BIBLIOGRAPHY ANTHONY C. FELICIANO JR., October 2006, “Effects of...
BIBLIOGRAPHY
ANTHONY C. FELICIANO JR., October 2006, “Effects of Management
Roles and Skills of Administrators on Teachers’ Performance in Besao, Mountain
Province.” Benguet State University, La Trinidad Benguet.
Adviser: Mary Jane Laruan, Ph. D.
ABSTRACT
The study aimed to determine the profile of the teachers; their perceptions
on the levels of manifestation of management roles and skills of administrators;
and to find out the effects of the manifested roles and skills of administrators on
the performance of teachers.
The findings show that there are more female teachers than male teachers.
Majority of the teachers are married and belong to the age bracket of 36-50. Most
of the teachers are classified as Teacher I so most of them are young in the
service. Only a few teachers have M.A. units or finished their Master’s degree.
Generally, the administrators moderately manifested their management roles and
skills as perceived by the teachers. The management roles perceived by the
teachers as moderately manifested were as figurehead, monitor, disseminator and
entrepreneur. The management skills moderately manifested were technical,
human and conceptual skills. Perceptions of the teachers on the manifested
management roles and skills of the administrators vary significantly according to
their profiles. The manifested management roles and skills of administrators have
a much effect on the performance of the teachers as perceived by the teachers
themselves.
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TABLE OF CONTENTS
Page
Bibliography………………………………………….……………………. i
Abstract ………….…………………..………….…………………..……..
i
Table of Contents ………….…………………..………….……………….
iii
INTRODUCTION
Background of the Study ………….…………………..………………..
1
Statement of the Problem ………….…………………..………….........
4
Objectives of the Study ………….…………………..………….………
5
Importance of the Study ………….…………………..………….……..
6
Scope and Delimitation of the Study ………….………………………..
7
REVIEW OF LITERATURE
Management ………….……………………………….………………..
8
Administration ………….……………………………….……………...
11
Supervision ………….……………………………….…………………
12
Management Performance ………….…………………………………..
14
Management Roles of Administrators ………………………………….
16
Management Skills …………………………………………………….
20
Factors Affecting Teacher’s Performance ……………………………..
24
Conceptual Framework ………………………………………………
31
Operational Definition of Terms …………………………………........
35
Hypotheses of the Study ………………………………………………
38
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METHODOLOGY
Locale and Time of the Study ……………………………………........
39
Respondents of the Study ……………………………………………..
42
Instrumentation ………………………………………………………..
42
Data Collection ………………………………………………………...
42
Statistical Treatment of Data ………………………………………….
43
RESULTS AND DISCUSSION
Profile of the Respondents ……………………………………………..
45
Management Roles and Skills Manifested by the
Administrators as Perceived by the Teachers ……………………
50
Levels of Manifestation of Management Roles and
Skills as to Profile ………………………………………………...
53
Effects of the Management Roles and Skills of
Administrators on the Performance of
Teachers as to Profile ………………………………………..........
63
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ………………………………………………………………..
78
Conclusions ………………………………………………………..........
80
Recommendations ……………………………………………………...
81
LITERATURE CITED …………………………………………………….
82
APPENDICES
A. Letter to the Administrators …………………………………………
88
B. Letter to the Respondents ……………………………………………
89
C. Survey Questionnaire ………………………………………………..
90
BIOGRAPHICAL SKETCH ………………………………………………
99
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INTRODUCTION
Background of the Study
Managerial roles and skills being practiced by administrators has
something to do with the performance of their subordinates and even affect the
whole educational system.
The community people nowadays are very much concerned if these
administrators are really doing their work effectively and efficiently or not, being
aware that their children will be the one to be most affected.
On the other hand, teachers as well complain of having an ineffective
administrator but their complaints remain only for them due to their fear of being
reprimanded. Administrators may be ineffective because of their leadership styles,
their insufficient knowledge in regards to their functions, roles and other
responsibilities regarding their job, their social relations, their professional ethics,
and others.
Some parents also question the integrity of administrators with regard to
the use of school funds. Mangubat (1996) reported that the education department
is viewed as an agency where illegal and corrupt practices are rampant.
Lingbaoan (2005) stated that the parents’ concern on how work is done by
Educators in schools is what accountability means. Gusky (2000) stated that
accountability entails the promotion of high standards of students’ learning.
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Accountability is where professional developers are asked to show that what they
do really matters. It is seen in roles, practices and skills of administrators in doing
their task.
Even the administrators are indirectly affecting the performance of
teachers; it is their leadership roles and skills that will help their subordinates to
perform better.
Gusky (2000) added that the administrators’ policies on curriculum
development and staff development assessment methods contain the restriction of
teachers in their attendance and behavior. The teachers’ code of ethics is usually
in consonance with social policies. The administrators’ practices, roles and skills
also affect the kind of working climate, interpersonal relationship and culture
existing in the organization. These can also ensure the school to be a true learning
community that provides enough learning experiences and develops well
conducts, manners and values.
Gusky also added that modern educational reforms are requiring
administrators and teachers to transform their roles and skills to a greater height
and take on new responsibilities. These reforms include the organizing of
structural changes in teaching – learning methods, strategies and approaches; and
implementing shared-decision making among members and the introduction of
alternative school governance that would encourage greater parent and
community involvement in school activities. These drastic measures are aimed at
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revitalizing teaching-learning and refocusing the culture in the learning
environment.
Educational managers, including principals and teachers, need to construct
and sustain working frameworks and processes, which recognize that leadership,
and management skills are needed at many points in an organization. Promoting
teamwork helps in developing such capabilities and also provides the potentials
for supportive networks for all managers, staff and students (Bush, 2002).
Hooer (2004) stated that principals need to be fearless in deciding how to
use their time. There’s too much to do and not enough time to do it.
Administrators are required to use time efficiently and effectively. They should
learn how so that schools’ objectives are carried out, while good working
practices are fostered.
Hoerr added that management people should feel their employees’ morale
by having contact and effective communication. One method is to give credit to
whom it is due. Recognition and appreciation boost the morale of employees.
Management people should always find time for every employee who has
suggestion, grievances and others who may wish to see them.
Ivancevich
and
Matteson
(1999) suggested that leaders in the learning
organizations must do more than setting a good example for being a mentor. If the
message of learning is to permeate the organization, leaders must continually
focus their attention on the learning agenda and institutionalize the learning
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process. Employees respond to what leaders attend to and reward. They further
stressed that the most powerful dynamics at work in leadership is called
“mimesis”, which literally means people mimic their leaders. The most effective
leaders of learning not only inspire others by their examples, they also take
personal interest in the learning of others: they serve as mentors.
Gregorio (1961) stated that administration serves as a powerful and
constructive tool in attaining the purposes of the educational program if the
methods and techniques involved were given much consideration by
administrators. Administration requires specialized ability and a thorough
knowledge of the science of administration.
It is a fact that people are now living in the world of modernization;
therefore, competence and excellence are required. In this case, administrators
need to be dynamic, as the need requires. This study centers on the management
roles and skills of administrators and their effects on their subordinates’
performance.
Statement of the Problem
The study was conducted to look in to the managerial skills and roles of
administrators in relation to the performance of teachers in the elementary schools
in the district of Besao, Mt. Province. Specifically, the answers to the following
questions were determined:
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1. What are the management roles and skills manifested by the
administrators in Besao as perceived by the teachers?
2. Are there significant differences on the manifested management roles
and skills of administrators as perceived by the teachers when grouped
according to profile?
3. What are the effects of the management roles and skills of the
administrators on the performance of teachers as perceived by the
teachers?
4. Are there significant differences on the effects of management roles
and skills of the administrators on the performance of teachers as
perceived by the teachers when grouped according to profile?
Objectives of the Study
The objectives of the study are the following:
1. To find out the management roles and skills manifested by the
administrators as perceived by the teachers.
2. To find out if there are significant differences on the manifested
management roles and skills of administrators as perceived by the
teachers when grouped according to profile.
3. To determine the effects of the management roles and skills of the
administrators on the performance of the teachers.
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4. To find out if there are significant differences on the effects of
management roles and skills of the administrators on the performance
of teachers as perceived by the teachers when grouped according to
profile.
Importance of the Study
To the Administrators: The findings of this study may acquaint or
enlighten the school heads for them to recognize the need to be an effective and
efficient school manager in terms of management roles and skills.
To the teachers: The study can serve as a guide for the teachers regarding
their administrators’ management roles and skills.
To the Department of Education or to the Policymakers: The findings
could give them ideas on the effects of the management roles and skills of
administrators on the performance of teachers fro them to make necessary and
immediate actions like remedial and reengineering needed to achieve the goals
and objectives of the public elementary schools.
Finally, the study findings can give insights and references to future
researchers on their study regarding administration and supervision of schools.
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Scope and Delimitation of the Study
The study is limited to the elementary schools in the district of Besao,
division of Mountain Province. The district of Besao has 10 elementary schools
and 5 primary schools.
The study is focused on the management roles and skills of administrators
and their effects on the performance of their teachers. The study is conducted
during the first semester of SY 2006-2007.
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REVIEW OF LITERATURE
This chapter presents the literature and studies reviewed by the researcher
that have bearing with the present study.
Management
Hellriegel, Jackson and Slocum (1999) stated that management refers to
the tasks or activities involved in managing an organization: planning, organizing,
leading and controlling. Planning involves defining organizational goals and
proposing ways to reach them. Organizing is the process of creating a structure of
relationships that will enable employees to carry out management’s plans and
meet organizational goals. Leading involves communicating with and motivating
others to perform the tasks necessary to achieve the organization’s goals.
Controlling is the process by which a person, group or organization consciously
monitors performance and takes corrective action.
In addition, management functions as described by Plunkett and Attner
(1985) involve planning, motivating, organizing, controlling, coordinating and
evaluating.
According to Plunkett (1985), planning is considered effective when
objectives are set, the environment is analyzed and evaluated, and the best
solutions are selected. Plans are implemented and results are controlled and
evaluated.
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In addition, Koontz and Weihrich (1988) stated that planning bridges the
gap from where we are to be. Planning strongly implies not only the introduction
of new things but also a workable implementation.
Reineck and Schoele (1980) defined motivating as a managerial function
that produces people who turn out work outputs that are normal expectations.
Donno and Herzberg (1981) as quoted by Palada (2001) concluded that
there are two different factors influencing motivation. They are: (1) hygiene or
maintenance factors that consist of elements and conditions in work that makes
employees neutrally satisfied. (2) Motivator of content factors, which includes
achievement, recognition, responsibility etc.
Gregorio (2000) defined organizing as the activity of arranging and
structuring relationships in such a way that a unified effort is done in achieving
the goals and objectives of education.
Schermerhorn (1996) emphasized that managers must choose and modify
structures to best-fit situational needs.
Aquino (2001) defined controlling as the process that measures current
performance toward some predetermined goals.
Schermerhorn (1996) stated that controlling, being the fourth management
function, is the process of monitoring performance and taking corrective action as
needed. He added that through controlling managers, an active contact with
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people in the course of work and interpreting reports on performance are
maintained.
Sison (1991) as quoted by Villagracia (2004) defined coordinating as a
method of gathering people in an organization; working together to achieve a
common goal with minimum expenditure of effort and materials. Coordinating
provides the orderly synchronization of effort through correct timing and
sequence of execution, resulting in harmonious and unified action in pursuit of
common objectives. Sison also added that coordinating is a fundamental function
of management to provide an orderly arrangement and execution of the activities;
to involve personnel in policies and programs in the various departments; and to
achieve their objectives.
Gregorio (1961) stated that evaluation is simply determining how well
educational purposes have been achieved. It includes the school survey and
teaching. Gregorio added that it is the ultimate major function of supervision in
which the purpose is to appraise the outcomes and the factors conditioning the
outcomes of instruction and to improve the products and processes of instruction.
Evaluation calls for the use of educational tests and measurements.
Furthermore,
Massie
(1987) stated the eight functions of management.
The functions are decision making, organizing, staffing, planning, controlling,
communicating, directing and innovating.
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Sison (1991) stated that the function of management is to promote and
enhance the development of work effectiveness and advancement of human
resources in the organization through proper planning, organizing, directing,
coordinating and controlling of activities related to the goals of the organization.
Administration
Gregorio (1961) stated that the word administration ordinarily connotes
the machinery of an organization and its functions. It refers in general to the plan
of organization and how such organization is controlled and operated. It involves
direction, control and operation of the organizational activities to accomplish the
desired aims and objectives. He added that the major functions are planning,
organizing, directing, coordinating, supervising, evaluating, providing leadership,
recording, keeping and promoting close school-community relationships.
Knezervich (1975) stated that administration is the way to take charge, to
perform and to accomplish duties and responsibilities in the organization. Its
functions or processes are anticipating, programming, orienting, staffing,
executing, changing, diagnosing, deciding, coordinating, communicating,
politicking, and appraising. Administration is important to maintain and expand
the relevance, effectiveness and productivity of the organization. It is a way to
implement legislative decisions and policies coming from the higher level of the
organization because it has a decisive impact to influence members of the
organization. Administration shapes values, traits, images, and reputation or
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prestige of the organization. It is a means to an end as it is the starting point in
studying and accomplishing goals of education.
Reeder
(1981)
stated
that school administration is a means to an end.
Schools are maintained only for providing the means to education. Administration
should operate the school plant and meet the criteria of excellence in terms of
repair, planning, erecting, training and supervising teachers, providing supplies,
seeing that all money is economically spent and accounted for, keeping the public
informed about the aims, accomplishments and organization of instructional
programs.
Supervision
Eye (1971) defined supervision as the systematization of interaction of
people responsible in the implementation of interaction of people responsible in
the implementation of educational programs. It involves as many staff members
as possible so that it can produce positive influence on the accomplishment of
objectives or goals of education. In supervision, the supervisor learns to delegate
authorities, accepts responsibilities, and gives credit to effective performance of
members. The process of supervision includes coordinating, controlling,
stimulating, initiating, analyzing, appraising, designing and implementing.
Gregorio (1961) stated that supervision ordinarily aims for the
improvement of the total teaching-learning situation and the conditions that affect
them. It is a specialized function, which involves leadership in studying,
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improving and evaluating teaching-learning situations, and the conditions that
affect both teaching and learning. Supervision may also be defined as a process of
bringing about the improvement of instruction by working with people who are
working with pupils. It is the process of stimulating growth as a means of helping
teachers. Adequate supervision is concerned with making adequate provision for
all the conditions which are essential to effective teaching and learning through
those activities which are primarily and directly concerned with studying and
improving conditions which surrounds the teaching of the teachers and the
learning of the pupils. The purpose of supervision, therefore, is to supply the
leadership which will help the staff members improve the instructional situation
and in doing that, to grow professionally themselves.
Gregorio (1961) enumerated the five functions of supervision as quoted by
Villagracia (2004):
1. Inspection – surveying the school system to discover problems or
defects of the student, faculty, equipment, school curriculum, objectives and
methods of instructions together with the conditions that surround them.
2. Training – may take the form of demonstration teaching, workshops,
seminars, directed observation, individual or group conference, inter-visitation,
professional classes of the use of bulletins and circulars.
3. Guidance – stimulating, directing, guiding and encouraging the faculty
to apply instructional procedures, techniques, principles and devices.
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4. Evaluation – the ultimate major function of supervision.
Management Performance
Lingbaoan (2005) stated that it is important to know the level of
effectiveness of managers’ roles because it is in their output that their effectivity
and efficiency in school management is measured. A good school administrator
utilizes available resources, encourages and assists personnel to achieve desired
objectives.
Szilagyi (1981) as quoted by Lingabaoan (2005) defined efficiency as
doing things right while effectivity is doing the right things. Efficiency tackles the
relationship between input and output and effectivity tackles the degree of goals
to be met.
Managers should know how to plan, direct, organize, coordinate, control
and evaluate, for them to be effective and efficient in doing their functions. The
success or failure of an organization is determined often by the way the
organization is managed. The same with the classroom, classroom management is
a factor that has an influence in the character and efficiency of the teaching and
learning situations.
Gregorio (1960) stated that classroom management refers to the operation
and control of classroom activities. Management assumes that its sole purpose is
to save time and energy. Therefore, the teacher should thoroughly routinize the
details of the daily practice in conducting classroom work or activities.
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Gibson (2000) enumerated the three perspectives of effectiveness of
management performance, as individual, group and organizational. Individual
effectiveness entails task performance of every member of the organization; group
effectiveness, organization of members themselves to form programs and
accomplish goals of organization; and organizational effectiveness refers to the
sum of individual and group effectiveness, synergies in effect where in
organizational goals and objectives are transformed to a higher level of
effectiveness.
To bring about changes in teaching and learning, school and college
leaders at all levels have to work with the staff colleagues, students, parents and
governors. Day et al. (2000) discussed the levers for change that are used
successfully in the schools in their study. Successful change involves leaders not
only understanding the functionalist or managerial aspects of leadership, but also
the cultural and political aspects and the contexts in which changes take place
Grace (1995). Busher and Harris (1999) suggested that the arenas in which
leaders need to operate could be summarized as:
- an awareness of context and the creation of professional networks.
- bridge and brokering between different levels of authority.
- using power to support particular educational values and ideologies.
- creating social cohesion
- mentoring staff development
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In addition, middle leaders need to be perceived as modeling successful
practice, if they have to gain respect from their staff colleagues and students
(Busher, 2005), since teaching is a practical activity as well as a managerial one.
Wilkinson and Cave (1988) explored the centrality to effective teaching of
teachers being successful managers.
Management Roles of Administrators
Newell (1978) stated that administrative roles involving interpersonal
relations warrant special attention, and the reason for this is that interpersonal
relations are central to the administration. Any administrator may perform such
roles, and in the field of education these roles are usually subsumed under the
term supervision. Other terms such as consultant, helping teacher, counselor and
coordinator are also used.
Aquino (1985) stated also three administrative roles – consultation,
counseling, and supervision.
Consultation is initiated by someone who seeks advice on a problem from
someone else whom he considers to be an expert. The people seeking the advice
may be designated as the “consultee” and the helping person as the “consultant.”
The consultee not only initiates but also terminates the relationship.
In counseling, the person seeks help and both initiates and terminates the
relationship. The person who seeks help is called the counselee, and the person
who provides help is designated as the counselor. The counseling relationship is
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distinctive because it is initiated when an individual has a problem, which is
personal in nature. An effective counselor usually offers a minimum of advice,
preferring instead to help the counselee identify relevant considerations he would
otherwise be inclined to neglect. The counselor must keep all the discussions
confidential, and the counselor does not evaluate the counselee.
Supervision is used by a number of the helping professions – and by many
industries and businesses as well – to refer to relationships in which one person
has authority over another; that is, in the usual boss- employee relationship. These
relationships are explicit in the structure of an organization and hence the
supervisor’s position can readily be identified on an organizational chart.
Supervisors are responsible for the work done by each employee under their
supervision. It is usually expected that the suggestions and recommendations of
the supervisor are to be carried out by the employee. Either the supervisor or the
employee may bring up problems related to the work situation, the supervisors
implicitly or explicitly makes or approves the decisions, which are made on these
problems.
Tanner (1987) enumerated some roles of the following administrators:
1. The superintendent
He assures the district wide conditions necessary for improving the
educational program. He is responsible for good teaching and a curriculum
tailored to meet each learner’s needs.
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2. The Assistant Superintendent
A member of the Superintendent’s team who is concerned with the
function of improving curriculum and teaching. The effectiveness of the assistant
superintendent depends on his ability to work well as a team with many people
and utilizes his talents in developing an ever improving school program.
3. The Supervisor
The district supervisors are generalists in the sense that they are not
specialists in a subject field. However, they have a specialization – the total
program of education at a given level of schooling. They bear the responsibility
for aiding the assistant superintendent in developing balanced and coherent
programs of the elementary and secondary education. What is demanded is a
strong leadership combined with professional expertise and commitment.
4. The Principal
The principal’s role is to provide moral support for teachers. Research
indicates that a “positive climate and overall atmosphere” is essential for the
improvement of teaching and learning. Principals must also create a climate in
which teachers are encouraged to have an imaginative vision of curriculum.
Studies show that “principals consider creating a climate which encourages
experimentation and sharing ideas as their most effective contribution to
improving instruction.
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5. Head Teacher
He works with principals, supervisors, and teachers on curriculum
development in their subject fields, assisting teachers with professional
improvement, selecting curricular resources with supervisors and teachers;
coordinating other departmental activities and interpreting the professional and
research literature for application to local conditions.
Lussier (2000) referred management roles as sets of expectations of how
managers will behave to a given situation.
Szilagyi (1981) as quoted by Lingbaoan (2205) identified series of roles.
These are interpersonal, information and decisional roles. Along the area of
interpersonal roles, managers acts as figureheads who serve as symbolic heads of
the organization; as leaders who hire and motivate subordinates; and as liaisons
who interact with other people outside the organization. On informational roles,
managers become monitors who collect and receive information; disseminators
who transmit information to peers and subordinates inside the organization.
Finally, on decisional roles, managers become entrepreneurs, disturbance
handlers, resource allocators and negotiators. As entrepreneurs, managers initiate
and supervise designs of projects when opportunities arise. As disturbance
handlers, managers are responsible for corrective actions when the organization
faces conflicts with unexpected crisis. As resource allocators, they designate
subordinates to their field of specializations, allocating funds according to priority
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needs. Lastly, managers become negotiators when they represent the organization
in bargaining negotiations.
Covey (1989) added that on interpersonal roles, the school administrators
must give purpose and directions to subordinates works and functions. They also
lead the shaping of desired school cultures and values. On informational roles,
they should utilize appropriate communicative aids using effective counseling
skills with staff, students and parents. They should also express ideas clearly in
writing appropriately for different kinds of audiences. They should also enlist
public participation and give support in the formation of collaborative relationship
of all people involved in the organization. On decisional roles, school
administrators should apply logical decisions and conclusions based on ethical
and moral alternatives and approaches and should give priorities to significant
issues.
Management Skills
Management skills refer to the ability and expertise of administrators in
doing the task of management. Gibson et al. (2000) stated that managerial skills
are specialized and cultured actions employed by managers to achieve desired
goals in management. Management skills are developed through education,
experiences and mentor-student relationship.
Furthermore, Whetten, A. et al. (2005) differentiated managerial skills
from other kinds of managerial characteristics and practices. First, managerial
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skills are behavioral. They are not personality attributes or stylistic tendencies.
They are consisting of identifiable sets of actions that individuals perform and that
leads to certain outcomes. Second, managerial skills are controllable. The
performance of these behaviors is under the control of the individual. Skills may
certainly engage other people and require cognitive work, but they are
controllable behaviors. Third, managerial skills can be developed. Performance
can improve. Individuals can progress from less competence to more competence
in managerial skills. Fourth, managerial skills are interrelated and overlapping. It
is difficult to demonstrate a skill in isolation from others. Skills are not simplistic,
repetitive behaviors; they are integrated sets of complex responses. Effective
managers, in particular, must rely on combinations of skills to achieve desired
results. They should develop a constellation of skills that overlap and support one
another and that allow flexibility in managing diverse situations. Fifth, managerial
skills are sometimes contradictory or paradoxical. For example, the core
management skills are neither all soft nor humanistic in orientation nor all hard
driving and directive. They are oriented neither toward teamwork and
interpersonal relations exclusively nor toward individualism and technical
entrepreneurship exclusively. A variety of skills are typical of the most effective
managers, and some of them appear incompatible.
Lussier (2000) as quoted by Lingbaoan (2005) stated that organizations
are looking for employees with good general management skills because
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enlightened management is rare in conventional practice. The skills to get along,
and communicate well with people are becoming rarer and rarer in organizations.
Much more, managers’ skills of having business knowledge, leadership abilities,
sound judgment, planning and setting abilities are now becoming rare among
managers.
Administrators should use every skill and should be centrally concerned
with the purpose or aims of education. It is directed at the achievement of certain
educational objectives (Bush, 2005).
Kakabadse (1999) as quoted by Villagracia (2004) stated that an effective
leader should possess well-tuned conceptual skills so that he can see opportunities
where others cannot and can capitalize on current trends in order to turn them into
future advantage. He added that leadership requires the development of key
aspects of character, namely a balance ambition, ability and clear conscience, so
that the leader can see what is an ethical and appropriate action in the
organization.
Jerkins (1969) stressed that the necessary training in the basic skills and
abilities are needed for potential leadership. Human relation skills are important
elements of administrative behavior, which are essential in dealing with
subordinates.
Lussier (2000) and Gibson and company (2000) integrated and innovated
management skills into three types. These are technical, human or communicative
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and conceptual or decision-making skills. Technical skills are abilities to use tool
equipments, gadgets; and to use techniques, approaches, procedures and methods
in specialized manners. Human skills are abilities to select, motivate, work with
and lead employees. Conceptual skills are abilities to integrate and coordinate the
two stated skills and transfix them into accomplishing goals of organization.
Under conceptual skills, excellent managers in companies bring out the technical
skills of employees, motivate them to accomplish excellent performance and
make the companies progressive and successful.
The largest portion of the administrator’s time is spent in some phase of
human relations with teachers, classified employees, parents, the general public,
community leaders, other administrators, and pupils so he has to strengthen his
human skills. Although it is difficult to schedule human relations, he should allot
blocks of time for this phase of his work (Stoops, 1981).
