incentives, effective management and supervision, and training.
3. Formulation of purpose and objectives refer to the allocation of
responsibility so as to mobilize the organization through clear accountabilities, a
task which distinctly lies within the executive. Bernard emphasized that paying
constant attention to the motivation of people is essential in order to grow and
maintain cohesive organic whole.
Follet, (1933) offered four fundamental principles of organization.
1. There is direct coordination, emphasizing the need for the leader and
managers in the organization to be in direct contact with the staff, irrespective of
the leaders’ managers position in the organization. Therefore, “horizontal”
communication is as important an issue to address as vertical lines of authority
and control.
2. There is early co-ordination, highlighting that people in the
organization should be involved in the process of formulating and applying
policy, strategy and operational activities, and not just be informed afterwards.
Participation increases motivation and morale of staff.
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3. There is reciprocal coordination, meaning that for coordination to
work, the quality of interrelationship between key individuals in the organization
should be given particular attention, so as to enhance the process and improve the
willingness to discuss and to enter into dialogue.
4. There is continuous coordination, emphasizing that making of decision
is likely to be inadequate unless supported by a process of trying to knot people in
the organization together to coordinate their activities, and for them to cooperate
towards the accomplishment of organizational goals.
Vroom and Yetton(1973) considered three primary decisive styles which
managers repeatedly utilized, namely, authoritative, consultative and
participative.

1. Authoritative. The manager singularly addresses the issues at hand,
solves the problems, or makes decision, which may or may not reflect the
subordinate group’s standpoint.

2. Consultative. The manager shares addressing the issues at hand with
the subordinate group, and then makes a decision, which may or may not reflect
the subordinate group’s standpoint.

3. Participative. The manager shares addressing the issues at hand with
the subordinate group and jointly they generate alternatives, evaluate these
options and thereby work towards reaching an agreement on the way forward.
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According to Vroom and Yetton, managers weigh up all the factors
through assessing the quality of the information they have available to them,
assessing the degree of acceptance of the decision by subordinates, and evaluating
the degree of commitment of subordinates to implement the decision, Hence, if it
is preferable and acceptable that a manager makes a decision on his/her own, it
should be so. If, however, the manager requires further information, and if
people’s involvement is necessary for decision acceptance and effective
implementation, then the manager should adopt a more consultative or
participative approach.

Mintzberg (1983) described ten contrasting role-related behaviors which
managers adopt under three headings: interpersonal role, information role, and
decisional role. The interpersonal role comprises three aspects: figurehead, leader,
and liaison. The figure head aspect is the symbolic part of the role, whereby the
leader represents the organization, or area for which he/she is accountable. The
leader aspect involves the use of formal authority, direction and goal–settings, and
the motivating of staff and management to pursue and achieve these goals. The
liaison, or more internal networking side of a senior manager’s job, involves the
nurture of relationships and the process of building up trust, so that a sense of
community emerges within the organization.
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The information role involves handling and processing written and verbal
information that is, the collating, ordering and recording of information into a
coherent format, its dissemination, and its presentation to interested stakeholders.

The decisional aspect involves assessing and improving the quality of
information needed to take quality decisions, the actual making of the decisions,
and the process of implementing the decision in the work place. Mintzberg (1983)
concluded that in order for managers to apply themselves effectively to the overall
decision process, they need to perform effectively four roles, those of
entrepreneur, disturbance handler, resource allocator and negotiator. As an
entrepreneur, a manager becomes sensitive to actual and potential changes in the
external environment, and attempts to prepare the organization and its staff and
management to be responsive to changes. As an entrepreneur, he becomes
sensitive to actual or potential changes in the external environment, and attempts
to prepare the organization and its staff and management to be responsive to such
changes in the external environment, and attempts to prepare the organization and
its staff and management to be responsive to such changes. Disturbance-handler
role arises from needing to respond to short-term demands and breakdowns in
understanding and communication, in order to refocus people to achieve their
targets. The resource allocator role refers to entering into dialogue over how
people and other resources are to be distributed and allocated, across the
organization.
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Cusack (1994) adopted a transactional strategy in order to turn an
organization into a successful sales-oriented company. The Cusack strategy was
90 percent or more, transactional. Particularly, close orientation to detail. Covey
(1994) viewed that attention to details means power.
Individual. The fact that a social unit has been formally established does
not mean that all activities and interactions of its members conform strictly to the
structural requirements of the official blueprint. Regardless of official position
and elaborate bureaucratic expectation, members have their own individual needs,
beliefs, and cognitive understanding of their jobs.

Researchers postulated several important cognitive aspects of the
individual: needs, goals, beliefs, and cognition. Work motivation constitutes the
single most relevant need for employees.

Cognition is the individual’s use of mental representation to understand
the job in terms of perception, knowledge and expected behaviors. The individual
learns what his job is about by monitoring and checking his own behavior. His
needs, personal beliefs, goals and previous experiences become the basis for
constructing organizational reality and interpreting his work. His motivation and
cognition are influenced by such factors as beliefs about personal control and
success, and work motives. In brief, the salient aspects of the individual system
are personal needs, beliefs, goals, and cognitive orientations to work.

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Culture. As organizational members interact, shared values, norms,
beliefs, and ways of thinking emerge. This shared information becomes the
culture of then organization. Culture distinguishes one organization from another
and provides members with a sense o\\f organizational identity (Hellriegel, Slocum
and Woodman, 1992; Daft, 1994). In a school, shared beliefs and information
norms among teachers have a significant impact on behavior. Culture provides
members with a commitment to beliefs and values that go beyond themselves;
individuals belong to a group that is larger than themselves. When the culture is
strong, so is their identification with the group and the influence of the group.

Yulk (1998) suggested a number of guidelines for leaders who seek to
transform their organizations and cultures within them. An essential first step in
transforming schools is to create a clear and appealing vision of what the school
can achieve or become. The vision should be simple and idealistic. A next step is
to develop strategy for accomplishing the vision and the strategies to attain the
vision. Yulk (1994) believed that these links are easier to establish if the strategy
uses three or four lucid themes that optimized the shared values of the
participants. The vision must be communicated to others with explanations of
how it can be attained. Leaders must be confident and optimistic, express
confidence in followers, ensure opportunities for success, celebrate successes,
employ existing symbolic actions to stress central values, led by example, and
empower people to accomplish the vision (Yukl,1998).
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Yulk (1998) also developed guidelines for strengthening the existing
culture of schools. The key first step is to identify aspects of the culture that are
essential and worthy of preservation-that is, the ideology inspires commitment
and persists even if conditions changed. Another way is to eliminate components
of the culture that are inconsistent with the core values of the ideology. School
culture can be strengthened by repeatedly publicizing the core ideology in
speeches at meetings and ceremonies, statements in newsletters, and distribution
or display of physical symbols. Leaders must then keep decisions and actions
consistent with the ideology and emphasize the ideology through rituals,
ceremonies, and rights of passage.

Leadership as an Administrative
and Supervisory Functions


According to Ayer(1954), stated that leadership is the most patent
influence and, at the same time, the most dramatic activity in the field of school
administration and supervision. Therefore democratic leadership and harmonious
human relationship are essential or basic to successful administration and
supervision. Leadership is the responsibility to the larger group rather than on one
member of the group. Administrators can provide leadership by providing
constant expansion of professional knowledge and skills so that they inspire and
lead the teachers to more effective teaching productive learning. They must
stimulate, direct, guide, arouse thinking, encourage questioning minds to deep
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study, but they must be alert in guarding against false doctrines and ephemeral
fads in education. Likewise, they must see that there is participation and
interaction of independent thinking individuals. In a group, there is specialization
or functions, distribution of labors, and coordination of actions. There is strength
in cooperation, and harmony in an organization.

Barr and Burton (1926) suggested that cooperative understanding among
teachers, principals, and supervisors can be accomplished by using the following
basic principles: recognition of distinctive contribution of each; clear definition
of responsibilities; realization that not only teachers but principals and supervisors
as well as listeners in the study and observation of contributions from teachers as
well as from the heads of departments, principals, and supervisors; general
encouragement and conservation of contributions from teachers as well as from
heads of departments, principals and supervisors; and organization, evaluation,
and coordination of the efforts of those concerned with the improvement of
instructional leadership.
Chemers (1997) defined leadership as a process of social influence in
which one person is able to enlist the aid and support of others in the
accomplishment of a common task. Leadership is a process of property of the
organization rather than of the individual. Ogawa and Bossert (1995) contended
that leadership is a quality of school organizations, which flows broadly through
social networks and roles. Katz and Kahn (1978) identified three major
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components of leadership: an attribute of an office or position, a characteristic of
a person, and a category of a school behavior.

Some argue that administration and leadership are fundamentally different
concepts. Administrators emphasize stability and efficiency, whereas leaders
stress adaptive change and getting people to agree about what need to be
accomplished. For example, administrators plan and budget, organize and staff,
and control and solve problems; leaders establish direction, align people, and
motivate and inspire (Kotter, 1990).

Stogdill, (1948) classified the personal factors associated with leadership
into the following general categories: capacity (intelligence, alertness, verbal
facility, originality, judgment); achievement (scholarship, knowledge, athletic
accomplishments); responsibility (dependability, initiative, persistence,
aggressiveness, self-confidence, desire to excel); participation (activity,
sociability, cooperation, adaptability, humor); and, status (socio-economic
position, popularity).
Yulk (1988) classified the trait variables that are currently associated with
effective leadership into one of three groups: personality, motivation, and skills.
Personality traits are relatively stable dispositions to behave in a particular way.
The list of personality factors associated with effective leadership that seemed
important are:
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1. Self-confident leaders are more likely to set high goals for
themselves and their followers, to attempt difficult tasks, and to persist in the face
of problems and defeats,
2. Stress–tolerant leaders are likely to make good decisions, stay
calm, and provide decisive direction to subordinates in difficult situations,
3. Emotionally mature leaders tend to have an accurate awareness of
their strengths and weaknesses and to be oriented toward self-improvement. They
do not deny their shortcomings or fantasize about success. Consequently,
emotionally mature administrators can maintain cooperative relationships with
subordinates, peers, and supervisors,
4. Integrity means that the behaviors of leaders are consistent with
their stated values and that they are honest, ethical, responsible, and trustworthy.
Yulk believed that integrity is an essential element in building and retaining
loyalty and obtaining cooperation and support of others,
A motivational trait is a set of energetic force that originates both within
as well as beyond an individual to initiate work–related behavior to determine
form, direction, intensity and duration of motivation. A basic postulate is that
motivation factors play key roles in explaining both the choice of action and the
degree of success of action. Highly motivated leaders are likely to be more
effective than individuals with low expectations, modest goals and limited self-
efficacy. Thus, the following statements are given:
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1. Task and interpersonal needs are two underlying forces that motivate
effective leaders. Effective leaders are characterized by their drive for the task and
concern for people.
2. Power needs refer to motives of individuals to seek positions of
authority and to exercise influence over others.

3. Achievement orientation includes a need to achieve, desire to excel,
drive to succeed, willingness to assume responsibility, and a concern for task
objectives.

4. High expectations for success of school administrators refer to their
belief that they can do the job and will receive valued outcomes for their efforts.
In addition to these motivation traits, the physical traits of energy and
activity level allow individuals to exhibit competence through active engagement
with others.
Skills to accomplish a goal in a effective fashion is mandatory for a leader.
Yulk (1988) discussed four types of skills associated with leader effectiveness:
1. Technical skills deal with specialized knowledge , procedures and
techniques to accomplish the task. High levels of technical skill are especially
important for administrators at the lower levels of the organization such as
principals and others who supervise followers with high skill levels such as
teachers.
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2. Interpersonal skills focus on the ability to understand feelings and
attitudes of others and to establish cooperative work relationships. To be effective
this skill must occur naturally, unconsciously, and consistently in a leader’s
behavior.
3. Conceptual skills involve developing and using ideas and concepts to
plan, organize, and to solve complex problems. Given the greater scope of
activities and complexity of relationship of jobs higher in the hierarchy,
conceptual skills are particularly important in contributing to the effectiveness of
administrators who are at the upper levels of the organization.
4. Administrative skills include knowledge about specific kinds of such
managerial activities as planning, mentoring, delegating, supervising, and
handling meetings. Administrative skills usually combine technical, interpersonal,
and conceptual skills to assist in the performance of managerial functions.
These four skills must be developed in the context of practice. Experience
represents an opportunity to learn the job and apply the skills; experience has
been found to be central in determining job performance of professional and
managerial employees (Schmidth and Hunter, 1992). It is fundamentally
important for educational administrators to determine their strengths and
weaknesses, to enhance the skills that are deficient, and to compensate for
weakness (Yukl, 1988).
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(Yukl, 1988) developed a three category framework of leaders behavior.
His categories and brief descriptions follow:
1.Task-oriented behaviors encompass clarifying roles, planning and
organizing operations, and monitoring organizational functions. These actions
emphasize accomplishing tasks, using personnel and resources efficiently,
maintaining stable and reliable processes, and making incremental improvements.
2.Relations-oriented behaviors include supporting, developing,
recognizing, consulting, and managing conflict. These activities focus on
improving relationships and helping people, increasing cooperation and
teamwork, and building commitment to the organization.
3. Change–oriented behaviors consist of scanning and interpreting external
events , articulating an attractive vision, proposing innovative programs,
appealing for change, creating a coalition to support and implement changes.
These acts concentrate on adapting to change in the environment, making major
changes in goals, policies, procedures and programs, and gaining contentment to
the changes.

Leadership Effectiveness
The three types of effectiveness outcomes suggested are as follows:
personal – other perceptions of reputation and self assessments; individual
member satisfaction – other members may felt their worth when perceived fair
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treatment of leadership; and, organizational goal attainment-when goals of the
organization are attained or have been surpassed.

Cooperative School Administration and Supervision
The concepts of cooperative school administration and supervision are the
following:
1. Cooperative administration and supervision are highly socialized
functions and imply willingness to work together. They entail giving regards to
co-workers whose opinions are considered and sought on all matters of vital
importance to the group. Cooperation means bringing together diverse talents to
work for a common end.
2. They stimulate initiative , self-reliance, and individual responsibility on
the art of all persons in the discharge of their duties. This principle is based on the
concept that educational workers are capable of growth.
3. They substitute leadership for authority. Democratic administration and
supervision recognizes that leadership is a function of every individual.

Theoretical and Conceptual Framework


Administrative Profile and Organizational
Effectiveness Along: Quantity, Quality,
Efficiency, Flexibility, and Adoptability

Age: The age of administrators is assumed to have a significant
relationship with the organizational effectiveness. It is assumed that the older the
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administrator, the wiser is his decision. School heads usually rose from the ranks
of classroom teachers, and are generally at their middle adult stage. This level,
according to Papalia and Olds (1986), as cited by Landacan (2001), is
characterized as the stage where of the individual values more wisdom than
physical power, development of emotional stability than emotional improvement,
enriched socializing rather than sexualizing, and mental flexibility than mental
rigidity. In line with the foregoing stated premises, it can be inferred that
administrators in their middle age is more likely to be more efficient and flexible.

Kakabadse (1988) stressed that age is more likely a pertinent issue. Older
people are likely to find change difficult, are likely to resist motivation and new
ways of working and hence, are likely to become a burden to the organization.
Alternatively, older individuals have evolved a wisdom that helps them to find
pathways through complex and demanding circumstances, have matured, and
have less concern about promoting themselves and hence are more interested in
developing others.
Sex. Peterson (1991), as cited by Landacan (2001), enumerated character
differences between males and females. The differences are that males are more
aggressive and have greater special and mathematical ability but lack motive to
achieve and have lower self-esteem. Kakabadse (1988) cited two reasons why
gender has been a controversial subjects. First, women are considered to face the
‘glass ceiling’ phenomenon, that of being held back or prevented from
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appointment to senior and challenging positions despite having the ability for
such jobs. Secondly, women are assumed to have substantially different styles,
philosophies and approaches to management and leadership, than do men. The
overall conclusion reached when fully examined is that ample evidence supports
the case that a “glass ceiling”, an invisible block to further progress, exists for
women who are upwardly mobile. The belief that women are substantially
different to men in their approach and values is, however, not substantiated.
Evidence exists to confirm that once in a senior position, gender is one of the least
distinguishing factors determining effectiveness of performance. Based on the
foregoing statement, it is suggestive that female administrators are as efficient as
male administrators.
Civil status. Bee (1987), as cited by Landacan (2001), pointed out that
married adults are physically and emotionally healthier than their single
counterparts. It was explained that marriage involves a drastic change in the roles
that people play. In terms of efficiency, it is assumed that being single or married
does not considerably affect the efficiency of administrators.
Tenure/length of service. In Kakadse (1988), assumed that a shared way
of thinking and talking emerges between people who have experienced substantial
periods of tenure within the same organization, department or unit. In effect, staff
and management evolve a common form of reference that guides their behavior
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and reactions. Evolving a community of understanding engenders both positive
and negative aspects.
The positive aspects are that people in the organization are more likely to
understand, to trust, to want to communicate, to want to cooperate with each
other. Through such experience is generated a common platform of
understanding, which provides people with the confidence to speak their minds
and take calculated risks in their comments to each other, people who share a
sense of belonging tend to feel good about themselves and the organization.
The negative aspects are that people wish to preserve the status quo, will
resent change, even when it is obvious that change is to their best interest, became
too comfortable and lose the habit of learning; find it more difficult to sense the
emergence of external threat; can scapegoat others new into the organization who
may be different and hold different attitudes and values; and can also become too
reutilized, because they have learned that is the way they keep the established
culture going. People who become driven by routine may find challenges
threatening and find those who disagree, irritating. Tenure is one of the most
powerful influences of people’s growth, development or inhibition. In this
context, administrators who have a longer experience are assumed that to be more
efficient in management.
Educational attainment. Aguino (1989), as cited by Landacan (2001),
mentioned that the Code of Ethics of Teachers strives to broaden teachers’
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professional interest. They pursue higher studies so as to improve their
competence and enhance organizational effectiveness. It is presumed that those
who have been promoted as teachers-in-charge, head teachers, principals, and
school administrators have finished either masters or doctorate degree. It is
assumed that administrator with higher educational attainment has greater
knowledge and broader perspective of efficient management.
Income. Income greatly affects the individual’s way of living. It is
expected that school administrators with high income are more likely to be more
satisfied with their jobs. High income may also boast the morale of individuals.
Conversely, low income may cause dissatisfaction among school administrators.
It is assumed that higher income and other benefits will free the individuals from
financial problems.
Special training. Special training may also provide for the specialist the
identity that distinguishes one person or group from the rest of the organization. It
is assumed that trainings or specializations have a potent influence in the
effective performance of functions.