What then differentiates effective managers from less effective managers?
If developing management skills is crucial for organizational success, what skills
ought to be the focus of attention? Whetten, A. and Cameron, K. (2005) suggested
ten skills of effective managers. These are verbal communication (including
listening); managing time and stress; managing individual decisions; recognizing,
defining, and solving problems; motivating and influencing others; delegating;
setting goals and articulating a vision; self-awareness; teambuilding and
managing conflict.
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Factors Affecting Teacher’s Performance
Ruiz (1972) stated one factor that could affect teachers’ performance,
which is low morale. He stated that morale is important in the teaching
profession, as in other areas of human endeavor. Wholesome morale makes
teachers and employees eager to work hard and to fight indifference. Even though
the “going is rough” if morale is high, the teachers usually do not mind the many
incidents which would normally scuttle effective administration if morale were
low. High morale stimulates loyalty, cooperation, and teamwork, all of which are
essential in the teaching profession. Obviously, one of the supervisor’s
responsibilities is the development of morale. Ruiz also enumerated the factors,
which affect teacher’s morale. These are grouped under (a) those which have to
do with personal matters, not related to the job, (b) those which have to do with
the job, such as acts of supervisors or peers, and (c) those which come from
outside the school.
Personal Factors. Personal factors such as attitude towards teaching,
personal problems strictly unrelated to the job, and similar matters affect the
teacher’s morale. There are people who teach but have no interest at all in
teaching. They have been employed or have sought employment just to make a
living. They do not derive satisfaction in the performance of their jobs and would
rather leave the profession if there were another place to go.
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Also, it is difficult to maintain individual or group morale if teachers have
personal worries. Mayo (1945) found that some of the failures of employees in
industry during work hours were due to conditions not related to their jobs. If a
teacher is worried because of perennial problems at home, her morale in the
profession is naturally low. She brings her personal problems to the classroom,
unfortunately.
The problem is whether the supervisor or the administrator should become
involved in the personal affairs of the teachers. Some teachers might not like the
idea; others may appreciate the superiors concern. Some administrators believe
that life of the teacher outside the school is her business; others think that the
administrator should endeavor to help her make effective adjustment where such
adjustments are necessary for more efficient and effective performance. Those
who object to the idea believe that such matters are not within the province of
supervisors, who may not be guidance workers. In any case, the supervisor should
try to be understandable and should not be too hard on the teacher.
Factors which have to do with supervisors’ and administrators’ acts.
Another important element in boosting morale among the rank and file of teachers
is the confidence in the integrity and good intentions of their superiors. The good
acts of supervisors and administrators afford excellent examples of what can be
done to sustain morale of individual teachers or to maintain esprit de corps among
the faculty. If there is evident practice of corruption, unfairness and favoritism on
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the part of the superiors, naturally esprit de corps is very low. It can be playing
favorites for group or for personal reasons, or merely to be suspected of doing so.
Morale rests, for another thing, upon recognition. Teachers, like other
people, crave notice of their own achievements and respond to public or peer
recognition given to success of their efforts. This is natural. He is a wise
supervisor or administrator who takes time to commend the teachers, either
verbally or in writing, for the good things they do.
Outside factors that affect morale. Morale in the teaching profession, as in
other branches of government, is adversely affected by political interference.
Politics has disrupted the government service because politicians have interfered
with appointments of officials in the service. Aldana (1956) points out that
politics has been making “almost periodic incursions in the rank and file of the
teaching service.” When politicians insist that their recommendees be appointed
to certain positions in the teaching service, the merit system is ignored and morale
breaks down.
Small (1955) enumerated the evidences of the presence of morale on the
part of the faculty. Some of these evidences are:
1. Enthusiasm and self-confidence of the teacher is normally willing to
make decisions and to accept full responsibility for any action she has
taken.
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2. Respect for those in authority and the fellow workers. If the teacher
shows respect for authority and if she feels confident that she is also
respected and liked by the group, the chances are that the teacher has
high morale.
3. Satisfaction with enjoyment of her work If the teacher is satisfied with
her work and enjoys it, is proud of its usefulness and of her
achievement, no matter how little, her morale is likely to be high.
Recognition by superiors of such achievement and giving credit is due
may inspire the teachers to work hard to accomplish their goals, if only
to justify the superiors’ esteem and confidence.
4. Security in the future and confidence in being retained in her position.
Because of this security, the teacher is usually free from worry, is
cheerful, and contented.
The following are suggestions on how to improve morale as stated by Ruiz
(1972).
Some of the hints that principals and supervisors should remember in
connection with the development of morale are:
1. Evaluation of teacher’s performance should be in terms of objective
data and interviews, rather than on personal considerations or casual
observation.
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2. Provision of opportunities for teachers to try new methods and to
exercise freedom to attack problems.
3. Recognition of achievement and giving public credit to whom credit is
due.
4. Cooperative approaches and participative decision-making.
5. Supervisors and principals will improve morale of teachers if they look
at their work, as an opportunity to serve teachers in improving their
work.
6. Leadership that is stimulating, cooperative, impartial, and
understanding.
7. Faith and confidence in the ability of teachers by administrators.
8. Professional expertise on the part of leaders.
9. Understanding, acceptance, and realization of the importance and
social value of the activities and objectives of the work.
10. Security of positions.
Aquino (1985) stated that the staff evaluation could also affect teachers’
performance. Administrators should pursue the rating practices in the spirit of
fairness, justice, thoroughness, and with high professional standards.
Administrators should see evaluation as a series of multiple activities not as a
single entity. For instance, an administrator and the teacher should meet early in
the school year on the expectations for the teacher. Then evaluative sessions are
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necessary throughout the year to determine how well proposed goals are being
achieved, expectations met, and individual needs fulfilled. Final evaluation, near
the close of the school year, is summative and will reproduce less discord since
formative evaluation has already been employed. In subsequent years, new goals
and expectations will be proposed to allow the teacher to continue to grow
professionally and personally.
Harris (1963) suggested that teachers’ performance is clearly associated
with characteristics of teachers or the patterns of classroom behavior which might
be important in distinguishing the outstanding teacher from the poor teacher. He
enumerated three major patterns of observed teacher classroom behavior that were
found to exist.
Pattern Xo – Friendly, understanding, sympathetic versus aloof,
egocentric, restricted teacher behavior.
Pattern Yo – Responsible, systematic, businesslike versus unplanned,
slipshod teacher behavior.
Pattern Zo – Stimulating, imaginative, surgent versus dull, routine teacher
behavior.
Guillermo (1996) quoted some factors that affect teachers’ performance in
the following studies:
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Afable (1981) stated that the frustrating factors in the work of a teacher
can cause anxiety to her. These are financial difficulties, the attitudes of the
community, continued close association with innovative minds, unsatisfactory
progress of pupils, disciplinary problems, and possible loss of position.
Davis (1985) revealed that the factors affecting teacher performance dealt
on instructional problems. These are testing and evaluation; motivation;
diagnosing and correcting difficulties; modes of preparation; individual
differences; transfer of learning; relationship with administrators; lack of
materials and equipments; and curriculum and extra-curricular activities.
Lastly, Trimos (1985) found out in her study the following factors that
have significantly affected the teaching performance of the teachers in Isabela
State University. These are eligibility, length of teaching experience, years of
teaching high school students in Isabela State University, monthly salary,
administrator/superior factor, teacher factor, school facilities, and environmental
factors.
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Conceptual Framework
Administrators are doing a big part in the realization of the objectives and
goals of the educational system in our country. In this case, they play one of the
most important roles in molding the future leaders of our country. The same with
the teachers, leadership styles, skills and roles of administrators have a great
effect on them. Crowther (2002) stated that the leadership styles of administrators
are one of the factors that greatly affect teachers that are manifested in their
performance. The administrators’ conduct, manners, competencies and attitudes
were found to greatly affect their teachers’ performance.
It is assumed that teachers are effective when the school managers are also
effective in doing their management skills as to technical, human and conceptual
skills. In the same manner, when school managers are very accommodating,
approachable, enthusiastic and show deep concerns for their teachers’ needs, a
happy and vibrant relationship among administrators and teachers can be evident,
and eventually leads to better performance.
Teachers also look up to administrators who act with dignity; encourage
people constantly; maintain cohesive relationship with other people inside the
organization; maintain links with higher officials in and out of the agency;
disseminates necessary information to peers and subordinates; and updates and
prepares the members for any change. As stated by Cunningham and Cordiero
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(2000) educational leaders must be role models who support and nurture
successful teaching-learning environment.
The effectiveness of any organization depends upon its management
function, including the kind and amount of roles and skills practiced by managers
(Cartetter, 1962).
Abalos (1982) concluded that the typical problems of teachers regarding
their administrators that may affect their performance range from the
administrator being unapproachable, a disciplinarian, indifferent to progressive
ideas, meddling too much in the affairs of the class, and practicing favoritism.
These problems can be classified under management roles and management skills.
Chase (1951) stated that school administrators should possess the
following skills: technical skills, human relation skills and conceptual skills.
Technical skills refer to methods; techniques and processes, which will help,
improve quality of instruction. Human skills deal with the ways of associating
with people in the school and the public. Conceptual skills involve the ability to
see the organization as an entity and understand the interrelationship of the staff
members.
Knezevich (1962) stated that administrators should motivate their
subordinates to accomplish the purposes of the organization. Administrators
should know how to motivate teachers and others in the school system through his
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choice of rewards and punishments as well as his administrative style. The
administrator must be concerned with what makes people behave as they do.
Aquino (1985) affirmed that one of the school administrator’s obligations
specified in the Education Act of 1982 is that he or she “shall be accountable for
the efficient and effective administration and management of the school.” This
includes personnel management consisting of the non-teaching and teaching
personnel.
Figure 1 shows the relationship between the independent and dependent
variables. The independent variables are the management roles and skills of the
administrators. The dependent variables are the effects of the management roles
and management skills of administrators towards higher teacher performance
using the five-point likert scale as follows: much effect, moderate effect, fair
effect and no effect. Included as the dependent variables are the manifestations of
management roles and management skills by administrators using the four-point
likert scale as follows: fully manifested, moderately manifested, fairly manifested,
partially manifested and not manifested.
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Independent Variables Moderator Variables Dependent Variables
A. Management
A. Manifestations of
roles of
management roles
Administrators
and management
-Figureheads
skills by
-Monitors
administrators
-Disseminators
• Fully
-Spokespersons
manifested
-Entrepreneurs
• Moderately
-Resource
manifested
Allocators
• Fairly
manifested
B. Management
• Partially
skills of
Gender
manifested
Administrators
Civil Status
• Not
-Technical
Age
manifested
Skills
Position
-Human Skills
Years in Service
B. Effects of
-Conceptual
Educational
management roles
Skills
Attainment
and management
skills manifested
by administrators
on teachers’
performance
• Much
effect
• Moderate
effect
• Low effect
• No effect
Figure 1. Paradigm of the study showing the interrelationship of variables.
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Operational Definition of Terms
The following terms are defined according to their use in the study:
Administrators refer to the school heads or the principals, the head
teachers and the teachers in charge.
Disseminator
roles refer to the distribution of informations to
subordinates.
Conceptual
Skills refer to the ability of administrators to see the
organization as a whole. It is the ability to integrate technical and human skills
and transfix them into accomplishing the goals of the organization.
Entrepreneur
roles refer to the ability of administrators to initiate change
voluntarily. He receives new ideas, launches them and develops them to reality in
order to promote the organization.
Effects refer to the results in which the management roles and skills affect
the performance of the teachers as seen in their observable traits and behaviors.
The level of effect is measured as much effect, moderate effect, fair effect and no
effect.
Factors
refer to the management roles and skills of administrators that will
affect the teacher’s performance.
Figurehead
roles refer to the roles of the administrators in promoting
interpersonal relationships and taking charge of hiring, training motivating and
encouraging people in the environment.
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Human skills refer to the ability of administrators to work with,
understand and motivate other people either as individuals or as groups.
Management roles refer to the behaviors of the administrators associated
to their functions in a particular office. They are also sets of expectations and are
classified into interpersonal, informational, and decisional roles. Interpersonal
when administrators act as figureheads, leaders and liaisons in the organization;
informational when administrators monitor, disseminate, and serve as a
spokesperson in the organization; decisional when administrators become
entrepreneurs, disturbance handlers and resource allocators.
Management
skills refer to the abilities and expertise of administrators in
school management. These are their technical skills, human skills, and conceptual
skills. They are also referred to as specialized and cultured actions employed by
school administrators to achieve the desired goals of management.
Monitor
roles refer to the functions of administrators in seeing and
facilitating the everyday activities of the school
Manifestation of Management roles and skills refer to the level of
practicing the roles and skills by the administrators. The level of manifestations is
measured as fully manifested, moderately manifested, fairly manifested, partially
manifested and not manifested. Fully manifested when administrators practice
100 – 96 percent of the management roles and skills; moderately manifested when
administrators practice 95 – 91 percent of the management roles and skills; fairly
Effects of Management Roles and Skills of Adm
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manifested when administrators practice 90 – 81 percent of the management roles
and skills; partially manifested when administrators practice 80 – 71 percent of
the management roles and skills; and not manifested when administrators practice
below 70 percent of the management roles and skills.
Profile refers to the respondents’ age, sex, civil status, position or
designation and educational attainment. Age refers to the period of life, which is
measured from birth date to the last birthday of the respondents. Sex is whether
one is male or female by which the respondents are distinguished. Civil status is
the condition where in the respondents are categorized as married or not. Position
refers to the condition, title or authority which respondents act upon. Educational
attainment is grouped into Bachelor’s Degree (BS); BS with Master of Arts or
Sciences (MA/MS) units; Master of Arts (MA) and Doctor of Education (Ed.D.)
or Doctor of Philosophy (Ph. D.). Years in service refer to length of employment.
Resource
allocator
roles refer to the job of administrators in deciding how
and to whom the resources of the organization and the managers’ own time is
allotted.
Spokesperson
roles refer to the relaying of informations to people outside
the organization.
Technical
skills refer to the ability of administrators in using tools,
procedures and techniques in specialized fields.
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Hypotheses of the Study
The following hypotheses were put forward for testing:
1. The level of manifestations of management roles and skills differ
significantly as perceived by the teachers along gender, age, civil status,
position, educational attainment and years in service.
2. The effects of the management role and skills manifested by the
administrators vary significantly as perceived by the teachers along the
line of gender, age, civil status, position, educational attainment and years
in service.
Effects of Management Roles and Skills of Adm
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METHODOLOGY
Locale and Time of the Study
The study was conducted in all the elementary schools in the district of
Besao, Division of Mountain Province. These are Besao Central School, Besao
Elementary School, Soquib Primary School, Banguitan Elementary School,
Bunga Elementary School, Catengan Elementary School, Panabungen Elementary
School, Pangweo Elementary School, Tambuan Elementary School, Dandanac
Elementary School, Ambagiw Elementary School, Payeo Primary School,
Gueday Primary School, Lacmaan Primary School and Agawa Elementary School
as shown in Figure 3. An administrator; a principal, a head teacher or a teacher in
charge supervises these schools.
Figure 2 shows the municipality of Besao as the locale of the study. The
District of Besao is one of the municipalities of Mountain Province. It is located
in the boundary of Mountain Province, Ilocos Sur and Abra. The inhabitants of
the municipality are all Kankanaey. They belong to the ethnic group of APPLAI.
Most of the people in the municipality are engaged in farming as their
source for a living. They produce rice, corn and vegetables as their main products.
Some of the people are educated enough; some are lawyers, teachers, doctors,
nurses, engineers, office workers and other high-paying jobs.
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Legend:
- municipality
- location of the study
___-
provincial road
- - - - municipality boundary
Figure 2. Map of Mountain Province showing Besao, the municipal locale of the study
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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Figure 3. Map of Besao showing the elementary schools as the locale of the study
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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42
Respondents of the Study
The respondents of the study are the classroom teachers in the fifteen
elementary and primary schools in the district. Table I shows the distribution of
the respondents.
Instrumentation
The study used the descriptive method of research with survey
questionnaire as the main instrument of gathering data. It was prepared after an
adequate stock of information was acquired through intensive and extensive
reading of literature and studies that have relevance to this research. A sample of
the questionnaire was formulated and was revised upon the suggestions of the
thesis panel and adviser.
The questionnaire has two parts, Part I is on the personal profiles that
includes gender, age, civil status, position, educational attainment and years in
service. Part II is the manifestations of the management roles and management
skills of administrators and their effects on the teachers’ performance.
Data Collection
The researcher asked permission from the district supervisor of the District
of Besao, Division of Mountain Province to administer the questionnaires. When
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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it was approved, the researcher personally administered the survey questionnaires
to the teachers. He personally retrieved the questionnaires.
43
TABLE 1. Respondents in the fifteen elementary schools
Name of School
No. of Teachers
Besao Central School
10
Besao
Elementary
School
7
Banguitan
Elementary
School
6
Catengan
Elementary
School
6
Bunga
Elementary
School
4
Panabungen
Elementary
School
7
Pangweo Elementary School
2
Tambuan
Elementary
School
6
Dandanac
Elementary
School
3
Ambagiw
Elementary
School
3
Agawa
Elementary
School
9
Gueday
Primary
School
4
Lacmaan
Primary
School
1
Payeo
Primary
School
3
Soquib
Primary
School
1
TOTAL
72
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Statistical Treatment of Data
The responses of the respondents was analyzed, interpreted and presented
44
in tables in consonance with the sequence of the specific problems given.
On the profile of the teachers, the frequency and percentage was used.
On the level of manifestations of the management roles and skills a 5 –
point likert scale was used: 5 (4.21-5.00) indicates fully manifested; 4 (3.41-4.20)
indicates moderately manifested; 3 (2.61-3.40) indicates fairly manifested; 2
(1.81-2.60) indicates partially manifested; and 1 (1.0-1.80) indicates not
manifested at all.
On the effects of management roles and skills manifested by
administrators, a 4 – point likert scale was used: 4 (3.26-4.00) indicates much
effect; 3 (2.51-3.25) indicates moderate effect; 2 (1.76-2.50) indicates fair effect;
and 1{1.0-1.75) indicates no effect.
The significant differences on levels of manifestations and effects of
management roles and skills of administrators on performance of teachers as to
the profile of respondents were determined using the Two-way Friedman’s
Analysis of Variance by ranks. The formula is as follows:
X²r = 12/NK (K+1)Σ(R1)² – 3N(K+1)
Where:
X²r = Friedman’s two way ANOVA by ranks
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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N = Number or rows
K = Number of columns
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
RESULTS AND DISCUSSION
This section deals with the analysis and interpretation of the data on the
profile of respondents, the level of manifestation of management roles and skills
as perceived by the teachers and the effects of these management roles and skills
on the performance of teachers.
Profile of the Respondents
The profile of the teacher respondents refers to the gender, civil status,
age, position, years in service and educational attainment.
Gender. Table 2 shows that there are 12.5% male and 87.5% female
teachers in Besao, Mountain Province. This shows that there are more female
teachers than male teachers. The result jibes with Sameon's study (2002) as
quoted by Domerez (2005) stated that teaching is a "feminized" profession since
the nineteenth century because women were readily a substitute for men who
were away from teaching to work in business and industrial economy. Women
were generally believed to have natural maternal tendencies that made them
particularly well suited to work with children; and women shoulder significantly
greater domestic and child-rearing obligations than men. Sito (1998) also stated
that females are more inclined into teaching. Toyoken (2002) also stated that
males prefer to take up high paying job courses like business management since
they are expected to be breadwinners.
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Table 2. Profile of Teachers in the Elementary Schools in Besao, Mt. Province
A. Gender
Frequency
%
Rank
Male
9
12.5
2
Female
63
87.5
1
Total
72
B. Civil Status
Single
7
9.72
2
Married
65
90.28
1
Total
72
C. Age
21-25
1
1.38
9
26-30
6
8.33
5.55
31-35
7
9.72
4
36-40
15
20.8
2
41-45
15
20.8
2
46-50
15
20.8
2
51-55
3
4.17
8
56-60
4
5.56
7
61-65
6
8.33
5.5
Total
72
D. Position
T1
29
40.88
1
T2
16
22.22
3
T3
19
26.39
2
MT1
5
6.94
4
MT2
3
4.17
5
Total
72
E. Years in Service
0-5
15
20.8
2
6-10
16
22.22
1
11-15
13
18.06
3
16-20
9
12.5
4
21-25
6
8.33
5
26-30
3
4.17
8
31-35
4
5.56
6
36-40
3
4.17
8
41-45
3
4.17
8
F. Educational Attainment
M.A/M.S.
14
19.44
3
BEED/BSEED
26
36.11
1
BSAE
6
8.33
4
BSAH
5
6.94
5
With M.A./M.S. units
21
29.17
2
Total
72
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Civil
Status. As shown in table 2, almost all the respondents are married,
where in 9.72% are single. This may be inferred from the reason that it is biblical
to marry; based in the Proverbs 18:22 that he who finds a wife, finds what is good
and receive favor from the Lord. The findings corroborate the observations of
Toyoken (2002) that teachers marry first before they enter the field of teaching,
because they believe that with the nature of their work, they will have no time to
look for their partners in life. Others marry while they are in service. However, a
survey shows that it is in the DepEd where we can find the most number of
bachelors as compared to other government agencies.
Age. A great majority of the respondents range from 36 - 40, 41 - 45, and
46 - 50 with the same percentage of 20.8% of the total respondents. Of the 72
respondents, 19.43 % belong to the youngest group (ages 21 - 35), 62.4 % belong
to the second group (ages 36 - 50), and 19.06% are the oldest group (ages 51 -
65).
The finding shows that a great majority of teachers are in the middle age
group and only few are near the retirement period, for the reason that recruitment
at present is very difficult resulting to only few young teachers and old teachers
opted to retire even before reaching the retirement age because according to them
the teaching profession becomes more difficult. Mr. Paulino Naoy Jr. (Principal I)
stated that there is a difficulty in filling up vacancies nowadays because of the
E.O. 47. One reason also for the occurrence of few young teachers is because of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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the new guidelines in hiring. The new guidelines of hiring credits the LET results,
educational attainment, length of experience, personal characteristics etc, so
young teachers have to enroll first in graduate school to improve their educational
qualification before applying.
Position. Table 2 shows that most of the teachers are Teacher I with a
percentage of 40.28%, 22.22% are Teacher II , 26.39% are Teacher III, 6.94% are
Master Teacher I and 4.17% are Master Teacher II. The finding indicates that
most of the respondents occupy the lowest position and they range from the age of
36 to 50. This may be because most of them have been in the service only for less
than ten years. One reason also is that promotion in the DepEd is slow because it
is based on available items in accordance with E.O. 47, which states that there is
no filling up of vacancies unless approved by the Regional Office considering that
it follows certain guidelines.
Years in Service. Table 2 reveals that most of the teachers are young in
the service although their ages range from 36-50. The finding indicates that a lot
of teachers are employed for the past ten years. This also indicates that teachers
entered the service at different years; however, most of the respondents are still
young in the service because they were employed later. It means that there are
still more years for improvements and teachers can learn many things as the years
go by (Patong, 2003). As Picpican (2002) suggested that administrators and
teachers should continue to participate in the relevant activities, seminars,
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
49
workshops, conferences, and attend special course relevant to leadership
effectiveness to upgrade and broaden their experience, knowledge, skills and
abilities.
Educational
Attainment. Table 2 shows that most of the respondents are
graduates in Bachelor in Elementary Education. A great majority also of the
respondents has taken some master's units but stopped may be because of lack of
time since they are all busy with their families. Some teachers also have obtained
their Masters Degree because they want to advance their educational
qualifications, an attitude which is not only beneficial to them but also to their
students. This corroborates the statement of Bugtong(2001) that workers who
have earned higher degrees such as master's or doctorate are efficient or
competent. Teachers with master's or doctorate degrees perform better than those
with only bachelor's degree because they have undergone advanced academic
training. In addition, Patong (2003) stated that it is assumed that teachers with
higher educational qualification are more equipped with more knowledge and
skills that can be used or incorporated in schools.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
50
Management Roles and Skills Manifested
by the Administrators as Perceived
by the Teachers
Perception of teachers can be different from the perceptions of
administrators when it comes to the management roles and skills manifested by
them.
Table 3 shows that the average weighted mean of teachers' perception on
the management roles manifested by the administrators is 4.03, which is described
to be moderately manifested. It is deduced therefore in the findings that in general
the management roles were moderately practiced as claimed by the teachers. This
implies that administrators are not exerting all their effort to fully manifest their
management roles in order to strengthen their leadership. However, they fully
manifest the role of being spokespersons and resource allocators as shown by the
weighted mean of 4.27 for the former and 4.23 for the latter. This implies that the
administrators are fully exercising their roles as spokespersons and resource
allocators. Stoner and Wanker(1987) stated that managers should communicate
information to people outside the organization. In addition, Certo (1985) stated
that a manager is responsible for deciding how and to whom the resources of the
organization and the managers’ own time is allocated. He analyzes and screens
all-important decisions before these are put into action.
Table 3 also shows that the administrators moderately manifest the roles
of being figureheads, monitors, disseminators and entrepreneurs. This implies that
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
51
Table 3. Management Roles and Skills Manifested by the Administrators in Besao, Mt.
Province as Perceived by the Teachers
A. Management Roles
Weighted Mean Descriptive
Equivalent Rank
1. Figurehead 3.68
Moderately
manifested
5
2. Monitor 4.07
Moderately
manifested
4
3. Disseminator 4.13
Moderately
manifested
3
4. Spokesperson 4.27
Fully
manifested
1
5. Entrepreneur 3.79
Moderately
manifested
6
6. Resource Allocator
4.23
Fully Manifested
2
Average Weighted Mean
4.03
Moderately Manifested
B. Management Skills
1. Technical Skills
3.94
Moderately Manifested
2
2. Human Skills
3.88
Moderately Manifested
3
3. Conceptual Skills
4.00
Moderately Manifested
1
Average Weighted Mean
3.94
Moderately Manifested
Scale:
Numerical Value:
Units
Descriptive Equivalent
5
4.21 – 5.00
Fully manifested
4
3.41 – 4.20
Moderately manifested
3
2.61 – 3.40
Fairly Manifested
2
1.81 – 2.60
Partially manifested
1
1.0 – 1.80
Not manifested
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
52
the administrators are not fully exercising their roles as figureheads, monitors,
disseminators and entrepreneurs because they may give greater priorities to other
roles or they may just ignore them. This finding does not jibe with the statement
of Certo (1985) when he cited that managers could not ignore his/her management
roles if the organization has to smoothly. He added that as a figurehead, the
manager has to perform certain ceremonial duties – greeting visitors, attending
weddings of subordinates, taking a visitor to lunch, attending to a guest, etc. It
does not also corroborate with the statement of Stoner and Wanker (1987) as to
disseminators when they added that managers distribute information fully to the
subordinates. In the role of being entrepreneurs, the result does not conform to the
statement of McNerney (1962) when he stated that a school administrator is
expected to provide a healthful environment for the improvement of instruction.
He should inspire and encourage teachers to provide pupils atmosphere conducive
to learning.
Table 3 shows the level of manifestations of administrators’ management
skills. It shows that the average weighted mean is 3.94, which is described to be
moderately manifested. The finding implies that the administrators did not exert
effort to practice fully their management skills, which have a great effect on the
teachers’ capabilities. It further shows that they are not fully exercising their
conceptual, technical and human skills and they are not aware that it rebounds to
the effectiveness of their management. The finding does not corroborate with the
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
53
statements of Certo (1965) that managers or administrators’ exercise of
conceptual skills enables them to understand the relationship of the organization
to its environment and that changes in one part of the organization affect the rest
of the organization. Gregorio (1961) added that conceptual skills unify human and
technical skills to achieve the goals of the organization. The skills also relate to
organizing integrated activities, resources and personnel to make work easy and
fully satisfying to workers. The result also shows that administrators exercise less
effort on human skills. This contradicts Morales (1998) statement that
administrators should exercise tact and diplomacy in dealing with people. They
exist for the reason of practicing leadership with teachers and co-workers, so they
can work harmoniously for the attainment of a common goal.
Level of Manifestations of Management
Roles and Skills as to Profile
Table 4 shows the manifestations of management roles and skills as to the
profile of the respondents.
Gender. The computed chi square value of 5.22, 5, and 4.50 are higher
than the tabulated chi square value of 3.84 at 0.05 level of significance. This
means that the hypothesis stating that the manifestations of management roles as
figureheads, monitors, and entrepreneurs differ significantly as perceived by the
teachers along gender is accepted. This implies that males perceive the management
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
54
Table 4. Level of Manifestations of Management Roles and Skills According to the
Profile of the Respondents
Gender
Civil
Age Position Years Educ.
Status
in
Attainment
Service
1. Figurehead 5.22s
16.56hs 74.57hs
31.01hs
55.98hs
53.93hs
2. Monitor 5.00s
5.00s
17.71s
13.92hs
22.29hs
9.48ns
3. Disseminator 0.12ns
0.12ns
28.71hs
10.93s
6.32ns
15.68hs
4. Spokesperson 0.20ns
4.00s
26.00hs
16.40hs
14.51ns
11.20s
5. Entrepreneur 4.50s
2.00ns
41.35hs
17.88hs
13.70ns
21.80hs
6. Resource
Allocator
0.00ns
1.00ns
17.08s
10.40hs
4.31ns
12.25s
B. Management Skills
1. Technical skills
3.25ns
2.21ns
33.43hs
19.68hs
13.56ns
7.41ns
2. Human skills
3.20ns
4.05s
85.02hs
60.84hs
10.23ns
61.02hs
3. Conceptual skills
3.63ns
1.69ns
73.46hs
11.50hs
6.31ns
37.14hs
Legend: hs =
highly significant
s
=
significant
ns
=
not significant
roles of figureheads, monitors and entrepreneurs differently from the females. In
the study, female teachers rated the administrators higher than the males. It was
observed that most of the administrators are females and that they are their friends
or “kumares”.
Meanwhile, the computed value of 0.12, 0.20 and 0 are lower than the
tabulated chi square value of 3.84 at 0.05 level of significance. This means that
the hypothesis stating that there are significant differences in the perceptions of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
55
administrators’ management roles by teachers in terms of gender as to
disseminators, spokespersons, and resource allocators is rejected. This means that
males and females have the same perceptions on the manifested management
roles of administrators as to disseminators, spokespersons and resource allocators.
This finding could be the result of the assumptions of the teachers that the
administrators are manifesting these roles because teachers have a tendency of
ignoring them for the reason that they are not directly affected.
The computed value of 3.25, 3.20 and 3.63 are lower than the tabulated
value of 3.84 at 0.05 level of significance. This implies that the hypothesis stating
that the manifestations of management skills differ significantly as perceived by
the teachers along gender is rejected. This means that the males and females have
the same perceptions on the manifestations of administrators’ management skills
as to technical, human and conceptual skills. This shows that there are no gender
biases considering the fact that majority of the teachers are females.
Civil Status. The hypothesis that states that the level of manifestations of
management roles as to figureheads, monitors and spokespersons differ
significantly along the civil status is accepted. This is because the computed chi
square value of 16.56, 5.00 and 4.00 are higher than the tabulated value of 3.84 at
0.05 level of significance. This implies that the single teachers perceive the
management roles of figureheads, monitors and spokespersons differently from
married teachers. Married teachers see their administrators manifesting these roles
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
56
differently compared to the single teachers. This may be because married teachers
understand more their administrators who are also all married.
However, the hypothesis that states that the level of manifestations of
management roles as to disseminators, entrepreneurs and resource allocators
differ significantly along civil status is rejected. This is because the computed chi
square value of 0.12, 2.00 and 1.00 are lower than the tabulated value of 3.84 at
0.05 level of significance. This implies that single and married teachers have no
differences in their perceptions regarding the manifestations of management roles
as to disseminators, entrepreneurs and resource allocators. The reason is that
maybe they are not too concerned with these roles because they are not directly
affected.
As to management skills in terms of civil status, the computed chi square
value of 4.05 (human skills) is higher than the tabulated chi square value of 3.84
at .05 level of significance. This means that the hypothesis stating that the level of
manifestations of management skills as to human skills differs significantly as
perceived by teachers along civil status is accepted. This implies that single and
married teachers’ perception on the manifested management skills as to human
skills of administrators are different. This corroborates with the observation of
Emilio Managdag (2006) that married teachers are closer to their administrators
compared to single teachers maybe because they have similar interests like family
matters and community involvement. So these married teachers rated higher their
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
57
administrators as to manifested human skills because they mingle with them more
often. In the technical skills and conceptual skills, the computed chi square value
of 2.21 and 1.69 are lower than the tabulated value of 3.84 at 0.05 level of
significance. This leads to the rejection of the hypothesis stating that the level of
manifestations of management skills as to technical skills and conceptual skills
differ significantly as perceived by the teachers along civil status. This implies
that single teachers perceive similarly from married teachers when it comes to the
perceptions on the manifested technical and conceptual skills of administrators.
This is because the teachers, single or married, are possibly not fully aware of the
management roles and skills of their administrators so they rated them as almost
the same.
Age. The computed chi square value of 74.57, 17.71, 28.71, 26.00, 41.35
and 17.08 are higher than the tabulated chi square value of 15.51 at 0.05 level of
significance. This means that the hypothesis stating that the level of
manifestations of management role as figureheads, monitors, disseminators,
spokespersons, entrepreneurs and resource allocators differ significantly as
perceived by the teachers along age is accepted. This implies that young teachers
perceive the management roles manifested by administrators differently from old
teachers. The study shows that old teachers rated higher their administrators
compared to the young teachers, this maybe because old teachers have known
more their administrators for a longer time.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
58
In the management skills, the computed chi square value of 33.43, 85.02
and 73.46 are higher than the tabulated chi square value of 15.51 at 0.05 level of
significance. Because of this, the hypothesis stating that the level of
manifestations of management skills differ significantly as perceived by the
teachers along age is accepted. This means that young and old teachers have
different perceptions regarding the manifested management skills of their
administrators. Again, old teachers rated higher their administrators as compared
to young teachers. This is because old teachers know more their administrators as
compared to young teachers. In corroboration, Laleo (2006) said that young
teachers can not rate their administrators fully because they have yet to learn and
observe them.
Position. The computed chi square value of 31.01, 13.92, 10.93, 16.40,
17.88 and 10.40 are higher than the tabulated value of 9.49 at 0.05 level of
significance. This means that the hypothesis stating that the level of
manifestations of management roles differ significantly as perceived by the
teachers along positions is accepted. This implies that the perception of Teacher
I, Teacher II, Teacher III, Master Teacher I and Master Teacher II teachers
regarding the manifested management roles of their administrators vary. In the
study, teachers with higher positions rated their administrators higher as
compared to teachers with lower positions or the lowest positions. This may due
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
59
to the reason that teachers with higher positions understand more the management
roles of administrators as compared to teachers in the lower positions.
The computed chi square value of 19.68, 60.84 and 11.50 are higher than
the tabulated chi square value of 9.49 at 0.05 level of significance. This leads to
the acceptance of the hypothesis stating that the level of manifestations of
management skills differ significantly as perceived by the teachers as to position.
This means that the teachers’ perceptions as to positions vary regarding the
management skills of administrators as to technical, human and conceptual skills.
Teachers with higher positions rated their administrators higher as compared to
teachers in the lower positions. This is because teachers with higher positions
stayed longer in the service so they have known their administrators better.
Years in Service. The computed chi square value of 55.98 and 22.29 are
higher than the tabulated chi square value of 15.51 at 0.05 level of significance.
This means that the hypothesis stating that there are significant differences in the
perception of teachers along years in service as to figureheads and monitors is
accepted. This implies that teachers who are young in service perceive the
manifestations of management roles of administrators as figureheads and
monitors differently from the teachers who stayed longer in the service. Teachers
who stayed longer in the service rated higher their administrators as revealed in
the study. This maybe because they have known the administrators for a longer
time. However, the hypothesis stating that the level of manifestations of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
60
management roles as to disseminators, spokespersons, entrepreneurs and resource
allocators differ significantly as perceived by the teachers along years in service is
rejected. This is because the computed chi square value of 6.32, 14.51, 13.70 and
4.31 are lower than the tabulated chi square value of 15.51 at 0.05 level of
significance. This means that there are no significant differences on the
perceptions of teachers who are young in service and the teachers who stayed
longer in the service on the manifested management roles of their administrators
of being disseminators, spokespersons, entrepreneurs and resource allocators.
These roles don’t directly affect the teachers so they seem to ignore them
according to Agnaonao (2006).
In the management skills, the computed value of 6.31, 13.56 and 10.23 are
lower than the tabulated value of 15.51 at 0.05 level of significance. This leads to
the rejection of the hypothesis stating that the level of manifestations of
management skills as to conceptual skills, technical skills and human skills differ
significantly as perceived by teachers along years in service. This implies that
teachers who are young in service perceive the conceptual skills, technical skills
and human skills manifested by their administrators similarly with the teachers
who stayed longer in the service. This is because they are both affected by these
skills so they seem to be much concerned and observant in the implementation.
Educational Attainment. The computed chi square value of 53.93, 15.68,
11.20, 21.80 and 12.25 are higher than the tabulated value of 9.49 at 0,05 level of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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61
significance. This will lead to the acceptance of the hypothesis stating that the
level of manifestations of management roles as figureheads, disseminators,
spokespersons, entrepreneurs and resource allocators differ significantly as
perceived by the teachers along educational attainment. This implies that teachers
with higher educational attainment perceive the manifested management roles as
to figureheads, disseminators, spokespersons, entrepreneurs and resource
allocators differently as compared to teachers with lower educational attainment.
As shown in the study, teachers who finished their Master Degree and those who
have Masters units rated higher their administrators as compared to teachers who
do not have Masters units or who didn’t finish their Masters Degree. This may be
because some teachers with high educational attainment want to impress their
superiors. However, the hypothesis that states that the level of manifestations of
management roles as monitors differ significantly as perceived by the teachers
along educational attainment is rejected. This is because the computed chi square
value of 9.48 is lower than the tabulated chi square value of 9.49 at 0.05 level of
significance. This implies that there is no significant difference on the perceptions
of teachers with lower educational attainment on the manifested management
roles as monitors of their administrators. This is because teachers with lower or
higher educational attainment are distributed evenly in different schools so they
have a common knowledge whether they are being monitored or not.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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62
In the management skills, the computed value of 61.02 (human skills) and
37.14 (conceptual skills) are higher that the tabulated value of 9.49 at 0.05 level
of significance. This leads to the acceptance of the hypothesis stating that the
level of manifestations of management skills as to human skills and conceptual
skills differ significantly as perceived by the teachers along educational
attainment. This implies that the perceptions of teachers with lower educational
attainment is different with the perceptions of the teachers with higher educational
attainment when it comes to the manifested management skills as human skills
and conceptual skills of administrators. In the study, teachers who finished their
M.A. and who has M.A units rated higher their administrators as compared to
teachers who didn’t obtain M.A. degree or do not have M.A. units. Maybe these
administrators gave them considerations or favors in the past for them to acquire
higher education or promotion that they are just paying back in return. It is
possible also that they want to impress their superiors because they are aiming for
something. But in the technical skills, the computed chi square value of 7.41 is
lower than the tabulated chi square value of 9.49 at 0.05 level of significance.
This means that the hypothesis that states that the level of manifestations of
management skills as to technical skills differ significantly as perceived by the
teachers along educational attainment is rejected. This implies that there is no
significant difference on the perceptions of teachers with lower educational
attainment and teachers with higher educational attainment. This corroborates
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
63
with the statement of Naoy (2006) that the teachers are seemingly not aware or
misunderstood the technical skills of administrators, so as a result, they just rate
unknowingly.
Effects of Management Roles and Skills of Administrators
on the Performance of Teachers
Table 5 shows the effects of management roles and skills of administrators
on the performance of teachers as perceived by them.
The average weighted mean of the effects of the management roles
manifested by the administrators on the teachers’ performance is 3.36, which is
described to have a much effect. This implies that the performance of teachers is
very much affected by the management roles of administrators. The effects could
be attributed to the level of manifestations of such roles wherein the lesser the role
being manifested, the greater is its effect to the performance of the teachers in a
negative way. This means that the administrators are not fully exercising their
management roles that affect very much the performance of their teachers. This
finding contradicts with (Tortosa, 1980) when he stated that as one of the
administrator’ roles, they should build a harmonious teacher-superior relationship
to develop a pleasant school atmosphere just as the classroom teacher determines
the atmosphere in the school as a whole. Bayeng (2001) added that a transparent
practice of administration by administrators makes a harmonious relationship
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
64
Table 5. Effects of Management Roles and Skills of Administrators on the
Performance of Teachers
A. Management Roles
Weighted Mean Descriptive
Equivalent Rank
1. Figurehead 3.37
ME
2.5
2. Monitor 3.43
ME
1
3. Disseminator 3.37 ME
2.5
4. Spokesperson 3.32 ME
5
5. Entrepreneur 3.34 ME
4
6. Resource Allocator
3.31
ME
6
Average Weighted Mean
3.36
ME
B. Management Skills
1. Technical skills
3.43
ME
2
2. Human Skills
3.37
ME
3
3. Conceptual Skills
3.46
ME
1
Average Weighted Mean
3.42
ME
Scale:
Value: Limits
Descriptive
Equivalent:
4
3.26 – 4.00
Much Effect (ME)
3
2.51 – 3.25
Moderate Effect (MOE)
2
1.76 – 2.50
Low Effect (LE)
1
1.0 – 1.75
No Effect (NE)
among members. Effective administrative behavior begets harmonious working
relationship among members of the school organization and eventually leads to
higher teachers’ performance. Tracy et. Al. (1980) emphasized that school heads
must be responsive to the changing conditions and situations in this particular
working milieu. He must remain alert to change in the behavior of his
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
65
subordinates. Baliche (1980) revealed that some school heads behave like
dictators and treat teachers like machines. Administrators are also endowed with
different character traits affecting their subordinates by making them contented or
not contented, happy or sad, organized or unorganized.
Table 5 also shows that the management skills manifested by
administrators have a much effect on the performance of teachers as shown by the
average weighted mean of 3.42, described as much effect. This finding implies
that the performance of teachers is very much affected by the management skills
of administrators. The effects are dependent to the level of manifestations of such
skills. This means that the lesser the skill is being manifested, the greater its effect
to the performance of the teachers in a negative way. The finding corroborates
with Daft (1999) when he said that, in order not to affect the teachers’ and
schools’ performance, administrators should be fair enough to instill
advancement, innovation and modification in processes, techniques and methods
so that the organization could be promoted and could not stagnate the same with
the knowledge of all the constituents in the institution”, as one of their technical
skills. Cunningham (2000) stated also that school administrators must work
collaboratively with faculty and staff to ensure that the teachers’ performance and
schools’ performance are not prejudiced.
Through the administrators’ management skills and roles, there is a great
effect to quality education as such that teacher’s morale, productivity at work,
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
66
high learners’ achievement level, cooperation and support of staff, teaching
efficiency, sound human relations, income generation, record management
efficiency, community participation and other allied services were enhanced to
give great effect to quality education (Pacis, 1999). He added that because of an
acceptable manifestation of management roles and skills among the
administrators in their respective schools, the effects were high teachers’ morale,
productivity at work, high learners’ achievement, efficient teaching and efficient
records management. If their school administrators properly guide all these
teachers, there is no doubt in having a better performance. The development of
desirable values and habits is necessary for administrators in the pursuance of
their mission on education to enable their constituents/subordinates to be more
progressive and fully developed members of the community.
Effects of Management Roles and Skills of
Administrators on the Performance of
Teachers as to Profile
Table 6 shows the effects of management roles and skills manifested by
administrators as to the profile of the respondents.
Gender. The computed chi square value of 5.00 and 4.50 are higher than
the tabulated chi square value of 3.84 at 0.05 level of significance. This means
that the hypothesis stating that the effects of the management roles as
spokespersons and entrepreneurs manifested by the administrators vary significant
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
67
Table 6. Effects of management Roles and Skills of Administrators on the
Performance of Teachers
A. Management Roles
Civil
Age Position Years
in Educ.
Status
Service Attainment
1. Figurehead
2.12ns 7.12s 35.17hs
43.92hs 38.71hs 20.80hs
2. Monitor 1.80ns 5.00s 26.17hs
9.16ns 19.12s 9.48s
3. Disseminator 0.00ns 0.00ns 35.69hs
18.40hs 20.46hs 12.67s
4. Spokesperson 5.00s 1.80ns 26.57hs
11.88s 27.95hs 16.20s
5. Entrepreneur 4.50s 0.50ns 37.34hs
26.43hs 5.20ns 14.40hs
6. Resource
Allocator
1.00ns 0.00ns 16.35hs
8.20ns
10.58ns
9.64s
B. Management Skills
1. Technical skills
1.67ns 0.07ns 54.09hs 27.16s 15.53ns
16.02s
2. Human skills
0.80ns 9.80hs 94.70hs
49.47hs 115.28hs 45.89hs
3. Conceptual skills 6.07s 0.27ns 69.34hs 46.44hs 76.55hs
44.50hs
Legend:
hs
=
highly significant
s =
significant
ns
=
not
significant
as perceived by the teachers along gender is accepted. The finding implies that
the effects of the management roles as spokespersons and entrepreneurs
manifested by the administrators on males are different with the effects on
females. In the study, the males are more affected than the females. This may be
due to the reason that most of the administrators are females. In the other
management roles, the computed chi square value of 2.12, 1.80, 0.00, and 1.00 are
lower than the tabulated chi square value of 3.84 at 0.05 level of significance.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
68
Because of this, the hypothesis stating that the effects of the management roles of
figureheads, monitors, disseminators and resource allocators manifested by the
administrators vary significantly as perceived by the teachers along the line of
gender is rejected. This implies that the effects on the performance of male and
female teachers by these management roles of figureheads, monitors,
disseminators, and resource allocators manifested by administrators are similar.
Santos and Calalanoy (2006) both stated that these roles are very necessary so
they thought that males and females will be both affected in case they are not
being manifested.
As to management skills, the computed chi square value of 6.07 is higher
than the tabulated chi square value of 3.84 at 0.05 level of significance. This
means that the hypothesis stating that the effects of conceptual skills manifested
by the administrators vary significantly as perceived by the teachers along the line
of gender is accepted. This implies that the effects on the performance of male
and female teachers by the manifestation of conceptual skills of administrators
significantly differ. The study revealed that males are much affected than females.
This may due to the fact that male teachers are aloof or shy to approach female
administrators. In the technical and human skills, the computed chi square value
of 1.67 and 0.80 are lower than the tabulated value of 3.84 at 0.05 level of
significance. This leads to the rejection of the hypothesis stating that the effects
of the technical skills and human skills manifested by the administrators vary
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
69
significantly as perceived by the teachers along the line of gender. This means
that the effects on the performance of male and female teachers by the technical
and human skills of administrators are similar. This is because according to the
teachers, they are greatly affected by these skills especially human skills, whether
one is male or a female.
Civil Status. Table 6 also shows the effects of management roles and skills
of administrators on the performance of teachers along the line of civil status.
The computed chi square value of 7.12 and 5.00 are higher than the
tabulated chi square value of 3.84 at 0.05 level of significance. Because of this,
the hypothesis stating that the effects of the management roles of figureheads and
monitors by administrators vary significantly as perceived by the teachers along
the line of civil status is accepted. This implies that there is a difference in the
effects of management roles of figureheads and monitors by administrators on the
performance of single and married teachers. In the study, married teachers are
affected more as compared to single teachers. This may be because single
teachers are more energetic and innovative than married teachers. Single teachers
also have more time to do their job and to look for alternatives in order that they
will not be much affected by inefficient and ineffective administrators. In the
other management roles, the computed chi square value of 0.00, 1.80, 0.50, and
0.00 are lower than the tabulated chi square value of 3.84 at 0.05 level of
significance. This means that the hypothesis stating that the effects of the
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
70
management roles of being disseminators, spokespersons, entrepreneurs and
resource allocators of administrators vary significantly as perceived by the
teachers along the line of civil status is rejected. This implies that there is no
significant difference in the effects of these management roles on the performance
of single and married teachers. This maybe because these roles do not affect them
directly so they rated similarly.
In the human skills, the chi square value of 9.80 is higher than the
tabulated value of 3.84 at 0.05 level of significance. So the hypothesis stating that
the effects of management skills as to human skills manifested by administrators
vary significantly as perceived by the teachers along the line of civil status is
accepted. This implies that the effects of these human skills manifested by
administrators among single and married teachers differ. Single teachers are
affected more as revealed in the study. This is because administrators are not so
familiar with single teachers since most single teachers are new in the service.
Single teachers are also in the adjusting stage in getting along with their
administrators. As to technical and conceptual skills, the computed chi square
value of 0.07 and 0.27 are lower than the tabulated chi square value of 3.84 at
0.05 level of significance. This leads to the rejection of the hypothesis stating that
the effects of technical skills and conceptual skills manifested by the
administrators vary significantly as perceived by the teachers along the line of
civil status. This means that there is no significant difference on the effects of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
71
these management skills manifested by administrators to the single and married
teachers. Married and single teachers seem to ignore whether their administrators
are doing their technical and conceptual skills as long as these teachers are doing
their job. Another reason is that they are too much busy with their personal life
especially married teachers.
Age. The computed chi square value of 35.17, 26.17, 35.69,26.57, 37.34
and 16.35 are higher than the tabulated value of 15.51 at 0.05 level of
significance. This means that the hypothesis stating that the effects of the
management roles manifested by the administrators vary significantly as
perceived by the teachers along the line of age is accepted. This implies that the
effects of these manifested management roles of administrators among young and
old teachers differ significantly. In the study, young teachers are affected more as
compared to the old teachers. This result could be the effect of the fact that young
teachers are not yet adjusted to the styles of their administrators. In other
instances, they are still in the learning period.
On the other hand, the computed chi square value of 54.09, 94.70, and
69.34 are higher than the tabulated chi square value of 15.51 at 0.05 level of
significance. This leads to the acceptance of the hypothesis stating that the effects
of management skills manifested by administrators vary significantly as perceived
by the teachers along the line of age. This means that old and young teachers are
affected differently by these manifested management skills of administrators. As
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
72
revealed in the study, young teachers are again affected more as compared to old
teachers. This may the same with the above reasons that young teachers are still
learning in their profession and so they are not yet adjusted to their job and to
their administrators as well.