Organizational Effectiveness Along School Resources,
and Attitudes of Teachers/Administrators and Its Effect
on Performance and Job Satisfaction

School
resources. The adequacy of fiscal, physical, and technological
school resources is assumed to be input criterion for organizational effectiveness.
Scott (1992) gave examples of input criteria as follows: wealth of the school
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district, abilities of students, capabilities of the faculty and administration,
parental support, number of volumes in the library, quality and quantity of
instructional technology, and condition of the physical facilities.

Attitudes of teachers and administrators. Teachers, and administrators
bring with them own needs and develop their own personal orientations and
cognitive understanding of their roles. Needs, goals, beliefs, and motivations
affect attitudes towards work.

Hersberg et al. (1982) found that positive events were dominated by
references to achievement, recognition for achievement, the work itself
(challenging), responsibility, and advancement (promotion). Negative events were
dominated by references to interpersonal relations to superiors and peers,
technical supervision, policy and administration, working conditions, salary, and
personal life. They concluded that the presence of certain factors in job act to
increase individual’s satisfaction, but absence of these same factors does not
necessarily produce job dissatisfaction. Hence, motivation hygiene theory
postulates that the gratification of certain needs, called motivation (i.e.
achievement, recognition, work itself, responsibility, and advancement), increases
satisfaction, but when the motivators are not gratified, only minimal
dissatisfaction results. On the other hand, when factors called hygiene (i.e.,
interpersonal relations, supervision, policy and administration, and working
conditions), attitudes are created, producing job dissatisfaction. Motivators tend
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to produce job satisfaction, whereas hygiene factors tend to produce job
satisfaction.

Miner (1980) observed that when the five motivator factors are present in
work, the individual’s basic needs of personal growth and self-actualization will
be satisfied, positive feelings and improved performance will also result. The
hygiene factors, when provided appropriately, can serve to remove dissatisfaction
and improve performance up to a point.

The need to accomplish hard task, to overcome difficulties and
obstructions, and to excel is the need for achievement (McClelland’s, 1985).
Porter (1961) argued that independent thought and action, and autonomy, is a
basic need. People resist and struggle against pressure from external forces such
as rules, regulations, orders, and deadlines imposed by others because it interferes
with their need for autonomy.

Locke and Lathan (1990) proposed that successful goal performance meet
four conditions: specific, challenging, attainable, and individual must be
committed to the goals. Wright et al. (1994) demonstrated that when these four
conditions are met, goal setting is an effective way of increasing motivation and
performance.

Beliefs play a pivotal role in motivating individual to act. Individual
beliefs about causality, intelligence, the consequence of actions, and ability to
control destiny are pivotal beliefs that influence behavior. Rotter (1966) viewed
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that teachers who believed that they could influence student achievement and
motivation were more effective than those who thought the external forces could
not be overcome.

Personality traits are relatively stable dispositions to behave in a particular
way (Yulk, 1988). The four important personality factors associated with
effective leadership are self-confident, stress-tolerant, emotionally mature, and
integrity.
Culture. Culture is typically defined in terms of shared orientations that
hold the unit together and give it a distinctive identity norms, values,
philosophies, perspective, beliefs, expectations, attitudes, myths, or ceremonies.
Ouchi (1981) argued that the success of effective corporations was a function of a
distinctive corporate culture, one that was internally consistent and characterized
by the shared values of intimacy, trust, cooperation, teamwork, and
egalitarianism.

The technical function of an educational institution is the teaching process.
The school is one of the most important institutions in the life of a child who
enters into it. The school administrators have the responsibilities to provide an en
effective curriculum and experiences and ensure the delivery of experiences in a
safe and secured environment. Any innate positive characteristic of the child
should be managed and developed to its maximum for growth and development of
the child’s whole personality. With the leadership of the school administrator and
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the cooperation of the school personnel and teaching staffs, the school’s physical
resources can be used to their maximum to reach the school’s goal. All teachers
and pupils need to recognize the significance of their roles within the school
community (Blandford, 1988, as cited by Landacan ,2001).

In the face of varied characteristics of students and attitudes of teachers,
administrator mediate the teaching-learning process, provide the proper
atmosphere for acceptability and adoptability of a new curriculum, acquire and
the wisely use of physical resources, and the recognize the needs of each
member. of the interpersonal relationships. So that under the leadership of the
school administrator the school shall have an organizational effectiveness.

The paradigm of this study(Figure 2) indicates that organizational
effectiveness, which is affected by quantity, quality, efficiency, flexibility, and
adoptability, may depend on the profile of the respondents. Conversely, the
effects of organizational effectiveness administration, mediation, leadership, and
job satisfaction depend on the following factors school resources, attitudes of
teachers/ administrators/students, and culture.





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Independent Variables
Dependent Variables


Socio-Economic
Level of
Profile
Organizational
Age
Effectiveness on Job
Sex
Performance
Civil Status
Student
Educational
Teachers

Attainment
Administrators
Length of Service

Monthly Income


Intervening Variables


Level of
Level of Organizational
Organizational
Effectiveness on:

Effectiveness on

School Resources
• Level of Production and


quality of products
Fiscal
• Extent of Utilization of
Physical
resources and efficiency of

Instructional
users.
Technology
• Extent and level of

flexibility and adaptability
to change


Level of Organizational

Effectiveness on

Attitudinal Variables of
Level of Organizational
Teachers/Administrators
Effectiveness on:
Towards:

Goals
• Job Satisfaction
Needs
• Job Dissatisfaction
Beliefs
Integrated Services
• Learning
•
Problem Solving
• Leading and managing


Figure 2. Paradigm of the study showing interrelationships of variables

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Operational Definitions of Terms


The following terms are defined as used in the study:
Administrators
profile refers to the brief description of administrators in
relation to their age, sex, civil status, educational attainment, length of service,
income and special training. Age refers to the difference of the present age and
the date of birth. It was categorized into the following age brackets: 22-33; 34-45;
46-57. Sex refers to being either male or female. Civil status refers to being either
single, married, widow or widower. Length of service refers to the number of
years in the public service. It was categorized into the following number of years:
1-10; 11-20; 21-30. Educational attainment refers to the highest attainment of
formal schooling. An administrator may be a BS graduate, my have master’s
units; may be a master graduate; may have doctorate units; or may be a doctorate
graduate. Income refers to the monthly earnings of the administrator derived from
salaries including personal businesses. His earnings may fall under one of the
following categories: Php 10,000 – 14,999; Php 15,000 – 19,999; Php 20,000 –
24,999; Php 25,000 and above. Special training refers to some training pertaining
to administration and supervision.
School
resources refer to fiscal resources, physical facilities, instructional
facilities and technological resources. Fiscal resources refer to the school funds;
Physical facilities, to classrooms, library, learning centers, playground, and audio-
visual room; instructional facilities, to textbooks, teaching manuals, visual aids,
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and newspapers/magazines; and technological resources, to cassette tape recorder,
television, overhead projector, computer, multi-media projector. School resources
were perceived to be either very adequate(4); adequate(3); inadequate(2); or non
existing(1).
Attitudes
refer to the personal attributes such as: manner, disposition,
feeling, needs, goals, beliefs, motivation, orientations, and cognitive
understanding of one’s role. In this study, the respondents were asked how they
used goals, needs, and beliefs in their relation with others based on their personal
experiences and perceptions. The frequency of manifestation an attitude was
perceived to be either very much used(4); moderately used(3); least used(2); or
not used(1).
Culture
refers to the quality in a person or organization that arises from an
interest in and acquaintance with what is generally regarded as excellent in arts,
letters, manners, values, symbols, ceremonies, and beliefs. The respondents were
asked their frequency of using culture with the following categories: very much
used(4); moderately used(3); least used(2); or not used(1).
Organizational
effectiveness. Organizational effectiveness may mean the
efficacy of the use of certain product and the competence of the users. The
concept of efficiency is both the apex and the abyss in organizational analysis. It
is apex because all theories of organizational and administrative practices are
ultimately aimed at identifying and producing efficient performance. It is an abyss
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because the theories of organizational effectiveness and list of criteria are neither
necessary nor sufficient to evaluate the concept (Cameron, 1984). In this study,
the Index of Perceived Organizational Effectiveness (IPOE) was used. It is an
eight-item measure that was developed by Mott (1972). Its careful adaptation to
school situations makes it a strong criteria for use as an overall measure. The
criteria used in determining organizational effectiveness were quantity, quality,
efficiency, flexibility, and adaptability. Quantity refers to frequency counts of
participants and products as to how many. Efficiency refers to competency of
performance. Flexibility refers to susceptibility to modification or adaptation to
change. Adaptability refers to adjustment of oneself to different conditions and
disruptions.

Other terms used are as follows: administration, mediation, leadership, and
job satisfaction. Administration refers to the duties of an administrator in
exercising his executive function in running the school: allocating resources,
developing and enforcing policies and procedures, and supervising professional
development. Mediation refers to the capacity of the administrator to act between
the other stakeholders of the school to effect an agreement, compromise, or
reconciliation: helping communication to internal and external constituencies and
buffering the teachers from environmental disturbances. Leadership refers to the
ability of the administrator to lead his subordinates and other stake holders of the
school in taking any course of action in the attainment of school goals and guiding
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instructional processes. Job satisfaction refers to the state of being satisfied or
self– contentment in one’s job or the extent to which people like their job as a
result of psychological, physiological, and environmental circumstances.

Hypotheses of the Study

Based on the objectives of this study, the following hypotheses were to
put forward for testing:
1. There are significant differences on the perceptions of the respondents
on the level of organizational effectiveness on:
a. Availability of school resources
b .Identified attitudinal variables of teachers and administrators.
c. Level of production and quality of products.
d. Extent of quantity and quality of services.
e. Extent of utilization of resources and efficiency of users.
f. Extent and level of flexibility and adaptability to change
g. Job performance
h. Job dissatisfaction
2. There is a significant relationship between variables on level of
organizational effectiveness on:
a. Socio-economic profile and job performance.
b. School resources and job performance
c. Attitudinal variables of teachers/administrators and job performance
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d. Socio-economic profiles and job satisfaction and job dissatisfaction
e. School resources and job satisfaction and job dissatisfaction
f. Attitudinal variables of teachers/administrators and job satisfaction and
job dissatisfaction
g. Production, services, utilization of resources, flexibility/adaptability and
job performance.
h. Production, services, utilization of resources and efficiency of users,
flexibility/ adaptability to change and job satisfaction and job dissatisfaction .
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METHODOLOGY

Locale of the Study


This study which was conducted in Buguias district, included the different
elementary schools, national high schools in the said district, and the Benguet
State University- Buguias Campus.

Buguias Municipality has 13 barangays with at least one elementary
school each. The barangays with larger populations have two elementary schools.
Buguias district has two national high schools, which, because of the geographical
terrain have annexes in the other barangays. Buguias national high school at
Buguias Poblacion has at barangays Loo and Bot-oan; and Sinipsip National High
School at barangay Sinipsip has at barangay Bangao.

The graduates of these elementary schools are usually the future students
of the different high schools including BSU-Buguias Campus; of the Benguet
State University main and other campuses; and of colleges and universities at
Baguio City. A few will settle down and some will enroll in other provinces of the
country. Not a few will seek employment abroad as domestic helpers or
construction workers.

Respondents
The respondents were the different teachers-in-charge, head teachers,
principals of the DepEd. Schools in Buguias district of both elementary and
secondary, and department chair-person of the BSU-Buguias Campus and
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Figure 3. Map of Benguet Province
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Figure 4. Map of Buguias District
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teachers of both the elementary and secondary level. The administrators category
is composed of teachers-in-charge, head teachers, principals, and department
chair-persons. The teacher category composed of elementary and secondary
teachers.

Table 1. Distribution of respondents per school level and category.
SCHOOL LEVEL
CATEGORY
TOTAL
Administrator Teacher
Elementary Schools
16
29
45
National High Schools
5
15
20
BSU-BC 3 7
10
TOTAL 25 50
75

Sampling Technique

The sampling technique used is the stratified sampling method. A list of
names of teachers was obtained from the master list of employees of both
elementary and secondary schools in the district. The names were assigned
numbers. The random sampling was made until the quota of at least 25 % from
each school level was obtained.

Instrumentation

In gathering the data, the survey questionnaire was used. The
questionnaire was composed of three parts; Part I centered on the respondent’s
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socio-economic profile; part II on the level of organizational effectiveness along
availability of school resources, attitudinal variables of teachers/administrators,
quantity and quality of products, utilization of resources, flexibility and
adaptability to change; part III on the rating on job satisfaction and job
dissatisfaction .

The survey questionnaire was constructed by the researcher based on
questionnaires obtained from the internet concerning effectiveness of schools,
rating scheme of elementary and secondary schools, and on the evaluation sheets
of teachers and administrators as formulated by the Bureau of Public Schools.

The respondents were given five options in checking the blanks for the
required response for each item. Such options are: very highly effective (5),
highly effective (4), moderately effective (3), less effective (2), and not effective
(1).

The test questionnaire was passed to the researcher’s adviser and panel for
correction, comments and suggestions. A request letter was obtained from the
Dean’s office of the BSU-Main graduate school. Similarly, request letters were
presented to the respective head of each school for approval before the test
questionnaires were distributed for accomplishments.

Statistical Analysis

Descriptive statistics that evaluated frequency counts, percentage, and
weighted mean were used to tabulate the data. The scale used in the rating was: 5
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– very highly effective (VHE) – with 91-100% rating; 4 – highly effective (HE) –
with 81-90% rating; 3 –moderately effective (ME) – with 71-80% rating; 2 – less
effective – with 61-70% rating; and 1 – not effective (NE) – 50 % below rating.

In interpreting the weighted mean, the following scale was used: 4.51-5.0
– very highly effective (VHE); 3.51-4.5 – highly effective (HE); 2.51-3.5 –
moderately effective (ME); 1.51-2.5 – less effective (LE); and 1.0-1.5 not
effective (NE).
The hypotheses of the study were tested at 5% and 1% level of
significance. The statistical tools used were T-test, X2 (chi-square), and F-test to
analyze the significant differences between the mean scores of the respondents on
their perceptions. Similarly, the correlation between factors contributing to the
organizational effectiveness along: school resources, attitudinal variables of
teachers/administrators, school resources, production, services, utilization of
resources, flexibility and adaptability to change were tested using the Pearson
product-moment correlation. The hypothesis is significant if the probability value
is lesser than 0.05 level of significance; and highly significant if the probability
value is less than 0.01 level of significance.




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RESULTS AND DISCUSSION

Socio-Economic Profile

Table 2 shows the socio-economic profile of the respondents that includes
age, gender, civil status, length of service, educational attainment, and monthly
income. Generally, the majority of the respondents are females who are married,
and adults with teaching experiences, and have MA/MS units and a monthly
income of at least Php 10,000.
Specifically, almost half of the respondents range in ages from 34 to 45
years. The rest range in age from 22 to 23 years or from 46 to 57 years. Their
mean age is 42.58 years. A great majority of the respondents are females and
only 16 are males. Almost respondents are married, and a few are either single or
widowed. For the length of service, a greater number of the respondents have
been serving for almost 1 to 10 years than those who have been serving for 11 to
20 years. Twenty-nine respondents have master’s units; 18 are master’s degree
holders; 13 have taken doctorate units; 13 are bachelors degree holders; and only
two are doctorate degree holders. Almost all the respondents have a monthly
salary of P10,000, and the rest either P15,000 or P25,000. The mean salary of
the respondents is P10,000.
The computed values of X2 indicate significant differences when the
respondents are classified and compared according to the following variables:
age, gender, civil status, length of service, educational attainment or income. The
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Table 2. Socio demographic profile of respondents

Profile Number
(N)
Percentage

Age

22-33 21
28.0
34-45 34
45.3
46 –57
18
24.0

X2 = 5.945*
P = 0.051

µ = 42.58

Gender

Male 16
21.3
Female 50 66.7

X2 = 17.52*
P = 0.000
Civil Status


Single 6 8.0
Married 6.4 85.3
Widow 4 5.3

X2 = 94.162*
P = 0.000
Length of Service


1-10 29
38.7
11-20 19
25.3
21-30 26
34.7

X2 = 2.135*
P = 0.000

µ = 16.09

Educational Attainment


BS degree
13
17.3
With MA/MS units
29
38.7
MA holder
18
24.0
With Doctorate Units
13
17.3
Doctorate holder
2
2.7

X2 = 25.467*
P = 0.000
Monthly Income


Php 10,000-14,999
59
78.7
15,000-19,999
11
14.7
20,000-24,999
1
1.3
25,000 and above
1
1.3

X2 = 128.222*
P = 0.000

µ = 10,958.90

* - significant


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significant differences are indicated by the fact that the probability levels of
significance to occur are all below 0.05.

Based on these results, it may be inferred that the teachers and
administrators differ in age, sex, civil status, length of service, educational
attainment and monthly income. Brenver (1989) opined that gender refers to non-
biological, culturally and socially produced distinction between men and women
and between masculinity and femininity, that sex differences are the product of
heredity and biology; and that gender differences are the result of socialization. At
present, more females are teach academic courses and more males teachers teach
technical and vocational courses. The differences in the length of service imply
that the teachers and administrators have varied educational backgrounds and
exposures. Some are graduates of schools that cling to traditional methods of
teaching and some of the schools that innovates their methods. The difference in
educational attainment implies that while the older ones are products of the
traditional past, they have also kept abreast of some current trends of teaching by
enrolling in some graduate studies. Thus, educational attainment is a criterion for
promotion to a higher rank position. The difference in the monthly income
implies that teachers and administrators are paid based on plantilla positions, and
that, as a baseline, fewer positions for master teacher, head teacher, and principal
are given than those of the elementary or secondary school teacher positions.
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Seniority as a criterion for promotion is a natural phenomenon with
experience as the basis of learning. This criterion is supported by Kakabadse
(1988), who presented two arguments surrounding ageism:
Older managers and employees are more set in their ways, are less
likely and willingly to learn, are likely to find change difficult, are likely
to resist innovations and new ways of working and hence, are likely to
become a burden in the organization.