Position. The computed chi square value of 43.92, 18.40, 11.88 and 26.43
are higher than the tabulated chi square value of 9.49 at 0.05 level of significance.
This means that the hypothesis stating that the effects of the management roles as
figureheads, disseminators, spokespersons and entrepreneurs manifested by
administrators vary significantly as perceived by the teachers along the line of
positions is accepted. This implies that there is a difference on the effects of the
management roles as figureheads, disseminators, spokespersons and entrepreneurs
manifested by administrators on teachers with different positions. The teachers in
the lower positions are the ones who are affected more as compared to the
teachers with higher positions as revealed in the study. This revelation may be due
to the fact that the teachers in the lower positions are usually the shock absorbers
whenever something went wrong in the system. Luzano (2006) said that they
seldom complain because they know that they are not being heard. In the long
run, their performance is affected negatively. Gansoen (2006) added that they just
follow what is being told, assuming that these administrators know best.
Meanwhile, in the management roles as monitors and resource allocators, the
computed chi square value of 9.16 and 8.20 are lower than the tabulated value of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
73
9.49 at 0.05 level of significance. This leads to the rejection of the hypothesis
stating that the effects of the management roles as monitors and resource
allocators manifested by the administrators vary significantly as perceived by the
teachers along the line of position. This implies that the effects of the manifested
management roles of being monitors and resource allocators by administrators on
the teachers with different positions are similar. The reason for these could be the
fact that teachers who are assigned in a certain school have different positions so
every teacher regardless of the position knows if they are being monitored and if
they were given school supplies
In the management skills, the computed chi square value of 27.16, 49.47
and 46.44 are higher than the tabulated chi square value of 9.49 at 0.05 level of
significance. This means that the hypothesis stating that the effects of the
management skills manifested by the administrators vary significantly as
perceived by the teachers along the line of position is accepted. This further
implies that the teachers with higher or lower positions are affected differently by
these manifested management skills of administrators. In the study, teachers in the
lower positions are more affected. This may be because of the reason that teachers
in the lower positions are still very dependent to their administrators that they
always look up to them for their improvement. So in case that these administrators
are not practicing their management skills fully, there is a tendency that these
teachers in the lower ranks are misguided.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
74
Years in Service . The computed chi square value of 38.71, 19.12, 20.46,
and 27.95 are higher than the tabulated value of 15.51 at 0.05 level of
significance. This means that the hypothesis stating that the effects of the
management roles as to figureheads, monitors, disseminators and spokespersons
manifested by the administrators vary significantly as perceived by the teachers
along the line of years in service is accepted. This implies that teachers who are
young and old in service are affected differently by these manifested management
roles of being figureheads, monitors, disseminators and spokespersons by
administrators. The study reveals that teachers who are young in service are being
affected more as compared to the teachers who are in the service for a longer
time. The computed chi square value of 5.20 and 10.58 are lower than the
tabulated chi square value of 15.51 at 0.05 level of significance. This leads to the
rejection of the hypothesis stating that the effects of the management roles of
being entrepreneurs and resource allocators manifested by administrators vary
significantly as perceived by the teachers along the line of years in service. This
implies that there is no significant difference of the effects of these manifested
management roles as entrepreneurs and resource allocators by administrators on
the teachers who are young and old in the service. Wigan (2006) said that she
hardly understand these roles so she can’t determine if they have an effect on her.
Maybe the other teachers have the same thing in mind resulting to the finding.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
75
The computed chi square value of 15.53, 115.28 and 76.55 are higher
than the tabulated value of 15.51 at 0.05 level of significance. This means that the
hypothesis stating that the effects of the management skills manifested by the
administrators vary significantly as perceived by the teachers along the line of
years in service is accepted. This implies that these manifested management skills
of administrators affect differently the performance of teachers who are young
and old in the service. Teachers who are young in the service are affected more as
compared to the teachers who stayed in the service for a longer time, as was found
out in the study. This corroborates the statement of Suyam (2006),4 years in
service, that they are still learning in the profession so whenever that these
administrators do not exercise their management skills, it seems that they are lost,
they don’t know what to do and what to follow. Tade ( 2006), 3 years in service,
added that she looks up very much to the administrators for her to learn.
Educational Attainment. In the management roles, the computed chi
square value of 20.80, 9.48, 12.67, 16.20, 14.30, and 9.64 are higher than the
tabulated chi square value of 9.49 at 0.05 level of significance. This means that
the hypothesis stating that the effects of the management roles manifested by the
administrators vary significantly as perceived by the teachers along the line of
educational attainment is accepted. This implies that there is a significant
difference on the effects of the manifested management roles of administrators to
teachers with different educational attainments. The study reveals that teachers
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
76
with lower educational attainment are more affected than those teachers with
higher educational attainment. This could be attributed to the reason a teacher
with no M.A. units or had not obtained Masters Degree lacks knowledge to cope
up with the current trends in education. Therefore, they depend much on their
administrators because they believe that their administrators are better learned
than them.
Meanwhile, the computed chi square value of 16.02, 45.89 and 44.50 are
higher than the tabulated chi square value of 9.49 at 0,05 level of significance.
This leads to the acceptance of the hypothesis stating that the effects of the
management skills manifested by the administrators vary significantly as
perceived by the teachers along the line of educational attainment. This implies
that the manifested management skills of administrators affect differently the
teachers with different educational attainments. Teachers who just finished their
undergraduate studies with out M.A. units and had not obtained Master’s Degrees
are more affected. Coltiyen (2006),BSAE graduate with no M.A. units,
corroborates this by her statement when she said that teachers with low
educational attainment develop inferiority complex toward the others. They do
not have the courage to do what they perceive is right, so as a result they tend to
depend more on their administrators because they assume that their administrators
are always right. But in the way around, if these administrators do not manifest
the skills and roles that are expected from them by these teachers, there is a great
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
77
possibility that these teachers’ performance is affected. Ganaden (2006),Teacher
I with out M.A. units, added that he is affected negatively whenever he sees that
his administrator is misbehaving or not performing well because he assumes that
administrators are expected to be models to their subordinates.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
SUMMARY, CONCLUSIONS and RECOMMENDATIONS
Summary
The study determined the profile of the elementary teachers in Besao Mt.
Province, their perceptions on the level of manifestations of management roles
and management skills by their administrators; and their perceptions on the
effects of these manifested management roles and skills of administrators on their
performance.
The respondents consisted of 72 classroom teachers of which 29 are
Teacher I, 16 are Teacher II, 19 are Teacher III, 5 are Master Teacher I and 3 are
Master Teacher III.
In gathering data, interviews and written questionnaires were used. In
determining the level of manifestations of management roles and skills, a 5-point
likert scale was used. To determine the effects of the manifested management
roles and skills of administrators to the performance of the teachers, a 4-point
likert scale was used. The Friedman’s Two-way analysis of variance by ranks was
used to test the significant differences of the levels of manifestation and the
effects of the management roles and skills of administrators to their performance
as to profile.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
79
The following are the findings of the Study:
1. The administrators moderately manifested their roles as figureheads,
monitors, disseminators and entrepreneurs. The management roles as
spokespersons and as resource allocators are fully manifested. They also
moderately manifested their management skills like technical skills, human skills
and conceptual skills
2. The level of manifestations of management roles and skills differ
significantly as perceived by the teachers along:
a. gender in terms of figureheads, monitors and entrepreneurs;
b. civil status in terms of figureheads, monitors, spokespersons
and human skills;
c. age in all management roles and skills;
d. position in all management roles as well as on technical skills
and human skills;
e. years in service in terms of figureheads, monitors and technical
skills;
f. educational attainment in all management roles as well as on
human skills and conceptual skills;
3. The management roles as figurehead, monitor, disseminator,
spokesperson, entrepreneur and resource allocator had a much effect on the
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
80
performance of the teachers. The management skills as to technical, human and
conceptual had also a much effect on the performance of the teachers.
4. The effects of the management roles and skills manifested by the
administrators differ significantly as perceived by the teachers along:
a. gender in terms of spokespersons and entrepreneurs as well as
on conceptual skills;
b.
civil status in terms of figureheads and monitors as well as on
human skills;
c.
age in all management roles and skills;
d.
position in terms of figureheads, disseminators, spokespersons and
entrepreneurs as well as on all management skills;
e.
years in service in terms of figureheads, monitors, disseminators
and spokespersons as well as on all management skills;
f.
educational attainment in all management roles and skills.
Conclusions
In the light of the findings, the following conclusions are drawn:
1. The management roles fully manifested by the administrators are as
spokespersons and resource allocators.
2. There are significant differences on the manifested management roles
and skills of the administrators as to age and position.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
81
3. All management roles and skills manifested by the administrators had
affected their teachers’ performance.
4. There are significant differences on the effects of management roles and
skills of the administrators on the performance of teachers as perceived by the
teachers as to age and educational attainment.
Recommendations
Based on the findings and conclusions, the following are recommended:
1. Administrators should attend seminars and in-service trainings for them
to have more knowledge on the application of their management roles and skills.
2. Administrators need to fully manifest their management roles as to
figureheads, monitors, disseminators and entrepreneurs because it affects their
teachers’ performance positively.
3. Administrators should fully manifest their management skills as to
technical, human, and conceptual since it also affects their teachers’ performance
positively.
4. Teachers should acquaint themselves on the management roles and
skills of their administrators for them to know how to better relate to them.
5. Research studies on management roles and skills and their effects on the
students’ performance should be further conducted.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
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APPENDICES
Appendix A
Letter of Permission to the District Supervisor
Banguitan Elementary School
Besao, Mt. Province
The District Supervisor
District of Besao
Mountain Province
Madame:
I have the honor to request from your good office permission to administer
my questionnaire to all the classroom teachers in the district of Besao, Mountain
Province.
This is in connection with my research entitled: “Effects of Management
Roles and Skills on the Teachers’ Performance in Besao, Mountain Province.”
Hoping for your kind consideration and a favorable action.
Very truly yours,
ANTHONY C. FELICIANO JR.
Researcher
Noted:
MARY JANE LARUAN, Ph. D.
Adviser
Recommending Approval:
Approved:
TESSIE M. MERESTELA, Agr. D. EVANGELINE TAYAOTAO
GS Dean
District Supervisor
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
Appendix B
Letter to the Respondents
Banguitan Elementary School
Besao, Mt. Province
Dear Respondents:
The undersigned is presently conducting his thesis entitled, “Effects of
Management Roles and Skills of Administrators on Teachers’ Performance in
Besao, as a requirement for the degree Master of Arts in Education, major in
Administration and Supervision. Kindly assist the researcher by providing the
necessary answers in the questionnaires.
Your individual responses are designed for the research study and will not
affect your performance rating as well as the administrators. They will be kept in
utmost confidentiality.
Thank you.
Very truly yours,
ANTHONY C. FELICIANO JR.
Researcher
Noted by:
MARY JANE L. LARUAN, Ph. D.
Adviser
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
Appendix C
QUESTIONNAIRE
Name (optional): _______________________
Direction: Kindly check (√ ) the space provided for your response.
I.
Profile of the teachers
A. Gender: ____ male ____female
B. Civil Status: _____single
____married
_____widow
____widower
C. Age:
21 – 25: _______
41 – 45: _______
26 – 30: _______
46 – 50: _______
31 – 35: _______
51 – 55: _______
36 – 40: _______
56 – 60: _______
61
–
65:
_______
D. Position:
______Teacher I
______Master Teacher I
______Teacher II
______Master Teacher II
______Teacher III
______Master Teacher III
E. Years in the service:
0 – 5: _______16 – 20: _______31 – 35: _______
6 – 10: ______21 – 25: _______36 – 40: _______
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
11 – 15: _______ 26 – 30: _______41 – 45: _______
F. Educational Attainment
_____Ed.D. /Ph. D. _____with Ed. D., Ph. D. units
_____M.A./M.S.
_____with M.A./M.S. units
_____BEED _____BSE _____BSAE
_____Others (please specify)
II. Direction: Please check the space provided for your response
The succeeding statements are descriptions of Administrators’
management roles and skills and their effects on your performance. Kindly check
the space provided appropriate to your administrator’s rating following the guide
listed below, as you perceive it. Check also the effects of these roles and skills on
your performance as you perceive it.
Level of Manifestation
Effects
5 – fully manifested (FM)
(5 – 96% to 100% of skills exhibited)
4 –much effect (ME)
4 – moderately manifested (MM)
(4 – 91% to 95% of skills exhibited) 3 – moderate effect (MOE)
3 – fairly manifested (FAM)
(3 – 81% to 90% of skills exhibited)
2 –low effect (LE)
2 – partially manifested (PM)
(2 – 71% to 80% of skills exhibited)
1 – no effect (NE)
1 – not manifested (NM)
(1 – 1% to 70% of skills exhibited)
A. Manifestations of management roles and their effects on the performance of
teachers.
a. Interpersonal Roles
Level of Manifestations
Effects
FM MM FAM PM NM ME MOE LE NE
(5) (4) (3) (2) (1) 4) (3) (2) (1)
as a figurehead who:
1. promotes interpersonal relationship
among faculty and staff
__ __ ___ __ __ __ ___ __ ___
2. acts promptly on brewing problems __ __ ___ __ __ _ ___ __ ___
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
3. performs routine duties like signing
documents and greeting visitors __ __ ___ __ __ __ ___ __ ___
4. deals with people in educational activities
like graduations, meetings, athletic
events and others
__ __ ___ __ __ __ ___ __ ___
5. acts immediately on needs and request
of teachers and community __ __ ___ __ __ __ ___ __ ___
6. shows politeness and kind behavior to
people around him/her
__ __ ___ __ __ __ ___ __ ___
7. just and unbiased towards subordinates,
peers and people under her/his influence _ __ ___ __ __ __ ___ __ ___
8. motivates subordinates to work for
betterment of learning
__ __ ___ __ __ __ ___ __ ___
9. shapes values and desired culture __ __ ___ __ __ __ ___ __ ___
10. promotes success in pupil, staff and
curriculum development
_ __ ___ __ __ __ ___ __ ___
11. ensures management of schools’ operations
and resources for efficient and effective
environment
__ __ ___ __ __ __ ___ __ ___
12. promotes participation, teamwork and
collegiality
__ __ ___ __ __ __ ___ __ ___
13. provides stimulation, orientation, and
supervision of subordinates work __ __ ___ __ __ __ ___ __ ___
14. understands and responds on request
and needs as a liaison
__ __ ___ __ __ __ ___ __ ___
15. gives positive criticisms or negative
criticism but followed by helpful
suggestions
_ __ ___ __ __ __ ___ __ ___
16. keeps in touch with GO’s and NGO’s
to gain favor and information __ __ ___ __ __ __ ___ __ ___
17. politely provides information to outside
the organization persons
_ __ ___ __ __ __ ___ __ ___
18. Others, please specify
____________________________________________________________
____________________________________________________________
b. Informational Roles
As a monitor who:
1. looks into the needs in the organization
regularly
__ __ ___ __ __ __ ___ __ ___
2. monitors activities in the organization
regularly
__ __ ___ __ __ __ ___ __ ___
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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3. relays information coming and going
in the organization regularly __ __ ___ __ __ __ ___ __ ___
4. leads in data gathering and disseminating
data in the organization regularly
__ __ ___ __ __ __ ___ __ ___
5. seeks and receives information to
obtain proper understanding and
environment
__ __ ___ __ __ __ ___ __ ___
6. Others, please specify
____________________________________________________________
____________________________________________________________
As a disseminator who:
7. disseminates information to and from
the organization
__ __ ___ __ __ __ ___ __ ___
8. regularly orients subordinates and
parents about changes in educational
programs and policies
__ __ ___ __ __ __ ___ __ ___
9. oftenly use informational tools to disseminate
information
__ __ ___ __ __ __ ___ __ ___
10. makes polite oral presentation that is
easy to understand
for organizational activities __ __ ___ __ __ __ ___ __ ___
12. shows friendliness, firmness, and
courtesy in disseminating
important information inside
the organization
__ __ ___ __ __ _ ___ __ ___
13. Others, please specify
____________________________________________________________
As a spokesperson who:
14. maintains outside contact regularly _ __ ___ __ __ __ ___ __ ___
15. fluently speaks bilingual language to
outside people
__ __ ___ __ __ __ ___ __ ___
16. coordinates activities to outside activities
of the district and school
__ __ ___ __ __ __ ___ __ ___
17. talks clearly and easy to understand
__ __ ___ __ __ __ ___ __ ___
18. shows friendliness, honesty, and courtesy
in providing important information
outside the organization
__ __ ___ __ __ __ ___ __ ___
19. Others, please specify
____________________________________________________________
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
c. Decisional Roles
As an entrepreneur who:
1. initiates, prepares and implements programs,
plans projects for pupil development
and curriculum development __ __ ___ __ __ __ ___ __ ___
2. initiates, conducts training programs
for staff development
__ __ ___ __ __ __ ___ __ ___
3. looks on distribution of functions for
smooth implementation of activities in the
organization
__ __ ___ __ __ __ ___ __ ___
4. looks on the needs and allocating them __ __ ___ __ __ __ ___ __ ___
5. facilitates discussion of performance
rating
__ __ ___ __ __ __ ___ __ ___
6. looks on the cause and provide prompt
action
__ __ ___ __ __ __ ___ __ ___
7. discusses and provides fair judgment
__ __ ___ __ __ __ ___ __ ___
8. is firm and compose under pressure __ __ ___ __ __ __ ___ __ ___
9. Others, please specify
____________________________________________________________
As a resource allocator who:
10. is responsible for distribution of school
supply
__ __ ___ __ __ __ ___ __ ___
11. is responsible for procurement of
school materials, equipments, tools
and others
__ __ ___ __ __ __ ___ __ ___
12. knows how to develop and audit budget
and allocates them
__ __ ___ __ __ __ ___ __ ___
13. knows how to find source of funds use for
school improvements
__ __ ___ __ __ __ ___ __ ___
14. Others, please specify
____________________________________________________________
B. Manifestations of managerial skills and their effects on the teachers’
performance
a. Technical Skills
Level of Manifestation Effects
FM MM FAM PM NM ME MOE LE NE
(5) (4) (3) (2) (1) (4) (3) (2) (1)
1. leads faculty staff exceptionally
nice, easily achieves high productivity
through teamwork, maintains good balance
of tasks and people concern
__ __ __ __ __ __ __ __ __
2. presents bases for evaluating performance
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
of faculty and staff
__ __ ___ __ __ __ __ __ ___
3. considers the individuality of teachers
__ __ ___ __ __ __ ___ __ __
4. supportive and has a program for faculty
and staff to attend degree and non-degree
training courses as well as to attend seminars
or conferences
__ __ __ __ __ __ __ __ __
5. shows resourcefulness and thoroughness rather
than superficiality so that his encouragement
kindle in his teachers a responsive zeal to do
their best
_ __ ___ __ __ __ ___ __ ___
6. attends seminars/trainings related to
administrative, supervisory and
other functions
__ __ ___ __ __ __ ___ __ ___
7. demonstrate specialization in the use of
today’s technology in preparing and
implementing instructional supervisory
plan
__ __ ___ __ __ __ ___ __ ___
8. facilitates the use of today’s technology
and systematically use techniques,
procedures and methods in pupil,
curriculum and staff development __ __ ___ __ __ __ ___ __ ___
9. utilizes appropriate training design to
enhance staff, pupil and curriculum
development
__ __ ___ __ __ __ ___ __ ___
10. treats his/her teachers as persons with
rights,
aims,
interests and aspirations
which he/she heartily respect and
sympathetically shares
_ __ ___ __ __ __ ___ __ ___
11. reasonably implement bureau policies, rules
and regulations so that he/she speaks
and acts with authority which his/her
teachers instinctively recognize and obey __ __ _ __ _ __ __ __ ___
12. facilitates the systematic gathering, conso-
lidating and submitting of reports for
data managements
__ __ ___ __ __ __ __ __ _
13. specialize in the use of public relation
approaches, techniques and strategies
for better involvement of GO’s and
the NGO’s in school development __ __ ___ __ __ __ __ __ ___
14. shows proficiency in the performance
tools, techniques and strategies use to
assess teachers’ performance
__ __ __ __ __ __ ___ __ ___
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
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15. uses pragmatic approaches in responding
to request and needs as personal and
professional characteristics __ __ ___ __ __ __ __ __ __
16. other, please specify
____________________________________________________________
b. Human Skills
1. treats faculty and staff objectively and fairly __ __ __ __ __ __ __ __ __
2. receptive and acts constructively to opinions
and suggestions
__ __ ___ __ __ __ __ __ __
3. approachable, sympathetic and quick
to respond to needs and problems of
faculty and staff
__ __ ___ __ __ __ __ __ ___
4. consistently confident and positive even
during stressful conditions at work __ __ ___ __ __
__ __ __ ___
5. never loses patience and never allows other
tension and anxieties to affect performance
in work place
__ __ ___ __ __ __ __ __ ___
6. solicits, encourages teachers involvement in
the preparation and implementation of
instructional supervisory plan
__ __ ___ __ __ __ __ __ ___
7. personally attractive and dress appropriately,
neatly and in good taste
__ __ ___ __ __ __ __ __ ___
8. encourages and motivates teachers to attend
seminars and trainings for staff development__ __ ___ __ __ __ __ __ ___
9. deals with teachers colleagues in any activities
in school district and other places
__ __ ___ __ __ __ __ __ ___
10. possesses a pleasing voice that has no disturbing
effect on the listener
__ __ ___ __ __ __ __ __ ___
11. talks in respectable tone in monitoring
and transmitting information for data
management
__ __ ___ __ __ __ __ __ ___
12. encourages concern patterns to discuss and settle
conflicts for conflict management __ __ __ ___ __ __ __ __ __
13. agrees with teachers amicably for teachers’
performance
__ __ ___ __ __ __ __ __ ___
14. involves teachers in decision-making.
__ __ ___ __ __ __ __ __ ___
15. deals with community people GO’s and
NGO’s accordingly for linkage
Management
__ __ ___ __ __ __ __ __ ___
16. talks and acts cordially, honestly and in fair
judgment in conflict management
__ __ ___ __ __ __ __ __ ___
17. wears proper attire in attendance in office
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
and school activities
__ __ ___ __ __ __ __ __ ___
18. humane, friendly, companionable,
sympathetic, and considerate of the
feelings of others
__ __ ___ __ __ __ __ __ ___
19. familiar with problems of teachers
and acts on them
__ __ ___ __ __ __ ___ __ __
20. inspires teachers to independent effort __ __ ___ __ __ __ ___ __ __
21. others, please specify
____________________________________________________________
c. Conceptual Skills
1. reliable and 100% committed to his/her job. __ __ ___ __ __ __ __ __ __
2. cooperates and participates in community
projects.
__ __ ___ __ __ __ __ __ __
3. plans instructional supervisory plan based
on need, with attainable objectives and
well defined strategies
__ __ ___ __ __ __ ___ __ __
4.implements supervisory plan by having classroom
observation and school visitation
__ __ ___ __ __ __ __ __ ___
5. provides leadership in the development of
pupil, curriculum and staff trainings __ __ ___ __ __ __ __ __ ___
6.provides leadership in the development by
assessing
facilities
needed, purchasing and
supplying material use
__ __ ___ __ __ __ __ __ ___
7. assesses training needs for teacher
development
__ __ ___ __ __ __ __ __ ___
8. provides opportunities for staff
development
__ __ ___ __ __ __ __ __ ___
9. facilitates systematic monitoring and
disseminating of information for data
management
__ __ ___ __ __ __ ___ __ __
10. makes appropriate actions for conflict
arrangement
__ __ ___ __ __ __ ___ __ __
11. sustains ideal relationship with community
people for linkage management
__ __ ___ __ __
__ ___ __ __
12. orients people or teachers for performance
rating
__ __ ___ __ __
__ ___ __ __
13. demonstrates integrity by deciding in
accordance with prescribed rules and
regulations.
__ __ ___ __ __ __ __ __ ___
14. renders service even beyond regular function
and regular time
__ __ ___ __ __ __ __ __ ___
15. shows leadership in guiding and developing
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
confidence in subordinates
__ __ ___ __ __ __ __ __ ___
16. Others, please specify
____________________________________________________________
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
99
BIOGRAPHICAL SKETCH
The author hails from Besao, Mt. Province. He finished his elementary
education in 1990 and his secondary education in 1994. He pursued his tertiary
education in Benguet State University and obtained his Bachelor of Science in
Elementary Education in 1998.
After graduation and after passing the LET, he was hired as a substitute
teacher in Easter College Inc. for one year. The following year, he taught in
CCDC as a contractual teacher. In 2001, he was employed as a permanent teacher
in his hometown, in Besao, Mt. Province.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
ANTHONY C. FELICIANO JR., October 2006, “Effects of Management
Roles and Skills of Administrators on Teachers’ Performance in Besao, Mountain
Province.” Benguet State University, La Trinidad Benguet.
Adviser: Mary Jane Laruan, Ph. D.
ABSTRACT
The study aimed to determine the profile of the teachers; their perceptions
on the levels of manifestation of management roles and skills of administrators;
and to find out the effects of the manifested roles and skills of administrators on
the performance of teachers.
The findings show that there are more female teachers than male teachers.
Majority of the teachers are married and belong to the age bracket of 36-50. Most
of the teachers are classified as Teacher I so most of them are young in the
service. Only a few teachers have M.A. units or finished their Master’s degree.
Generally, the administrators moderately manifested their management roles and
skills as perceived by the teachers. The management roles perceived by the
teachers as moderately manifested were as figurehead, monitor, disseminator and
entrepreneur. The management skills moderately manifested were technical,
human and conceptual skills. Perceptions of the teachers on the manifested
management roles and skills of the administrators vary significantly according to
their profiles. The manifested management roles and skills of administrators have
a much effect on the performance of the teachers as perceived by the teachers
themselves.
ii
TABLE OF CONTENTS
Page
Bibliography………………………………………….……………………. i
Abstract ………….…………………..………….…………………..……..
i
Table of Contents ………….…………………..………….……………….
iii
INTRODUCTION
Background of the Study ………….…………………..………………..
1
Statement of the Problem ………….…………………..………….........
4
Objectives of the Study ………….…………………..………….………
5
Importance of the Study ………….…………………..………….……..
6
Scope and Delimitation of the Study ………….………………………..
7
REVIEW OF LITERATURE
Management ………….……………………………….………………..
8
Administration ………….……………………………….……………...
11
Supervision ………….……………………………….…………………
12
Management Performance ………….…………………………………..
14
Management Roles of Administrators ………………………………….
16
Management Skills …………………………………………………….
20
Factors Affecting Teacher’s Performance ……………………………..
24
Conceptual Framework ………………………………………………
31
Operational Definition of Terms …………………………………........
35
Hypotheses of the Study ………………………………………………
38
iii
METHODOLOGY
Locale and Time of the Study ……………………………………........
39
Respondents of the Study ……………………………………………..
42
Instrumentation ………………………………………………………..
42
Data Collection ………………………………………………………...
42
Statistical Treatment of Data ………………………………………….
43
RESULTS AND DISCUSSION
Profile of the Respondents ……………………………………………..
45
Management Roles and Skills Manifested by the
Administrators as Perceived by the Teachers ……………………
50
Levels of Manifestation of Management Roles and
Skills as to Profile ………………………………………………...
53
Effects of the Management Roles and Skills of
Administrators on the Performance of
Teachers as to Profile ………………………………………..........
63
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ………………………………………………………………..
78
Conclusions ………………………………………………………..........
80
Recommendations ……………………………………………………...
81
LITERATURE CITED …………………………………………………….
82
APPENDICES
A. Letter to the Administrators …………………………………………
88
B. Letter to the Respondents ……………………………………………
89
C. Survey Questionnaire ………………………………………………..
90
BIOGRAPHICAL SKETCH ………………………………………………
99
iv
INTRODUCTION
Background of the Study
Managerial roles and skills being practiced by administrators has
something to do with the performance of their subordinates and even affect the
whole educational system.
The community people nowadays are very much concerned if these
administrators are really doing their work effectively and efficiently or not, being
aware that their children will be the one to be most affected.
On the other hand, teachers as well complain of having an ineffective
administrator but their complaints remain only for them due to their fear of being
reprimanded. Administrators may be ineffective because of their leadership styles,
their insufficient knowledge in regards to their functions, roles and other
responsibilities regarding their job, their social relations, their professional ethics,
and others.
Some parents also question the integrity of administrators with regard to
the use of school funds. Mangubat (1996) reported that the education department
is viewed as an agency where illegal and corrupt practices are rampant.
Lingbaoan (2005) stated that the parents’ concern on how work is done by
Educators in schools is what accountability means. Gusky (2000) stated that
accountability entails the promotion of high standards of students’ learning.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
2
Accountability is where professional developers are asked to show that what they
do really matters. It is seen in roles, practices and skills of administrators in doing
their task.
Even the administrators are indirectly affecting the performance of
teachers; it is their leadership roles and skills that will help their subordinates to
perform better.
Gusky (2000) added that the administrators’ policies on curriculum
development and staff development assessment methods contain the restriction of
teachers in their attendance and behavior. The teachers’ code of ethics is usually
in consonance with social policies. The administrators’ practices, roles and skills
also affect the kind of working climate, interpersonal relationship and culture
existing in the organization. These can also ensure the school to be a true learning
community that provides enough learning experiences and develops well
conducts, manners and values.
Gusky also added that modern educational reforms are requiring
administrators and teachers to transform their roles and skills to a greater height
and take on new responsibilities. These reforms include the organizing of
structural changes in teaching – learning methods, strategies and approaches; and
implementing shared-decision making among members and the introduction of
alternative school governance that would encourage greater parent and
community involvement in school activities. These drastic measures are aimed at
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
3
revitalizing teaching-learning and refocusing the culture in the learning
environment.
Educational managers, including principals and teachers, need to construct
and sustain working frameworks and processes, which recognize that leadership,
and management skills are needed at many points in an organization. Promoting
teamwork helps in developing such capabilities and also provides the potentials
for supportive networks for all managers, staff and students (Bush, 2002).
Hooer (2004) stated that principals need to be fearless in deciding how to
use their time. There’s too much to do and not enough time to do it.
Administrators are required to use time efficiently and effectively. They should
learn how so that schools’ objectives are carried out, while good working
practices are fostered.
Hoerr added that management people should feel their employees’ morale
by having contact and effective communication. One method is to give credit to
whom it is due. Recognition and appreciation boost the morale of employees.
Management people should always find time for every employee who has
suggestion, grievances and others who may wish to see them.
Ivancevich
and
Matteson
(1999) suggested that leaders in the learning
organizations must do more than setting a good example for being a mentor. If the
message of learning is to permeate the organization, leaders must continually
focus their attention on the learning agenda and institutionalize the learning
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
4
process. Employees respond to what leaders attend to and reward. They further
stressed that the most powerful dynamics at work in leadership is called
“mimesis”, which literally means people mimic their leaders. The most effective
leaders of learning not only inspire others by their examples, they also take
personal interest in the learning of others: they serve as mentors.
Gregorio (1961) stated that administration serves as a powerful and
constructive tool in attaining the purposes of the educational program if the
methods and techniques involved were given much consideration by
administrators. Administration requires specialized ability and a thorough
knowledge of the science of administration.
It is a fact that people are now living in the world of modernization;
therefore, competence and excellence are required. In this case, administrators
need to be dynamic, as the need requires. This study centers on the management
roles and skills of administrators and their effects on their subordinates’
performance.
Statement of the Problem
The study was conducted to look in to the managerial skills and roles of
administrators in relation to the performance of teachers in the elementary schools
in the district of Besao, Mt. Province. Specifically, the answers to the following
questions were determined:
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
5
1. What are the management roles and skills manifested by the
administrators in Besao as perceived by the teachers?
2. Are there significant differences on the manifested management roles
and skills of administrators as perceived by the teachers when grouped
according to profile?
3. What are the effects of the management roles and skills of the
administrators on the performance of teachers as perceived by the
teachers?
4. Are there significant differences on the effects of management roles
and skills of the administrators on the performance of teachers as
perceived by the teachers when grouped according to profile?
Objectives of the Study
The objectives of the study are the following:
1. To find out the management roles and skills manifested by the
administrators as perceived by the teachers.
2. To find out if there are significant differences on the manifested
management roles and skills of administrators as perceived by the
teachers when grouped according to profile.
3. To determine the effects of the management roles and skills of the
administrators on the performance of the teachers.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
6
4. To find out if there are significant differences on the effects of
management roles and skills of the administrators on the performance
of teachers as perceived by the teachers when grouped according to
profile.
Importance of the Study
To the Administrators: The findings of this study may acquaint or
enlighten the school heads for them to recognize the need to be an effective and
efficient school manager in terms of management roles and skills.
To the teachers: The study can serve as a guide for the teachers regarding
their administrators’ management roles and skills.
To the Department of Education or to the Policymakers: The findings
could give them ideas on the effects of the management roles and skills of
administrators on the performance of teachers fro them to make necessary and
immediate actions like remedial and reengineering needed to achieve the goals
and objectives of the public elementary schools.
Finally, the study findings can give insights and references to future
researchers on their study regarding administration and supervision of schools.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
7
Scope and Delimitation of the Study
The study is limited to the elementary schools in the district of Besao,
division of Mountain Province. The district of Besao has 10 elementary schools
and 5 primary schools.
The study is focused on the management roles and skills of administrators
and their effects on the performance of their teachers. The study is conducted
during the first semester of SY 2006-2007.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
REVIEW OF LITERATURE
This chapter presents the literature and studies reviewed by the researcher
that have bearing with the present study.
Management
Hellriegel, Jackson and Slocum (1999) stated that management refers to
the tasks or activities involved in managing an organization: planning, organizing,
leading and controlling. Planning involves defining organizational goals and
proposing ways to reach them. Organizing is the process of creating a structure of
relationships that will enable employees to carry out management’s plans and
meet organizational goals. Leading involves communicating with and motivating
others to perform the tasks necessary to achieve the organization’s goals.
Controlling is the process by which a person, group or organization consciously
monitors performance and takes corrective action.
In addition, management functions as described by Plunkett and Attner
(1985) involve planning, motivating, organizing, controlling, coordinating and
evaluating.
According to Plunkett (1985), planning is considered effective when
objectives are set, the environment is analyzed and evaluated, and the best
solutions are selected. Plans are implemented and results are controlled and
evaluated.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
9
In addition, Koontz and Weihrich (1988) stated that planning bridges the
gap from where we are to be. Planning strongly implies not only the introduction
of new things but also a workable implementation.
Reineck and Schoele (1980) defined motivating as a managerial function
that produces people who turn out work outputs that are normal expectations.
Donno and Herzberg (1981) as quoted by Palada (2001) concluded that
there are two different factors influencing motivation. They are: (1) hygiene or
maintenance factors that consist of elements and conditions in work that makes
employees neutrally satisfied. (2) Motivator of content factors, which includes
achievement, recognition, responsibility etc.
Gregorio (2000) defined organizing as the activity of arranging and
structuring relationships in such a way that a unified effort is done in achieving
the goals and objectives of education.
Schermerhorn (1996) emphasized that managers must choose and modify
structures to best-fit situational needs.
Aquino (2001) defined controlling as the process that measures current
performance toward some predetermined goals.
Schermerhorn (1996) stated that controlling, being the fourth management
function, is the process of monitoring performance and taking corrective action as
needed. He added that through controlling managers, an active contact with
Effects of Management Roles and Skills of Adm
inistrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
10
people in the course of work and interpreting reports on performance are
maintained.
Sison (1991) as quoted by Villagracia (2004) defined coordinating as a
method of gathering people in an organization; working together to achieve a
common goal with minimum expenditure of effort and materials. Coordinating
provides the orderly synchronization of effort through correct timing and
sequence of execution, resulting in harmonious and unified action in pursuit of
common objectives. Sison also added that coordinating is a fundamental function
of management to provide an orderly arrangement and execution of the activities;
to involve personnel in policies and programs in the various departments; and to
achieve their objectives.
Gregorio (1961) stated that evaluation is simply determining how well
educational purposes have been achieved. It includes the school survey and
teaching. Gregorio added that it is the ultimate major function of supervision in
which the purpose is to appraise the outcomes and the factors conditioning the
outcomes of instruction and to improve the products and processes of instruction.
Evaluation calls for the use of educational tests and measurements.
Furthermore,
Massie
(1987) stated the eight functions of management.
The functions are decision making, organizing, staffing, planning, controlling,
communicating, directing and innovating.
Effects of Management Roles and Skills of Adm
inistrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
11
Sison (1991) stated that the function of management is to promote and
enhance the development of work effectiveness and advancement of human
resources in the organization through proper planning, organizing, directing,
coordinating and controlling of activities related to the goals of the organization.
Administration
Gregorio (1961) stated that the word administration ordinarily connotes
the machinery of an organization and its functions. It refers in general to the plan
of organization and how such organization is controlled and operated. It involves
direction, control and operation of the organizational activities to accomplish the
desired aims and objectives. He added that the major functions are planning,
organizing, directing, coordinating, supervising, evaluating, providing leadership,
recording, keeping and promoting close school-community relationships.
Knezervich (1975) stated that administration is the way to take charge, to
perform and to accomplish duties and responsibilities in the organization. Its
functions or processes are anticipating, programming, orienting, staffing,
executing, changing, diagnosing, deciding, coordinating, communicating,
politicking, and appraising. Administration is important to maintain and expand
the relevance, effectiveness and productivity of the organization. It is a way to
implement legislative decisions and policies coming from the higher level of the
organization because it has a decisive impact to influence members of the
organization. Administration shapes values, traits, images, and reputation or
Effects of Management Roles and Skills of Adm
inistrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
12
prestige of the organization. It is a means to an end as it is the starting point in
studying and accomplishing goals of education.
Reeder
(1981)
stated
that school administration is a means to an end.
Schools are maintained only for providing the means to education. Administration
should operate the school plant and meet the criteria of excellence in terms of
repair, planning, erecting, training and supervising teachers, providing supplies,
seeing that all money is economically spent and accounted for, keeping the public
informed about the aims, accomplishments and organization of instructional
programs.
Supervision
Eye (1971) defined supervision as the systematization of interaction of
people responsible in the implementation of interaction of people responsible in
the implementation of educational programs. It involves as many staff members
as possible so that it can produce positive influence on the accomplishment of
objectives or goals of education. In supervision, the supervisor learns to delegate
authorities, accepts responsibilities, and gives credit to effective performance of
members. The process of supervision includes coordinating, controlling,
stimulating, initiating, analyzing, appraising, designing and implementing.
Gregorio (1961) stated that supervision ordinarily aims for the
improvement of the total teaching-learning situation and the conditions that affect
them. It is a specialized function, which involves leadership in studying,
Effects of Management Roles and Skills of Adm
inistrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
13
improving and evaluating teaching-learning situations, and the conditions that
affect both teaching and learning. Supervision may also be defined as a process of
bringing about the improvement of instruction by working with people who are
working with pupils. It is the process of stimulating growth as a means of helping
teachers. Adequate supervision is concerned with making adequate provision for
all the conditions which are essential to effective teaching and learning through
those activities which are primarily and directly concerned with studying and
improving conditions which surrounds the teaching of the teachers and the
learning of the pupils. The purpose of supervision, therefore, is to supply the
leadership which will help the staff members improve the instructional situation
and in doing that, to grow professionally themselves.
Gregorio (1961) enumerated the five functions of supervision as quoted by
Villagracia (2004):
1. Inspection – surveying the school system to discover problems or
defects of the student, faculty, equipment, school curriculum, objectives and
methods of instructions together with the conditions that surround them.
2. Training – may take the form of demonstration teaching, workshops,
seminars, directed observation, individual or group conference, inter-visitation,
professional classes of the use of bulletins and circulars.
3. Guidance – stimulating, directing, guiding and encouraging the faculty
to apply instructional procedures, techniques, principles and devices.
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4. Evaluation – the ultimate major function of supervision.
Management Performance
Lingbaoan (2005) stated that it is important to know the level of
effectiveness of managers’ roles because it is in their output that their effectivity
and efficiency in school management is measured. A good school administrator
utilizes available resources, encourages and assists personnel to achieve desired
objectives.
Szilagyi (1981) as quoted by Lingabaoan (2005) defined efficiency as
doing things right while effectivity is doing the right things. Efficiency tackles the
relationship between input and output and effectivity tackles the degree of goals
to be met.
Managers should know how to plan, direct, organize, coordinate, control
and evaluate, for them to be effective and efficient in doing their functions. The
success or failure of an organization is determined often by the way the
organization is managed. The same with the classroom, classroom management is
a factor that has an influence in the character and efficiency of the teaching and
learning situations.
Gregorio (1960) stated that classroom management refers to the operation
and control of classroom activities. Management assumes that its sole purpose is
to save time and energy. Therefore, the teacher should thoroughly routinize the
details of the daily practice in conducting classroom work or activities.
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Gibson (2000) enumerated the three perspectives of effectiveness of
management performance, as individual, group and organizational. Individual
effectiveness entails task performance of every member of the organization; group
effectiveness, organization of members themselves to form programs and
accomplish goals of organization; and organizational effectiveness refers to the
sum of individual and group effectiveness, synergies in effect where in
organizational goals and objectives are transformed to a higher level of
effectiveness.
To bring about changes in teaching and learning, school and college
leaders at all levels have to work with the staff colleagues, students, parents and
governors. Day et al. (2000) discussed the levers for change that are used
successfully in the schools in their study. Successful change involves leaders not
only understanding the functionalist or managerial aspects of leadership, but also
the cultural and political aspects and the contexts in which changes take place
Grace (1995). Busher and Harris (1999) suggested that the arenas in which
leaders need to operate could be summarized as:
- an awareness of context and the creation of professional networks.
- bridge and brokering between different levels of authority.
- using power to support particular educational values and ideologies.
- creating social cohesion
- mentoring staff development
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In addition, middle leaders need to be perceived as modeling successful
practice, if they have to gain respect from their staff colleagues and students
(Busher, 2005), since teaching is a practical activity as well as a managerial one.
Wilkinson and Cave (1988) explored the centrality to effective teaching of
teachers being successful managers.
Management Roles of Administrators
Newell (1978) stated that administrative roles involving interpersonal
relations warrant special attention, and the reason for this is that interpersonal
relations are central to the administration. Any administrator may perform such
roles, and in the field of education these roles are usually subsumed under the
term supervision. Other terms such as consultant, helping teacher, counselor and
coordinator are also used.
Aquino (1985) stated also three administrative roles – consultation,
counseling, and supervision.
Consultation is initiated by someone who seeks advice on a problem from
someone else whom he considers to be an expert. The people seeking the advice
may be designated as the “consultee” and the helping person as the “consultant.”
The consultee not only initiates but also terminates the relationship.
In counseling, the person seeks help and both initiates and terminates the
relationship. The person who seeks help is called the counselee, and the person
who provides help is designated as the counselor. The counseling relationship is
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distinctive because it is initiated when an individual has a problem, which is
personal in nature. An effective counselor usually offers a minimum of advice,
preferring instead to help the counselee identify relevant considerations he would
otherwise be inclined to neglect. The counselor must keep all the discussions
confidential, and the counselor does not evaluate the counselee.
Supervision is used by a number of the helping professions – and by many
industries and businesses as well – to refer to relationships in which one person
has authority over another; that is, in the usual boss- employee relationship. These
relationships are explicit in the structure of an organization and hence the
supervisor’s position can readily be identified on an organizational chart.
Supervisors are responsible for the work done by each employee under their
supervision. It is usually expected that the suggestions and recommendations of
the supervisor are to be carried out by the employee. Either the supervisor or the
employee may bring up problems related to the work situation, the supervisors
implicitly or explicitly makes or approves the decisions, which are made on these
problems.
Tanner (1987) enumerated some roles of the following administrators:
1. The superintendent
He assures the district wide conditions necessary for improving the
educational program. He is responsible for good teaching and a curriculum
tailored to meet each learner’s needs.
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2. The Assistant Superintendent
A member of the Superintendent’s team who is concerned with the
function of improving curriculum and teaching. The effectiveness of the assistant
superintendent depends on his ability to work well as a team with many people
and utilizes his talents in developing an ever improving school program.
3. The Supervisor
The district supervisors are generalists in the sense that they are not
specialists in a subject field. However, they have a specialization – the total
program of education at a given level of schooling. They bear the responsibility
for aiding the assistant superintendent in developing balanced and coherent
programs of the elementary and secondary education. What is demanded is a
strong leadership combined with professional expertise and commitment.
4. The Principal
The principal’s role is to provide moral support for teachers. Research
indicates that a “positive climate and overall atmosphere” is essential for the
improvement of teaching and learning. Principals must also create a climate in
which teachers are encouraged to have an imaginative vision of curriculum.
Studies show that “principals consider creating a climate which encourages
experimentation and sharing ideas as their most effective contribution to
improving instruction.
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5. Head Teacher
He works with principals, supervisors, and teachers on curriculum
development in their subject fields, assisting teachers with professional
improvement, selecting curricular resources with supervisors and teachers;
coordinating other departmental activities and interpreting the professional and
research literature for application to local conditions.
Lussier (2000) referred management roles as sets of expectations of how
managers will behave to a given situation.
Szilagyi (1981) as quoted by Lingbaoan (2205) identified series of roles.
These are interpersonal, information and decisional roles. Along the area of
interpersonal roles, managers acts as figureheads who serve as symbolic heads of
the organization; as leaders who hire and motivate subordinates; and as liaisons
who interact with other people outside the organization. On informational roles,
managers become monitors who collect and receive information; disseminators
who transmit information to peers and subordinates inside the organization.
Finally, on decisional roles, managers become entrepreneurs, disturbance
handlers, resource allocators and negotiators. As entrepreneurs, managers initiate
and supervise designs of projects when opportunities arise. As disturbance
handlers, managers are responsible for corrective actions when the organization
faces conflicts with unexpected crisis. As resource allocators, they designate
subordinates to their field of specializations, allocating funds according to priority
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needs. Lastly, managers become negotiators when they represent the organization
in bargaining negotiations.
Covey (1989) added that on interpersonal roles, the school administrators
must give purpose and directions to subordinates works and functions. They also
lead the shaping of desired school cultures and values. On informational roles,
they should utilize appropriate communicative aids using effective counseling
skills with staff, students and parents. They should also express ideas clearly in
writing appropriately for different kinds of audiences. They should also enlist
public participation and give support in the formation of collaborative relationship
of all people involved in the organization. On decisional roles, school
administrators should apply logical decisions and conclusions based on ethical
and moral alternatives and approaches and should give priorities to significant
issues.
Management Skills
Management skills refer to the ability and expertise of administrators in
doing the task of management. Gibson et al. (2000) stated that managerial skills
are specialized and cultured actions employed by managers to achieve desired
goals in management. Management skills are developed through education,
experiences and mentor-student relationship.
Furthermore, Whetten, A. et al. (2005) differentiated managerial skills
from other kinds of managerial characteristics and practices. First, managerial
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skills are behavioral. They are not personality attributes or stylistic tendencies.
They are consisting of identifiable sets of actions that individuals perform and that
leads to certain outcomes. Second, managerial skills are controllable. The
performance of these behaviors is under the control of the individual. Skills may
certainly engage other people and require cognitive work, but they are
controllable behaviors. Third, managerial skills can be developed. Performance
can improve. Individuals can progress from less competence to more competence
in managerial skills. Fourth, managerial skills are interrelated and overlapping. It
is difficult to demonstrate a skill in isolation from others. Skills are not simplistic,
repetitive behaviors; they are integrated sets of complex responses. Effective
managers, in particular, must rely on combinations of skills to achieve desired
results. They should develop a constellation of skills that overlap and support one
another and that allow flexibility in managing diverse situations. Fifth, managerial
skills are sometimes contradictory or paradoxical. For example, the core
management skills are neither all soft nor humanistic in orientation nor all hard
driving and directive. They are oriented neither toward teamwork and
interpersonal relations exclusively nor toward individualism and technical
entrepreneurship exclusively. A variety of skills are typical of the most effective
managers, and some of them appear incompatible.
Lussier (2000) as quoted by Lingbaoan (2005) stated that organizations
are looking for employees with good general management skills because
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enlightened management is rare in conventional practice. The skills to get along,
and communicate well with people are becoming rarer and rarer in organizations.
Much more, managers’ skills of having business knowledge, leadership abilities,
sound judgment, planning and setting abilities are now becoming rare among
managers.
Administrators should use every skill and should be centrally concerned
with the purpose or aims of education. It is directed at the achievement of certain
educational objectives (Bush, 2005).
Kakabadse (1999) as quoted by Villagracia (2004) stated that an effective
leader should possess well-tuned conceptual skills so that he can see opportunities
where others cannot and can capitalize on current trends in order to turn them into
future advantage. He added that leadership requires the development of key
aspects of character, namely a balance ambition, ability and clear conscience, so
that the leader can see what is an ethical and appropriate action in the
organization.
Jerkins (1969) stressed that the necessary training in the basic skills and
abilities are needed for potential leadership. Human relation skills are important
elements of administrative behavior, which are essential in dealing with
subordinates.
Lussier (2000) and Gibson and company (2000) integrated and innovated
management skills into three types. These are technical, human or communicative
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and conceptual or decision-making skills. Technical skills are abilities to use tool
equipments, gadgets; and to use techniques, approaches, procedures and methods
in specialized manners. Human skills are abilities to select, motivate, work with
and lead employees. Conceptual skills are abilities to integrate and coordinate the
two stated skills and transfix them into accomplishing goals of organization.
Under conceptual skills, excellent managers in companies bring out the technical
skills of employees, motivate them to accomplish excellent performance and
make the companies progressive and successful.
The largest portion of the administrator’s time is spent in some phase of
human relations with teachers, classified employees, parents, the general public,
community leaders, other administrators, and pupils so he has to strengthen his
human skills. Although it is difficult to schedule human relations, he should allot
blocks of time for this phase of his work (Stoops, 1981).
What then differentiates effective managers from less effective managers?
If developing management skills is crucial for organizational success, what skills
ought to be the focus of attention? Whetten, A. and Cameron, K. (2005) suggested
ten skills of effective managers. These are verbal communication (including
listening); managing time and stress; managing individual decisions; recognizing,
defining, and solving problems; motivating and influencing others; delegating;
setting goals and articulating a vision; self-awareness; teambuilding and
managing conflict.