The alternative argument is that older individuals have evolved a wisdom
that helps them find pathway to complex and demanding circumstances, have
matured, are less concerned about promoting themselves and hence, more
interested in developing others. Their fears in the organization, or industry, have
involved them with a corporate memory that enables them to be effective net-
workers. The older and more mature staff and managers have undergone their
fears, and hence do not become anxious or inhibited in terms of their words and
actions. From their experience in the organization, they calmly find more ways to
overcome demanding circumstances. Hence, there is a direct relationship between
age and learning, age and motivation to learn, and age and problem solving.

Under this study, the first agreement is crosschecked by the succeeding
items on adoptability and flexibility to change. The difference in ages also implies
that the teachers/administrators are widely distributed from younger to the older
ones. They are not too old to resist innovation and new ways of working. Thus,
they are assets to promote organizational effectiveness.
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The difference in the length of service implies that learning for a
substantial period of tenure within the same organization makes people more
likely to understand, to trust, to want to communicate, to want to cooperate with
each other. People who have a sense of belonging tend to feel good in the
organization. As Kakabadse (1988) assumed, a shared way of thinking, feeling
and talking emerged between people who have experienced substantial periods of
tenure within the same organization.

The finding, that there is a difference in the educational attainment of
teachers/administrators, implies the enhancement of organizational effectiveness
and jibes with the observation of Aquino (1989), as cited by Landacan (2001),
that administrators with higher educational attainment have greater knowledge of
and broader prospective on efficient management.

The difference in salary implies that a high income more likely boost the
morale of individuals and thus to like their jobs. Conversely, a low income may
cause dissatisfaction, a situation that hinders the enhancement of organizational
effectiveness. According to motivation hygiene theory (Herzberg, 1982) states
that positive events were dominated by reference to achievement, recognition, the
work itself, responsibility, and advancement. Negative events were dominated by
references to interpersonal relations with supervisors and peers, technical
supervision, salary, and family life. Hence, motivation hygiene theory postulates
that the gratification of certain needs called motivators, i.e, achievements,
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recognition, work itself, responsibility, and advancement, increases satisfaction,
Conversely, when the motivators are not gratified, only a minimal form
dissatisfaction ensues. Overalls, when factors called hygiences (interpersonal
relation, supervision, policy and administration, working conditions, salary, and
personal life) are not gratified, negative attitudes are created as a result of job
dissatisfaction.

Level of Organizational Effectiveness
Availability of school resources. Table 3 shows the respondents’
perception on the level of organizational effectiveness based on availability of
school resources. The school resources perceived to be moderately effective
under physical facilities are classrooms, library, learning center, playground;
under instructional facilities are teaching manual and audio-visual aid.
Specifically, deemed highly effective are textbooks/references;

moderately effective are finances, classrooms, library collections, learning
centers, playground, teaching manuals/leaflets and audio-visual aids; less
effective are audio-visual room, newspapers/magazines, cassette tape recorder,
television, overhead projector, slide projector, computer; and least effective is
multi-media projector.
The ratings of the respondents on the variables of such item of school
resources are highly significant as shown by the F-value on: finances and physical
facilities, instructional facilities, and technological resource. With such findings,
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Table 3. Perceived availability ratings of school resources and their levels of
effectiveness


MEAN (X)
DE
RESOURCE
1. Finances
3.11
ME
2. Physical facilities


A .Classroom
3.33
ME
b. Library collection
2.66
ME
c. Learning center
2.58
ME
d. Play ground
3.19
ME
e. Audio-visual room
2.06
LE
Hotelling’s T2 91.29

F-Value
17.10**

Probability
0.00

3. Instructional facilities


a. Textbook/reference
3.54
HE
b. Teaching manual
3.24
ME
c. Audio-visual aid
2.65
ME
d. Newspapers/magazines
2.22
LE
Hotelling’s T2 85.09

F-Value
27.55**

Probability 0.00

4. Technological Resources


a. Cassette tape recorder
2.39
LE
b. Television
2.30
LE
c. Over head projector
1.66
LE
d. Slide projector
1.56
LE
e. Computer
2.41
NE
f. Multi-media Projector
1.46

Hotelling’s T2 74.00

F-Value
13.96**

Probability
0.00

Legend:

** - highly significant at 1% level.



X – mean


DE – Descriptive Equivalent
4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)


1.0-1.5 - Not Effective (NE)



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the hypothesis that there is a significant difference on the level of organizational
effectiveness among the identified criteria as perceived by the respondents on the
availability of school resources, is accepted.

This results implies that the identified variables under school resources are
rated differently in their level of organizational effectiveness by the teachers and
administrators. Such differences of perceptions of organizational effectiveness are
attributed to availability involvement in the use of, and skills in the use of school
resources. The skills, maximum use of very adequate school resources would
enhance high organizational effectiveness, As stated by Scott (1992), the
adequacy of fiscal, physical, and technological resources are assumed to be input
criteria for organizational effectiveness. Dunuan (1992), stated that one of the
problems met in the implementation of programs is the non-availability of school
resources and that the deficiencies in the elementary level will be carried over to
the secondary level.

Attitudinal variables of teachers and administrators. Table 4 shows the
Respondents’ perceptions of the organizational effectiveness of the attitudinal

variables of teachers and administrators towards goals, needs, beliefs, and

integrated services. Generally, the variables under goals, needs, and beliefs are

rated as highly effective, except the variables on integrated service as

moderately effective.
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Specifically, deemed moderately effective under integrated services are
concerning learning, approaches to problem solving and decision making and
ways of leading and managing. However, learning goals clear, understood and
accepted is rated as highly effective.


The SPSS results show a positive significant difference on the
perceptions of the respondents on the level of organizational effectiveness based
on the attitudinal variables of teachers/administrators between the variables
toward; goals, needs, beliefs, and integrated services at 1% and 5% level. Based
on this finding, the hypothesis, that there are significant differences on the level of
organizational effectiveness among the identified criteria as perceived by the
respondents on the attitudinal variables of teachers/ administrators towards goals,
needs, beliefs and integrated services, is accepted.

The finding implies that the teachers and administrators perceive
differently the level of organizational effectiveness based on the identified
attitudinal variables of teachers/administrators towards goals, needs, beliefs and
integrated service. Such differences of perception on the level of organizational
effectiveness are attributed to individual differences and attitudes; goals and
needs; beliefs and practices. According to Maslow’s hierarchy of needs,
individuals will be motivated to fulfill whichever need is pre-potent for the given
time which depends on the individual’s current situation and recent experiences.

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Table 4 . Perceived level of organizational effectiveness based on ratings of
attitudinal variables of and administrators

ATTITUDE TOWARD
MEAN (X) DE
1. Goals


a. Preparing specific, challenging, and attainable goals
4.22
HE
b. Involving teachers in preparing school goals and activities
4.27
HE
c. Having a one-man role in planning goals and activities of the
3.52 HE
school
Hotelling’s T2 31.51

F-Value
15.24**

Probability
0.00

2. Needs


a. Considering physiological needs of teachers and students
4.02
HE
b. Recognizing achievement of teachers and students
4.17
HE
c. Assigning challenging work to teachers
4.10
HE
d. Sharing tasks and responsibilities with teachers
4.07
HE
e. Giving reward and appreciations for job well done
4.90
HE
f. Considering the salary of teachers important
3.90
HE
g. Establishing good rapport and interpersonal relation with
4.20 HE
teachers
h. Respecting the personal life of teachers
4.24
HE
i. Encouraging teachers to make choices and plan their own
4.17 HE
courses of action and accept responsibilities for their choices
Hotelling’s T2 45.15

F-Value
5.78**

Probability
0.00

3. Beliefs


a. Ability can be improved with hard work and added knowledge 4.12 HE
and skills
b. People work hard when they have been fairly treated and
3.97 HE
reward have been fairly allocated.
c. Fair and courteous treatment in the promotion of teachers.
3.89
HE
d. Nature of job itself must be challenging, interesting and
3.97 HE
enjoyable
Hotelling’s T2 10.46
F-Value
3.39*

Probability
0.022





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Table 4.Continued….. .

ATTITUDE TOWARD
MEAN
DE
(X)
4. Integrated Services


a. Concerning learning


1. Making learning goals clear, easily understood and
3.59 HE
accepted
2. Observing academic time and supporting teachers in
4.47 ME
making students in learn
3. Students acquire essential skills and knowledge at high
3.27 ME
levels
4. Classroom practices develop thinking skills for all
3.33 ME
children rather than emphasizing rote acquisition of basic
skills
5. Engage students as active learners and constructors of
3.48 ME
knowledge
6. Provide opportunities for students to direct and be
3.47 ME
responsible for their own learning
Hotelling’s T2 29.71
F-Value
5.62**
Probability
0.00

b. Approaches to problem solving and decision making


1. Making discussion and inquiry common and accepted
3.36 ME
practice in the school
2. Sharing information and making decisions together
3.31
ME
3. Solving problems collaboratively with others
3.36
ME
4. Being open to multiple approaches and solutions
3.41
ME
5. Letting leaders try to gain many points of view before
3.24 ME
solving important problems
6. Making decision making consensual and inclusive as
3.23 ME
opposed to top down and non-participatory
7. Proving leaders formal and informal means for staff and
3.39 ME
students to raise and solve problems
8. Accepting conflicts as “normal” and using them as stimuli 3.34 ME
for change
Hotelling’s T2 20.013
F-Value
2.62*

Probability
0.02




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Table 4. Continued……

ATTITUDE TOWARD
MEAN
DE
(X)
c. Ways of leading and managing


1. Working together to articulate a shared purpose and
3.47 ME
educational vision focused on learning
2. Protecting the vision and make it visible to others
3.33
ME
3. Communicating their values and mission in the things
3.33 ME
they do, how they spend their time, and what they consider
important
4. Taking collective responsibility for school practices and
3.33 ME
outcome
5. Emphasizing power through people rather than power over 3.25 ME
people
6. Basing authority more on professional knowledge and
3.23 ME
competence than on position and rules
7. Providing social support for high academic achievement
3.36
ME
8. Facilitating, guiding and coaching others to adopt
3.27 ME
practices that advance students’ academic and social
performances
9. Communicating their passion for learning
3.21
ME
10. Creating a culture that support risk-taking and encourage 3.22 ME
innovation
Hotelling’s T2 23.90

F-Value
2.36

Probability
0.02

Legend:

** - highly significant at 1% level
* - significant at 5% level



X – mean

DE – Descriptive Equivalent
4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)


1.0-1.5 - Not Effective (NE)


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This reflects a democratic leadership in the school, The highly effective rating on
the level of organizational effectiveness on the attitudinal variables of
teachers/administrators toward: goals, needs, and beliefs reflects what the
respondents want to be done in their respective schools. Such responses are
indicator of organizational effectiveness. As stated by Caingoy (1995), giving
teachers freedom to plan, providing opportunities for teachers to communicate
without fear of reprisals, involving teachers regarding programs and project
opinions, giving assistance to teacher’s personal and social problems, having
proper and uniform discipline to all subordinates, recognizing teacher’s
performance, etc, help develop high morale. Individuals with high morale,
satisfied with working conditions develop loyalty, teamwork, cooperation and
mutual understanding which are essential in enhancing organizational
effectiveness. Terry (1977) summarized the most important factor affecting
motivation as follows: personal wants and needs, goals and perceptions of person
or the group, and the manner in which these needs and goals will be realized
regarding the relationship between motivation and the individual’s or a groups’
productivity, effectiveness and satisfaction derived from work.

Hersy and Blair Blanchard (1992) revealed that generally, workers wanted
more as follows: appreciation for work done, feelings “in” or a sympathetic
understanding to personal problems. Sison (19891) noted that delegation of
responsibility, when properly done, is an employees motivation and a morale
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booster, as it gives the accomplishment of the job. Armstrong (1984) said that
motivation is what makes people act and behave in the way they do. It is a
forward-looking process.

The significant difference among the variables on beliefs seems to imply
that the means of almost all the variables fall below the midpoint of the interval
for the perceived rating.

The differences of respondents’ perception may be attributed to their
values and attitudes. That is, if the value of the individual has a strong
compatibility with the idea presented, then the perception will be more positive.
But when the values are incompatible with what are presented, then the
perception would tend to be negative. Lumabas (1996) suggested that a person’s
values greatly influence his action as well as his performance, consciously or
unconsciously, his value system affects his immediate decisions and goals in life.
To the extent that his value system find expressions in everyday life, he
experiences personal satisfaction and fulfillment. When strong, incompatible
values exist within the individual or a conflict arises between his values with
those of others, his efficiency and personal adjustment are invariably affected. An
individual’s attitude towards his work influences his perception. An individual
with more positive attitudes tends to have more positive perceptions. This is
forend by Kliatchko (1985), that men have different attitudes towards their works.
Some have positive or proper than others, and as a consequence of that attitude,
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they are disposed to act or perform their job. Hence, the perceptions of the
respondents on the level of organizational effectiveness on the attitudinal
variables of teachers/ administrators towards integrated services when actually
practiced are indicative of moderate organizational effectiveness.

Quantity and Quality of Products. Table 5 shows the respondents

perceptions on the level of organizational effectiveness based on the quantity and

quality of products. Perceived to be highly effective under quantity and quality of

products are lesson plans, teaching modules, test/ workbooks, themes/

experiments, projects, / book reports, students’ learning, students’ promoted, and

proceed of fund raising activities.



Specifically, athletic achievement and equipment/instructional tools from
the Department of Education are rated highly effective under quantity and
moderately effective under quality. Perceived also to be moderately effective
under quantity and quality are equipment/instructional materials from the
Department of Education and supply and materials from politicians and non-
government organizations. With the least correlation coefficient is student
learning, and with the highest is equipment/instructional materials from the
Department of Education has the highest correlation coefficient.

Based on the results of SPSS analysis the ratings of each variable under
products on both categories as to quantity and quality have significant difference
at 1% level. The value of X2 also indicates a significant difference at 1% level
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between the quantity and quality ratings. Based on this finding, the hypothesis,
which that there is significant difference on the level of organizational
effectiveness among the identified criteria as perceived by the respondents based
on the level of the quantity of production and the quality of products is therefore
accepted.

The findings imply that the teachers and administrators perceived
differently the level of organizational effectiveness of the identified criteria based
on the quantity of production and quality of products. The significant difference
may be attributed to different factors such as: individual difference, availability
of instructional materials, finances, cooperation of parents through the PTA, and
the initiative of and cooperation of school leaders and stake holders. Some
teachers as the respondents themselves rate work higher than others. Some
schools were more equipped than others, such as the Pete project of some
politicians may converge kin one school than the other schools. Parent-teacher
association may be more active in some schools than others. Some school leaders
and stakeholders cooperates and initiates project than others, and some parents
assist and help their children and send them to school. The finding also implies
that these groups of teachers in the different levels of education have been
faithful to their duties to come up to the standard of their respective levels. This
would also mean that almost all of the identified variables under this products
could be noted as criteria for organizational effectiveness.
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Relationship Between Level of Quantity
and Quality of Products


Table 5 also shows the relationship between level of quantity of
production and quality of products. Generally, the level of quantity of production
markedly correlates with quality of products.

Specifically, quality and quantity of products have a very high positive
correlation with themes/ experiments, projects/ book reports, athletic
achievement, equipment/instruction material/ tools from Department of
Education, supply/materials from politicians, supply/ materials from Non-
government Organizations. They have a moderately high positive correlation
with lesson plan, teaching modules/ visual aids, tests/workbooks, students
promoted, monetary contributions of PTA paid teachers, proceeds of fund raising
activities; and the variables with the less correlation coefficient is student
learning.

The levels of organizational effectiveness of each identified variable
between the level of quantity of production and quality of products significantly
differ. With such finding, the hypothesis, that there is a significant difference on
the relationship of the organization effectiveness among each of the variables
based on the level of quantity of production and quality of products, is accepted.

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Table 5. Perceived level of organizational effectiveness based on the quantity and
quality of product.


PRODUCT
QUANTITY DE QUALITY
DE CORRELATION
COEFFICIENT
a. Lesson plans
4.18
HE
4.05
HE
.748
b. Teaching modules/visual
3.90 HE 3.84 HE .822
aids
c. Tests/work books
3.68
HE
3.64
HE
.793
d. Themes/experiments
3.87
HE
3.74
HE
.875
e. Projects/book reports
3.72
HE
3.73
HE
.861
f. Athletic achievements
3.52
HE
3.44
ME
.856
g. Students learning
3.92
HE
3.82
HE
.600
h. Students promotion
4.18
HE
4.02
HE
.769
i. Monetary Contributions of
3.19 ME
3.73 HE .815
Parents for Parents Teachers
Association paid teachers
j. Proceeds of fund raising
3.79 HE 3.53 HE .826
activities
k. Equipment/instructional
3.37 ME
3.52 HE .924
materials/ tools from
Department of Education
l. Supply materials from
2.58 ME
2.53 ME .902
politicians
m. Supply materials from
2.52 ME
3.51 HE .899
Non-government
Organization
T2 = 219.98*

T2 = 137.96
X2 = 46.12**
F= 15.03**

F= 9.15**
P = 0.000
P = 0.000

P = 0.000
Legend:
** - Highly significant at 1% level.


* - Significant at 5% level.


DE – Descriptive Equivalents

Quantity
Quality
4.51-5.0 – Very Highly Effective (VHE)
-
Excellent(E)

3.51-4.5 – Highly Effective (HE)
-
Good (G)

5.51- 3.5 - Moderately Effective (ME)
-
Fair (F)
1.51-2.5 – Less Effective (LE)

-
Low (L)

1.0 -1.5 - Not Effective (NE)

-
Poor (P)

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The findings imply that the teachers and administrators have differently
perceptions on the relationship of the level of the organizational effectiveness
among the variables based on the level of quantity of production and quality of
products. The finding indicates that if there is a high level of quantity then there
is also a high level of quality which promotes a high level of organizational
effectiveness.