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Factors Affecting Teacher’s Performance
Ruiz (1972) stated one factor that could affect teachers’ performance,
which is low morale. He stated that morale is important in the teaching
profession, as in other areas of human endeavor. Wholesome morale makes
teachers and employees eager to work hard and to fight indifference. Even though
the “going is rough” if morale is high, the teachers usually do not mind the many
incidents which would normally scuttle effective administration if morale were
low. High morale stimulates loyalty, cooperation, and teamwork, all of which are
essential in the teaching profession. Obviously, one of the supervisor’s
responsibilities is the development of morale. Ruiz also enumerated the factors,
which affect teacher’s morale. These are grouped under (a) those which have to
do with personal matters, not related to the job, (b) those which have to do with
the job, such as acts of supervisors or peers, and (c) those which come from
outside the school.
Personal Factors. Personal factors such as attitude towards teaching,
personal problems strictly unrelated to the job, and similar matters affect the
teacher’s morale. There are people who teach but have no interest at all in
teaching. They have been employed or have sought employment just to make a
living. They do not derive satisfaction in the performance of their jobs and would
rather leave the profession if there were another place to go.
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Also, it is difficult to maintain individual or group morale if teachers have
personal worries. Mayo (1945) found that some of the failures of employees in
industry during work hours were due to conditions not related to their jobs. If a
teacher is worried because of perennial problems at home, her morale in the
profession is naturally low. She brings her personal problems to the classroom,
unfortunately.
The problem is whether the supervisor or the administrator should become
involved in the personal affairs of the teachers. Some teachers might not like the
idea; others may appreciate the superiors concern. Some administrators believe
that life of the teacher outside the school is her business; others think that the
administrator should endeavor to help her make effective adjustment where such
adjustments are necessary for more efficient and effective performance. Those
who object to the idea believe that such matters are not within the province of
supervisors, who may not be guidance workers. In any case, the supervisor should
try to be understandable and should not be too hard on the teacher.
Factors which have to do with supervisors’ and administrators’ acts.
Another important element in boosting morale among the rank and file of teachers
is the confidence in the integrity and good intentions of their superiors. The good
acts of supervisors and administrators afford excellent examples of what can be
done to sustain morale of individual teachers or to maintain esprit de corps among
the faculty. If there is evident practice of corruption, unfairness and favoritism on
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the part of the superiors, naturally esprit de corps is very low. It can be playing
favorites for group or for personal reasons, or merely to be suspected of doing so.
Morale rests, for another thing, upon recognition. Teachers, like other
people, crave notice of their own achievements and respond to public or peer
recognition given to success of their efforts. This is natural. He is a wise
supervisor or administrator who takes time to commend the teachers, either
verbally or in writing, for the good things they do.
Outside factors that affect morale. Morale in the teaching profession, as in
other branches of government, is adversely affected by political interference.
Politics has disrupted the government service because politicians have interfered
with appointments of officials in the service. Aldana (1956) points out that
politics has been making “almost periodic incursions in the rank and file of the
teaching service.” When politicians insist that their recommendees be appointed
to certain positions in the teaching service, the merit system is ignored and morale
breaks down.
Small (1955) enumerated the evidences of the presence of morale on the
part of the faculty. Some of these evidences are:
1. Enthusiasm and self-confidence of the teacher is normally willing to
make decisions and to accept full responsibility for any action she has
taken.
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2. Respect for those in authority and the fellow workers. If the teacher
shows respect for authority and if she feels confident that she is also
respected and liked by the group, the chances are that the teacher has
high morale.
3. Satisfaction with enjoyment of her work If the teacher is satisfied with
her work and enjoys it, is proud of its usefulness and of her
achievement, no matter how little, her morale is likely to be high.
Recognition by superiors of such achievement and giving credit is due
may inspire the teachers to work hard to accomplish their goals, if only
to justify the superiors’ esteem and confidence.
4. Security in the future and confidence in being retained in her position.
Because of this security, the teacher is usually free from worry, is
cheerful, and contented.
The following are suggestions on how to improve morale as stated by Ruiz
(1972).
Some of the hints that principals and supervisors should remember in
connection with the development of morale are:
1. Evaluation of teacher’s performance should be in terms of objective
data and interviews, rather than on personal considerations or casual
observation.
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2. Provision of opportunities for teachers to try new methods and to
exercise freedom to attack problems.
3. Recognition of achievement and giving public credit to whom credit is
due.
4. Cooperative approaches and participative decision-making.
5. Supervisors and principals will improve morale of teachers if they look
at their work, as an opportunity to serve teachers in improving their
work.
6. Leadership that is stimulating, cooperative, impartial, and
understanding.
7. Faith and confidence in the ability of teachers by administrators.
8. Professional expertise on the part of leaders.
9. Understanding, acceptance, and realization of the importance and
social value of the activities and objectives of the work.
10. Security of positions.
Aquino (1985) stated that the staff evaluation could also affect teachers’
performance. Administrators should pursue the rating practices in the spirit of
fairness, justice, thoroughness, and with high professional standards.
Administrators should see evaluation as a series of multiple activities not as a
single entity. For instance, an administrator and the teacher should meet early in
the school year on the expectations for the teacher. Then evaluative sessions are
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necessary throughout the year to determine how well proposed goals are being
achieved, expectations met, and individual needs fulfilled. Final evaluation, near
the close of the school year, is summative and will reproduce less discord since
formative evaluation has already been employed. In subsequent years, new goals
and expectations will be proposed to allow the teacher to continue to grow
professionally and personally.
Harris (1963) suggested that teachers’ performance is clearly associated
with characteristics of teachers or the patterns of classroom behavior which might
be important in distinguishing the outstanding teacher from the poor teacher. He
enumerated three major patterns of observed teacher classroom behavior that were
found to exist.
Pattern Xo – Friendly, understanding, sympathetic versus aloof,
egocentric, restricted teacher behavior.
Pattern Yo – Responsible, systematic, businesslike versus unplanned,
slipshod teacher behavior.
Pattern Zo – Stimulating, imaginative, surgent versus dull, routine teacher
behavior.
Guillermo (1996) quoted some factors that affect teachers’ performance in
the following studies:
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Afable (1981) stated that the frustrating factors in the work of a teacher
can cause anxiety to her. These are financial difficulties, the attitudes of the
community, continued close association with innovative minds, unsatisfactory
progress of pupils, disciplinary problems, and possible loss of position.
Davis (1985) revealed that the factors affecting teacher performance dealt
on instructional problems. These are testing and evaluation; motivation;
diagnosing and correcting difficulties; modes of preparation; individual
differences; transfer of learning; relationship with administrators; lack of
materials and equipments; and curriculum and extra-curricular activities.
Lastly, Trimos (1985) found out in her study the following factors that
have significantly affected the teaching performance of the teachers in Isabela
State University. These are eligibility, length of teaching experience, years of
teaching high school students in Isabela State University, monthly salary,
administrator/superior factor, teacher factor, school facilities, and environmental
factors.
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Conceptual Framework
Administrators are doing a big part in the realization of the objectives and
goals of the educational system in our country. In this case, they play one of the
most important roles in molding the future leaders of our country. The same with
the teachers, leadership styles, skills and roles of administrators have a great
effect on them. Crowther (2002) stated that the leadership styles of administrators
are one of the factors that greatly affect teachers that are manifested in their
performance. The administrators’ conduct, manners, competencies and attitudes
were found to greatly affect their teachers’ performance.
It is assumed that teachers are effective when the school managers are also
effective in doing their management skills as to technical, human and conceptual
skills. In the same manner, when school managers are very accommodating,
approachable, enthusiastic and show deep concerns for their teachers’ needs, a
happy and vibrant relationship among administrators and teachers can be evident,
and eventually leads to better performance.
Teachers also look up to administrators who act with dignity; encourage
people constantly; maintain cohesive relationship with other people inside the
organization; maintain links with higher officials in and out of the agency;
disseminates necessary information to peers and subordinates; and updates and
prepares the members for any change. As stated by Cunningham and Cordiero
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(2000) educational leaders must be role models who support and nurture
successful teaching-learning environment.
The effectiveness of any organization depends upon its management
function, including the kind and amount of roles and skills practiced by managers
(Cartetter, 1962).
Abalos (1982) concluded that the typical problems of teachers regarding
their administrators that may affect their performance range from the
administrator being unapproachable, a disciplinarian, indifferent to progressive
ideas, meddling too much in the affairs of the class, and practicing favoritism.
These problems can be classified under management roles and management skills.
Chase (1951) stated that school administrators should possess the
following skills: technical skills, human relation skills and conceptual skills.
Technical skills refer to methods; techniques and processes, which will help,
improve quality of instruction. Human skills deal with the ways of associating
with people in the school and the public. Conceptual skills involve the ability to
see the organization as an entity and understand the interrelationship of the staff
members.
Knezevich (1962) stated that administrators should motivate their
subordinates to accomplish the purposes of the organization. Administrators
should know how to motivate teachers and others in the school system through his
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choice of rewards and punishments as well as his administrative style. The
administrator must be concerned with what makes people behave as they do.
Aquino (1985) affirmed that one of the school administrator’s obligations
specified in the Education Act of 1982 is that he or she “shall be accountable for
the efficient and effective administration and management of the school.” This
includes personnel management consisting of the non-teaching and teaching
personnel.
Figure 1 shows the relationship between the independent and dependent
variables. The independent variables are the management roles and skills of the
administrators. The dependent variables are the effects of the management roles
and management skills of administrators towards higher teacher performance
using the five-point likert scale as follows: much effect, moderate effect, fair
effect and no effect. Included as the dependent variables are the manifestations of
management roles and management skills by administrators using the four-point
likert scale as follows: fully manifested, moderately manifested, fairly manifested,
partially manifested and not manifested.
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Independent Variables Moderator Variables Dependent Variables
A. Management
A. Manifestations of
roles of
management roles
Administrators
and management
-Figureheads
skills by
-Monitors
administrators
-Disseminators
• Fully
-Spokespersons
manifested
-Entrepreneurs
• Moderately
-Resource
manifested
Allocators
• Fairly
manifested
B. Management
• Partially
skills of
Gender
manifested
Administrators
Civil Status
• Not
-Technical
Age
manifested
Skills
Position
-Human Skills
Years in Service
B. Effects of
-Conceptual
Educational
management roles
Skills
Attainment
and management
skills manifested
by administrators
on teachers’
performance
• Much
effect
• Moderate
effect
• Low effect
• No effect
Figure 1. Paradigm of the study showing the interrelationship of variables.
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Operational Definition of Terms
The following terms are defined according to their use in the study:
Administrators refer to the school heads or the principals, the head
teachers and the teachers in charge.
Disseminator
roles refer to the distribution of informations to
subordinates.
Conceptual
Skills refer to the ability of administrators to see the
organization as a whole. It is the ability to integrate technical and human skills
and transfix them into accomplishing the goals of the organization.
Entrepreneur
roles refer to the ability of administrators to initiate change
voluntarily. He receives new ideas, launches them and develops them to reality in
order to promote the organization.
Effects refer to the results in which the management roles and skills affect
the performance of the teachers as seen in their observable traits and behaviors.
The level of effect is measured as much effect, moderate effect, fair effect and no
effect.
Factors
refer to the management roles and skills of administrators that will
affect the teacher’s performance.
Figurehead
roles refer to the roles of the administrators in promoting
interpersonal relationships and taking charge of hiring, training motivating and
encouraging people in the environment.
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Human skills refer to the ability of administrators to work with,
understand and motivate other people either as individuals or as groups.
Management roles refer to the behaviors of the administrators associated
to their functions in a particular office. They are also sets of expectations and are
classified into interpersonal, informational, and decisional roles. Interpersonal
when administrators act as figureheads, leaders and liaisons in the organization;
informational when administrators monitor, disseminate, and serve as a
spokesperson in the organization; decisional when administrators become
entrepreneurs, disturbance handlers and resource allocators.
Management
skills refer to the abilities and expertise of administrators in
school management. These are their technical skills, human skills, and conceptual
skills. They are also referred to as specialized and cultured actions employed by
school administrators to achieve the desired goals of management.
Monitor
roles refer to the functions of administrators in seeing and
facilitating the everyday activities of the school
Manifestation of Management roles and skills refer to the level of
practicing the roles and skills by the administrators. The level of manifestations is
measured as fully manifested, moderately manifested, fairly manifested, partially
manifested and not manifested. Fully manifested when administrators practice
100 – 96 percent of the management roles and skills; moderately manifested when
administrators practice 95 – 91 percent of the management roles and skills; fairly
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manifested when administrators practice 90 – 81 percent of the management roles
and skills; partially manifested when administrators practice 80 – 71 percent of
the management roles and skills; and not manifested when administrators practice
below 70 percent of the management roles and skills.
Profile refers to the respondents’ age, sex, civil status, position or
designation and educational attainment. Age refers to the period of life, which is
measured from birth date to the last birthday of the respondents. Sex is whether
one is male or female by which the respondents are distinguished. Civil status is
the condition where in the respondents are categorized as married or not. Position
refers to the condition, title or authority which respondents act upon. Educational
attainment is grouped into Bachelor’s Degree (BS); BS with Master of Arts or
Sciences (MA/MS) units; Master of Arts (MA) and Doctor of Education (Ed.D.)
or Doctor of Philosophy (Ph. D.). Years in service refer to length of employment.
Resource
allocator
roles refer to the job of administrators in deciding how
and to whom the resources of the organization and the managers’ own time is
allotted.
Spokesperson
roles refer to the relaying of informations to people outside
the organization.
Technical
skills refer to the ability of administrators in using tools,
procedures and techniques in specialized fields.
Effects of Management Roles and Skills of Adm
inistrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
38
Hypotheses of the Study
The following hypotheses were put forward for testing:
1. The level of manifestations of management roles and skills differ
significantly as perceived by the teachers along gender, age, civil status,
position, educational attainment and years in service.
2. The effects of the management role and skills manifested by the
administrators vary significantly as perceived by the teachers along the
line of gender, age, civil status, position, educational attainment and years
in service.
Effects of Management Roles and Skills of Adm
inistrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
METHODOLOGY
Locale and Time of the Study
The study was conducted in all the elementary schools in the district of
Besao, Division of Mountain Province. These are Besao Central School, Besao
Elementary School, Soquib Primary School, Banguitan Elementary School,
Bunga Elementary School, Catengan Elementary School, Panabungen Elementary
School, Pangweo Elementary School, Tambuan Elementary School, Dandanac
Elementary School, Ambagiw Elementary School, Payeo Primary School,
Gueday Primary School, Lacmaan Primary School and Agawa Elementary School
as shown in Figure 3. An administrator; a principal, a head teacher or a teacher in
charge supervises these schools.
Figure 2 shows the municipality of Besao as the locale of the study. The
District of Besao is one of the municipalities of Mountain Province. It is located
in the boundary of Mountain Province, Ilocos Sur and Abra. The inhabitants of
the municipality are all Kankanaey. They belong to the ethnic group of APPLAI.
Most of the people in the municipality are engaged in farming as their
source for a living. They produce rice, corn and vegetables as their main products.
Some of the people are educated enough; some are lawyers, teachers, doctors,
nurses, engineers, office workers and other high-paying jobs.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
40
Legend:
- municipality
- location of the study
___-
provincial road
- - - - municipality boundary
Figure 2. Map of Mountain Province showing Besao, the municipal locale of the study
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
41
Figure 3. Map of Besao showing the elementary schools as the locale of the study
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
42
Respondents of the Study
The respondents of the study are the classroom teachers in the fifteen
elementary and primary schools in the district. Table I shows the distribution of
the respondents.
Instrumentation
The study used the descriptive method of research with survey
questionnaire as the main instrument of gathering data. It was prepared after an
adequate stock of information was acquired through intensive and extensive
reading of literature and studies that have relevance to this research. A sample of
the questionnaire was formulated and was revised upon the suggestions of the
thesis panel and adviser.
The questionnaire has two parts, Part I is on the personal profiles that
includes gender, age, civil status, position, educational attainment and years in
service. Part II is the manifestations of the management roles and management
skills of administrators and their effects on the teachers’ performance.
Data Collection
The researcher asked permission from the district supervisor of the District
of Besao, Division of Mountain Province to administer the questionnaires. When
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
it was approved, the researcher personally administered the survey questionnaires
to the teachers. He personally retrieved the questionnaires.
43
TABLE 1. Respondents in the fifteen elementary schools
Name of School
No. of Teachers
Besao Central School
10
Besao
Elementary
School
7
Banguitan
Elementary
School
6
Catengan
Elementary
School
6
Bunga
Elementary
School
4
Panabungen
Elementary
School
7
Pangweo Elementary School
2
Tambuan
Elementary
School
6
Dandanac
Elementary
School
3
Ambagiw
Elementary
School
3
Agawa
Elementary
School
9
Gueday
Primary
School
4
Lacmaan
Primary
School
1
Payeo
Primary
School
3
Soquib
Primary
School
1
TOTAL
72
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
Statistical Treatment of Data
The responses of the respondents was analyzed, interpreted and presented
44
in tables in consonance with the sequence of the specific problems given.
On the profile of the teachers, the frequency and percentage was used.
On the level of manifestations of the management roles and skills a 5 –
point likert scale was used: 5 (4.21-5.00) indicates fully manifested; 4 (3.41-4.20)
indicates moderately manifested; 3 (2.61-3.40) indicates fairly manifested; 2
(1.81-2.60) indicates partially manifested; and 1 (1.0-1.80) indicates not
manifested at all.
On the effects of management roles and skills manifested by
administrators, a 4 – point likert scale was used: 4 (3.26-4.00) indicates much
effect; 3 (2.51-3.25) indicates moderate effect; 2 (1.76-2.50) indicates fair effect;
and 1{1.0-1.75) indicates no effect.
The significant differences on levels of manifestations and effects of
management roles and skills of administrators on performance of teachers as to
the profile of respondents were determined using the Two-way Friedman’s
Analysis of Variance by ranks. The formula is as follows:
X²r = 12/NK (K+1)Σ(R1)² – 3N(K+1)
Where:
X²r = Friedman’s two way ANOVA by ranks
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
N = Number or rows
K = Number of columns
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
RESULTS AND DISCUSSION
This section deals with the analysis and interpretation of the data on the
profile of respondents, the level of manifestation of management roles and skills
as perceived by the teachers and the effects of these management roles and skills
on the performance of teachers.
Profile of the Respondents
The profile of the teacher respondents refers to the gender, civil status,
age, position, years in service and educational attainment.
Gender. Table 2 shows that there are 12.5% male and 87.5% female
teachers in Besao, Mountain Province. This shows that there are more female
teachers than male teachers. The result jibes with Sameon's study (2002) as
quoted by Domerez (2005) stated that teaching is a "feminized" profession since
the nineteenth century because women were readily a substitute for men who
were away from teaching to work in business and industrial economy. Women
were generally believed to have natural maternal tendencies that made them
particularly well suited to work with children; and women shoulder significantly
greater domestic and child-rearing obligations than men. Sito (1998) also stated
that females are more inclined into teaching. Toyoken (2002) also stated that
males prefer to take up high paying job courses like business management since
they are expected to be breadwinners.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
46
Table 2. Profile of Teachers in the Elementary Schools in Besao, Mt. Province
A. Gender
Frequency
%
Rank
Male
9
12.5
2
Female
63
87.5
1
Total
72
B. Civil Status
Single
7
9.72
2
Married
65
90.28
1
Total
72
C. Age
21-25
1
1.38
9
26-30
6
8.33
5.55
31-35
7
9.72
4
36-40
15
20.8
2
41-45
15
20.8
2
46-50
15
20.8
2
51-55
3
4.17
8
56-60
4
5.56
7
61-65
6
8.33
5.5
Total
72
D. Position
T1
29
40.88
1
T2
16
22.22
3
T3
19
26.39
2
MT1
5
6.94
4
MT2
3
4.17
5
Total
72
E. Years in Service
0-5
15
20.8
2
6-10
16
22.22
1
11-15
13
18.06
3
16-20
9
12.5
4
21-25
6
8.33
5
26-30
3
4.17
8
31-35
4
5.56
6
36-40
3
4.17
8
41-45
3
4.17
8
F. Educational Attainment
M.A/M.S.
14
19.44
3
BEED/BSEED
26
36.11
1
BSAE
6
8.33
4
BSAH
5
6.94
5
With M.A./M.S. units
21
29.17
2
Total
72
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
47
Civil
Status. As shown in table 2, almost all the respondents are married,
where in 9.72% are single. This may be inferred from the reason that it is biblical
to marry; based in the Proverbs 18:22 that he who finds a wife, finds what is good
and receive favor from the Lord. The findings corroborate the observations of
Toyoken (2002) that teachers marry first before they enter the field of teaching,
because they believe that with the nature of their work, they will have no time to
look for their partners in life. Others marry while they are in service. However, a
survey shows that it is in the DepEd where we can find the most number of
bachelors as compared to other government agencies.
Age. A great majority of the respondents range from 36 - 40, 41 - 45, and
46 - 50 with the same percentage of 20.8% of the total respondents. Of the 72
respondents, 19.43 % belong to the youngest group (ages 21 - 35), 62.4 % belong
to the second group (ages 36 - 50), and 19.06% are the oldest group (ages 51 -
65).
The finding shows that a great majority of teachers are in the middle age
group and only few are near the retirement period, for the reason that recruitment
at present is very difficult resulting to only few young teachers and old teachers
opted to retire even before reaching the retirement age because according to them
the teaching profession becomes more difficult. Mr. Paulino Naoy Jr. (Principal I)
stated that there is a difficulty in filling up vacancies nowadays because of the
E.O. 47. One reason also for the occurrence of few young teachers is because of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
48
the new guidelines in hiring. The new guidelines of hiring credits the LET results,
educational attainment, length of experience, personal characteristics etc, so
young teachers have to enroll first in graduate school to improve their educational
qualification before applying.
Position. Table 2 shows that most of the teachers are Teacher I with a
percentage of 40.28%, 22.22% are Teacher II , 26.39% are Teacher III, 6.94% are
Master Teacher I and 4.17% are Master Teacher II. The finding indicates that
most of the respondents occupy the lowest position and they range from the age of
36 to 50. This may be because most of them have been in the service only for less
than ten years. One reason also is that promotion in the DepEd is slow because it
is based on available items in accordance with E.O. 47, which states that there is
no filling up of vacancies unless approved by the Regional Office considering that
it follows certain guidelines.
Years in Service. Table 2 reveals that most of the teachers are young in
the service although their ages range from 36-50. The finding indicates that a lot
of teachers are employed for the past ten years. This also indicates that teachers
entered the service at different years; however, most of the respondents are still
young in the service because they were employed later. It means that there are
still more years for improvements and teachers can learn many things as the years
go by (Patong, 2003). As Picpican (2002) suggested that administrators and
teachers should continue to participate in the relevant activities, seminars,
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
49
workshops, conferences, and attend special course relevant to leadership
effectiveness to upgrade and broaden their experience, knowledge, skills and
abilities.
Educational
Attainment. Table 2 shows that most of the respondents are
graduates in Bachelor in Elementary Education. A great majority also of the
respondents has taken some master's units but stopped may be because of lack of
time since they are all busy with their families. Some teachers also have obtained
their Masters Degree because they want to advance their educational
qualifications, an attitude which is not only beneficial to them but also to their
students. This corroborates the statement of Bugtong(2001) that workers who
have earned higher degrees such as master's or doctorate are efficient or
competent. Teachers with master's or doctorate degrees perform better than those
with only bachelor's degree because they have undergone advanced academic
training. In addition, Patong (2003) stated that it is assumed that teachers with
higher educational qualification are more equipped with more knowledge and
skills that can be used or incorporated in schools.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
50
Management Roles and Skills Manifested
by the Administrators as Perceived
by the Teachers
Perception of teachers can be different from the perceptions of
administrators when it comes to the management roles and skills manifested by
them.
Table 3 shows that the average weighted mean of teachers' perception on
the management roles manifested by the administrators is 4.03, which is described
to be moderately manifested. It is deduced therefore in the findings that in general
the management roles were moderately practiced as claimed by the teachers. This
implies that administrators are not exerting all their effort to fully manifest their
management roles in order to strengthen their leadership. However, they fully
manifest the role of being spokespersons and resource allocators as shown by the
weighted mean of 4.27 for the former and 4.23 for the latter. This implies that the
administrators are fully exercising their roles as spokespersons and resource
allocators. Stoner and Wanker(1987) stated that managers should communicate
information to people outside the organization. In addition, Certo (1985) stated
that a manager is responsible for deciding how and to whom the resources of the
organization and the managers’ own time is allocated. He analyzes and screens
all-important decisions before these are put into action.
Table 3 also shows that the administrators moderately manifest the roles
of being figureheads, monitors, disseminators and entrepreneurs. This implies that
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
51
Table 3. Management Roles and Skills Manifested by the Administrators in Besao, Mt.
Province as Perceived by the Teachers
A. Management Roles
Weighted Mean Descriptive
Equivalent Rank
1. Figurehead 3.68
Moderately
manifested
5
2. Monitor 4.07
Moderately
manifested
4
3. Disseminator 4.13
Moderately
manifested
3
4. Spokesperson 4.27
Fully
manifested
1
5. Entrepreneur 3.79
Moderately
manifested
6
6. Resource Allocator
4.23
Fully Manifested
2
Average Weighted Mean
4.03
Moderately Manifested
B. Management Skills
1. Technical Skills
3.94
Moderately Manifested
2
2. Human Skills
3.88
Moderately Manifested
3
3. Conceptual Skills
4.00
Moderately Manifested
1
Average Weighted Mean
3.94
Moderately Manifested
Scale:
Numerical Value:
Units
Descriptive Equivalent
5
4.21 – 5.00
Fully manifested
4
3.41 – 4.20
Moderately manifested
3
2.61 – 3.40
Fairly Manifested
2
1.81 – 2.60
Partially manifested
1
1.0 – 1.80
Not manifested
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
52
the administrators are not fully exercising their roles as figureheads, monitors,
disseminators and entrepreneurs because they may give greater priorities to other
roles or they may just ignore them. This finding does not jibe with the statement
of Certo (1985) when he cited that managers could not ignore his/her management
roles if the organization has to smoothly. He added that as a figurehead, the
manager has to perform certain ceremonial duties – greeting visitors, attending
weddings of subordinates, taking a visitor to lunch, attending to a guest, etc. It
does not also corroborate with the statement of Stoner and Wanker (1987) as to
disseminators when they added that managers distribute information fully to the
subordinates. In the role of being entrepreneurs, the result does not conform to the
statement of McNerney (1962) when he stated that a school administrator is
expected to provide a healthful environment for the improvement of instruction.
He should inspire and encourage teachers to provide pupils atmosphere conducive
to learning.
Table 3 shows the level of manifestations of administrators’ management
skills. It shows that the average weighted mean is 3.94, which is described to be
moderately manifested. The finding implies that the administrators did not exert
effort to practice fully their management skills, which have a great effect on the
teachers’ capabilities. It further shows that they are not fully exercising their
conceptual, technical and human skills and they are not aware that it rebounds to
the effectiveness of their management. The finding does not corroborate with the
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
53
statements of Certo (1965) that managers or administrators’ exercise of
conceptual skills enables them to understand the relationship of the organization
to its environment and that changes in one part of the organization affect the rest
of the organization. Gregorio (1961) added that conceptual skills unify human and
technical skills to achieve the goals of the organization. The skills also relate to
organizing integrated activities, resources and personnel to make work easy and
fully satisfying to workers. The result also shows that administrators exercise less
effort on human skills. This contradicts Morales (1998) statement that
administrators should exercise tact and diplomacy in dealing with people. They
exist for the reason of practicing leadership with teachers and co-workers, so they
can work harmoniously for the attainment of a common goal.
Level of Manifestations of Management
Roles and Skills as to Profile
Table 4 shows the manifestations of management roles and skills as to the
profile of the respondents.
Gender. The computed chi square value of 5.22, 5, and 4.50 are higher
than the tabulated chi square value of 3.84 at 0.05 level of significance. This
means that the hypothesis stating that the manifestations of management roles as
figureheads, monitors, and entrepreneurs differ significantly as perceived by the
teachers along gender is accepted. This implies that males perceive the management
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
54
Table 4. Level of Manifestations of Management Roles and Skills According to the
Profile of the Respondents
Gender
Civil
Age Position Years Educ.
Status
in
Attainment
Service
1. Figurehead 5.22s
16.56hs 74.57hs
31.01hs
55.98hs
53.93hs
2. Monitor 5.00s
5.00s
17.71s
13.92hs
22.29hs
9.48ns
3. Disseminator 0.12ns
0.12ns
28.71hs
10.93s
6.32ns
15.68hs
4. Spokesperson 0.20ns
4.00s
26.00hs
16.40hs
14.51ns
11.20s
5. Entrepreneur 4.50s
2.00ns
41.35hs
17.88hs
13.70ns
21.80hs
6. Resource
Allocator
0.00ns
1.00ns
17.08s
10.40hs
4.31ns
12.25s
B. Management Skills
1. Technical skills
3.25ns
2.21ns
33.43hs
19.68hs
13.56ns
7.41ns
2. Human skills
3.20ns
4.05s
85.02hs
60.84hs
10.23ns
61.02hs
3. Conceptual skills
3.63ns
1.69ns
73.46hs
11.50hs
6.31ns
37.14hs
Legend: hs =
highly significant
s
=
significant
ns
=
not significant
roles of figureheads, monitors and entrepreneurs differently from the females. In
the study, female teachers rated the administrators higher than the males. It was
observed that most of the administrators are females and that they are their friends
or “kumares”.
Meanwhile, the computed value of 0.12, 0.20 and 0 are lower than the
tabulated chi square value of 3.84 at 0.05 level of significance. This means that
the hypothesis stating that there are significant differences in the perceptions of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
55
administrators’ management roles by teachers in terms of gender as to
disseminators, spokespersons, and resource allocators is rejected. This means that
males and females have the same perceptions on the manifested management
roles of administrators as to disseminators, spokespersons and resource allocators.
This finding could be the result of the assumptions of the teachers that the
administrators are manifesting these roles because teachers have a tendency of
ignoring them for the reason that they are not directly affected.
The computed value of 3.25, 3.20 and 3.63 are lower than the tabulated
value of 3.84 at 0.05 level of significance. This implies that the hypothesis stating
that the manifestations of management skills differ significantly as perceived by
the teachers along gender is rejected. This means that the males and females have
the same perceptions on the manifestations of administrators’ management skills
as to technical, human and conceptual skills. This shows that there are no gender
biases considering the fact that majority of the teachers are females.
Civil Status. The hypothesis that states that the level of manifestations of
management roles as to figureheads, monitors and spokespersons differ
significantly along the civil status is accepted. This is because the computed chi
square value of 16.56, 5.00 and 4.00 are higher than the tabulated value of 3.84 at
0.05 level of significance. This implies that the single teachers perceive the
management roles of figureheads, monitors and spokespersons differently from
married teachers. Married teachers see their administrators manifesting these roles
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
56
differently compared to the single teachers. This may be because married teachers
understand more their administrators who are also all married.
However, the hypothesis that states that the level of manifestations of
management roles as to disseminators, entrepreneurs and resource allocators
differ significantly along civil status is rejected. This is because the computed chi
square value of 0.12, 2.00 and 1.00 are lower than the tabulated value of 3.84 at
0.05 level of significance. This implies that single and married teachers have no
differences in their perceptions regarding the manifestations of management roles
as to disseminators, entrepreneurs and resource allocators. The reason is that
maybe they are not too concerned with these roles because they are not directly
affected.
As to management skills in terms of civil status, the computed chi square
value of 4.05 (human skills) is higher than the tabulated chi square value of 3.84
at .05 level of significance. This means that the hypothesis stating that the level of
manifestations of management skills as to human skills differs significantly as
perceived by teachers along civil status is accepted. This implies that single and
married teachers’ perception on the manifested management skills as to human
skills of administrators are different. This corroborates with the observation of
Emilio Managdag (2006) that married teachers are closer to their administrators
compared to single teachers maybe because they have similar interests like family
matters and community involvement. So these married teachers rated higher their
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
57
administrators as to manifested human skills because they mingle with them more
often. In the technical skills and conceptual skills, the computed chi square value
of 2.21 and 1.69 are lower than the tabulated value of 3.84 at 0.05 level of
significance. This leads to the rejection of the hypothesis stating that the level of
manifestations of management skills as to technical skills and conceptual skills
differ significantly as perceived by the teachers along civil status. This implies
that single teachers perceive similarly from married teachers when it comes to the
perceptions on the manifested technical and conceptual skills of administrators.
This is because the teachers, single or married, are possibly not fully aware of the
management roles and skills of their administrators so they rated them as almost
the same.
Age. The computed chi square value of 74.57, 17.71, 28.71, 26.00, 41.35
and 17.08 are higher than the tabulated chi square value of 15.51 at 0.05 level of
significance. This means that the hypothesis stating that the level of
manifestations of management role as figureheads, monitors, disseminators,
spokespersons, entrepreneurs and resource allocators differ significantly as
perceived by the teachers along age is accepted. This implies that young teachers
perceive the management roles manifested by administrators differently from old
teachers. The study shows that old teachers rated higher their administrators
compared to the young teachers, this maybe because old teachers have known
more their administrators for a longer time.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
58
In the management skills, the computed chi square value of 33.43, 85.02
and 73.46 are higher than the tabulated chi square value of 15.51 at 0.05 level of
significance. Because of this, the hypothesis stating that the level of
manifestations of management skills differ significantly as perceived by the
teachers along age is accepted. This means that young and old teachers have
different perceptions regarding the manifested management skills of their
administrators. Again, old teachers rated higher their administrators as compared
to young teachers. This is because old teachers know more their administrators as
compared to young teachers. In corroboration, Laleo (2006) said that young
teachers can not rate their administrators fully because they have yet to learn and
observe them.
Position. The computed chi square value of 31.01, 13.92, 10.93, 16.40,
17.88 and 10.40 are higher than the tabulated value of 9.49 at 0.05 level of
significance. This means that the hypothesis stating that the level of
manifestations of management roles differ significantly as perceived by the
teachers along positions is accepted. This implies that the perception of Teacher
I, Teacher II, Teacher III, Master Teacher I and Master Teacher II teachers
regarding the manifested management roles of their administrators vary. In the
study, teachers with higher positions rated their administrators higher as
compared to teachers with lower positions or the lowest positions. This may due
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
59
to the reason that teachers with higher positions understand more the management
roles of administrators as compared to teachers in the lower positions.
The computed chi square value of 19.68, 60.84 and 11.50 are higher than
the tabulated chi square value of 9.49 at 0.05 level of significance. This leads to
the acceptance of the hypothesis stating that the level of manifestations of
management skills differ significantly as perceived by the teachers as to position.
This means that the teachers’ perceptions as to positions vary regarding the
management skills of administrators as to technical, human and conceptual skills.
Teachers with higher positions rated their administrators higher as compared to
teachers in the lower positions. This is because teachers with higher positions
stayed longer in the service so they have known their administrators better.
Years in Service. The computed chi square value of 55.98 and 22.29 are
higher than the tabulated chi square value of 15.51 at 0.05 level of significance.
This means that the hypothesis stating that there are significant differences in the
perception of teachers along years in service as to figureheads and monitors is
accepted. This implies that teachers who are young in service perceive the
manifestations of management roles of administrators as figureheads and
monitors differently from the teachers who stayed longer in the service. Teachers
who stayed longer in the service rated higher their administrators as revealed in
the study. This maybe because they have known the administrators for a longer
time. However, the hypothesis stating that the level of manifestations of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
60
management roles as to disseminators, spokespersons, entrepreneurs and resource
allocators differ significantly as perceived by the teachers along years in service is
rejected. This is because the computed chi square value of 6.32, 14.51, 13.70 and
4.31 are lower than the tabulated chi square value of 15.51 at 0.05 level of
significance. This means that there are no significant differences on the
perceptions of teachers who are young in service and the teachers who stayed
longer in the service on the manifested management roles of their administrators
of being disseminators, spokespersons, entrepreneurs and resource allocators.
These roles don’t directly affect the teachers so they seem to ignore them
according to Agnaonao (2006).
In the management skills, the computed value of 6.31, 13.56 and 10.23 are
lower than the tabulated value of 15.51 at 0.05 level of significance. This leads to
the rejection of the hypothesis stating that the level of manifestations of
management skills as to conceptual skills, technical skills and human skills differ
significantly as perceived by teachers along years in service. This implies that
teachers who are young in service perceive the conceptual skills, technical skills
and human skills manifested by their administrators similarly with the teachers
who stayed longer in the service. This is because they are both affected by these
skills so they seem to be much concerned and observant in the implementation.
Educational Attainment. The computed chi square value of 53.93, 15.68,
11.20, 21.80 and 12.25 are higher than the tabulated value of 9.49 at 0,05 level of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
61
significance. This will lead to the acceptance of the hypothesis stating that the
level of manifestations of management roles as figureheads, disseminators,
spokespersons, entrepreneurs and resource allocators differ significantly as
perceived by the teachers along educational attainment. This implies that teachers
with higher educational attainment perceive the manifested management roles as
to figureheads, disseminators, spokespersons, entrepreneurs and resource
allocators differently as compared to teachers with lower educational attainment.
As shown in the study, teachers who finished their Master Degree and those who
have Masters units rated higher their administrators as compared to teachers who
do not have Masters units or who didn’t finish their Masters Degree. This may be
because some teachers with high educational attainment want to impress their
superiors. However, the hypothesis that states that the level of manifestations of
management roles as monitors differ significantly as perceived by the teachers
along educational attainment is rejected. This is because the computed chi square
value of 9.48 is lower than the tabulated chi square value of 9.49 at 0.05 level of
significance. This implies that there is no significant difference on the perceptions
of teachers with lower educational attainment on the manifested management
roles as monitors of their administrators. This is because teachers with lower or
higher educational attainment are distributed evenly in different schools so they
have a common knowledge whether they are being monitored or not.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
62
In the management skills, the computed value of 61.02 (human skills) and
37.14 (conceptual skills) are higher that the tabulated value of 9.49 at 0.05 level
of significance. This leads to the acceptance of the hypothesis stating that the
level of manifestations of management skills as to human skills and conceptual
skills differ significantly as perceived by the teachers along educational
attainment. This implies that the perceptions of teachers with lower educational
attainment is different with the perceptions of the teachers with higher educational
attainment when it comes to the manifested management skills as human skills
and conceptual skills of administrators. In the study, teachers who finished their
M.A. and who has M.A units rated higher their administrators as compared to
teachers who didn’t obtain M.A. degree or do not have M.A. units. Maybe these
administrators gave them considerations or favors in the past for them to acquire
higher education or promotion that they are just paying back in return. It is
possible also that they want to impress their superiors because they are aiming for
something. But in the technical skills, the computed chi square value of 7.41 is
lower than the tabulated chi square value of 9.49 at 0.05 level of significance.
This means that the hypothesis that states that the level of manifestations of
management skills as to technical skills differ significantly as perceived by the
teachers along educational attainment is rejected. This implies that there is no
significant difference on the perceptions of teachers with lower educational
attainment and teachers with higher educational attainment. This corroborates
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
63
with the statement of Naoy (2006) that the teachers are seemingly not aware or
misunderstood the technical skills of administrators, so as a result, they just rate
unknowingly.
Effects of Management Roles and Skills of Administrators
on the Performance of Teachers
Table 5 shows the effects of management roles and skills of administrators
on the performance of teachers as perceived by them.
The average weighted mean of the effects of the management roles
manifested by the administrators on the teachers’ performance is 3.36, which is
described to have a much effect. This implies that the performance of teachers is
very much affected by the management roles of administrators. The effects could
be attributed to the level of manifestations of such roles wherein the lesser the role
being manifested, the greater is its effect to the performance of the teachers in a
negative way. This means that the administrators are not fully exercising their
management roles that affect very much the performance of their teachers. This
finding contradicts with (Tortosa, 1980) when he stated that as one of the
administrator’ roles, they should build a harmonious teacher-superior relationship
to develop a pleasant school atmosphere just as the classroom teacher determines
the atmosphere in the school as a whole. Bayeng (2001) added that a transparent
practice of administration by administrators makes a harmonious relationship
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
64
Table 5. Effects of Management Roles and Skills of Administrators on the
Performance of Teachers
A. Management Roles
Weighted Mean Descriptive
Equivalent Rank
1. Figurehead 3.37
ME
2.5
2. Monitor 3.43
ME
1
3. Disseminator 3.37 ME
2.5
4. Spokesperson 3.32 ME
5
5. Entrepreneur 3.34 ME
4
6. Resource Allocator
3.31
ME
6
Average Weighted Mean
3.36
ME
B. Management Skills
1. Technical skills
3.43
ME
2
2. Human Skills
3.37
ME
3
3. Conceptual Skills
3.46
ME
1
Average Weighted Mean
3.42
ME
Scale:
Value: Limits
Descriptive
Equivalent:
4
3.26 – 4.00
Much Effect (ME)
3
2.51 – 3.25
Moderate Effect (MOE)
2
1.76 – 2.50
Low Effect (LE)
1
1.0 – 1.75
No Effect (NE)
among members. Effective administrative behavior begets harmonious working
relationship among members of the school organization and eventually leads to
higher teachers’ performance. Tracy et. Al. (1980) emphasized that school heads
must be responsive to the changing conditions and situations in this particular
working milieu. He must remain alert to change in the behavior of his
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
65
subordinates. Baliche (1980) revealed that some school heads behave like
dictators and treat teachers like machines. Administrators are also endowed with
different character traits affecting their subordinates by making them contented or
not contented, happy or sad, organized or unorganized.
Table 5 also shows that the management skills manifested by
administrators have a much effect on the performance of teachers as shown by the
average weighted mean of 3.42, described as much effect. This finding implies
that the performance of teachers is very much affected by the management skills
of administrators. The effects are dependent to the level of manifestations of such
skills. This means that the lesser the skill is being manifested, the greater its effect
to the performance of the teachers in a negative way. The finding corroborates
with Daft (1999) when he said that, in order not to affect the teachers’ and
schools’ performance, administrators should be fair enough to instill
advancement, innovation and modification in processes, techniques and methods
so that the organization could be promoted and could not stagnate the same with
the knowledge of all the constituents in the institution”, as one of their technical
skills. Cunningham (2000) stated also that school administrators must work
collaboratively with faculty and staff to ensure that the teachers’ performance and
schools’ performance are not prejudiced.
Through the administrators’ management skills and roles, there is a great
effect to quality education as such that teacher’s morale, productivity at work,
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
66
high learners’ achievement level, cooperation and support of staff, teaching
efficiency, sound human relations, income generation, record management
efficiency, community participation and other allied services were enhanced to
give great effect to quality education (Pacis, 1999). He added that because of an
acceptable manifestation of management roles and skills among the
administrators in their respective schools, the effects were high teachers’ morale,
productivity at work, high learners’ achievement, efficient teaching and efficient
records management. If their school administrators properly guide all these
teachers, there is no doubt in having a better performance. The development of
desirable values and habits is necessary for administrators in the pursuance of
their mission on education to enable their constituents/subordinates to be more
progressive and fully developed members of the community.
Effects of Management Roles and Skills of
Administrators on the Performance of
Teachers as to Profile
Table 6 shows the effects of management roles and skills manifested by
administrators as to the profile of the respondents.
Gender. The computed chi square value of 5.00 and 4.50 are higher than
the tabulated chi square value of 3.84 at 0.05 level of significance. This means
that the hypothesis stating that the effects of the management roles as
spokespersons and entrepreneurs manifested by the administrators vary significant
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
67
Table 6. Effects of management Roles and Skills of Administrators on the
Performance of Teachers
A. Management Roles
Civil
Age Position Years
in Educ.
Status
Service Attainment
1. Figurehead
2.12ns 7.12s 35.17hs
43.92hs 38.71hs 20.80hs
2. Monitor 1.80ns 5.00s 26.17hs
9.16ns 19.12s 9.48s
3. Disseminator 0.00ns 0.00ns 35.69hs
18.40hs 20.46hs 12.67s
4. Spokesperson 5.00s 1.80ns 26.57hs
11.88s 27.95hs 16.20s
5. Entrepreneur 4.50s 0.50ns 37.34hs
26.43hs 5.20ns 14.40hs
6. Resource
Allocator
1.00ns 0.00ns 16.35hs
8.20ns
10.58ns
9.64s
B. Management Skills
1. Technical skills
1.67ns 0.07ns 54.09hs 27.16s 15.53ns
16.02s
2. Human skills
0.80ns 9.80hs 94.70hs
49.47hs 115.28hs 45.89hs
3. Conceptual skills 6.07s 0.27ns 69.34hs 46.44hs 76.55hs
44.50hs
Legend:
hs
=
highly significant
s =
significant
ns
=
not
significant
as perceived by the teachers along gender is accepted. The finding implies that
the effects of the management roles as spokespersons and entrepreneurs
manifested by the administrators on males are different with the effects on
females. In the study, the males are more affected than the females. This may be
due to the reason that most of the administrators are females. In the other
management roles, the computed chi square value of 2.12, 1.80, 0.00, and 1.00 are
lower than the tabulated chi square value of 3.84 at 0.05 level of significance.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
68
Because of this, the hypothesis stating that the effects of the management roles of
figureheads, monitors, disseminators and resource allocators manifested by the
administrators vary significantly as perceived by the teachers along the line of
gender is rejected. This implies that the effects on the performance of male and
female teachers by these management roles of figureheads, monitors,
disseminators, and resource allocators manifested by administrators are similar.
Santos and Calalanoy (2006) both stated that these roles are very necessary so
they thought that males and females will be both affected in case they are not
being manifested.
As to management skills, the computed chi square value of 6.07 is higher
than the tabulated chi square value of 3.84 at 0.05 level of significance. This
means that the hypothesis stating that the effects of conceptual skills manifested
by the administrators vary significantly as perceived by the teachers along the line
of gender is accepted. This implies that the effects on the performance of male
and female teachers by the manifestation of conceptual skills of administrators
significantly differ. The study revealed that males are much affected than females.
This may due to the fact that male teachers are aloof or shy to approach female
administrators. In the technical and human skills, the computed chi square value
of 1.67 and 0.80 are lower than the tabulated value of 3.84 at 0.05 level of
significance. This leads to the rejection of the hypothesis stating that the effects
of the technical skills and human skills manifested by the administrators vary
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
69
significantly as perceived by the teachers along the line of gender. This means
that the effects on the performance of male and female teachers by the technical
and human skills of administrators are similar. This is because according to the
teachers, they are greatly affected by these skills especially human skills, whether
one is male or a female.
Civil Status. Table 6 also shows the effects of management roles and skills
of administrators on the performance of teachers along the line of civil status.
The computed chi square value of 7.12 and 5.00 are higher than the
tabulated chi square value of 3.84 at 0.05 level of significance. Because of this,
the hypothesis stating that the effects of the management roles of figureheads and
monitors by administrators vary significantly as perceived by the teachers along
the line of civil status is accepted. This implies that there is a difference in the
effects of management roles of figureheads and monitors by administrators on the
performance of single and married teachers. In the study, married teachers are
affected more as compared to single teachers. This may be because single
teachers are more energetic and innovative than married teachers. Single teachers
also have more time to do their job and to look for alternatives in order that they
will not be much affected by inefficient and ineffective administrators. In the
other management roles, the computed chi square value of 0.00, 1.80, 0.50, and
0.00 are lower than the tabulated chi square value of 3.84 at 0.05 level of
significance. This means that the hypothesis stating that the effects of the
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
70
management roles of being disseminators, spokespersons, entrepreneurs and
resource allocators of administrators vary significantly as perceived by the
teachers along the line of civil status is rejected. This implies that there is no
significant difference in the effects of these management roles on the performance
of single and married teachers. This maybe because these roles do not affect them
directly so they rated similarly.
In the human skills, the chi square value of 9.80 is higher than the
tabulated value of 3.84 at 0.05 level of significance. So the hypothesis stating that
the effects of management skills as to human skills manifested by administrators
vary significantly as perceived by the teachers along the line of civil status is
accepted. This implies that the effects of these human skills manifested by
administrators among single and married teachers differ. Single teachers are
affected more as revealed in the study. This is because administrators are not so
familiar with single teachers since most single teachers are new in the service.
Single teachers are also in the adjusting stage in getting along with their
administrators. As to technical and conceptual skills, the computed chi square
value of 0.07 and 0.27 are lower than the tabulated chi square value of 3.84 at
0.05 level of significance. This leads to the rejection of the hypothesis stating that
the effects of technical skills and conceptual skills manifested by the
administrators vary significantly as perceived by the teachers along the line of
civil status. This means that there is no significant difference on the effects of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
71
these management skills manifested by administrators to the single and married
teachers. Married and single teachers seem to ignore whether their administrators
are doing their technical and conceptual skills as long as these teachers are doing
their job. Another reason is that they are too much busy with their personal life
especially married teachers.
Age. The computed chi square value of 35.17, 26.17, 35.69,26.57, 37.34
and 16.35 are higher than the tabulated value of 15.51 at 0.05 level of
significance. This means that the hypothesis stating that the effects of the
management roles manifested by the administrators vary significantly as
perceived by the teachers along the line of age is accepted. This implies that the
effects of these manifested management roles of administrators among young and
old teachers differ significantly. In the study, young teachers are affected more as
compared to the old teachers. This result could be the effect of the fact that young
teachers are not yet adjusted to the styles of their administrators. In other
instances, they are still in the learning period.
On the other hand, the computed chi square value of 54.09, 94.70, and
69.34 are higher than the tabulated chi square value of 15.51 at 0.05 level of
significance. This leads to the acceptance of the hypothesis stating that the effects
of management skills manifested by administrators vary significantly as perceived
by the teachers along the line of age. This means that old and young teachers are
affected differently by these manifested management skills of administrators. As
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
72
revealed in the study, young teachers are again affected more as compared to old
teachers. This may the same with the above reasons that young teachers are still
learning in their profession and so they are not yet adjusted to their job and to
their administrators as well.
Position. The computed chi square value of 43.92, 18.40, 11.88 and 26.43
are higher than the tabulated chi square value of 9.49 at 0.05 level of significance.