Level of Quantity and Quality of Services. Table 6 shows the
respondents’ perception on the level of organizational effectiveness on quantity
and quality of services. Perceived to be highly effective are instruction, remedial
teaching, art and music program, and teacher-parent meetings; moderately
effective are transportation, medical/ dental, library, and feeding/ canteen; and
less effective is housing/ dormitory/ cottages.

The differences may be attributed to personal perception, availability of
facilities, the skills in the use of facilities, and the cooperative involvement of the
teachers and other personnel in giving their services to the clientele by the person
concerned. Most of the items that are rated highly effective are the direct
functions of the teachers themselves. Those which are rated moderately effective
or less effective are the facilities provided by the schools.
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Table 6. Perceived level of organizational effectiveness based on the extent and
quality of services


PRODUCTS
QUANTITY
DE
QUALITY
DE CORRELATION
COEFFICIENT
a. Instruction
4.09
HE
3.98
HE
.657
b. Remedial Teaching
3.82
HE
3.85
HE
.778
c. Art and Music Program
3.54
HE
3.56
HE
.860
d. Teacher-Parent Meeting
4.01
HE
3.92
HE
.859
e. Housing/dormitory
2.26 LE 2.29 LE
.831
/cottages
f.
Transportation
2.89 ME 2.97 ME
.948
g.
Medical/dental
2.67 ME 2.74 ME
.901
h.
Library
2.86 ME 2.84 ME
.959
i.
Feeding/canteen
2.82 ME 2.79 ME
.964
T2 = 148.70 T2 = 143.69
X2 = 128.16*
F=
F=15.86**
P = 0.000
16.59**
P = 0.000
P = 0.000
Legend:
** - Highly significant at 1% level.


* - Significant at 5% level.

DE – Descriptive Equivalent
4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)



1.0-1.5 - Not Effective (NE)


Based on the result of the SPSS analysis, there is a significant difference
on the level of organizational effectiveness among the identified variables as
perceived by the respondents based on both quantity and quality categories. With
this finding, the hypothesis, that there is a significant difference on the level of
organization effectiveness of the identified variables as perceived by the
respondents based on the level of quantity and quality of services, is accepted.
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The findings imply that the teachers and administrators perceive
differently the level of organizational effectiveness of each variable based on the
level of quantity and quality of services. That rating of highly effective on the
direct functions of teachers implies that teacher and administrators with high
expectations tend to perform better. Such perception is indicative of school
effectiveness. This finding jibes with the suggestion of Miskel and Bloom (1983)
that expectancy motivation is related to job satisfaction. Teachers who believe
that they have the capabilities to do the job and envision positive consequences of
their efforts will generally have high levels of satisfaction.

Relationship Between Levels of Quantity
and Quality of Services

Table 6 also shows the relationship between the organizational
effectiveness of the identified variables based on the level of quantity and quality
of services. Specifically, deemed as having a positive and very high correlation
between the level of quantity and quality of service are transportation,
medical/dental, library, and feeding/canteen; with positive moderately high
correlation between the level of quantity and quality of service are: art and music
program, teacher-parent meeting, and housing/dormitory/cottages; and with
positive less moderately high correlation are instruction and remedial teaching.
Based on the result of SPSS analysis, there is a significant difference on
the correlation coefficient on the level of organization effectiveness of the
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identified variables between the level of quantity and quality of services. Such
finding leads to the acceptance of the hypothesis, that there is a significant
correlation on the level of organizational effectiveness between the level of
quantity and quality of services.
The findings on positive moderately high and positive very high
correlations on the ratings of the identified variables between the level of quantity
and quality of services imply that the respondents have an almost identical
perceptions on the level of organizational effectiveness of the identified variables,
that the level of quality of service is highly related to the level of quantity of
service. If there is high level of quantity there is also high level of quality. On
less related items, instruction great differs from remedial teaching, thus, it may be
inferred that students lack readiness and that they need remedial teaching service.
Extent of utilization of resources and the efficiency of users. Table 7
shows the respondents perception on the level of organizational effectiveness of
the identified variables based on the extent of utilization of resources and
efficiency of users.
Specifically, deemed highly effective are school funds under utilization of
resources and classrooms/chairs/tables, etc. for both utilization of resources and
efficiency of users; and moderately effective are benefits, supply and equipment,
technological resources, library, medical/dental/ and food canteen for both
utilization of resources and efficiency of users, school funds for utilization of
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Table 7. Perceived level of organizational effectiveness based on the extent of
utilization of resources and efficiency of users




EXTENT OF
DE EFFICIENCY DE CORELATION
RESOURCE
UTILIZATION
COEFFICIENT(r)
a. School funds
3.54
HE 3.47
ME .829
b. Benefits
3.37
ME 3.36
ME .916
c. Supply & equipment
3.37
ME 3.33
ME .937
d. Technology resources
2.85
ME 2.76
ME .879
e. Library
2.92
ME 2.87
ME .936
f. classrooms/chairs/tables,
HE 3.73
HE .906
3.83
etc.
g. Medical/dental
2.75
ME 2.73
ME .902
h. Transportation Facilities
2.54
ME 2.40
LE .808
i. Housing Facilities
2.05
LE 2.08
LE .878
j. School Canteen 2.75
ME 2.73
ME
.952
T2 = 150.12

T2 = 120.56
X2 = 69.36*
F= 14.59**
F=11.67**
P = 0.000
P = 0.000
P = 0.000
Legend:
** - Highly significant at 1% level.


* - Significant at 5% level.


DE – Descriptive Equivalent
4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)


1.0-1.5 - Not Effective (NE)


resources. Transportation facilities, rated under utilization of resources, are
moderately effective, and efficiency of users is less effective. Housing facilities
are rated as less effective under utilization of resources and efficiency of users.
The significant difference is attributed to availability of school resources.
Although both elementary and secondary schools get their resources from the
same source, the Department of Education, some school leaders augment their
resources by raising funds through help of the PTA and NGOs, such as
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improving the library collection by soliciting second hand books and computers
from big schools with surplus materials, like the University of Santo
Tomas(UST). Another factor is structure: the newly erected secondary school
classrooms have been constructed by means of foreign loaned packages and are
more equipped with Home economics and Science equipment and apparatuses.
Skills in the use of resources like computer, science equipment and apparatuses
and other technology resources are other factors.

The findings imply that the teachers and administrators perceive
differently the level of organizational effectiveness of identified variables based
on the extent of utilization of resources and efficiency of users. The high
correlation between the level of organizational effectiveness between utilization
of resources and efficiency of users implies the efficiency of users. The
moderately effective ratings of a great majority of the identified resource
variables implies fairness in the utilization of school resources. Likewise, it
indicates moderate efficiency of the users. The variables with rating below the
mid-point of the interval of moderately effective, and the less effective reveals the
lack of reading centers in the elementary; insufficient library collections of the
secondary schools; and lack of technology resources, medical/dental,
transportation facilities, and housing facilities in both levels.





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Relationship Between Extent of Utilization
and Efficiency


Table 7 also shows the relationship between the organizational
effectiveness ratings of the identified variables based on the extent of utilization
of resources and efficiency of users. Generally, the level of organizational
effectiveness ratings of almost all identified variables based on the efficiency of
users and the extent of utilization of resources were highly and positively
correlated.

Specifically, deemed positively and moderately related are school funds,
technology resources, transportation facilities, and housing facilities. Deemed
positively and very highly correlated are benefits, supply and equipment, library,
classrooms/ chair/ tables, etc., medical/ dental, and school canteen.

Based on the result of SPSS analysis, there is a significant difference on
the correlation among the variables, as well a significant difference between the
organizational effectiveness of the extent of utilization and the efficiency of users.
Such findings, leads to the acceptance of the hypothesis, that there is significant
differences on the level of organizational effectiveness between the extent of
utilization of resources and efficiency to users. Also accepted is the hypothesis,
that there is significant correlation among variables.

The relations that show positive and moderate correlation and positive
and very high correlation imply that the respondents perceive the level of
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organizational effectiveness of the identified variables as almost similar and that
the efficiency of users is influenced by the extent of the utilization of materials,
such that wise use of school resources to the fullest will enhance organizational
effectiveness. The positive and moderately high correlation school funds,
transportation facilities, and housing, and technology resources may also indicate
the need for increasing the budget and improving the facilities.

Extent and level of flexibility and adaptability to change. Table 8 shows
the respondents’ perception on the level of organizational effectiveness on the
extent and level of flexibility and adoptability to change. Generally, a great
majority of the identified variables were rated moderately effective under extent
and almost all under level of flexibility and adaptability to change.

Specifically, deemed highly effective is method/techniques; moderately
effective are equipment, assignment, curriculum and coping with emergencies
and disruption; highly effective under extent and moderately effective under
flexibility and adaptability to change is routine.

Based on the results of SPSS analysis, there is a significant difference on
the level of organizational effectiveness among the identified variables based on
extent and level of flexibility and adaptability to change. The value of X2
indicates a significant difference on the perceived level of organizational
effectiveness between extent and level of flexibility and adaptability to change as
perceived by the respondents. The findings leads to the acceptance of the
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Table 8. Perceived level of organizational effectiveness based on extent and level
of flexibility and adoptability to change.




CORRELATION
EXTENT
DE LEVEL
DE
CHANGE
COEFFICIENT
a. Methods/Techniques 3.74
HE
3.60
HE .747
b. Routine
3.64
HE
3.46
ME .865
c. Equipment
3.40
ME 3.26
ME .847
d. Assignment/stations
3.48
ME 3.34
ME .914
e. Curriculum
3.31
ME 3.18
ME .904
f. Coping with
3.46
ME 3.41
ME .948
emergency disruptions
T2 = 18.47
T2 = 15.62
X2 = 47.14
F= 3.48**
F = 2.94*
P = 0.00
P = 0.008
P = 0.019

Legend:




** - Highly significant at 1% level




* - Significant at 5% level

4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)


1.0-1.5 - Not Effective (NE)




hypothesis, that there is significant difference on the level of organizational
effectiveness among the identified variables based on the extent and level of
flexibility and adaptability to change. Also accepted is on the hypothesis on the
level of organizational effectiveness between extent and level of flexibility and
adaptability to change. The differences might be attributed to personal
experiences, observations, and structure. Individuals have different perceptions,
understanding, and interpretation to react to changes, emergencies and
disruptions, and innovations or initiate changes. Teachers have their own
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reaction to accept and adopt prescribed curriculum, guidelines, rules, and
regulations from the Department Education. Sometimes the bureaucratic
structure, which provides hierarchy of authority for coordination and rules and
regulations to provide for continuity, stability, and uniformity, is being abused by
those in authority. Such a situation pose a threat to subordinates. According to
Blair and Scott (1962), every level in the hierarchy produces a potential
communication block because subordinates are reluctant to communicate
anything that might make them look bad in the eyes of their superior; in fact, there
is probably a tendency to communicate only those things that make them look
good or those things that they think their superior want to hear. The hierarchy
might as well develop a system of super-ordination and subordination which
attempts to guarantee disciplines and compliance with directives from superiors
that are necessary for implementing the various tasks and functions of an
organization.
The findings imply that the teachers and administrators perceive
differently the level of organizational effectiveness of the identified variables
based on the extent and level of flexibility and adaptability to change, and that the
teachers are not forced to use prescribed methods/ techniques in their teachings,
but are encouraged to innovate, make own lesson plans, syllabuses and course
outlines.
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Relationship Between extents of Flexibility
and Adaptability



Table 8 shows also the relationship between the level of organizational
effectiveness as perceived by the respondents based on the extent and the level of
flexibility and adaptability to change. Perceived to be positively and highly
related are assignments/ stations, curriculum, and coping with emergency/
disruptions; positively and moderately related are methods/ techniques, and
routine and equipment.

Based on the result of SPSS analysis, there is a significant difference on
the correlation of the level of organizational effectiveness of each of the identified
variable between the extent and level of flexibility and adaptability to change.
This finding leads to the acceptance of the hypothesis, that there is a significant
difference on the correlation on the level of organizational effectiveness among
the identified criteria based on the extent and level of flexibility and adaptability
to change as perceived by the respondents.

The findings imply that the teachers and administrators perceive
differently the level of organizational effectiveness of each identified variable
based on the extent and the level of flexibility and adaptability to change. The
positive high correlation between extent and level of flexibility and adaptability
implies that the teachers show cooperation and participation either voluntary or
compliance to directives from superiors for organizational effectiveness. The
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correlation coefficient of change in methods/ techniques change of routine and
change in equipment indicate the need to update methods/ techniques, and
equipments as well as change in routine is not so often and timely.
Student’s
Performance. Table 9 shows the respondents’ perception on the
level of organizational effectiveness of identified variables based on the
performance of students. Performance is highly related to acquisition of
knowledge and skill; development of correct habits, attitudes and values;
effectiveness of patriotic citizen, socially responsive, oriented towards economic
productivity; developed creativity and innovativeness, and passing competitive
examination for admission/ career/ scholarship. It moderately relates to dropout
from school with valid reasons. The differences may be attributed to personal
perception, observations, and experiences.

The respondents are the teachers who have associated themselves with the
students through the months and years of school. They are the former teachers of
graduates who become successful individuals, either economically, politically,
and spiritually.

Based on the result of SPSS analysis, there is a significant difference on
the level of organization effectiveness on as perceived by the respondents on the
identified variables based on the quantity and quality of students’ performance.
The findings leads to acceptance of the hypothesis, that there is a significant
difference on the level of organizational effectiveness among the identified
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Table 9. Perceived level of organizational effectiveness based on the quantity and
quality of student’s performance


MEAN (X)
DESCRIPTIVE
STUDENT’S PERFORMANCE
EQUIVALENT
1. Quantity


a. Acquisition of knowledge and skills
3.94
HE
b. Development of correct habits, attitudes,
3.92 HE
and values
c. Effectiveness of patriotic citizen
3.92
HE
d. Socially responsive
3.90
HE
e. Oriented towards economic productivity
3.82
HE
f. Developed creativity and innovativeness
3.76
HE
g. Passed competitive examination for
3.56 HE
admission/career/scholarship
h. Drop out from school have valid reasons
3.31
ME
Hotelling’s T2 48.35

F-Value
6.32**

Probability
0.00




2. Quality


a. Acquisition of knowledge and skills
3.81
HE
b. Development of correct habits, attitudes,
3.86 HE
and values
c. Effectiveness of patriotic citizen
3.76
HE
d. Socially responsive
3.78
HE
e. Oriented towards economic productivity
3.69
HE
f. Developed creativity and innovativeness
3.73
HE
g. Passed competitive examination for
3.54 ME
admission/career/scholarship
h. Drop out from school have valid reasons
3.22

Hotelling’s T2 32.50

F-Value
4.16**

Probability
0.00

Legend:

** - highly significant at 5% level.



* - Significant


4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)


1.0-1.5 - Not Effective (NE)
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variables as perceived by the respondents based on the quantity and quality of
students performance.

The findings of the study imply that the respondents’ perceived differently
the level of organizational effectiveness of the identified variables based on the
quantity and quality of students’ performance. The ratings of either moderately
effective or highly effective implies that the teachers have done their duties and
responsibilities at their best to develop their students, and that they work towards
what they their students to be. According to Miskel and Bloom (1983),
expectancy motivation is related to teachers’ job satisfaction. Thus, teachers who
believed that they have the capabilities to do the job, and envision positive
consequence for their efforts, will generally have positive levels of satisfaction. A
rating of moderately effective and highly effective is indicative of positive
organizational effectiveness. This finding jibes with the conclusion of Mott
(1972) that one of the indexes of perceived organizational effectiveness is
student’s quality of performance.
Teachers’
Performance. Table 10 shows the respondents’ perception on
the level of organizational effectiveness based on teacher’s performance.
Specifically, deemed highly effective are courtesy, proper attire and good
grooming; under personal and professional characteristics and organized and
maintain functional Homeroom/PTCA under school, home and community
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involvement. Perceived to be moderately effective under instructional skills are
knowledge of subject matter, ability to teach for the development of national
consciousness, knowledge, attitudes, and skills, skills in language communication,
creativeness and initiative in the development of instructional materials,
attendance and reports; under professional and personal characteristic are
decisiveness, honesty/ integrity, leadership, stress tolerance, fairness/ justice, and
physical and mental health; under school, home , and community involvement is
disseminate school policies/ plans/ programs/ accomplishments to the school
clientele. The differences is attributed to the rating scheme for teachers in which
the teacher’s rate themselves with the counter-rating of their immediate heads or
superior. Individual perception my also attribute to the difference, some rate their
work higher, actual, and under estimate of their work.

Based on the result of SPSS analysis, there is significant difference on the
level of organizational effectiveness among the identified variables on the
instructional skills, professional and personal characteristics. However, there is
no significant difference on the variables on school, home and community
involvement. The findings leads to the acceptance of the hypothesis, that there is
significant difference on the respondents’ perception on the level of
organizational effectiveness of the identified criteria based on teachers’ ratings
under instructional skills and professional and personal characteristics of teachers.
However, it is rejected under school, home and community involvement.
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Table 10. Perceived level of organizational effectiveness based on the ratings of
teacher’s performance

MEAN
TEACHER’S PERFORMANCE
DE
(X)



1. Instructional Skills


a) Knowledge of subject matter
3.44
ME
b) Ability to teach for the development of
3.32 ME
notional consciousness, knowledge, attitudes
and skills
c) Skills in language communication
3.26
ME
d) Creativeness and initiative in the development
3.32 ME
of instructional materials
e) Attendance and reports
3.39
ME
Hotelling’s T2 11.20

F-Value
2.68*

Probability
0.04




2. Professional and personal characteristics


a) Decisiveness
3.37
ME
b) Honesty/Integrity
3.37
ME
c) Dedication/commitment
3.47
ME
d) Initiative/ Resourcefulness
3.33
ME
e) Courtesy
3.51
HE
f) Human relation
3.41
ME
g) Leadership
3.36
ME
h) Stress tolerance
3.26
ME
i) Fairness/justice
3.37
ME
j) Proper attire/good grooming
3.53
HE
k) Physical and mental health
3.49
ME
Hotelling’s T2 34.99

F-Value
3.06**

Probability
0.00











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Table 10. Continued…

MEAN
TEACHER’S PERFORMANCE
DE
(X)
3. School, home and community involvement


a) Organized and maintain financial homeroom
3.56 HE
PTCA
b) Disseminate school Policies/plans/programs/
3.48 ME
accomplishments to the school clientele
Hotelling’s T2 1.65

F-Value
1.65ns

Probability
0.20


Legend:

** - highly significant at 1% level.



* - Significant at 5% level



X – mean


4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)


1.0-1.5 - Not Effective (NE)



reflects positive organizational effectiveness. They imply that the teachers have
responsibly done their duties and responsibilities in the development of their
students.
Administrator’s Performance. Table 11 shows the respondents’
perception on the level of organizational effectiveness of the identified variables
based on administrator’s performance. Generally all the variables under
supervisory competence, and educational leadership and executive ability were
rated as moderately effective .
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Based on the result of the SPSS analysis, there is no significant difference
on the level of organizational effectiveness among the identified variables as
perceived by the respondents based on administrators’ performance. The
findings leads to the rejection of the hypothesis, that there is significant different
on the level of organizational effectiveness among the identified variables as
perceived by the respondents based on administrators’ performance.

The findings imply that the teachers and administrators perceive similarly
the level of organizational effectiveness of all the variables under supervisory
competence, educational leadership and executive ability, and that there is
positive and fair leadership, and there is a harmonious relationship among heads
and teachers. Consequently, they are indicative of positive organizational
effectiveness. The similar ratings may be attributed to structure, wherein the
subordinate teachers look upon their principals and supervisors. This jibes with
the finding of Bossert (1988) that effective schools have tried to resurrect
leadership in order to structure schools for effectiveness. Blair and Scott (1962)
said the bureaucratic structure provides rules and regulations, and provides for
continuity, coordination, stability, and uniformity. On the other hand, there is a
tendency that subordinates communicate only those things that make them good
or those things that they think their supervisors want to hear. Working under the
same bureaucratic structure make them secure and one in spirit. Kakabadse


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Table 11. Perceived level of organizational effectiveness based on the ratings of
administrator’s performance


ADMINISTRATOR’S PERFORMANCE
MEAN (X)
DE
1. Supervisory competence


a) Job knowledge
3.38
ME
b) Ability to instruct
3.32
ME
c) Language communication
3.34
ME
d) Cultural and professional growth
3.37
ME
Hotelling’s T2 2.86

F-Value
0.93ns

Probability
0.43




2. Educational leadership and Executive Ability


a) Professional and community leadership
3.33
ME
b) Executive ability
3.37
ME
c) Attendance
3.33
ME
d) Reports and action on papers
3.37
ME
Hotelling’s T2 1.67

F-Value
0.54ns

Probability
0.66


Legend:

** - highly significant at 1% level.



* - Significant at 5%
DE
–
Descriptive
Equivalent

4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 – Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)


1.0-1.5 - Not Effective (NE)


(19992), as cited by Landacan (200) suggested that people who share a sense of
belongingness tends to feel good about themselves in the organization.

Job Satisfaction and Job Dissatisfaction. Table 12 shows the respondents’

perception on the level of organizational effectiveness among the identified on job

satisfaction and job dissatisfaction. Specifically, deemed to moderately effective
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Table 12. Perceived level of organizational effectiveness based on the ratings of
job satisfaction and job dissatisfaction

JOB SATISFACTION
(X)
DE
a. It is a matter of principle


b. High salary
3.28
ME
c. High load with specialization
2.58
ME
d. Pleasant dealings of immediate head/supervisor/principal
3.11
ME
e. Immediate boss is very kind and understanding
3.11
ME
f. Fairness in promotion
2.98
ME
g. Job well done is recognized and rewarded
3.13
ME
h. No favoritism in giving teacher’s load and responsibility
3.19
ME
i. Pleasant dealing of colleagues
3.17
ME
j. Freedom in planning and carrying out my assigned duties and
3.21 ME
responsibilities
k. Enjoyment of the other benefit aside from the regular salary
3.03
ME
Hotelling’s T2 57.72

F-Value
4.58**

Probability
0.00

JOB DISSATISFACTION


a. My boss is so autocratic
2.26
LE
b. Low salary
2.55
ME
c. So many responsibilities/load
2.57
ME
d. Unkind and inconsiderate boss
2.45
LE
e. There is bias in promotion
2.40
LE
f. Job well done is not recognized
2.40
LE
g. Favoritism in giving of load and responsibilities
2.34
LE
h. Lack of warmness among my colleagues
2.34
LE
i. Supervision is fault- finding and non-considerate
2.30
LE
j. Immediate boss is arrogant
2.26
LE
k. No permanent position or item
2.28
LE
l. Unpaid over times
2.32
LE
m. Salary paid by parents to PTCA paid teachers is far below that
2.43 LE
of regular salary
Hotelling’s T2 27.83

F-Value
1.83

Probability
0.08

Legend:

DE – Descriptive Equivalent



X – mean


4.51-5.0 – Very Highly Effective (VHE)

3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)
1.51-2.5 – Less Effective (LE)
1.0-1.5 - Not Effective (NE)
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under job dissatisfaction are low salary and so many responsibilities/loads;
under job satisfaction are that satisfaction is based on principle, that there are
pleasant dealings of immediate head/supervisors/principal, that immediate boss is
very kind, and understanding , that a job well done is recognized and rewarded,
that there is no favoritism in giving teachers’ load and responsibility, that there
are pleasant dealings of colleagues, that there is freedom in planning and carrying
out many assigned duties and responsibilities, that other benefits are enjoyed
aside from the regular salary. The similarities and differences of perceptions may
be attributed to personal sensitivity, experience, previous observations,
bureaucratic structure and leadership. Some individuals are more sensitive than
others. A positive reaction may result to higher performance; and
negative reaction, a lower rating. Some might have experienced unjust vexation,
treatment, and insults from higher ups and colleagues. Others might have been
by-passed in ranking for promotion. These traumatic experiences may be
contributory to the differences. Fairness in administering and executing rules,
directives, guidelines, and regulations, and democratic leadership under the
bureaucratic structure may favor higher rating.

Based on the result of SPSS analysis, there is a significant difference on
the level of organizational effectiveness among the identified variables as
perceive by the respondents based on the ratings on job satisfaction and there is
no significant difference on job dissatisfaction. The findings lead to the
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acceptance of the hypothesis, that there is significant difference on the level of
organizational effectiveness among the identified criteria on job satisfaction as
perceived by the respondents. And rejection under job dissatisfaction. under job
dissatisfaction . Generally, all the variables included under job satisfaction are
rated moderately effective, and almost all the variables included under job
dissatisfaction are rated as less effective on the level of organizational
effectiveness.

The findings imply that the teachers and administrators perceive
differently the level of organizational effectiveness among the identified variables
under job satisfaction and similarly under job dissatisfaction . The moderately
effective rating of all the identified variables under job satisfaction implies that
these are determinants for job satisfaction. Similarly, the less effective rating of
almost all the identified criteria under job dissatisfaction are also determinants of
job dissatisfaction . The moderately effective rating of receiving low salary and
having so many responsibilities implies that these may not be determinants to job
dissatisfaction because job dissatisfaction is caused more by social interactions
and relationships between individuals with their heads and colleagues. The
findings also reveal fairness in the implementation of rules, guidelines and
regulations as well as sound relationships among teachers and administrators as
exhibited by the rating of moderately effective on the level of organizational
effectiveness on job satisfaction. Duene Schuls (1973) suggested that it is
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reasonable to assume that a higher level of job satisfaction is directly related to a
positive behavior on the job especially high performance, low turnover and low
absenteeism.

Correlation Between Socio-economic
Variables and Job Performance


Socio-economic Profile and Job Performance

Table 13 shows the relationship between socio-economic profile and job
performance. The variables included under profile are age, sex, civil status, length
of service, educational attainment, and monthly income. The variables included
under performances are quantity and quality of students; instructional skills,
professional and personal characteristics of teachers,; and supervisory
competence, educational leadership and executive ability, professional and social
qualities of administrators..
Specifically, deemed negatively and significantly related are age and
quality of students’ performance; educational attainment and educational
leadership and executive ability of administrators; are under job performance,
positively but not significantly related are sex and professional and social
qualities of administrators, civil status with supervisory competence and
professional and social qualities of administrators, length in service with quantity
of students’ performance and professional and social qualities of administrators,
and monthly income
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Table 13. Correlation between the socio-economic and job performance

INDEPENDENT
PERFORMANCE
VARIABLE
STUDENT TEACHER
ADMINISTRATOR
1. Profile
Quantity Quality
Profession
Super-
Educational
Profess-
al and
visory
Leadership
ional and
Skill
Personal
Compe
and
Social
Characte-
-tence
Executive
Quality
ristics
Ability
a. Age
-.092
-.273*
-.142 -.168 -.095 -.177
-.046
b. Sex
-.170
-.214
-.098
-.208
-.040
-.080
.108
c. civil status
-.002 -.136 -.099 -.128 .140
-.036
.138
d. Length in
-.035 -.147 -.063 -.098 -.037
-.065
.048
service
e. Educational
-.077 -.190 -.033 -.140 -.201 -.232*
-.046
attainment
f. Monthly
.109 .059 .061 .137 .021
.062
.051
income
2. School







Resources
a. Fiscal/
.243* .078 .172 .059 .153
.261*
.123
Finance
b. Physical
.307** .194 .198 .005
.199
.231*
.166
facilities
c. Instructional
.447** .395** .228*
.126
.288*
.289*
.270*
d. Technology
.188
.172
.119
.065
.077
.041
.002
3. Attitudinal







Variables
a. Goals
.387** .512** .296*
.296*
.380**
.297*
.096
b. Needs
.345** .392** .351*
.395**
.476**
.460**
.300**
c. Beliefs
.210
.369**
.221
.370**
.413**
.389**
.323**
d. Integrated







services
1) concerning
.371** .313* .444*
.342** .386** .403** .239**
learning
*
2) approaches to
.432** .393** .575*
.549** .680** .666** .492**
problem
*
solving
3) ways of
.414** .431** .515*
.554** .598** .653** .463**
leading and
*
managing

Legend:
* - Significant at 5 % level (2-tailed)
** - Highly Significant at 1 % level (2-tailed)
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Based on the result of the SPSS analysis there is a negative significant
correlation between respondents’ age and quality of student’s performance: and
respondent’s educational attainment and educational leadership and executive
ability of administrators, sex, civil status, length in service, monthly income do
not significantly correlate with students’, teachers’ and administrators’
performances. The findings lead to the rejection of the hypothesis, that there is
significant correlation between the identified variables on the economic profile of
respondents with the identified variable under performance. The hypothesis in
regard to age and quality of students’ performance; educational attainment and
educational leadership and executive ability of administrators which hypothesis is
to be accepted.

The findings imply that the socio-economic profile of the teachers and
administrators is not linearly related to their perceptions on the level of
organizational effectiveness based on performance of students, teachers, and
administrators. The negatively significant correlation means that when the
observations of the first variable increases in value, the corresponding pair of
observations of the second variable tends to decrease in value. The negatively
significant correlation between age and the quality of students’ performance
implies that the older the respondents, the more objective is his evaluation.
Simply, the elder one exists to teach the young. This means that as the individual
grows in age, the gains wisdom to rationalize his understanding, and he becomes
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more objective in his evaluation, rather than being ruled by his emotions. This
was observed among students teachers who give higher grades to the students
than the grades given by their critic teacher. This finding corroborates the
observation of Dunuan (1992) that teachers whose ages are within or below the
mean have higher weighted mean rating as compared to those teachers whose
ages are above the mean The negatively significant correlation between
educational attainment and educational leadership and executive ability of
administrators implies that as the individual gains more knowledge, he becomes
more confident and becomes free from emotional fear, in line with the saying:
The truth will make us free. Thus, he becomes more objective in giving
evaluation. A non-significant correlation between any two variables does not
imply absence of correlation between these two variables, but it means that
relationship, other than linear, is still possible. Hence, the rest of the variables
included in the socio-economic profile with no significant correlation to
performance may still have correlation other than linear. Therefore age, sex, civil
status, length in service, educational attainment and monthly income does not
directly affect performances.

School Resources and Job Performance.

Table 13 also shows the correlation between the identified variables on
school resources and the identified variables under job performance. Specifically,
deemed positively related with high significant are physical facilities and quantity
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of students’ performance; instructional resources with the quantity and quality of
students’ performances; Deemed positively and significantly related are fiscal
resources with quantity of students’ performance, educational leadership and
executive ability of administrators; physical facilities with educational leadership
and executive ability of administrators; instructional resources with skill of
teachers, supervisory competence, educational leadership and executive ability
and professional and socials qualities of administrators.
Based on the result of SPSS analysis, there is a positive significant
correlations between fiscal resources of the school with quantity of students, and
educational leadership and executive ability of administrators; between physical
facilities of the school with the quantity of students’ performance, and
educational leadership and executive ability of administrators performance;
between instructional facilities of the school with quantity of students, quality of
student, instructional skills of teachers, supervisory competence of administrator,
educational leadership and executive ability of administrator, professional and
social qualities of administrator. Technological resources, which are expected to
be positively correlated significantly to performance, show no significance in the
study.

The findings of the study imply that performances are directly affected by
school resources. The finding on significant positive correlation of the identified
variables on school resources, such as fiscal, physical, instructional facilities,
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implies the direct effect of these resources on performance of students, teachers,
and administration in the enhancement of organizational effectiveness. It also
implies that adequate finances are needed to provide adequate physical and
instructional facilities for the benefit of more clientele, while limited finances are
good for limited physical and instructional facilities, which will benefit only the
few. Instructional resources, which show the most positive correlation, should be
given priorities by school administrators. Technological resources, which do not
significantly correlate with performance are not recognized because of their
non-existence or insufficiency within the area of the study. The provision of these
resources might be necessary to cope with the fast changing technological
economy of the time; nevertheless, a small school cannot afford them because of
lack of finances.

Attitudinal Variables of Teachers / Administrators
and Performance


Table 13 shows also the correlation between the identified variables on
attitudinal variables for teachers/administrators performances. Perceived to be
highly and significantly related are physical facilities and quantity of students’
performance; instructional and students’ performance; goals and students;
performances and supervisory competence of administrators; needs and students’
perform ace. Professional and personal characteristics of teachers, and
administrators; concerning learning and quantity of students performance,
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teachers and administrators’ performances; approaches to problem solving and
students, teachers, and administrators, performance on ways of leading and
managing and students. Teachers. And administrators. Perceived to be negatively
and significantly related are age and quality of students’ performance; educational
attainment and educational leadership and executive ability of administrators;
physical facilities and educational leadership and executive ability of
administrators; instructional and skill of teachers and administrators
performances; goals and teaches performances and educational leadership and
executive ability of administrators; concerning learning and quality of students’
performances and skill of teachers’ performance; approaches to problem solving
and skills of teachers; and ways of leading and managing and skills of teachers.

Specifically, deemed no significant relation were: goals and professional
and social quality of administrators; beliefs with quantity of students’
performance, and teachers’ skill.

Based on the result of SPSS analysis, there is a significant relationships
between the identified attitudinal variables and the performances variables:
between goals with quantity of students’ performance., quality of students’
performance, skill of teacher, professional and personal characteristics of teachers
, supervisory competence of administrators, educational leadership and executive
ability of administrators, professional and social quality of administrators;
between needs with quantity of students, quality of students, skill of teachers,
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professional and personal characteristics of teachers, supervisory competence of
supervisors, educational leadership and executive ability of administrator,
professional and social quality of administrators; between beliefs with quantity of
students, quality of students, skill of teachers, professional and personal
characteristics of teachers, supervisory competence of administrators , educational
leadership and executive ability of administrators and professional and social
quality of administrators executive ability of administrators; between identified
integrated service with performances: concerning learning with quantity of
students, quality of students, skill of teachers, professional and personal
characteristics of teachers, supervisory competence of administrators, educational
leadership and executive ability of administrators , professional and social quality
of administrators; between approaches to problem solving with quantity of
students, quality of students, skill of teacher, professional and personal
characteristics of teachers, supervisory competence of administrators, educational
leadership and executive ability of administrators, professional and social quality
of administrators; between ways of leading and managing with quantity of
students, quality of students, skill of teachers, professional and personal
characteristics of teachers, supervisory competence of administrators, educational
leadership and executive ability of administrators, professional and social quality
of administrators. The findings lead to the acceptance of the hypothesis , that
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there is a significant correlation between the attitudinal variables of teachers and
administrators to students, teachers, and administrators performances.

The findings imply that attitudinal variables of teachers and administrators
directly affect performances of students, teachers, and administrators that high
performance of students will reveal efficient teaching of teachers and the
cooperative concerns of the administrators to students learning.

Correlation Between Socio-economic Variables
and Job Satisfaction/ Job dissatisfaction


Socio-economic Profile and Job Satisfaction
and Job Dissatisfaction

Table 14 shows the relationship between profile and job satisfaction/job
dissatisfaction. The variables included under socio-economic profile are age , sex,
civil status, length of service, educational attainment, and monthly income.
Deemed as negatively and non-significantly related to both job satisfaction and
job dissatisfaction are sex, civil status, length in service, and educational
attainment. Monthly income has a positive and non-significant relationship to
both job satisfaction and job dissatisfaction.
Specifically, the variables with negative non-significant relationship to
both job satisfaction and job dissatisfaction are: sex, civil status, length in
service, and educational attainment. Monthly income has a positive and non-
significant relationship to both job satisfaction and job dissatisfaction.
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Table 14. Correlation between socio-economic variables and job satisfaction/ job
dissatisfaction.

INDEPENDENT VARIABLE
JOB
SATISFACTION DISSATISFACTION
1. Profile


a. Age
-.085
.011
b. Sex
-.075
-.122
c. Civil status
-.056
-.140
d. Length in Service
-.058
-.030
e. Educational attainment
-.066
-.157
f. Monthly income
.100
.014
2. School Resources


a. Fiscal (finances)
.124
-.299*
b. Physical facilities
.121
-.291*
c. Instructional
.234*
-.197
d. Technological
.082
-.072
3. Attitudinal Variables


a. Goals
.300**
.163
b. Needs
.202
.144
c. Beliefs
.264*
.075
d. Integrated services


1) concerning learning
.132
-.326**
2) approaches to problem solving
.235*
-.204
3) ways of leading and managing
.333**
-.188
Legend:
* - significant at 5 % level (2- tailed)

**- Highly significant at 1 % level (2- tailed)
4.51-5.0 – Very Highly Effective (VHE)


3.51-4.5 – Highly Effective (HE)

5.51- 3.5 - Moderately Effective (ME)

1.51-2.5 – Less Effective (LE)


1.0-1.5 - Not Effective (NE)


Age has negative non-significant relationship to job satisfaction and a positive
non-significant relationship to job dissatisfaction.

Based on the result of SPSS analysis, there is no significant correlation
between the identified socio-economic profile of respondents and either job
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satisfaction or job dissatisfaction as shown by the values of the Pearson product
moment correlation between age with job satisfaction job dissatisfaction;
between sex with job satisfaction and job dissatisfaction; between civil status
with job satisfaction and job dissatisfaction; between length in service with job
satisfaction and job dissatisfaction; between educational attainment with job
satisfaction and job dissatisfaction; between monthly in with job satisfaction
and job dissatisfaction. With this finding the hypothesis, that there is significant
correlation between socio-economic profile of respondents and job satisfaction
and job dissatisfaction.

The findings imply that job satisfaction and job dissatisfaction are not
directly affected by the socio-economic profile of teachers and administrators.
However, the non-significant relationship does not imply lack relationship,
relationship may be possible, but not linear.

School Resources and Job Satisfaction
and Job Dissatisfaction


Table 14 also shows the correlation between the organizational
effectiveness of the identified criteria under school resources and the identified
variables under job satisfaction and job dissatisfaction. The school resources
includes fiscal, physical, instructional and technological resources. Deemed
as
positively and significantly related to job satisfaction is instructional resources.
The variables that are negatively and significantly related to job dissatisfaction
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are fiscal /finances and physical facilities; Those that are positively but not
significantly related to job satisfaction are fiscal/finance, physical and
technology resources; And those that are negatively and not significantly related
to job dissatisfaction are instructional and technology resources.

Based on the result of SPSS analysis, there is a significantly relationship
among the identified variables under school resources and job satisfaction and job
dissatisfaction. between fiscal resources with job satisfaction and job
dissatisfaction; between physical facilities with job satisfaction and job
dissatisfaction; between instructional resources with job satisfaction
and job dissatisfaction; between technology resources with job satisfaction and
job dissatisfaction. The findings, lead to the acceptance of the hypothesis, that
there is significant correlation on the level of organizational effectiveness among
the identified variables under school resources and job satisfaction and job
dissatisfaction is to be accepted between: fiscal resource and dissatisfaction ,
physical resources and job dissatisfaction , and technology resources and job
satisfaction under fiscal resources and dissatisfaction; physical resources and job
dissatisfaction; and technology resources and job satisfaction.

The findings imply that some of the identified school resources may be
related but not directly to job satisfaction. On the other hand, if there is job
satisfaction, then job dissatisfaction will be lessened. The positively significant
correlation between instructional resources and job satisfaction implies that a
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feeling of wellness will be derived from instructional resources due to the
effectiveness of work done with the use of instructional resources. The negatively
significant correlation between fiscal resources and job dissatisfaction , and
between physical facilities and job dissatisfaction implies that as fiscal and
physical facilities increases the feeling of job dissatisfaction decreases. The non-
significant correlation between any of the variables imply that there is relationship
between the variables, but not linear. School resources such as finances, physical
facilities, instructional, technology resources are parts and parcel of making
conducive and pleasant place for working. According to Dilworth (1983), the
factors most frequently involved in events causing a job dissatisfaction relate to
Company policy and administration, supervisory interpersonal relations, salary
and working condition.

Attitudinal Variables of Teachers / Administrators
and Job satisfaction and Job dissatisfaction


Table 14 also shows the relationship between the level of organizational
effectiveness of the identified variables under job satisfaction and job
dissatisfaction. The variables included under attitudinal variables are goals, needs,
beliefs, and integrated services concerning learning, approaches to problem
solving, ways of leading and managing. Specifically, deemed as positively and
significantly related to job satisfaction are goals, beliefs, approaches to problem
solving, and ways of leading and managing; Perceived to be negatively related to
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job dissatisfaction is concerning learning; Perceived to be and as positively but
not significantly related are needs and concerning learning.

Based on the result of SPSS analysis, there is a significant relationships
between goals and job satisfaction and job dissatisfaction; needs and job
satisfaction and job dissatisfaction; beliefs and job satisfaction and job
dissatisfaction ; concerning learning and job satisfaction
and job dissatisfaction; approaches to problem solving and job satisfaction and
no significant relationship between job dissatisfaction; ways of leading and
managing with job satisfaction and job dissatisfaction .

The findings imply that the level of organizational effectiveness of almost
all of the identified variables under attitudinal variables of teachers and
administrators is positively and significantly relates to job satisfaction and
negatively but few are significantly related to job dissatisfaction . This finding
indicates that as the relationship of the level of organizational effectiveness of the
attitudinal variables and job satisfaction becomes higher, the relationship of the
level of organizational effectiveness of the same identified variables and job
dissatisfaction becomes negatively higher in significance.








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Correlation Between the Level of Organizational Effectiveness Based on
Production, Services, Utilization of Resources, Flexibility/adaptability
to change and Job satisfaction and Job dissatisfaction


Production, Services, Utilization of Resources,
Flexibility / adaptability to Change and Performance

Table 15 shows the relation between the intervening variables
performance. The variables under intervening variables are quantity level and
quality of production; extent and quality of services; extent and efficiency in the
utilization of resources; extent and quickness to flexibility/adoptability to change.
Perceived to be highly and significantly related to quality of students performance
are productions, services, utilization of resources, and flexibility and adaptability
to change; to be highly and significantly related to teachers performance:
flexibility and adaptability to change; to be significantly related to administrators
performance: utilization of resources, flexibility and adaptability to change.
Specifically, extent and quickness to flexibility/ adaptability to change is
highly and significantly related to the following performances: quantity and
quality of students performance, skill, professional and personal characteristics of
teachers, supervisory competence and educational leadership and executive ability
of administrators. Level and quality of production is highly and significantly
related to the following: quantity and quality of students’ performance, and to
professional and personal characteristics of teachers. Level and quality of
services is highly and significantly related only to quality of students’
performance. Level of utilization of resources is highly and significantly related
to quality of students’ performance and educational leadership and executive
ability of administrators; while efficiency of users is significantly related to
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Table 15. Correlation between level of organization effectiveness based on
production, services, utilization of resources, flexibility/ adaptability to
change and job performance

INTERVENING
PERFORMANCE
VARIABLES
STUDENTS TEACHERS
ADMINISTRATORS
1. Production
Quantity Quality Skill Profession
Supervisory
Educational
Professional
al and
Competence
Leadership
and Social
Personal
and
Quality
Character-
Executive
istics
Ability
a. level
.388** .541**
.142
.242*
.101
.086
.042
b. Quality
.351** .589**
.123
.235*
.131
.094
.091
2. Services







a. level
.295* .404**
.026
.057
.114
.120
.142
b. Quality
.202
.392**
.056
.008
.141
.106
.116
3. Utilization of







resources
a. level
.268* 300**
.126
.122
.197
.235*
.186
b. Efficiency
.251* .340**
.130
.089
.235*
.235*
.178
4. Flexibility/







Adaptability to
change
a. Extent
.272* .393** .332**
.348**
.323*
.280*
.178
b. Quickness
.302** .416** .409** .347** .341**
.295*
.182









Legend:

* - Correlation is significant at the 0.05 level (2- tailed)

**- Correlation is significant at 0.01 level (2-tailed)


quantity and quality of students’ performance, supervisory competence and
educational leadership and executive ability of administrators.

Based on the result of SPSS analysis, there is a significant relationship
between quantity and quantity of production, quality of students performance, and
professional and personal characteristics of teachers. Quality of production has
significant positive correlation between extent of service and quantity; quality of
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student. Likewise, quality of service positively correlates to quality of students
significantly. There is also significant positive correlation among extent of
utilization and quantity of students, quality of students, and educational
leadership and executive ability of administrator; between efficiency of utilization
and quantity and quality of students; extent of flexibility and adaptability and
quantity, quality of students, instructional skills, professional and personal
characteristics of teachers, educational leadership and flexibility; between quality
of flexibility and quantity of students, quality of students, instructional skills of
teachers, professional and personal characteristics of teachers, supervisory
competence of administrators, educational leadership and executive ability of
administrator; and between quickness and quantity of students, quality of
students, instructional skills of teachers, professional and personal characteristics
of teachers, educational leadership and executive ability of administrator. The
findings lead to acceptance of the hypothesis, that there is significant relations
between the level of organizational effectiveness of the identified intervening
variables and performances, between extent and quickness to flexibility/
adaptability to change among the performances except professional and social
quality of administrators performance; between level and quality of production
with quantity and quality of students’ performance, and professional and personal
characteristics of teachers; between extent and quality of services with quantity
and quality of students’ performance; between level of utilization of resources
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and efficiency of users with quantity and quality of students’ performance
supervisor’s competence and educational leadership and executive ability of
administrators. Conversely, if there no relationship the hypothesis is rejected.
The findings imply that the relation between the level of organizational
effectiveness of the identified intervening variables such as quantity and quality
of products, extent and quality of services, extent and efficiency of utilization of
resources, extent and quickness to flexibility/adaptability to change are
significantly related to the majority of the performances; and that the that the
identified variables do affect the identified performances in certain degrees, and
the most affected is student’s performance. Thus, if the extent and quality of the
identified variable is highly effective, then the expected quantity and quality of
student’s performance is high and vice versa. Consequently, quantity and quality
performance of students’ will reflect teachers’ and administrators’ performance.

Correlation Between the Level of Organizational Effectiveness
Based on Production, Services, Utilization of Resources, Flexibility/
Adaptability to Change and Job satisfaction / Job dissatisfaction

Production, Services, Utilization of Resources,
Flexibility/ Adaptability to Change
and Job satisfaction / Job dissatisfaction

Table 16 shows the relation between the level o organizational
effectiveness of the identified intervening variables and job satisfaction and job
dissatisfaction. The intervening variables included are extent and quality of
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products, extent and quality of services, extent and efficiency in the utilization of
resources, extent and quickness to flexibility/adoptability to change.
Specifically, deemed as significantly related to job satisfaction are: quality
of production, extent and quality of services, utilization of resources and
efficiency of users, extent and quickness to flexibility / adaptability to change.
The lone variable which is not significantly related to job satisfaction is quantity
of production.

Based on the result of SPSS analysis, there is a significant positive
correlation between quality of products and satisfaction, extent of services and
satisfaction, quality of services and satisfaction, extent of utilization of resources
and satisfaction, extent of flexibility and adaptability to change and satisfaction,
quickness to flexibility/adaptability to change and satisfaction. The findings lead
to the acceptance of the hypothesis, that there is a significant relationship between
the level of organizational effectiveness of the identified intervening variables and
job satisfaction and job dissatisfaction. Between: job satisfaction with quality of
production, extent and quality of services, extent of utilization of resources and
efficiency of users, extent and quickness to flexibility/ adaptability to change,
conversely if there is no relationship, then the hypothesis is rejected.


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Table 16. Correlation between the level of organizational effectiveness based on
production, services, utilization of resources and flexibility/
adaptability to change and job satisfaction/ dissatisfaction


JOB SATISFACTION
JOB
INTERVENING VARIABLE
SATISFACTION UNSATISFAC
TION
1. Production


a. level
.164
.061
b. Quality
.262
.067
2. Services


a. level
.277*
.129
b. Quality
.315**
.084
3. Utilization of resources


a. level
.276*
.016
b. Efficiency
.236*
.098
4. Flexibility/Adaptability to change


a. Extent
.357*
.173
b. Quickness
.282*
.125
* - significant at 5 % level (2- tailed)
**- Highly significant at 1 % level (2-tailed)


The findings imply that the relationship of the level of organizational
effectiveness of the 75 percent of the identified intervening variables is significant
related to job satisfaction and all is not significantly related to job dissatisfaction;
that quality of products, extent and quality of services, extent and efficiency in the
utilization of resources, extent and quickness to flexibility and adaptability to
change give job satisfaction; and that an individual will derive satisfaction from
the value of work done. The respondents, being the teachers themselves, feel
dissatisfaction when their students fail to learn what they have taught, and felt
incompetent in their job.
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The finding corroborates the statement of Herzberg (1959) that there are
two sets of factors for high job satisfaction; the motivational factors and hygiene
factors. The motivational factors, according to Herzberg, are those found in the
job itself such as having: (1) the opportunity to learn and acquire skills and
knowledge; (2) the influence in making important decisions; (3) the opportunity
to get ahead in the organization; (4) the opportunity to get ahead professionally;
(5) enough freedom and responsibility; (6) prestige in the organization; (7)
originality; (8) importance of task; (9) competence in the job; and (10) work
enjoyment.
On the other hand, the hygiene factors are those that are present in the
work environment; those are: (1) availability of support, (2) salary, (3) prestige in
the environment, (3) prestige in the community, (4) respect of co-workers, (5)
security in the job, (6) good personal relations, (7) nature of the organization, (8)
fringe benefits, bonuses and insurance, (9) good physical conditions, (10) good
competent supervisors.
Schub (1973) concluded that it is reasonable to assume that higher level
of job satisfaction is directly related to positive behavior on the job especially
high performance , low turnover and low absenteeism.






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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS


The main purpose of the study was to determine determinants for an
integrated organizational effectiveness of schools in Buguias, Benguet.

Specifically, the study aimed to determine the socio-economic profile of
teachers and administrators; and to determine the level of organizational
effectiveness on availability of school resources, level of production and quality
of products, extent and effectiveness of services, extent of utilization of resources
and efficiency of users, extent and level of flexibility and adaptability to change,
job performance, and job satisfaction. It also aimed to find out the relationship
between socio-economic profiles and job performance, school resources and job
performance; attitudes of teachers and administrators and job performance; socio-
economic profile and job satisfaction and job dissatisfaction; school resources and
job satisfaction and job dissatisfaction; attitudes of teachers and administrators
and job satisfaction and job dissatisfaction; production, services, utilization of
resources, flexibility/ adaptability and job performance; and production, services,
utilization of resources and flexibility and adaptability and job satisfaction and job
dissatisfaction .
There were 75 respondents composed of the administrators and teachers of
both elementary and secondary school levels. The descriptive method of research
was used making in making questionnaires to gather the data.
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Collected data were analyzed and interpreted using frequency counts,
percentages and weighted means. The F-test was used to determine the
differences among means at 5 % and 1 % levels of significance.

The following are the significant findings of the study:

1. A great majority of the respondents are females and married. The
respondents have a mean age of 43 years old. They have been in government
service for almost 20 years, have earned at least MA/MS master’s units, and have
at least a basic monthly salary of P 10,000.00.
2. Perceive to be highly effective in schools are text books and references;
moderately effective are finances, classrooms, library collections, learning
centers, playgrounds, teaching manuals, and audio-visual aids; less effective are
audio-visual rooms; newspapers and magazines, cassette tape recorders,
televisions, overhead projectors; and not effective is multi-media projector. The
attitudes of teachers and administrators are deemed to be highly effective towards
goals, needs, and beliefs---with the leading goals as having a one-man role in
planning goals and activities of the school; the leading need as giving rewards and
appreciations for a job well done; and the leading belief is that ability can be
improved with hard work and added knowledge and skills. On the other hand,
their attitudes towards integrated services are deemed to be moderately effective--
- with the leading service concerning learning as observing academic time and
support teachers in making students learn; and the leading service concerning
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approaches to problem-solving and decision-making is making discussion and
inquiry common and accepted practice in the school. Finally, their attitude
towards ways of leading and managing are perceived to be moderately effective,
with the leading way as working together to articulate a shared purpose toward
educational vision focused on learning.
On quantity and quality of products, the leading deemed highly effective
are lesson plans, students’ learning and students’ promotion and moderately
effective are equipment or instructional materials and tools from the Department
of Education and supply materials from politicians.
On quantity and quality of services, perceived to be highly effective are
instruction, remedial teaching, art and music program, and teacher-parent
meetings; moderately effective are transportation, medical/ dental, library, and
feeding canteen; and less effective is housing/ dormitory/ cottages.
Deemed highly effective are school funds under utilization of resources
and classrooms/ chairs/ tables for both utilization of resources and efficiency of
users; and moderately effective are benefits, supply and equipment, technological
resources, library, medical/ dental and canteen.
Based on extent and level of flexibility and adaptability to change, deemed
highly effective is method/ technique; moderately effective are equipment,
assignment, curriculum and coping with emergencies and disruption. Highly
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effective under extent and moderately effective under flexibility and adaptability
to change is routine.
Highly effective on students performance are acquisition of knowledge
and skill, development of correct habits, attitudes and values; effectiveness of
patriotic citizen, socially responsive, oriented towards economic productivity;
developed creativity and innovativeness; and passing competitive examinations.
Students performance moderately relates to dropout schools.
3. Moderately affecting job dissatisfaction are low salaries and many
responsibility loads; and job satisfaction are pleasant dealings, a job well done is
recognized and rewarded, and there is no favoritism.
Negatively and significantly relating to students performance is age; and to
educational leadership and executive ability to administrators’ is educational
attainment. Under school resources, fiscal resources positively and significantly
relate to quantity of students’ performance and educational leadership and
executive ability of administrators; instructional resources to quantity of students’
performance, quality of students’ performance, skill of teacher, supervisory
competence of administrators, educational leadership and executive ability of
administrators, and professional and social qualities of administrators.
All the socio-economic variables do not significantly relate to job satisfaction
and job dissatisfaction. Under school resources, fiscal resources negatively and
significantly relate to job satisfaction and physical resources to job satisfaction.
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Instructional resources positively and significantly relate to job satisfaction. Most
of the variables under attitudinal variables of teachers and administrators are
significantly relate to job satisfaction. Under integrated services, those
concerning learning negatively and significantly relate to job dissatisfaction.
Markedly correlating are production variables and students performance,
services variables and quality of students’ performance, flexibility/ adaptability
and quality of students’ performance, and teachers’ performance and supervisory
competence of teachers. Production significantly relates to professional and
personal characteristics of teachers; level of services to quantity of students’
performance; utilization of resources to quantity of students’ performance;
educational leadership to executive ability of administrators; flexibility/
adaptability to change; and educational leadership to executive ability of
administrators. Almost all the variables on production, services, utilization of
resources, flexibility/ adaptability to change significantly relate to job satisfaction
but not significantly relate to job satisfaction.

Conclusions

Based on the findings, the following conclusions are drawn:
1. There is a significant difference among the socio-economic profile of
teachers and administrators. The majority of the teachers are females, mature and
married. They are at the peak of their physical strength and not too old to resist
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innovations and adjust to change. Thus, they are assets to organizational
effectiveness.
2.Teachers and administrators perceive that the level of organizational
effectiveness among the schools in Buguias is moderately effective.
3. Socio-economic variables such as sex, civil status, length of service and
monthly salary do not significantly affect performances of students, teachers and
administrators. However, age affects students’ quality of performance, and
educational attainment affects educational leadership and executive ability of
administrators. Gender, civil status, length of service and monthly income do
not significantly affect job performance, job satisfaction and job dissatisfaction.
School resources and instructional resources however may significantly affect the
quantity of students performance and the educational leadership and executive
ability of administrators. Conversely, attitudes of teachers and administrators
may greatly affect job satisfaction and job dissatisfaction, as well as the
performance of students, teachers, and administrators.

Recommendations
Based on the findings and conclusions, the following recommendations
are put forward:
1. The retirement age of teachers should be lowered as age significantly
affects student performance.
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2. The government should add more budget to education to improve its
facilities, especially instructional facilities like appropriate textbooks.
3 Teachers and administrators should have cooperative attitudes towards:
goals, needs, beliefs, and integrated services.
4. A study related to the present study may be done in other schools to
validate the findings of the present study.
5. An action plan could be made and be followed to enhance and sustain
organizational effectiveness.

ACTION PLAN


I. Title: Enhancing and sustaining organizational Effectiveness
II. Rationale: The school as the center for youth development has the main role of
instruction. Teachers and administrators alike are the key facilitators, the
managers, and the evaluators of the teaching-learning process. To be true to these
functions and responsibilities, it is proper to work cooperatively to enhance and
sustain organizational effectiveness of schools.
III. Objective: The main objective of this plan is to find means of enhancing and
sustaining organizational effectiveness of schools.
IV. Mechanics of implementations.


SPECIFIC
TIME
AREAS
STRATEGY
INDICATORS
OBJECTIVES
FRAME
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*Make a plan
*Making of action *3 weeks *Finished
School Goals for
plans by subject
to 1
action plan by
the
areas
month
group
enhancement
submitted
of school
goals
*Evaluate
the
*Assessment on
*1 year
*80% and
attainment of
the attainment of
above of plans
the goals
group plans
attained
Faculty and
*Update
*Programs for
* 1 year
*Program
staff-
teachers on
faculty &staff-
implemented
development new trends of
development
*Number of
instruction and *Attending
seminars-
classroom
seminars –
training
management
training
workshops
workshops
*Organized model
teaching
demonstration
School
*Assess basic
*Purchase needed *1 year
*Basic
Resources
resources
resources
resources
needed
*Solicit
provided and
*Upgrade the
*Fund raising
updated
quantity of
basic
resources and
services
Community
*Involve
*PTA meetings
*Every
*Problems and
involvement
parents in
for presenting the grading
needs
solving the
needs of and
period
presented
problems or
problems of
needs of
students
students
Students
*Assist
*Remedial
*Per
*Remedial
Learning
student
teaching
grading
teaching
develop skills

undertaken
in areas like
math. and
science
Guidance and *Monitor
*Preparation of
*Weekly
*Attendance
Counseling
students
daily attendance

monitored and

absentees and
*Counseling of

submitted
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cutting of
students by

*Absent
classes
adviser/

student

principal/guidance
counseled
counselor


Development *Develop
*Models of
*Start of
Instructional
of
teaching aid
teaching aids,
the school materials
instructional
out of used or
instructional
year
made,
materials
inexpensive
materials like
presented, and
local materials workbooks,
utilized
for instruction modules and
enhanced outlines
Teachers and *Assess
*Follow-up and
Every 4
3 staff-
staff-meeting development
appraisal of action months
meeting/
of
plans
district
action plans
*Information,
meeting per
*Search for
suggestion
year
venues,
information,
and other
sources of
school funds







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LITERATURE CITED

ALONTO, A.E. JR. 1992. As cited by LANDACAN, J.S. 2001. Speech delivered
during the 25th year of PASUC Annual Convention, February 17-19,1992.
PUP, Sta. Mesa, Metro Manila.

AQUINO, G.V. 1989. As cited by LANDACAN, J.S. 2001. Principles and
Methods of Effective Teaching. Mandaluyong City. National Bookstore.

ATKINSON, C. AND A. BROSKOWSKI. 1978. Evaluation of Human Services
Programs. New York. Harper Collins Publishers. Pp. 382.

AYER, F. 1954. Fundamental of Instructional Supervision. New York: Harpers &
Brother Publishers. P.16

BARNARD, C. 1948. Organization and Management. Boston: Harvard
University Press.

BEE, D.E. 1987. As cited by LANDACAN, J.S. 2001. Introduction to
Psychology. New York. Harper Collins Publishers. Pp. 382.

BLANDFORD, S. 1998. As cited by LANDACAN, J.S. 2001. Managing
Discipline in Schools. Rloutledge II. Fetterlane, London. Pp. 60-76.

COVEY, R. 1994. First Things First. New York: Simon and Schuster.

DILWORTH, J. 1983. Productive and Operational Management. New York:
Frandom House Inc. p.13.

DUNUAN, E. 1992. Appraisal of the implementation of the Agricultural and
Trade/Industrial Schools Curricula in Benguet and Mountain Province
School Divisions. Unpublished Thesis, Benguet State University, La
Trinidad, Benguet.

ESTRADA, R.M. 1986. Towards an Effective Monitoring and Evaluation System
of Executive Order 803 in the Province of La Union. Unpublished
Masteral Thesis; UPLB, College, Laguna.

GREGORIO, H.C. 1961. School Administration & Supervision. Garotech
Publishing. Quezon City, Philippines.

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130
GOOD, C.V. 1973. Dictionary of Education. 3rd ed. New York: Mc. Graw-Hill.

HERSEY, P. and K. Blanchard. 1992. Management of Organizational Behaviors:
Utilizing Human Resources. 2nd ed. Englewood Cliffs, New Jersey:
Prentice Hall, Inc.

HERZBERG, F. 1959. Motivation to Work. New York: Willy and Son.

KAKABADSE, A. AND n. KAKABADSE. 1988. Essence of Leadership.
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KLIATCHKO, J. 1985. Attitudes Towards Works. Kliatchko Ind. Relations
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LANDACAN, J.S. 2001. Classroom Management Strategies of Agriculture
Teachers in the Cordillera Administrative Region. Unpublished Doctoral
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LARDIZABAL, A.S., A.S. BUSTOS, L.C. BUCH ANDM.G.TANGCO. 1991.
Principles and methods of Teaching. Quezon City: Phoenix Publishing
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MASLOW, A. 1943. ‘A Theory of Human Motivation.” Psychological Review.
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MINSTBERG, M. 1979. The Structuring of Organizations. Englewood Ciff, N:
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MURPHY, J. and L. SPREY. 1982. Monitoring and Evaluation of Agricultural
Change A.A. Wageningh: International Institute for Land Reclamation and
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PAPALIA, D.E. and S.W. OLDS. 1986. As cited by LANDACAN, J.S. 2001.
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Dissertation. Benguet State University, La Trinidad, Benguet.

PETERSON,C. 1991. As cited by LANDACAN, J.S. 2001. Introduction to
Psychology. Harpers Collins Publishers. New York. Pp. 382.

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SISON, P. 1981. Personnel Management and Human Resources. Manila: Rex
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University Press.

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APPENDIX A.
QUESTIONAIRE
_________________________________________________________________

Dear Respondents,


You are Very much honored to be respondents to this questionnaire. The
researcher truly trust in your sincerity and integrity as a public servant, your
enthusiasm and interest for the development of the young through quality
education, and your willingness to support for professional growth through
research.


The researcher owes very much from you the very needed information for
the attainment of the objective of this research. Kindly give your responses with
utmost sincerity. Rest assured that whatever information gathered will be kept
confidentially.


Thank you very much for your cooperation in sparing your precious time
in answering this questionnaire. May the God Almighty bless your good work and
multiply your blessings.

Truly
yours,








FELIPE D. BACDAYAN

I. Respondents Profile

1. Name: ____________________________________________________

2. Name of School: ___________________________________________

3. Age: _____________Sex: Male: ______________ Female __________

4. Civil Status: Single: ______ Married: _____ Widow/Widower _______

5. Number of years in the position: _______________________________

6. Highest Educational Attainment:


BS Graduate: ______________ With MS Units: ______________


Masters Graduate: __________ With Doctorate Units: _________
Doctorate
Graduate:
_________
7.Monthly Income:
Ph 10,00.00 & above _____Ph 15,000.00 & above _____
Ph 20,00.00 & above _____Ph 25,000.00 & above _____
Ph 30,00.00 & above _____Ph 35,000.00 & above _____



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8. Special Trainings (Please Specify):
____________________________________________________________
____________________________________________________________

II. Perception on Organizational Effectiveness

Every educator produces something during work. It maybe a “product” or
a “service”.

A. School Resources

Please rate each item regarding the availability of materials in your school
by checking on the line below the number of scale corresponding to your
responses. Please use the number scale below to categorize your responses.

5 – Very Highly Effective (VHE) - When provision is above the standard as set by the
Dep.Ed. .
4 – Highly Effective (HE)- When provision meets maximum standard as set by the
Dep.Ed.
3 - Moderately Effective (ME) - When provision meets minimum standard as set by the
Dep.Ed.
2 – Less Effective (LE) - When provision meets below the standard as set by the Dep.Ed.

1 - Not Effective (NE) – When provision is not Available

A. School Resources
Availability Rating

5 4 3 2 1
1. Fiscal resources (finances)
_____ _____ _____ _____ _____
2.
Physical
Facilities

a. Classrooms
_____ _____ _____ _____ _____
b. Library
_____ _____ _____ _____ _____
c. Learning center
_____ _____ _____ _____ _____
d. Playground
_____ _____ _____ _____ _____
e. Audio-visual room
_____ _____ _____ _____ _____
3.
Instructional
facilities

a. Textbooks/reference books
_____ _____ _____ _____ _____
b. Teaching manuals
_____ _____ _____ _____ _____
c. Audio-visual aids
_____ _____ _____ _____ _____
d. Newspapers/magazines/ journals _____ _____ _____ _____ _____
4.
Technological
resources

a. Cassette tape recorder
_____ _____ _____ _____ _____
b. Television
_____ _____ _____ _____ _____
c. Overhead projector
_____ _____ _____ _____ _____
d. Slide projector
_____ _____ _____ _____ _____
e. Computer
_____ _____ _____ _____ _____
f. Multi-media projector
_____ _____ _____ _____ _____
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B. Attitudes of Teachers/Administrators/Students


Please rate each item based on your personal experiences and perceptions.
Check on the line below the number scale that corresponds to your choice. Please
use the number scale below to categorize your responses.

5 – Very Highly Effective (VHE) – With 85 – 100% usual practice.

4 – Highly Effective (HE)- With 75-84 % usual practice.
3 - Moderately Effective (ME) – With 46-74 % usual Practice

2 – Less Effective (LE) – With 11-45 % usual practice


1 - Not Effective (NE) – With 10 % below practice.


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Practice
Rating
1.
Goals

4 3 2 1
a. Prepares specific, challenging, and _____ _____ _____ _____ _____
attainable goals.
b. Involves teachers in preparing





school goals and activities for
_____
_____ _____ _____ _____
commitment.
c. Adheres to lone-man role in





planning goals and activities of the
_____
_____ _____ _____ _____
school
2.
Needs

a. Considers physiological needs of
_____ _____ _____ _____ _____
teachers and students.
b. Recognizes achievement of
_____ _____ _____ _____ _____
teachers
c. Assigns challenging work to
_____ _____ _____ _____ _____
teachers
d. Shares tasks and responsibility
_____ _____ _____ _____ _____
with teachers
e. Gives reward and appreciation for _____ _____ _____ _____ _____
job well done
f. Considers the salary of teachers
_____ _____ _____ _____ _____
important
h. Respects the personal life of each
_____ _____ _____ _____ _____
teacher
i. Encourages teachers to make
_____ _____ _____ _____ _____
choices and accept responsibilities for
their choices.
3.
Beliefs

a. Ability can be improved with hard _____ _____ _____ _____ _____
work and added knowledge and skills
b. People work hard when they have _____ _____ _____ _____ _____
been fairly allocated
c. Fair and courteous treatment in the _____ _____ _____ _____ _____
promotion of teachers
d. The nature of the job itself must be _____ _____ _____ _____ _____
challenging, interesting and enjoyable

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4. Integrated Services

Please answer the questions based on your personal experiences and
perceptions in your school. Please categorize your responses by checking on the
line below the number scale. The number scales are as follows:


5 – Very Highly Effective (VHE) – with 91-100%
4 – Highly Effective (HE)- with 81-90% rating

3 - Moderately Effective (ME) - with 71-80% rating

2 – Less Effective (LE) - with 61-70% rating


1 - Not Effective (NE) – 50% and below rating


Rating
A. Concerning Learning
5 4 3
2 1
1. Are learning goals clear, Understood _____ _____ _____ _____ _____
and accepted?
2. Do leaders protect academic time





and support teachers in keeping
_____ _____ _____ _____ _____
students engage in learning?
3. Do students acquire essential skills





and knowledge at high levels?
_____ _____ _____ _____ _____
4. Do classroom practices develop





thinking skills for all children rather





than emphasize rote acquisition of basic _____ _____ _____ _____ _____
skills?
5. Do we engage students as active





learners and co-constructors of





knowledge?
_____ _____ _____ _____ _____
6. Do we provide opportunities for





students to direct and be responsible for




their own learning?
_____ _____ _____ _____ _____






B. Approaches to problem solving





1. Are discussions and inquiry





common and accepted practice in your




school?
_____ _____ _____ _____ _____
2. Do you share information and make




decisions together?
_____ _____ _____ _____ _____
3. Do you solve problems





corroboratively with others?
_____ _____ _____ _____ _____
4. Are you open to multiple approaches




and solutions?
_____ _____ _____ _____ _____
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137
5. Do your leaders try to gain many





points of view before solving important _____ _____ _____ _____ _____
problems?
6. Is decision making consensual and





inclusive as opposed to top-down and





non-participatory?
_____ _____ _____ _____ _____
7. Do leaders provide formal





information means for staff and





students to raise and solve problems in _____ _____ _____ _____ _____
the school?
8. Do leader accept conflicts as





“normal” and use it as a stimulus for





change?
_____ _____ _____ _____ _____






C. Ways of Leading and Managing





1. Do you work together to articulate a




shared purpose and educational vision





focused on learning?
_____ _____ _____ _____ _____
2. Do leaders protect the vision and





make it visible to others?
_____ _____ _____ _____ _____
3. Do leaders communicate their values




and mission in the things they do, how




they spent their time, and what they
_____ _____ _____ _____ _____
consider important?
4. Do you take collective responsibility




for school practices and outcomes?
_____ _____ _____ _____ _____
5. Do leaders in your school emphasize




power through people rather than
_____ _____ _____ _____ _____
power over people?
6. Is authority in your school based





more on professional knowledge and





competence than on position and rules? _____ _____ _____ _____ _____
7. Do leaders in your school provide





social support for high academic





achievement?
_____ _____ _____ _____ _____
8. Do leaders in your school facilitate,




guide, and coach others to adopt





practices that advance student academic _____ _____ _____ _____ _____
and social performance?
9. D leaders in your school





communicate their passion for learning




by challenging ineffective practices?
_____ _____ _____ _____ _____
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10. Do leaders in your school create a





culture that supports risk – taking and
_____ _____ _____ _____ _____
encourages innovation?

C. Products and Services

Here are list of products and services that result from efforts in school.
Please rate how much are produces and how good is the quality of the products or
services produced by the people you know in your school. Please use the number
scale below to categorize your responses by checking the line under the number
scale appropriate to your response.

Level of production
5 – Very Highly Effective (VHE) – When there is 91-100% production
level of the item being ask for.
4 – Highly Effective (HE)- – When there is 81-90% production level of
the item being ask for.

3 - Moderately Effective (ME) – – When there is 71-80% production
level of the item being ask for.

2 – Less Effective (LE) – – When there is 41-70% production level of the
item being ask for.



1 - Not Effective (NE) – – When there is 40% production level of the
item being ask for.

Quality of the Products or Services
5 – Very Highly Effective (VHE) – When there is 91-100% quality of the
item being ask for.
4 – Highly Effective (HE)- – When there is 81-90% quality of the item
being ask for.
3 - Moderately Effective (ME) – – When there is 71-80% quality of the
item being ask for.

2 – Less Effective (LE) – – When there is 61-70% quality of the item
being ask for.
1 - Not Effective (NE) – – When there is60% quality of the item being
ask for.


Level of Production
Quality of Product
C.1
Product
5 4 3 2 1 5 4 3 2 1
a. Lesson plans
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
b. Teaching modules/
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
visual aids
c. Test/workbooks
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
d. Themes/experiments
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
e. . Project/book reports
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
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139
f. Athletic achievements
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
g. Student learning
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
h. Student promoted
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
I. Monetary contributions









of parents for PTCA paid









teachers
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
j. Proceeds of fund raising









activities
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
k. Equipment/instructional









tools from the DepEd.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
l. Supply and materials










from politicians.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
M Supply and materials










from NGO’s.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
n. Others Please specify










_______________________ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___











C.2 Services.
Level of Services
Quality of Services

5 4 3 2 1 5 4 3 2 1
a. Instruction
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
b. Remedial teaching
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
c. Art and music program
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
d. Teacher-parents meeting ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
e.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Housing/dormitory/cottage
f. Transportation
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
g. Medical/dntal
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
h.Library
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
i. Feeding canteen
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
j. Others, Please specify:
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
_______________________ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___


C. How many people in your school get maximum out-put from the available
resources in your school and efficient do they do their work? Please use the
number scale below to categorize your responses by checking on the line below
the number opposite each resource.

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How Many

5 – Very Highly Effective (VHE) – When 100% of the constituent is
benefited
4 – Highly Effective (HE)- When 75% of the constituent is benefited
3 - Moderately Effective (ME) – When 51-74% of the constituent is
benefited
2 – Less Effective (LE) – When 25-50% of the constituent is benefited

1 - Not Effective (NE) – When 10-20% of the constituent is benefited.

How Efficient

5 – Very Highly Effective (VHE) – When 91- 100% of the constituent is
efficient.
4 – Highly Effective (HE)- When 85-90% of the constituent is efficient.
3 - Moderately Effective (ME) – When 51-74% of the constituent is
efficient
2 – Less Effective (LE) – When 51-74% of the constituent is efficient.
1 - Not Effective (NE) – When 50% below efficient.


How Many
How Efficient
Resources
5 4 3 2 1 5 4 3 2 1
a.
School
funds
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
b.
Benefits

___ ___ ___ ___ ___ ___ ___ ___ ___ ___
c. Supply and Equipment
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
d.
Technological
resources ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
e.
Library
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
f. Classroom/chairs/










tables, etc.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
g.
Medical/
dental
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
h.
Transportation
facilities ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
i.
Housing
facilities
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
j. Food / canteen
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
k. Others, please specify:
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
_____________________ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
_____________________ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___


D. How many and how quickly do people in your school accept and adjust to
changes? Please use the number scales below to categorize your responses by
checking on the line below the number scale opposite each change.

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How Many


5 – Very Highly Effective (VHE) – When 81-99% of the affected people
accept and adjust to changes in favor of the school.
4 – Highly Effective (HE)- When 51-79% of the affected people accept
and adjust to changes in favor of the school.
3 - Moderately Effective (ME) – When 35-50% of the affected people
accept and adjust to changes in favor of the school.
2 – Less Effective (LE) – When 25-34% of the affected people accept and
adjust to changes in favor of the school.
1 - Not Effective (NE) – When 20% of the affected people accept and
adjust to changes in favor of the school.


How Quickly

5 – Very Highly Effective (VHE) – When 91- 100% of the affected people
quickly accept and adjust to changes.
4 – Highly Effective (HE)- When 81-90% of the affected people quickly
accept and adjust to changes..
3 - Moderately Effective (ME) – When 71-80% of the affected people
quickly accept and adjust to changes.
2 – Less Effective (LE) – When 51-70% of the affected people quickly
accept and adjust to changes.
1 - Not Effective (NE) – When 50% below of the affected people
quickly accept and adjust to changes.



How Many
How Quickly
Resources
5 4 3 2 1 5 4 3 2 1
a. Changes in










methods/techniques
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
b. Changes in routine
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
c. Change in equipment
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
d. Change in assignment
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
e. Change in curriculum
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
f. coping with emergencies and










disruptions
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
k.
Others,
please
specify:

_____________________
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
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III. Perceptions on the Effects of Organizational Effectiveness to Job performance
and Job Satisfaction.


Please rate the quantity and the quality of students’, teachers’, and
administrators’/ supervisors’/ principals’ performance based on your personal
perception. Please use the number scale below to categorize your responses by
checking the line under the number scale.

For Quantity


5 – Very Highly Effective (VHE) – When 100% of the population
obtained the necessary knowledge, skills and
attitudes desired..
4 – Highly Effective (HE)- When 91-99% of the population obtained the
necessary knowledge, skills and attitudes desired..
3 - Moderately Effective (ME) – When 75-90% of the population
obtained the necessary knowledge, skills and
attitudes desired..
2 – Less Effective (LE) – When 51-74% of the population obtained the
necessary knowledge, skills and attitudes desired..
1 - Not Effective (NE) – When 50% of the population obtained the
necessary knowledge, skills and attitudes desired..

For Quality

5 – Very Highly Effective (VHE) – with 91-100 % performance
4 – Highly Effective (HE)- with 85-90 % performance
3 - Moderately Effective (ME) – with 80-84 % performance
2 – Less Effective (LE) – with 74-79 % performance
1 - Not Effective (NE) – with 73 % below performance

A. Students’ Performance
For Quantity
For Quality
1. Acquisition of knowledge and










skills
__ __ __ __ __ __ __ __ __ __
2. Development of correct habits,










attitudes and values.
__ __ __ __ __ __ __ __ __ __
3. Effectiveness of patriotic citizen __ __ __ __ __ __ __ __ __ __
4. Socially responsive
__ __ __ __ __ __ __ __ __ __
5. Oriented towards economic










productivity.
__ __ __ __ __ __ __ __ __ __
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6. Developed creativity and
__ __ __ __ __ __ __ __ __ __
innovativeness
7. Passed competitive
__ __ __ __ __ __ __ __ __ __
examinations for
admission/career/scholarship.
8. Drop out from schools have
__ __ __ __ __ __ __ __ __ __
valid reasons.
9.
Others,
please
specify:

_____________________
__ __ __ __ __ __ __ __ __ __













B. Performance for Instructors/Teachers

Please use the number scale below to categorize your responses by
checking on the line under the number scale.


5- Very Highly Effective - with 91-100 % performance rating
4 – Highly Effective (HE)- with 85-90 % performance rating
3 - Moderately Effective (ME) – with 80-84 % performance rating
2 – Less Effective (LE) – with 75-79 % performance rating
1 - Not Effective (NE) – with 74 and below % performance rating


1.Instructional
Skills
5 4 3 2 1
a. Knowledge of subject matter
__ __ __ __ __
b. Ability to teach for the development of national __ __ __ __ __
consciousness, knowledge, attitudes and skills.
c. Skill in language communication
__ __ __ __ __
d. Creativeness and initiative in the development of __ __ __ __ __
instructional materials.
e. Attendance and reports.
__ __ __ __ __
2. Professional and Personal Characteristics





a. Decisiveness
__ __ __ __ __
b. Honesty/ Integrity
__ __ __ __ __
c. Dedication / Commitment
__ __ __ __ __
d. Initiative / Resourcefulness
__ __ __ __ __
e. Courtesy
__ __ __ __ __
f. Human relation
__ __ __ __ __
g. Leadership
__ __ __ __ __
h. Stress tolerance
__ __ __ __ __
i. Fairness/ justice
__ __ __ __ __
j. Proper attire/ good grooming
__ __ __ __ __
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k. Physical and mental health
__ __ __ __ __






3. School Home and Community Involvement





a. Organized and maintained functional
__ __ __ __ __
homeroom/PTCA
b. Disseminate school
__ __ __ __ __
policies/plans/programs/accomplishments to the
school clientele.






C. Performance of Supervisors and Principals





1. Supervisory competence
__ __ __ __ __
a. Job knowledge
__ __ __ __ __
b. Ability to instruct
__ __ __ __ __
c. Language communication
__ __ __ __ __
d. Cultural and professional growth
__ __ __ __ __
2. Educational leadership and executive ability





a. Professional and community leadership
__ __ __ __ __
b. Executive ability
__ __ __ __ __
c. Attendance
__ __ __ __ __
d. Reports and action on papers
__ __ __ __ __
3. Professional and social qualities





a. Personal and character
__ __ __ __ __
b. Human and public relation
__ __ __ __ __
c. Creativeness and initiative
__ __ __ __ __







IV. Job Satisfaction


Are you satisfied with your job/ The following list might be some of the
reasons for job satisfaction and/ or dissatisfaction. Please rate your conformity
based on your experience and perception. Please use the number scale below to
categorize your responses and by checking on the line under the number scale that
corresponds to your response for each reason.


5 – Very Highly Effective (VHE) - with 93-100 % rating
4 – Highly Effective (HE)- with 86-92 % rating
3 - Moderately Effective (ME) – with 80-85 % rating
2 – Less Effective (LE) – with 72-79 % rating
1 - Not Effective (NE) – with 70 % and below rating


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Rating
1. Yes, I am satisfied with my work because:
5
4
3
2
1
a. It is a matter of principle
__
___ ___ ___ ___
b.
High
salary
__ ___ ___ ___ ___
c. Light load with specialization
__
___ ___ ___ ___
d. Pleasant dealings of immediate head/supervisor/principal __ ___ ___ ___ ___
e. immediate boss is very kind and understanding
__
___ ___ ___ ___
f. Fairness in promotion
__ ___ ___ ___ ___
g. Job well done is recognized and rewarded
__
___ ___ ___ ___
h. No favoritism in giving teachers load and responsibility
__ ___ ___ ___ ___
i. Pleasant dealings of colleagues __
___
___ ___ ___
j. Freedom in planning and carrying out my assigned duties __ ___ ___ ___ ___
and responsibilities.
k. Enjoyment of other benefits aside from the regular salary __
___ ___ ___ ___

5 – Very Highly Effective (VHE) - with 93-100 % rating
4 – Highly Effective (HE)- with 86-92 % rating
3 - Moderately Effective (ME) – with 80-85 % rating
2 – Less Effective (LE) – with 72-79 % rating
1 - Not Effective (NE) – with 70 % and below rating

2. No, I am dissatisfied with my work because





a.
My
boss
is
autocratic
__ ___ ___ ___ ___
b.
Low
salary
__ ___ ___ ___ ___
c. So many responsibilities/load
__ ___ ___ ___ ___
d. Unkind and inconsiderate boss
__
___ ___ ___ ___
e. There is biased in promotion
__ ___ ___ ___ ___
f. Job well done is not recognized
__
___ ___ ___ ___
g. Favoritism in giving teachers load and responsibility
__ ___ ___ ___ ___
h. Lack of warmness among my colleagues
__
___ ___ ___ ___
i. Supervision is fault finding and non
constructive.
__ ___ ___ ___ ___
j. Immediate boss is arrogant/
__
___ ___ ___ ___
k. No permanent position/item
__
___ ___ ___ ___
l.
Unpaid
overtimes
__ ___ ___ ___ ___
m. Salary paid by parents to PTCA paid teachers is far
__ ___ ___ ___ ___
below that the regular salary.
n. Others, please specify:




_________________________________________
__ ___ ___ ___ ___

Thank you very much for your cooperation in devoting your precious time in answering
these questionnaires. May God bless you more and your family and more power to you.

Very truly yours,


FELIPE B. BACDAYAN
Researcher
Assessment of Organizational Effectiveness of Schools
in Buguias District, Benguet / Felipe D. Bacdayan. 2006

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146
BIOGRAPHICAL SKETCH



The author is FELIPE DOLEN BACDAYAN, third son among seven
siblings of four sons and three daughters of a humble family of Casilia Bacdayan
and Ludiana Dolen of Bangao, Buguias, Benguet.

He left home at an early age and lived with kinfolks like: Juana Lesino,
Morris Camsol, and Miguel Kebeng family, nearer the school for his elementary
and secondary education at Lamagan, Guiday and Abatan respectively. He
finished his elementary as second honorable mention at the Loo Settlement Farm
School, presently Loo Elementary School, and his secondary education at San
Isidro High School at Abatan, Buguias, Benguet as first honorable mention in
1964 and 1968 respectively.

He enrolled at the Saint Louis University, Baguio City under the study
loan program “Enroll now, pay later” of the university. But no avail and financial
support for his miscellaneous expenditures he was forced to work as Student
Library Assistant under the university library until he finally finished his Bachelor
of Science and Education degree in summer 1972. In the same year he took and
passed the Civil Service Examination for Teachers. He took up summer classes
under the same university and earned 36 masters units for administration and
supervision, but unfortunately he was not able to finish his course due to financial
constraints.
Assessment of Organizational Effectiveness of Schools
in Buguias District, Benguet / Felipe D. Bacdayan. 2006

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147

Under the Magna Cart for Public School Teachers, he was allowed to take
a one- year study leave in 1993. He enrolled at the Benguet State University for a
masters degree, took up MS in Mathematics and finally finished it in 1996. He
was again inspired and encouraged by his former professors and friends to take up
his Ph.D. degree, which he took at the Benguet State University-Buguias Campus
under consortium with the Benguet State University main, La Trinidad, Benguet
from the year 2002 to 2006.

His first employment was at the Castillejos Academy, Castillejos,
Zambales in 1972 offered to him by the Columban fathers. He transferred to
Sacred Heart High School, Itogon, Benguet in 1973 to 1974. Because of his
intension to serve in his locality, he seek employment at the Buguias- Loo Agro-
Industrial School, at present Benguet State University-Buguias Campus, Loo,
Buguias, Benguet from 1975 up to the present.

The author had also attended in-service trainings/ seminars which are as
follows:

Mathematics for Electronics and Electrical Trainers at NITVET-NCTESD,
Taguig, Metro Manila from 24-jun-02 to 28-jun-02.

10th Summer Institute in the Natural Sciences and Mathematics at the
University of the Philippines, Baguio City from April 4-5, 2002.
Values Orientation Workshop held on November 27-29, 2001 at BSU-
Buguias Campus, Loo, Buguias, Benguet.
Assessment of Organizational Effectiveness of Schools
in Buguias District, Benguet / Felipe D. Bacdayan. 2006

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148
Lecturer/ Speaker during the District Leadership Training and Science
Journalism on June 21-22, 2001 at the Benguet State University-Buguias Campus,
Loo, Buguias, Benguet.
9 th Summer Institute in the Natural Sciences and Mathematics held at the
Univesity of the Philippines, Baguio Ckity on April 5-7, 2001.
Mental Math Power Program, A Mathematics Teacher-Empowerment
Course by the PAJALLA MAHEMATICS consultancy internationale Philippines
on November 27-29, 2000 at UP-ISMED, UNIVERSITY OF THE
PHILIPPINES, Diliman, Quezon City.
Curricular Assessment Seminar Workshop in Mathematics and Computer
Scienc held at Ating Tahanan, Baguio Ckity on September 29-30, 2000.
Research: The Foundation of Quality Education in the New Millennium held on
9-11 August 2000 in Bocobo Hall, College of Law, University of the Philippines,
Diliman, Quezon City.
2000 Annual Convention of the Mathematical Society of the Philippines
with the theme “MSP 2000: Celebrating the World Mathematical Year” held at
St. Louis University, Baguio City on May 20-21, 2000.
DSEDIP REVISIT WORKSHOP (Provincial Planning Workshop) held on
February 16-18, 2000 at Hotel Supreme, Baguio City.

8 th Summer Institute in the Natural Sciences and Mathematics held at the
University of the Philippines, Baguio City on April 10-15, 2000.
Assessment of Organizational Effectiveness of Schools
in Buguias District, Benguet / Felipe D. Bacdayan. 2006

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149

Powerful Mathematics Shortcuts and Techniques in Multiplication and Its
Application Made Easy held on August 30, 1999 at Buguias-Loo Polytechnic
College, Loo, Buguias, Benguet.

Continuing Training Program for Tertiary Mathematics in Northern Luzon
held at Mariano Marcos State University-Batac Campus on October 19-22, 1999.

Lectures in Statistics held at the Graduate College, DMMMSU, City of
San Fernando, La Union on October 9, 1999.

Visionary Leadership for Educators and Managing Changes in the New
Millennium held at the Agricultural Training Institute, Benguet State University,
La Trinidad, Benguet on August 4-5, 1999.

Mathematics for Technology held on April 5-7, 1999 at the University of
the Philippines College Baguio.

Moral Recovery Program (HUBOG ASAL) under Presidential
Proclamation No.62 and the realization of the Philippines 2000 vision on March
11, 1999 at Buguias, Benguet.

Two-Day Live-in Science and Technology Coordinating Council Science
and Technology Manpower Development Program Echo Seminar-Workshops for
Science and Mathematics Teachers held at Baguio City High School, Baguio City
on November
15-16, 1990.
Assessment of Organizational Effectiveness of Schools
in Buguias District, Benguet / Felipe D. Bacdayan. 2006

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150

Seminar Workshop on Upgrading School Librarians’ Competencies on
May 29-30, 1979.

Level 1V, Training Program for Teachers conducted by the Department of
Education and Culture for a total of seventy-two(72) Training hours.

Science Seminar at St. Louis University Laboratory High School from
Oct. 10 to Oct. 12, 1974.

1974 SSI, Mathematics Section at St. Louis University, Baguio City from
April 8 to May 18, 1974.

Scouting Fundamentals course, Phase one for Scoutmaster, and Basic
Training Course for Outfit Advisor’s held at Pico Elementary School, La
Trinidad, Benguet on August 1 – 5, 1973.
Assessment of Organizational Effectiveness of Schools
in Buguias District, Benguet / Felipe D. Bacdayan. 2006

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Document Outline

• Assessment of Organizational Effectiveness of Schools in Buguias District, Benguet
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF LITERATURE
    • Organizational Effectiveness of Schools
    • Concept of an Organization as a System
    • Natural System (an Organic Model)
    • Open System (An Integration)
    • Social-system Model
    • Key Elements of the School
    • Concept on Management
    • Leadership as an Administrativeand Supervisory Functions
    • Leadership Effectiveness
    • Cooperative School Administration and Supervision
    • Theoretical and Conceptual Framework
      • Administrative Profile and OrganizationalEffectiveness Along: Quantity, Quality,Efficiency, Flexibility, and Adoptability
      • Organizational Effectiveness Along School Resources,and Attitudes of Teachers/Administrators and Its Effecton Performance and Job Satisfaction
    • Operational Definitions of Terms
    • Hypotheses of the Study
  • METHODOLOGY
    • Locale of the Study
    • Respondents
    • Sampling Technique
    • Instrumentation
    • Statistical Analysis
  • RESULTS AND DISCUSSION
    • Socio-Economic Profile
    • Level of Organizational Effectiveness
    • Relationship Between Level of Quantityand Quality of Products
    • Relationship Between Levels of Quantityand Quality of Services
    • Relationship Between Extent of Utilizationand Efficiency
    • Relationship Between extents of Flexibilityand Adaptability
    • Correlation Between Socio-economicVariables and Job Performance
    • Correlation Between Socio-economic Variablesand Job Satisfaction/ Job dissatisfaction
    • Correlation Between the Level of Organizational Effectiveness Based onProduction, Services, Utilization of Resources, Flexibility/adaptabilityto change and Job satisfaction and Job dissatisfaction
    • Correlation Between the Level of Organizational EffectivenessBased on Production, Services, Utilization of Resources, Flexibility/Adaptability to Change and Job satisfaction / Job dissatisfaction
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary of Findings
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • APPENDICES
  • BIOGRAPHICAL SKETCH

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