This means that the hypothesis stating that the effects of the management roles as
figureheads, disseminators, spokespersons and entrepreneurs manifested by
administrators vary significantly as perceived by the teachers along the line of
positions is accepted. This implies that there is a difference on the effects of the
management roles as figureheads, disseminators, spokespersons and entrepreneurs
manifested by administrators on teachers with different positions. The teachers in
the lower positions are the ones who are affected more as compared to the
teachers with higher positions as revealed in the study. This revelation may be due
to the fact that the teachers in the lower positions are usually the shock absorbers
whenever something went wrong in the system. Luzano (2006) said that they
seldom complain because they know that they are not being heard. In the long
run, their performance is affected negatively. Gansoen (2006) added that they just
follow what is being told, assuming that these administrators know best.
Meanwhile, in the management roles as monitors and resource allocators, the
computed chi square value of 9.16 and 8.20 are lower than the tabulated value of
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
73
9.49 at 0.05 level of significance. This leads to the rejection of the hypothesis
stating that the effects of the management roles as monitors and resource
allocators manifested by the administrators vary significantly as perceived by the
teachers along the line of position. This implies that the effects of the manifested
management roles of being monitors and resource allocators by administrators on
the teachers with different positions are similar. The reason for these could be the
fact that teachers who are assigned in a certain school have different positions so
every teacher regardless of the position knows if they are being monitored and if
they were given school supplies
In the management skills, the computed chi square value of 27.16, 49.47
and 46.44 are higher than the tabulated chi square value of 9.49 at 0.05 level of
significance. This means that the hypothesis stating that the effects of the
management skills manifested by the administrators vary significantly as
perceived by the teachers along the line of position is accepted. This further
implies that the teachers with higher or lower positions are affected differently by
these manifested management skills of administrators. In the study, teachers in the
lower positions are more affected. This may be because of the reason that teachers
in the lower positions are still very dependent to their administrators that they
always look up to them for their improvement. So in case that these administrators
are not practicing their management skills fully, there is a tendency that these
teachers in the lower ranks are misguided.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
74
Years in Service . The computed chi square value of 38.71, 19.12, 20.46,
and 27.95 are higher than the tabulated value of 15.51 at 0.05 level of
significance. This means that the hypothesis stating that the effects of the
management roles as to figureheads, monitors, disseminators and spokespersons
manifested by the administrators vary significantly as perceived by the teachers
along the line of years in service is accepted. This implies that teachers who are
young and old in service are affected differently by these manifested management
roles of being figureheads, monitors, disseminators and spokespersons by
administrators. The study reveals that teachers who are young in service are being
affected more as compared to the teachers who are in the service for a longer
time. The computed chi square value of 5.20 and 10.58 are lower than the
tabulated chi square value of 15.51 at 0.05 level of significance. This leads to the
rejection of the hypothesis stating that the effects of the management roles of
being entrepreneurs and resource allocators manifested by administrators vary
significantly as perceived by the teachers along the line of years in service. This
implies that there is no significant difference of the effects of these manifested
management roles as entrepreneurs and resource allocators by administrators on
the teachers who are young and old in the service. Wigan (2006) said that she
hardly understand these roles so she can’t determine if they have an effect on her.
Maybe the other teachers have the same thing in mind resulting to the finding.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
75
The computed chi square value of 15.53, 115.28 and 76.55 are higher
than the tabulated value of 15.51 at 0.05 level of significance. This means that the
hypothesis stating that the effects of the management skills manifested by the
administrators vary significantly as perceived by the teachers along the line of
years in service is accepted. This implies that these manifested management skills
of administrators affect differently the performance of teachers who are young
and old in the service. Teachers who are young in the service are affected more as
compared to the teachers who stayed in the service for a longer time, as was found
out in the study. This corroborates the statement of Suyam (2006),4 years in
service, that they are still learning in the profession so whenever that these
administrators do not exercise their management skills, it seems that they are lost,
they don’t know what to do and what to follow. Tade ( 2006), 3 years in service,
added that she looks up very much to the administrators for her to learn.
Educational Attainment. In the management roles, the computed chi
square value of 20.80, 9.48, 12.67, 16.20, 14.30, and 9.64 are higher than the
tabulated chi square value of 9.49 at 0.05 level of significance. This means that
the hypothesis stating that the effects of the management roles manifested by the
administrators vary significantly as perceived by the teachers along the line of
educational attainment is accepted. This implies that there is a significant
difference on the effects of the manifested management roles of administrators to
teachers with different educational attainments. The study reveals that teachers
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
76
with lower educational attainment are more affected than those teachers with
higher educational attainment. This could be attributed to the reason a teacher
with no M.A. units or had not obtained Masters Degree lacks knowledge to cope
up with the current trends in education. Therefore, they depend much on their
administrators because they believe that their administrators are better learned
than them.
Meanwhile, the computed chi square value of 16.02, 45.89 and 44.50 are
higher than the tabulated chi square value of 9.49 at 0,05 level of significance.
This leads to the acceptance of the hypothesis stating that the effects of the
management skills manifested by the administrators vary significantly as
perceived by the teachers along the line of educational attainment. This implies
that the manifested management skills of administrators affect differently the
teachers with different educational attainments. Teachers who just finished their
undergraduate studies with out M.A. units and had not obtained Master’s Degrees
are more affected. Coltiyen (2006),BSAE graduate with no M.A. units,
corroborates this by her statement when she said that teachers with low
educational attainment develop inferiority complex toward the others. They do
not have the courage to do what they perceive is right, so as a result they tend to
depend more on their administrators because they assume that their administrators
are always right. But in the way around, if these administrators do not manifest
the skills and roles that are expected from them by these teachers, there is a great
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
77
possibility that these teachers’ performance is affected. Ganaden (2006),Teacher
I with out M.A. units, added that he is affected negatively whenever he sees that
his administrator is misbehaving or not performing well because he assumes that
administrators are expected to be models to their subordinates.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
SUMMARY, CONCLUSIONS and RECOMMENDATIONS
Summary
The study determined the profile of the elementary teachers in Besao Mt.
Province, their perceptions on the level of manifestations of management roles
and management skills by their administrators; and their perceptions on the
effects of these manifested management roles and skills of administrators on their
performance.
The respondents consisted of 72 classroom teachers of which 29 are
Teacher I, 16 are Teacher II, 19 are Teacher III, 5 are Master Teacher I and 3 are
Master Teacher III.
In gathering data, interviews and written questionnaires were used. In
determining the level of manifestations of management roles and skills, a 5-point
likert scale was used. To determine the effects of the manifested management
roles and skills of administrators to the performance of the teachers, a 4-point
likert scale was used. The Friedman’s Two-way analysis of variance by ranks was
used to test the significant differences of the levels of manifestation and the
effects of the management roles and skills of administrators to their performance
as to profile.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
79
The following are the findings of the Study:
1. The administrators moderately manifested their roles as figureheads,
monitors, disseminators and entrepreneurs. The management roles as
spokespersons and as resource allocators are fully manifested. They also
moderately manifested their management skills like technical skills, human skills
and conceptual skills
2. The level of manifestations of management roles and skills differ
significantly as perceived by the teachers along:
a. gender in terms of figureheads, monitors and entrepreneurs;
b. civil status in terms of figureheads, monitors, spokespersons
and human skills;
c. age in all management roles and skills;
d. position in all management roles as well as on technical skills
and human skills;
e. years in service in terms of figureheads, monitors and technical
skills;
f. educational attainment in all management roles as well as on
human skills and conceptual skills;
3. The management roles as figurehead, monitor, disseminator,
spokesperson, entrepreneur and resource allocator had a much effect on the
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
80
performance of the teachers. The management skills as to technical, human and
conceptual had also a much effect on the performance of the teachers.
4. The effects of the management roles and skills manifested by the
administrators differ significantly as perceived by the teachers along:
a. gender in terms of spokespersons and entrepreneurs as well as
on conceptual skills;
b.
civil status in terms of figureheads and monitors as well as on
human skills;
c.
age in all management roles and skills;
d.
position in terms of figureheads, disseminators, spokespersons and
entrepreneurs as well as on all management skills;
e.
years in service in terms of figureheads, monitors, disseminators
and spokespersons as well as on all management skills;
f.
educational attainment in all management roles and skills.
Conclusions
In the light of the findings, the following conclusions are drawn:
1. The management roles fully manifested by the administrators are as
spokespersons and resource allocators.
2. There are significant differences on the manifested management roles
and skills of the administrators as to age and position.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
81
3. All management roles and skills manifested by the administrators had
affected their teachers’ performance.
4. There are significant differences on the effects of management roles and
skills of the administrators on the performance of teachers as perceived by the
teachers as to age and educational attainment.
Recommendations
Based on the findings and conclusions, the following are recommended:
1. Administrators should attend seminars and in-service trainings for them
to have more knowledge on the application of their management roles and skills.
2. Administrators need to fully manifest their management roles as to
figureheads, monitors, disseminators and entrepreneurs because it affects their
teachers’ performance positively.
3. Administrators should fully manifest their management skills as to
technical, human, and conceptual since it also affects their teachers’ performance
positively.
4. Teachers should acquaint themselves on the management roles and
skills of their administrators for them to know how to better relate to them.
5. Research studies on management roles and skills and their effects on the
students’ performance should be further conducted.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
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APPENDICES
Appendix A
Letter of Permission to the District Supervisor
Banguitan Elementary School
Besao, Mt. Province
The District Supervisor
District of Besao
Mountain Province
Madame:
I have the honor to request from your good office permission to administer
my questionnaire to all the classroom teachers in the district of Besao, Mountain
Province.
This is in connection with my research entitled: “Effects of Management
Roles and Skills on the Teachers’ Performance in Besao, Mountain Province.”
Hoping for your kind consideration and a favorable action.
Very truly yours,
ANTHONY C. FELICIANO JR.
Researcher
Noted:
MARY JANE LARUAN, Ph. D.
Adviser
Recommending Approval:
Approved:
TESSIE M. MERESTELA, Agr. D. EVANGELINE TAYAOTAO
GS Dean
District Supervisor
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
Appendix B
Letter to the Respondents
Banguitan Elementary School
Besao, Mt. Province
Dear Respondents:
The undersigned is presently conducting his thesis entitled, “Effects of
Management Roles and Skills of Administrators on Teachers’ Performance in
Besao, as a requirement for the degree Master of Arts in Education, major in
Administration and Supervision. Kindly assist the researcher by providing the
necessary answers in the questionnaires.
Your individual responses are designed for the research study and will not
affect your performance rating as well as the administrators. They will be kept in
utmost confidentiality.
Thank you.
Very truly yours,
ANTHONY C. FELICIANO JR.
Researcher
Noted by:
MARY JANE L. LARUAN, Ph. D.
Adviser
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
Appendix C
QUESTIONNAIRE
Name (optional): _______________________
Direction: Kindly check (√ ) the space provided for your response.
I.
Profile of the teachers
A. Gender: ____ male ____female
B. Civil Status: _____single
____married
_____widow
____widower
C. Age:
21 – 25: _______
41 – 45: _______
26 – 30: _______
46 – 50: _______
31 – 35: _______
51 – 55: _______
36 – 40: _______
56 – 60: _______
61
–
65:
_______
D. Position:
______Teacher I
______Master Teacher I
______Teacher II
______Master Teacher II
______Teacher III
______Master Teacher III
E. Years in the service:
0 – 5: _______16 – 20: _______31 – 35: _______
6 – 10: ______21 – 25: _______36 – 40: _______
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
11 – 15: _______ 26 – 30: _______41 – 45: _______
F. Educational Attainment
_____Ed.D. /Ph. D. _____with Ed. D., Ph. D. units
_____M.A./M.S.
_____with M.A./M.S. units
_____BEED _____BSE _____BSAE
_____Others (please specify)
II. Direction: Please check the space provided for your response
The succeeding statements are descriptions of Administrators’
management roles and skills and their effects on your performance. Kindly check
the space provided appropriate to your administrator’s rating following the guide
listed below, as you perceive it. Check also the effects of these roles and skills on
your performance as you perceive it.
Level of Manifestation
Effects
5 – fully manifested (FM)
(5 – 96% to 100% of skills exhibited)
4 –much effect (ME)
4 – moderately manifested (MM)
(4 – 91% to 95% of skills exhibited) 3 – moderate effect (MOE)
3 – fairly manifested (FAM)
(3 – 81% to 90% of skills exhibited)
2 –low effect (LE)
2 – partially manifested (PM)
(2 – 71% to 80% of skills exhibited)
1 – no effect (NE)
1 – not manifested (NM)
(1 – 1% to 70% of skills exhibited)
A. Manifestations of management roles and their effects on the performance of
teachers.
a. Interpersonal Roles
Level of Manifestations
Effects
FM MM FAM PM NM ME MOE LE NE
(5) (4) (3) (2) (1) 4) (3) (2) (1)
as a figurehead who:
1. promotes interpersonal relationship
among faculty and staff
__ __ ___ __ __ __ ___ __ ___
2. acts promptly on brewing problems __ __ ___ __ __ _ ___ __ ___
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
3. performs routine duties like signing
documents and greeting visitors __ __ ___ __ __ __ ___ __ ___
4. deals with people in educational activities
like graduations, meetings, athletic
events and others
__ __ ___ __ __ __ ___ __ ___
5. acts immediately on needs and request
of teachers and community __ __ ___ __ __ __ ___ __ ___
6. shows politeness and kind behavior to
people around him/her
__ __ ___ __ __ __ ___ __ ___
7. just and unbiased towards subordinates,
peers and people under her/his influence _ __ ___ __ __ __ ___ __ ___
8. motivates subordinates to work for
betterment of learning
__ __ ___ __ __ __ ___ __ ___
9. shapes values and desired culture __ __ ___ __ __ __ ___ __ ___
10. promotes success in pupil, staff and
curriculum development
_ __ ___ __ __ __ ___ __ ___
11. ensures management of schools’ operations
and resources for efficient and effective
environment
__ __ ___ __ __ __ ___ __ ___
12. promotes participation, teamwork and
collegiality
__ __ ___ __ __ __ ___ __ ___
13. provides stimulation, orientation, and
supervision of subordinates work __ __ ___ __ __ __ ___ __ ___
14. understands and responds on request
and needs as a liaison
__ __ ___ __ __ __ ___ __ ___
15. gives positive criticisms or negative
criticism but followed by helpful
suggestions
_ __ ___ __ __ __ ___ __ ___
16. keeps in touch with GO’s and NGO’s
to gain favor and information __ __ ___ __ __ __ ___ __ ___
17. politely provides information to outside
the organization persons
_ __ ___ __ __ __ ___ __ ___
18. Others, please specify
____________________________________________________________
____________________________________________________________
b. Informational Roles
As a monitor who:
1. looks into the needs in the organization
regularly
__ __ ___ __ __ __ ___ __ ___
2. monitors activities in the organization
regularly
__ __ ___ __ __ __ ___ __ ___
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
3. relays information coming and going
in the organization regularly __ __ ___ __ __ __ ___ __ ___
4. leads in data gathering and disseminating
data in the organization regularly
__ __ ___ __ __ __ ___ __ ___
5. seeks and receives information to
obtain proper understanding and
environment
__ __ ___ __ __ __ ___ __ ___
6. Others, please specify
____________________________________________________________
____________________________________________________________
As a disseminator who:
7. disseminates information to and from
the organization
__ __ ___ __ __ __ ___ __ ___
8. regularly orients subordinates and
parents about changes in educational
programs and policies
__ __ ___ __ __ __ ___ __ ___
9. oftenly use informational tools to disseminate
information
__ __ ___ __ __ __ ___ __ ___
10. makes polite oral presentation that is
easy to understand
for organizational activities __ __ ___ __ __ __ ___ __ ___
12. shows friendliness, firmness, and
courtesy in disseminating
important information inside
the organization
__ __ ___ __ __ _ ___ __ ___
13. Others, please specify
____________________________________________________________
As a spokesperson who:
14. maintains outside contact regularly _ __ ___ __ __ __ ___ __ ___
15. fluently speaks bilingual language to
outside people
__ __ ___ __ __ __ ___ __ ___
16. coordinates activities to outside activities
of the district and school
__ __ ___ __ __ __ ___ __ ___
17. talks clearly and easy to understand
__ __ ___ __ __ __ ___ __ ___
18. shows friendliness, honesty, and courtesy
in providing important information
outside the organization
__ __ ___ __ __ __ ___ __ ___
19. Others, please specify
____________________________________________________________
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
c. Decisional Roles
As an entrepreneur who:
1. initiates, prepares and implements programs,
plans projects for pupil development
and curriculum development __ __ ___ __ __ __ ___ __ ___
2. initiates, conducts training programs
for staff development
__ __ ___ __ __ __ ___ __ ___
3. looks on distribution of functions for
smooth implementation of activities in the
organization
__ __ ___ __ __ __ ___ __ ___
4. looks on the needs and allocating them __ __ ___ __ __ __ ___ __ ___
5. facilitates discussion of performance
rating
__ __ ___ __ __ __ ___ __ ___
6. looks on the cause and provide prompt
action
__ __ ___ __ __ __ ___ __ ___
7. discusses and provides fair judgment
__ __ ___ __ __ __ ___ __ ___
8. is firm and compose under pressure __ __ ___ __ __ __ ___ __ ___
9. Others, please specify
____________________________________________________________
As a resource allocator who:
10. is responsible for distribution of school
supply
__ __ ___ __ __ __ ___ __ ___
11. is responsible for procurement of
school materials, equipments, tools
and others
__ __ ___ __ __ __ ___ __ ___
12. knows how to develop and audit budget
and allocates them
__ __ ___ __ __ __ ___ __ ___
13. knows how to find source of funds use for
school improvements
__ __ ___ __ __ __ ___ __ ___
14. Others, please specify
____________________________________________________________
B. Manifestations of managerial skills and their effects on the teachers’
performance
a. Technical Skills
Level of Manifestation Effects
FM MM FAM PM NM ME MOE LE NE
(5) (4) (3) (2) (1) (4) (3) (2) (1)
1. leads faculty staff exceptionally
nice, easily achieves high productivity
through teamwork, maintains good balance
of tasks and people concern
__ __ __ __ __ __ __ __ __
2. presents bases for evaluating performance
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
of faculty and staff
__ __ ___ __ __ __ __ __ ___
3. considers the individuality of teachers
__ __ ___ __ __ __ ___ __ __
4. supportive and has a program for faculty
and staff to attend degree and non-degree
training courses as well as to attend seminars
or conferences
__ __ __ __ __ __ __ __ __
5. shows resourcefulness and thoroughness rather
than superficiality so that his encouragement
kindle in his teachers a responsive zeal to do
their best
_ __ ___ __ __ __ ___ __ ___
6. attends seminars/trainings related to
administrative, supervisory and
other functions
__ __ ___ __ __ __ ___ __ ___
7. demonstrate specialization in the use of
today’s technology in preparing and
implementing instructional supervisory
plan
__ __ ___ __ __ __ ___ __ ___
8. facilitates the use of today’s technology
and systematically use techniques,
procedures and methods in pupil,
curriculum and staff development __ __ ___ __ __ __ ___ __ ___
9. utilizes appropriate training design to
enhance staff, pupil and curriculum
development
__ __ ___ __ __ __ ___ __ ___
10. treats his/her teachers as persons with
rights,
aims,
interests and aspirations
which he/she heartily respect and
sympathetically shares
_ __ ___ __ __ __ ___ __ ___
11. reasonably implement bureau policies, rules
and regulations so that he/she speaks
and acts with authority which his/her
teachers instinctively recognize and obey __ __ _ __ _ __ __ __ ___
12. facilitates the systematic gathering, conso-
lidating and submitting of reports for
data managements
__ __ ___ __ __ __ __ __ _
13. specialize in the use of public relation
approaches, techniques and strategies
for better involvement of GO’s and
the NGO’s in school development __ __ ___ __ __ __ __ __ ___
14. shows proficiency in the performance
tools, techniques and strategies use to
assess teachers’ performance
__ __ __ __ __ __ ___ __ ___
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
15. uses pragmatic approaches in responding
to request and needs as personal and
professional characteristics __ __ ___ __ __ __ __ __ __
16. other, please specify
____________________________________________________________
b. Human Skills
1. treats faculty and staff objectively and fairly __ __ __ __ __ __ __ __ __
2. receptive and acts constructively to opinions
and suggestions
__ __ ___ __ __ __ __ __ __
3. approachable, sympathetic and quick
to respond to needs and problems of
faculty and staff
__ __ ___ __ __ __ __ __ ___
4. consistently confident and positive even
during stressful conditions at work __ __ ___ __ __
__ __ __ ___
5. never loses patience and never allows other
tension and anxieties to affect performance
in work place
__ __ ___ __ __ __ __ __ ___
6. solicits, encourages teachers involvement in
the preparation and implementation of
instructional supervisory plan
__ __ ___ __ __ __ __ __ ___
7. personally attractive and dress appropriately,
neatly and in good taste
__ __ ___ __ __ __ __ __ ___
8. encourages and motivates teachers to attend
seminars and trainings for staff development__ __ ___ __ __ __ __ __ ___
9. deals with teachers colleagues in any activities
in school district and other places
__ __ ___ __ __ __ __ __ ___
10. possesses a pleasing voice that has no disturbing
effect on the listener
__ __ ___ __ __ __ __ __ ___
11. talks in respectable tone in monitoring
and transmitting information for data
management
__ __ ___ __ __ __ __ __ ___
12. encourages concern patterns to discuss and settle
conflicts for conflict management __ __ __ ___ __ __ __ __ __
13. agrees with teachers amicably for teachers’
performance
__ __ ___ __ __ __ __ __ ___
14. involves teachers in decision-making.
__ __ ___ __ __ __ __ __ ___
15. deals with community people GO’s and
NGO’s accordingly for linkage
Management
__ __ ___ __ __ __ __ __ ___
16. talks and acts cordially, honestly and in fair
judgment in conflict management
__ __ ___ __ __ __ __ __ ___
17. wears proper attire in attendance in office
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
and school activities
__ __ ___ __ __ __ __ __ ___
18. humane, friendly, companionable,
sympathetic, and considerate of the
feelings of others
__ __ ___ __ __ __ __ __ ___
19. familiar with problems of teachers
and acts on them
__ __ ___ __ __ __ ___ __ __
20. inspires teachers to independent effort __ __ ___ __ __ __ ___ __ __
21. others, please specify
____________________________________________________________
c. Conceptual Skills
1. reliable and 100% committed to his/her job. __ __ ___ __ __ __ __ __ __
2. cooperates and participates in community
projects.
__ __ ___ __ __ __ __ __ __
3. plans instructional supervisory plan based
on need, with attainable objectives and
well defined strategies
__ __ ___ __ __ __ ___ __ __
4.implements supervisory plan by having classroom
observation and school visitation
__ __ ___ __ __ __ __ __ ___
5. provides leadership in the development of
pupil, curriculum and staff trainings __ __ ___ __ __ __ __ __ ___
6.provides leadership in the development by
assessing
facilities
needed, purchasing and
supplying material use
__ __ ___ __ __ __ __ __ ___
7. assesses training needs for teacher
development
__ __ ___ __ __ __ __ __ ___
8. provides opportunities for staff
development
__ __ ___ __ __ __ __ __ ___
9. facilitates systematic monitoring and
disseminating of information for data
management
__ __ ___ __ __ __ ___ __ __
10. makes appropriate actions for conflict
arrangement
__ __ ___ __ __ __ ___ __ __
11. sustains ideal relationship with community
people for linkage management
__ __ ___ __ __
__ ___ __ __
12. orients people or teachers for performance
rating
__ __ ___ __ __
__ ___ __ __
13. demonstrates integrity by deciding in
accordance with prescribed rules and
regulations.
__ __ ___ __ __ __ __ __ ___
14. renders service even beyond regular function
and regular time
__ __ ___ __ __ __ __ __ ___
15. shows leadership in guiding and developing
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
confidence in subordinates
__ __ ___ __ __ __ __ __ ___
16. Others, please specify
____________________________________________________________
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
99
BIOGRAPHICAL SKETCH
The author hails from Besao, Mt. Province. He finished his elementary
education in 1990 and his secondary education in 1994. He pursued his tertiary
education in Benguet State University and obtained his Bachelor of Science in
Elementary Education in 1998.
After graduation and after passing the LET, he was hired as a substitute
teacher in Easter College Inc. for one year. The following year, he taught in
CCDC as a contractual teacher. In 2001, he was employed as a permanent teacher
in his hometown, in Besao, Mt. Province.
Effects of Management Roles and Skills of Administrators on Teachers’ Performance
in Besao, Mountain Province / Anthony C. Feliciano Jr..2006
Document Outline
- Effects of Management
Roles and Skills of Administrators on Teachers� Performance in Besao, Mountain
Province
- 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 RELATED LITERATURE
- Management
- Administration
- Supervision
- Management Performance
- Management Roles of Administrators
- Management Skills
- Factors Affecting Teacher�s Performance
- Conceptual Framework
- Paradigm of the study
- Operational Definition of Terms
- Hypotheses of the Study
- METHODOLOGY
- Locale and Time of the Study
- Respondents of the Study
- Instrumentation
- Data Collection
- Statistical Treatment of Data
- RESULTS AND DISCUSSION
- Profile of the Respondents
- Management Roles and Skills Manifestedby the Administrators as Perceivedby the Teachers
- Level of Manifestations of ManagementRoles and Skills as to Profile
- Effects of Management Roles and Skills of Administratorson the Performance of Teachers
- Effects of Management Roles and Skills ofAdministrators on the Performance ofTeachers as to Profile
- SUMMARY, CONCLUSIONS and RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH