BIBLIOGRAPHY


FAUSTO B. PANDOSEN, October 2006. Influence of Administrators’
Personality Traits on Teachers’ Morale in Public Elementary Schools in La Trinidad,
Benguet. Benguet State University, La Trinidad, Benguet.
Adviser: Mary Jane L. Laruan, Ph. D.
ABSTRACT

The study aimed to find out the personality traits of administrators that influence
teachers’ morale in public elementary schools in La Trinidad, Benguet as practiced by the
administrators, the extent of influence of administrators’ personality traits on teachers’
morale along physical, social, emotional and moral aspects and the differences on the
extent of influence of the different aspects of administrators’ personality traits on
teachers’ morale in public elementary schools when compared according to age, gender,
civil status, position classification, highest educational attainment and length of service.
Results of the study showed that administrators in public elementary schools in La
Trinidad, Benguet always practiced desirable physical, social, emotional and moral traits.
Generally, teachers’ morale in public elementary schools in La Trinidad,
Benguet is very much influenced by the administrators’ physical, social,
emotional and moral traits.
The findings of the study further revealed that the extent of influence of
administrators’ physical traits on teachers’ morale differ significantly when compared

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according to age, gender, position classification and length of service of teachers in
public elementary schools in La Trinidad, Benguet.
Social traits of administrators’ extent of influence on teachers’ morale differ
significantly when compared according to age, civil status, highest educational attainment
and length of service of teachers in public elementary schools in La Trinidad, Benguet.
Administrators’ emotional traits extent of influence on teachers’ morale differ
significantly when compared according to age, gender, civil status, position classification,
highest educational attainment and length of service of teachers.
Moral traits of administrators’ extent of influence on teachers’ morale differ
significantly when compared according to age, civil status, position classification, highest
educational attainment and length of service.

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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………………………………………………… 5
Objectives of the Study…………………………………………………... 6
Importance of the Study ………………………………………………….. 7
Scope and Delimitation of the Study …………………………………….. 9


REVIEW OF LITERATURE

Personality Traits of Administrators
that Influence Teachers’ Morale………………………………………… 10

Extent of Influence of the Administrators’
Personality Traits on Teachers’ Morale ………………………………… 21


Teachers’ Morale According to Several
Teacher Variables ………………………………………………………. 24
Conceptual Framework .……………………………………………….. 25
Operational Definition of Terms ………………………………………... 29


Research Hypotheses …………………………………………………… 30


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METHODOLOGY

Location of the Study …………………………………………………... 32

Respondents of the Study ………………………………………………. 34
Instrumentation …………………………………………………………. 35
Data Gathering Procedure ………………………………………………. 35
Statistical Treatment of Data……………………………………………. 36

RESULTS AND DISCUSSION


Personality Traits of Administrators That Influence
Teachers’ Morale as Practiced by
The Administrators………………………………………………………. 38


Personality Traits of Administrators That Influence
Teachers’ Morale as Observed by
The Teachers ……………………………………………………………… 51

Extent of Influence of the Different Aspects of Administrators’
Personality Traits on Teachers’ Morale
When Compared According To Profile ……………………….………….. 64



SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary…………………………………………………………………… 84
Conclusions ……………………………………………………………..… 87
Recommendations ………………………………………………………… 88

LITERATURE CITED………………………………………………………. 89




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APPENDICES


A. Letter to the Division Schools Superintendent ……………………….. 95

B. Letter to the Coordinating Principal ………………………………….. 96

C. Letter to the Respondents ……………………………………………. 97

D. Survey Questionnaire for Administrators …………………………….. 98

E. Survey Questionnaire for Teachers …………………………………… 103


BIOGRAPHICAL SKETCH ……………………………………………….. 108

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INTRODUCTION


Background of the Study
The teacher is one of the most important factors in the entire school
organization. He assumes a critical role in the educational system. The teacher is
directly responsible in molding the character of the Filipino youth. He is tasked to
impart valuable information and to develop the wholesome personality in all
aspects of life of his pupils. Upon him depends the kind of citizens the country
shall have in the future.
In the discharge of his duties, the teacher recognizes the relation of his
position in the state. Every teacher sincerely believes in and earnestly endeavors
to help carry out the declared policies of the state. As the one directly involved in
the instructional process, the teacher as emphasized by Aquino (1988) occupies a
strategic position in the school system for on his shoulder lies the responsibility of
translating the curriculum to learning experiences.
The fast changing pace of educational practice in today’s world demands
the teacher to be effective, must possess human and conceptual skills as well as
technical competence to meet the demands of a rapid transforming world.
While on the job, the behavior of each teacher is influenced, stimulated,
extended, hindered, supported, blocked, or ignored by others with whom he/she is
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interacting. Being responsible to execute the different tasks, the teachers’ morale
may affect how well they perform their jobs (Daug, 2005).

Bradfield (1964) pointed out that a child cannot do his best in learning if
he is disturbed in anyway, neither can a teacher do his best if he is unhappy or
dissatisfied, or if the working conditions are not desirable for teaching and
learning. Liu (2001) revealed a similar idea that though the teachers are
considered the heart of the educative process, their performance and how well
they direct the teaching-learning process are conditioned and influenced by
several factors such as the school served, co-workers, administrators and other
members in the administration.
In the school setting, Ovard (1966) emphasized that the principal is in the
key position to influence the human factors of morale of teachers. He can select
individuals for certain roles, change attitudes of staff members, change the nature
of their relationship with him and with other staff members, and generate
interpersonal hostility and distrust or interest, confidence and trust.
One of the concerns of school administrators today as pointed out by
Gregorio (1948) as cited by Solis (1980) is “to supply the kind of leadership
which helps the staff members to grow professionally themselves. Orlosky, et al.
(1984) agreed that the role of the administrator is not to resist change, but to be a
constructive change agent and facilitate change that enhances teaching and
learning. Ramizo (1997) stressed that it is the principal who must nurture his
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teachers and encourage them in developing their school in the effort to ensure that
it is a safe positive learning environment.
It is imperative that school administrators according to Orlosky et. al.
(1984) recognize the importance of the collaborative and leadership relationships
they must assume to bring about the essential climate and consequences to lead
schools into a more effective performance.
An administrator must exercise leadership to guide subordinates as
individuals and as a peer group, toward fulfilling organizational objectives. He
must communicate managerial decisions from higher levels to them, motivate
them, measure their responses, and communicate their feelings and needs to
higher management echelon. He is required to develop and use new skills and
talents. He must now apply human relation skills while working with people for
he influences their dissatisfaction and ultimately determines the efficiency of their
performance and the teamwork that develops (Kohn, 1980).
Teachers’ morale is important in the teaching success. Good morale brings
favorable conditions for effective working togetherness of teachers. Such
conditions according to Williams (1964) permit a climate for productive human
relations, stimulate maximum teacher growth, allow staff participation in decision
making, schedule fair use of teacher’s time and encourage a satisfying social
climate.
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Bradfield (1964) believed that some of the factors that cause teacher
turnover and low morale among teachers were found to be poor teaching
conditions, poor community conditions, and unsatisfactory conditions related to
instructional and administrative leadership. Personality incompatibility between
the supervisor and the subordinate as stated by Sison (1991) is also a very
common cause of some morale problems.
In the Philippines, teachers experience several existing conditions and
practice in their workplace that may influence their morale. A study conducted by
Lacsamana (1975) on the staff of teachers in La Union indicated that both
administrative and supervisory behavior affects teacher morale and that high
teacher morale tends to increase pupil achievement. Another study conducted by
Villacorte (1987) as cited by Sorasak (2000) revealed that morale and prestige of
teachers is seen to be declining due to work overload, substandard school
facilities, low salaries and pressures from unscrupulous superiors to debase the
profession and adversely affect teachers’ academic performance and attitudes.
As most school administrators in the public elementary schools have
shown their expertise on their administrative functions it would be interesting to
find out their influence on the morale of their teachers.
To this effect, the researcher came out with this study on the extent of
influence of personality traits of administrators on teachers’ morale in public
elementary schools in La Trinidad, Benguet.
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Statement of the Problem
Primarily, the study aims at identifying the perceived administrators’
personality traits on their extent of influence to teachers’ morale in public
elementary schools in La Trinidad, Benguet. Specifically, the researcher sought
answers to the following problems:
1. What are the personality traits of administrators that influence teachers’
morale in public elementary schools in La Trinidad, Benguet as practiced by the
administrators?

2. To what extent do administrators’ personality traits influence teachers’
morale in public elementary schools in La Trinidad, Benguet along the following
aspects:
a. Physical
b. Social
c. Emotional
d. Moral
3. Are there significant differences on the extent of influence of the
different aspects of administrators’ personality traits on teachers’ morale in public
elementary schools in La Trinidad, Benguet when compared according to:
a. age
b. gender
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c. civil status
d. position classification
e. highest educational attainment
f. length of service

Objectives of the Study
The objectives of the study are the following:
1. To find out the personality traits of administrators that influence
teachers’ morale in public elementary schools in La Trinidad, Benguet as
practiced by the administrators.
2. To determine the extent of influence of administrators’ personality traits
on teachers’ morale in public elementary schools in La Trinidad, Benguet along
the following aspects:
a. Physical
b. Social
c. Emotional
d. Moral

3. To identify the differences on the extent of influence of the different
aspects of administrators’ personality traits on teachers as to:
a. age
b. gender
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c. civil status
d. position classification
e. educational attainment
f. length of service

Importance of the Study
The success of the educational system depends to a great extent on the
manner in which teachers and administrators work together. Teacher–
administrator relation is one essential determinant for a school to succeed. The
findings from this study will be a great help to the following:
The school administrators, results of this study will give them valuable
insights and gain better understanding on the things that should and should not be
done in dealing with his/her teachers or subordinates. The findings of this study
may be able to reveal what aspects and factors on their personality are deterrent
that needs attention and when properly addressed will result to an effective kind
of leadership. Moreover, the awareness of administrators on their over-all
personality traits would encourage them to help create and provide teacher’s
climate that will promote professional growth and enhance teachers’ morale.
Likewise, the findings can reveal several important issues on administrators’
personality traits that influence teachers’ morale as a reference for further
discussion related to this field. As a result, administrators have basis in
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formulating policies concerning teachers’ welfare and advancement.
The teachers, may also gain from the study. Results can provide them with
knowledge on prevailing conditions in the development of their morale. Through
this study, it can help teachers understand possible ways and means in taking all
things as positive towards achieving harmonious teacher-administrator relations.
The researchers, may gain relevant facts from this study, which may serve
as a guide for them to undertake future researches related to this field.
Results of the study will give the researcher a deeper analysis on realities
happening in the work environment to enable him to face upsetting conditions in
the school system.

Scope and Delimitation of the Study
The study was delimited to finding the administrators’ personality traits
that influence teachers’ morale in public elementary schools in La Trinidad,
Benguet during the first semester of school year 2006-2007.
The study was also delimited to the extent of influence of administrators’
personality traits on teachers’ morale on the following areas: physical, social,
emotional and moral.
As to the differences on the extent of influence of administrators’
personality traits on teachers’ morale, the study on the profile of teacher-
respondents was delimited to the following moderator variables: age, gender, civil
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status, position classification, highest educational attainment and length of
service.
The respondents involved in the study were the permanent teachers
teaching in public elementary schools in La Trinidad, Benguet including their
principals.

























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Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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REVIEW OF LITERATURE


Personality Traits of Administrators That
Influence Teachers’ Morale

The success or failure of an institution as emphasized by Aldaba (1997)
largely depends on the kind of administrator appointed to lead the institution, for
he is the very person who is expected to provide the members of the organization,
the vision and directions for implementation. Thus, it is very important that the
school administrator be selected very carefully and that he has an appropriate
preparation for the job.
The school head is essentially a leader of the staff. Being a leader, it is
only but proper and necessary that he must possess some qualities and values that
are considered good, important, and desirable in bringing about a favorable
climate and condition conducive to teaching and learning. Aside from this, the
school head serves as the school’s agent or conveyor of values and ideals. He is
looked up to as the teachers’ and pupils’ leader and model (Hoggang, 2005).
Further, Gregorio (1948) as cited by Solis (1980) noted that it remains as
one of the concerns of school administrators of today “to supply the kind of
leadership which helps the staff members improve the instructional situation, and
in doing so grow professionally themselves. The principal cannot carry out the
program alone, and so he looks up to his teachers for cooperation and support. He
is aware that cooperation more than competition leads to greater productivity, and
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therefore, does not disregard the contributions of the teachers in the supervisory
program.
Ramiso (1997) pointed out that the head of an educational institution is
always under constant observation and supervision. All those working under him
and with him are continuously observing the head of the institution. Everyone
observes the way the principal conducts himself as the head of the institution and
also as an individual. The principal of the school has a variety of critical roles like
those of learners, manager, creator of the learning organization and shaper of the
school climate which are critical for achieving success and meeting the
institutional objectives. He added that it is the principals who must reach out to
parents, community organizations, businesses and local leaders to elicit the
involvement that is so essential to student success. It is the principals who must
nurture their teachers and encourage them in developing their school in the effort
to ensure that it is a safe, positive learning environment.
According to Orlosky, et al. (1984) for any administrator or supervisor to
be successful, several conditions have to occur. First, one has to establish oneself.
Next, trust has to be built by the new administrator, a process that takes a long
time. It is imperative that school administrators recognize the importance of the
collaborative and leadership relationships they must assume to bring about the
essential climate and consequences to lead schools into a more effective
performance.
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In order to lead a better if not the best educational system, Hoggang
(2006) stated the following qualities in order that the philosophy of education
shall be attained: (1) An administrator must have the necessary knowledge and
skills in the main functions of educational management such as organizing
staffing, directing, controlling in order to be a successful school administrator; (2)
An effective administrator must have a genuine concern for his subordinates. He
should consider their frailties, weaknesses, and their welfare in the same manner
that he leads them to the achievement of their goals with regards to instruction.
With this in mind, he should adopt a leadership style that varies to fit the situation
and the needs concerned; (3) Administrators must possess integrity, which is
made up of honesty, dedication to duty, and foremost fairness in all aspects
especially during ranking of teachers, and giving what is due to them; (4) The
administrator must listen to subordinates whenever problems arise, respect them
for better working relationship, and can be easily approached and loved by
teachers as well as other people in the community; (5) An administrator should
learn to say, “ I’M SORRY” if he knows he has done something wrong. It is not
humiliating to accept one’s mistake because an administrator is still apt to commit
error as a human being. If he asks for an apology for any wrong done, then such
humbleness shows and warrants respect especially on the part of the teachers.
The former DECS Secretary Ricardo T. Gloria according to Castro (2000)
advocated a culture of excellence in leadership that set high standards and
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orchestrated efforts directed at the different aspects of school operations. The
following qualities portray a modern administrator.
1. Innovator. A leader who is innovative, plans ahead since quality outputs
call for dynamic, imaginative thinking.
2. Good Decision Maker. For the executive who gets things done, he must
be rational in making right decisions. He must have the ability to compress time
in adhering to the safest procedures for decision making.
3. Good Listener. Effective listening is more than just hearing the spoken
words. The best rule to guide decision making is that listening won’t hurt
anybody. Careful listening to all ideas, especially from people who know some
special facets, can improve the decision considerably.
4. Competitive Thinker. This passion for activity results in a general
climate of competitiveness. Modern competition, and the working of supply and
demand in the classical sense are more of an academic exercise than a description
of the way competition works in reality. Keeping a competitive spirit alive in a
group is best done through the adroit use of recognition as a motivator.
5. Effective Time Manager. Time is the greatest investment the manager
has. Human power and effectiveness grow out of the effective use and treatment
of time.
6. A Learner Abreast of Information. The constant flow of information
and the altering of ideas require that the executive keeps learning.
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7. An Ethical Leader. The best reputation a leader can possess relates to
displaying ethical conduct in all things. Those who are known for demonstrating
such behavior are trusted and respected.
8. A Visible and Available Leader. Face to face discussions are not
always possible in huge organizations, but access in written form is a viable
option. In smaller operations, the leader needs to get about and must also be
willing to talk to anyone who shows up.
9. A Determined Leader. Subordinates establish their personal
determination level based on what they see in their leader. Wimpy behavior
produces wimpy results.
10. Energetic. Serious people exude energy. This provides a confidence-
building source for others.
11. Reliable. Reliability is a primary sign of the grown-up administrator.
Performance over time is the key to reliability.
12. Pleasant. The most powerful people are those who have time for
courtesy and personal concern.
13. Intense Leader. The leader is concentrated, but other interests can
grow and flourish. Intensity needs to be something that can be turned on like a
spot- light.
14. Productive and Committed. Leaders must strive for productivity or
quality outputs through his commitment and positive attitude to work.
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15. Morale Builder. It is the role of the administrator to make the work
atmosphere a place where one can enjoy coming to work.
16. Community Spirit/ “We” Image Developer. Employees are family
members who should participate actively to share a common goal/vision.
17. A Planner. Planning makes life easier and leads to tangible rewards. It
keeps the leader from constantly “fighting fires” by letting him act rather than
react.
18. Leads through Example. Supervisors who want their subordinates to
trust them must be seen by the workers as being trustworthy.
19. Goal Oriented. A leader leads his workers in the right direction.
20. Confident. Acting confident without knowing that your job is
cockiness.
21. Disciplinarian. Every supervisor is responsible for discipline to some
degree.
22. Power Package Developer. A leader can influence his subordinates to
do a better job through developing his power package which are the following: (a)
reward power, (b) referent power, (c) expert power, (d) formal power.
The summary of the modern concepts of administration and supervision
had been noted also by Naungayan (2006). He pointed out that a good supervisor
encourages new ideas and initiative among his constituents and staff to regulate
channels and utilizing suggestions, associates with staff and community with
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respect as the basis of equality as a person, gives fair and equal treatment to all
and gives friendly help to staff in case it is needed.
Administrators are the people who can lead the group in an organization
and have capacity to inspire and influence them. On this point Stogdill (1960) as
cited by Ovard (1966) based the following personal characteristics that are set
forth as generally desirable qualifications for a principal:
1. Intelligence. The principal should be above average in intelligence. By
above average is meant that he should be at least as intelligent as the group with
whom he works. It is generally accepted that he should rate somewhat higher in
intelligence than the group.
2. Good Health. The principal should have good health. He needs to be
sound in body and mind. The nature of his work is exacting in terms of mental
and emotional strain and stress. Good physical and mental health are requisites for
maximum effectiveness.

3. Self-Confidence. When self-confidence is missing in an administrator,
he ends up as a rubber stamp for persons or groups who do have confidence in
themselves and their ideas.
4. Sociability. To function effectively in all the duties and responsibilities
placed upon a principal, he must interact with many individuals and groups of
people. To work effectively with all, the principal must be friendly, cheerful,
genial, and sociable in his approach to people.
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5. Consideration for Others. It is not enough to be friendly and sociable
when one must work closely with other individuals for intensive and long periods
of time. Many interpersonal problems arise. Every individual desires respect and
consideration from his fellow human beings even though the idea he is espousing
is not accepted or is wrong. A considerate principal can be most effective and
create lasting good will by simple acts that show the person that the principal is
concerned with his ideas, attitudes and feelings.
6. Professionally Minded. A principal should be positive in his approach
to individuals and their problems. He should have a positive attitude toward the
educational profession and toward the students, teachers, administrators and other
staff members of this profession.
7. Morally Strong. It is expected that a principal will exemplify high moral
character. Adherence to standards of morality, honesty, and integrity are expected
everywhere.
Domingo (1997) emphasized the following traits of a leader in his article,
A Good Leader : Learning from The Parable of The Good Samaritan.
A leader must serve the common good of all. He must interact with
everybody and serve everybody.
He is able to hold his composure because he know he had with him the
solution of the problem.
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A good leader is empowered so that tough situations are not threats to him,
but opportunities to polish his leadership style.
People who lack self-confidence are afraid of failures and are overly
cautious. When they make mistakes, they have difficulty facing them and they try
to find someone else to blame. Confident people are willing to risk making
decisions and accept responsibility for wrong ones.
A good leader is sympathetic and understanding with the weak and erring.
He is not a downer but he carries his subordinates when they are down and pushes
them up if they are capable. He feels their problems. He takes responsibility for
their personal growth, promotions and financial adjustments. He does not envy
them. He rejoices over their triumphs.
Self-sacrifice is willingness to renounce personal preferences to sacrifice
legitimate and natural desires. He is willing to give up his “precious” moments for
the sake of the masses.
A good leader trusts the abilities of his subordinates. Thus, he likes to
delegate authority.
A good leader does not build doubts on his subordinates nor magnifies
trivial things. Instead, he creates opportunities for talents to surface.
A good leader remembers his word. He staunchly maintains doing good
even if everybody is at odds with him. He delights in doing well even if it is
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against the public pulse because he knows that “to him that knoweth to do good,
and doeth it not, to him it is a sin “ (James 4:17)
Qualities of a school administrator was further discussed by Bona (2006)
in his article, “What Makes A Good School Administrator?” According to him a
good school administrator has these qualities: (1) He must be able to relate to his
subordinates well using the personal touch; (2) He must be able to maintain
composure even when under pressure; (3) He should be good in handling tasks as
well as his subordinates; (4) He knows how to make his point clear and
understandable; (5) He must be intelligent so his workers will be challenged to do
better; (6) He must share his expertise for the good of the staff; (7)To know his
staff well, he must have an open communication with them; (8) He must give his
staff both manpower and technology support; and (9) He considers that going out
once in a while with his staff or a chat over simple meals could foster rapport
among the staff.
As a result of his study, Dulce (2000) suggested ways on how an
administrator can share with their teachers the instructional purposes or
commitment of the school. These are: (1) giving the teachers the necessary
responsibilities that release their potentials and make their actions and decisions
count; (2) sharing their leadership qualities, the school administrators then must
be abreast with new trends in education as a continuing process; (3) being a keen
observer, has common sense and intuition, energetic ability and practical attitude
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towards life; and (4) being firm in his decisions but ready to temper, discipline
and being human.
Fontanilla (2000) reported results of her study on the desirable practices
by the school administrators in La Union which may be important for good
teacher morale. Among the values of administrators in human relations in the
public elementary schools are: (1) morality; (2) strict observance of rules
affecting pupils service; (3) honesty and integrity; (4) good physical and mental
health; (5) proper grooming; (6) sense of responsibility and self-confidence; (7)
stress and frustration to tolerance; (8) exercise of self-control; (9) ability to make
decisions; (10) manifestations of independent thinking and conviction; (11) open-
mindedness to suggestions and criticism; (12) harmonious relations with other
people; and (13 ) enjoyment of esteem and respect among community members.
Ramos (2006) revealed what makes an ideal leader in an organization.
According to her, if it can be had, the ideal leader must be bright, brave,
competent, dynamic, concerned, morally effective. He must be efficient and
economical too, in achieving goals. He must have a track record of service. He
must have a vision, a platform of what he wants to achieve, feeling the needs and
pulse of the people. A leader, not a dictator, leads in service so as to bring out the
best talents of the people as ethos bloom. God-fearing and righteous, he can bring
individuals anywhere to love, peace, boom, progress, and common understanding.

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Extent of Influence of the Administrators’
Personality Traits on Teachers’ Morale

In the pursuit of understanding how administrative behavior can help
school personnel to derive maximum satisfaction from work- related activities and
to give consistently their best efforts to the organization, no universally applicable
solutions have been developed (Castetter, 1962).
Caraboc (2006) studied the leadership behavior of public elementary
school administrators in the Division of Cagayan. She found out that school
administrators who manifest favorable leadership behavior results to job
satisfaction of their teachers. Also, teachers whose school administrators are more
assertive in their roles and supportive of them are likely to excel in their teaching
performance.
Bradfield (1964) found that high-morale teachers thought that their
instructional leaders were fair, reasonable, understanding and friendly. In contrast,
low-morale teachers felt their supervisory leaders were unfair, unsympathetic,
unreasonable and not reliable.
The same author pointed out in his book that teachers who have
opportunity to participate freely and regularly in policy-making are a rule more
enthusiastic about their school systems than those who have only a limited
opportunity to participate. The extent to which teachers are permitted to share in
planning and decision- making involves them in distinguishing between low and
high morale. Teachers who contribute to curriculum improvement or school-
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22
building planning, participate in salary scheduling, develop a new plan for
reporting to parents or participate in making policies are likely to be more
enthusiastic and to consider that this experience has enhanced their satisfaction as
well as improved their effectiveness.
Since students according to Burrup (1962) learn more easily when the
morale or esprit de corps of the faculty is high, the school principal should enlist
the support of all possible potential contributors to morale development.
Underscoring the importance of teacher’s role in the organization,
Manzanero (2002) pointed out that while happiness with working conditions and
renumeration are important, creative input of people is brought out largely by
providing them satisfaction in their jobs, to their ability, and an opportunity for
achievement. Joven (2005) believed that contented teachers would give better
quality service to the attainment of quality education.
Bradfield (1964) stressed that teacher morale may be considered the
climate or atmosphere which prevails among members of the staff in the school. It
involves group spirit and feeling of goodwill among the teachers working
together. Good morale brings about pleasant attitudes of school employees. The
presence or absence of good staff morale may stem from the school leadership.
Knezevich (1975) strongly suggest that the administrator must try to promote this
general feeling of well-being so that all people in the institution will work
together consistently in pursuit of the common purpose.
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The importance of morale in the teaching profession, as in other areas of
human endeavor, cannot be denied. Wholesome morale makes teachers and
employees eager to work hard and 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, 1972).
Low morale workers according to Sison (1991) is usually manifested by
such conditions as low production and high rates of absenteeism, grievances and
turnover.
Small (1970) as cited by Ruiz (1972) identified some psychological
evidences of the presence of morale on the part of the faculty. Some of the
evidences are:
1. Enthusiasm and self-confidence of the teacher. The teacher is normally
willing to make decisions and to accept full responsibility for any action she has
taken.
2. Respect for those in authority and her 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.
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24
3. Satisfaction with and 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 to whom credit is due may inspire the teachers to
work very hard to accomplish their goals, if only to justify the superior’s 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.

Teacher’s Morale According to Several
Teacher Variables

In a study by Caraboc (2006), she found out that school administrators
who tend to exhibit favorable leadership behavior are those who are single, with
higher level of education and with longer administrative experience. Further the
same researcher found out that in terms of number of years as administrators this
variable was significantly associated with production emphasis and tolerance of
uncertainty. All other variables were found not significant with school
administrators’ leadership behavior. These are age, sex and designation.
Regardless of sex, age and designation, the manifestation of the different
dimensions of leadership behavior are the same.
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Bradfield (1964) noted that a typical teacher of the high morale group was
over thirty-five years of age, a home- owner and an active church member.
Most studies indicate that female and male leaders are similar in the
amount of interpersonal and task behavior they exhibit or that differences tend to
be small. Furthermore, they appear to be equally effective in terms of eliciting
subordinate job satisfaction and performance (Bartol and Martin, 1999).
In a study conducted by Iquid (2005) on teachers’ attitude toward work in
1980 and 2000 in Mountain Province revealed the following information: (1) the
average age of teachers in 2000 is 39 years; (2) majority of the teachers are
female and married. This proves that teaching in the elementary school is still
female dominated and many have married: and (3) there are more teachers taking
masteral units as compared to how teachers were twenty years ago.

Conceptual Framework
Good working relations between teachers and administrators has been
recognized to have favorable effects to good teaching and effective learning.
A good working climate must start from the administrators. To have this,
the principal according to Catudan (1996) must recognize the potentialities of the
teachers, stimulating them to do independent thinking, share responsibilities with
them and consider them as friends at all times.
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Figure 1 shows the relationship among variables. The independent
variables include the administrators’ personality traits as to physical, social,
emotional and moral. The administrators’ personality traits has something to do
in influencing teachers’ morale, for if the personality traits of administrators are
favorable, it enhances teachers’ morale. The lesser the problem encountered by
the teacher in dealing with his administrator chances are he is motivated to do
good in his work. Hence, if there are more negative personality traits manifested
by his administrator, the teachers’ morale is affected.
Administrator who know each member of the faculty, who solicit
opinions, who appear generally concerned about the welfare of the faculty and the
quality education in the school usually run schools where morale is high and
education flourishes (Mamchack and Mamchak, 1982).
The dependent variables include the perceived administrators’ personality
traits that influence teachers’ morale as to physical, social, emotional and moral
and the extent of influence of administrators’ personality traits on teachers’
morale.
The intervening variables consists of the profile of the respondents which
include age, gender, civil status, position classification. length of service and
educational attainment.
The school as noted by Calvan (1981) is not an exception for a need of an
effective management since it is one of the most important agents of change. It is
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This page is for the paradigm of the study

INDEPENDENT
DEPENDENT
VARIABLES
VARIABLES


Perceived administrators’


personality traits that

influence teachers’ morale


as to physical, social,

emotional and moral as

Administrators’
practiced by the
Personality Traits
administrators and


observed by the teachers.
Physical


Social
Extent of influence of
Emotional
administrators’ personality

Moral
traits that influence

teachers’ morale as to

physical, social, emotional
and moral.




INTERVENING

VARIABLES
Profile of the Respondents


-age

-gender
-civil status

-position classification
-length of service

-educational attainment
Figure 1. Paradigm showing the interrelationship of the variables of the study.
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the principal who acts as the manager who plans, coordinates and evaluates all
operations of physical and human resources to improve the quality of instructions
to achieve the objectives of the school.
Good supervision according to Naungayan (2006) refers to all efforts of
the designated school officials directed toward providing leadership for teachers
in the improvement of instruction. The primary aim of an administrator according
to Cabaddu (2000) is quality output among his followers. The performance of
those below him however, depends on how he handles his human relations with
them.
A successful instructional leader according to Bradfield (1964) is one who
understands the group over which he exercises leadership and who can develop an
atmosphere congenial to group action. Each individual has a place in the group
and the abilities, knowledge and experiences of all are encouraged and used.
Morale of the staff is likely to be higher and more creative constructive work is
possible if leadership techniques provide for democratic atmosphere.
Thus, the administrator according to Aquino (1985) also need to create a
permissive atmosphere so as to release the creative energy of the teachers;
knowing and understanding the personality of the teachers and providing for the
personal security that tends to be challenged by any activity that will change;
taking steps to initiate interest and action; being on the look out for criticisms or
remarks which indicate dissatisfaction and capitalizing upon these feelings to
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29
initiate curriculum study by being open-minded, sympathetic and being
approachable to teachers.

Operational Definition of Terms
The following terms are defined for the purpose of the study:
Administrators refer to Principal I, Principal II and Principal III in public
elementary schools in La Trinidad, Benguet who are responsible in the
organizational system of the school.
Extent of Influence of Personality Traits on Teachers’ Morale refers to
influence of administrators’ personality traits on teachers’ morale as to very much
influence, much influence, moderate influence, little influence and no influence.
Leadership refers to the ability of the individual to formulate, direct and
guide or manage others.
Morale refers to mental condition with respect to cheerfulness, confidence,
zeal and others in the face of opposition or hardship.
Personality refers to the visible aspect of one’s character of the
administrators in public elementary schools in La Trinidad, Benguet as it
impresses others.
Personality Traits refer to observable aspects of the administrators in
public elementary schools in La Trinidad, Benguet as to physical, social,
emotional and moral. Physical refers to the personal appearance of a person as
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30
being neat. Social refers to behavior of one’s person as being friendly toward
others. Emotional refers to feelings or intense feelings of love, fear and others
often accompanied by complex physiological changes. Moral refers to conduct or
behavior from the point of view of right and wrong.
Principal refers to an executive officer in charge of the administration and
supervision of public elementary schools in La Trinidad, Benguet.
Profile of the Teachers refers to the respondents as to age, gender, civil
status, position classification, highest educational attainment and length of
service.
Public Elementary Schools refer to the public schools in La Trinidad,
Benguet under the Department of Education consisting of grades one to six.
Trait refers to distinguishing characteristics or quality of one’s personal
nature.

Hypotheses of the Study
Based on the objectives of the study, the following hypothesis was
formulated:
1. There are significant differences on the extent of influence of the different
aspects of administrators’ personality traits on teachers’ morale in public
elementary schools in La Trinidad, Benguet considering the following moderator
variables:
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a. age
b. gender
c. civil status
d. position classification
e. highest educational attainment
f. length of service

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METHODOLOGY


Locale of the Study

The study was conducted in public elementary schools in La Trinidad,
Benguet.
The area was chosen because of the presence of an appointed
administrator in each school directly supervising the daily activities of their
teachers. Being a recipient of the Third Elementary Education Program (TEEP), is
another consideration for choosing the place for the study. It is noteworthy to
know the present work performance of teachers in this district towards teaching
considering the instructional assistance brought by the said program.
La Trinidad is the capital town of Benguet Province. The place is the
premier educational center in Benguet. One of the accredited public elementary
schools throughout the country- La Trinidad Central School, is located in the
heart of this municipality. The local government unit of La Trinidad through its
Municipal School Board, the provincial government of Benguet through the
Provincial School Board, non-government organizations, religious sectors and
multi-sectoral groups, private entities and other civic organizations here and
abroad help each other in one way or another in addressing the needs of every
school in this place. Figure 2 shows the location map of La Trinidad, Benguet.



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33










THIS SECTION IS FOR FIGURE
1.LOCATION MAP OF THE
STUDY

























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Respondents of the Study

The respondents of the study were the teachers and administrators in the
different public elementary schools in La Trinidad, Benguet.
There were 173 respondents, composed of teachers and administrators
from the 11 public elementary schools in La Trinidad, Benguet. The 11 public
elementary schools are those being supervised by an administrator whose position
is either Principal I, Principal II, Principal III or a Coordinating Principal. Table 1
shows the distribution of teacher and principal respondents in the municipality.


Table 1. Respondents of the Study
==========================================================
NAME OF SCHOOL

Total Number Number Total





of Teachers of Administrators
---------------------------------------------------------------------------------------------------
Alapang-Camp Dangwa Elementary School 12
1

13
Alno-Kadoorie Elementary School
8
1

9
Ambiong Elementary School

12
1

13
Balili Elementary School


14
1

15
Benguet-SPED Center


11
1

12
Buyagan Elementary School

17
1

18
La Trinidad Central School

31
1

32
Lubas Elementary School


11
1

12
Puguis Elementary School


23
1

24
Tacdian Elementary School

12
1

13
Tawang Elementary School

11
1

12
---------------------------------------------------------------------------------------------------




TOTAL
162 11 173
---------------------------------------------------------------------------------------------------


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Instrumentation
A survey questionnaire was the main tool used in gathering data for the
study. The items found in the questionnaire were based from books, journals,
unpublished theses read by the researcher. The instrument contained the following
items for the respondents to answer, these are: 1) information on their personal
profile which include their name, age, gender, civil status, position classification,
highest educational attainment and length of service; 2) perceived administrators’
personality traits that influence teachers’ morale along the following aspects:
physical, social, emotional and moral and; 3) the extent of the personality traits of
their administrators influence on their morale along physical, social, emotional
and moral aspects.

Data Gathering Procedure
A sample survey questionnaire was presented to the adviser and the two
members of the advisory committee for their approval. A sample survey
questionnaire was pre-tested to the teachers in Benguet State University-
Elementary Laboratory School before final copies were given to the respondents.
This was done to test the validity and reliability of the instrumentation. No
comments were noted during the dry-run.
The researcher asked permission from the Schools Division
Superintendent of Benguet, District Coordinating Principal of La Trinidad District
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36
including the Principal of each school to administer questionnaires for the study.
The questionnaires were personally handed to some teachers and
principals in La Trinidad District whom the researcher had arranged for their
assistance in the distribution in their respective schools. These questionnaires
were subsequently retrieved when they were made available.

Statistical Treatment of Data
To make the findings more meaningful the data gathered were

summarized, classified and analyzed in relation to the objectives of the study.
The data were tabulated and illustrated in statistical tables and were analyzed
through the use of frequency, percentage, weighted mean and ranking.
The 0. 05 level of significance was used as the criterion point for the
rejection or acceptance of the research hypothesis.
To test hypotheses on significant differences for age, gender, civil status,
position classification, highest educational attainment and length of service, the
Friedman’s two-way analysis of variance by ranks was used. The formula is as
follows:







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RESULTS AND DISCUSSION


This chapter provides the presentation, analysis and interpretation of the
data gathered to answer the problems in the study.

Personality Traits of Administrators
that Influence Teacher’s Morale as
Practiced by the Administrators

This section presents the personality traits of administrators along
physical, social, emotional and moral aspects that influence teacher’s morale as
practiced by the administrators in public elementary schools in La Trinidad,
Benguet.
Physical Traits. Table 2 presents the physical traits of administrators that
influence teacher’s morale as practiced by the administrators. As shown in the
table, all the specified traits under physical traits in the questionnaire were always
practiced by the administrators. This was shown by the average weighted mean of
3.66 which has a descriptive equivalent of “always”. The finding implies that the
administrators in public elementary schools in La Trinidad, Benguet always
practiced ideal physical traits.
The first in rank physical trait always practiced by the administrators is
“observes proper grooming and attire at all times” while the last in rank is “speech
is free from mannerisms and unpleasant or distracting habits”. This means that the
administrators in La Trinidad, Benguet are always presentable and careful in what
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Table 2. Personality Traits of Administrators that Influence Teacher’s Morale as
Practiced by the Administrators
================================================================
A. PHYSICAL TRAITS

WEIGHTED
DESCRIPTIVE RANK
MEAN EQUIVALENT
================================================================
1. Observes proper grooming and attire
3.86
Always

1
at all times.
2. Pleasing personal appearance and

3.77
Always

3
pleasing manner.
3. Observes propriety, modesty and

3.80
Always

2
good taste in attire.
4. Shows appearance of being self-

3.67 Always

5
confident.
5. Impresses one as being refined and
3.64
Always

7
cultured.
6. Speech is free from mannerisms and
3.28
Always

9
unpleasant or distracting habits.

7. Has a pleasant voice.


3.70
Always

4
8. Well poised.



3.55
Always

8
9. Shows evidence and maintain a high
3.65
Always

6
level of physical health.

Average Weighted Mean
3.66
Always

B. SOCIAL TRAITS
1. Maintains an atmosphere of mutual
3.96
Always

1

respect and courtesy.
2. Encourages new ideas and initiative
3.65

Always
8
among constituents and staff.
3. Associates with staff or community.
3.76

Always
6
4. Is reasonable and understanding.

3.76

Always
6
5. Presents explanations and directions
3.76

Always
6
clearly and simply.
6. Shares planning and decision making
3.56

Always 11
with the group.
7. Cooperative and has democratic attitude.
3.88

Always
2
8. Approachable and friendly.

3.81

Always
3
9. Is able to maintain order in the

3.78

Always
4
school.
10. Is polite and respectful when

3.59

Always 9.5
talking.

11. Is enthusiastic and shows wide

3.59

Always 9.5
range of interest when
communicating with others
Average Weighted Mean

3.74

Always






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Table 2 (continued)
=====================================================================
C. EMOTIONAL TRAITS
WEIGHTED
DESCRIPTIVE RANK
MEAN EQUIVALENT
======================================================================
1. Is open to suggestions and criticisms.

3.88

Always

1
2. Shows ability to adjust to new and

3.80
Always

2
difficult situations.
3. Shows reasonable action on teacher’s

3.57

Always

7
demand.
4. Is interested in work and in profession.
3.78

Always

3
5. Possesses temper with humane and

3.60

Always

5
understanding when imposing discipline.
6. Informs or gives advice as to what to do
3.68

Always

4
to improve work.
7. Has self-control over moods.


3.30

Always

12
8. Has sense of humor.



3.32

Always

11
9.Is cheerful.




3.47

Always

8.5
10. Shows initiative and resourcefulness.

3.58

Always

6
11.Is creative in doing things.


3.47

Always

8.5
12.Possesses sense of personal worth and
3.42

Always

10
self-respect.
Average Weighted Mean 3.57 Always
D. MORAL TRAITS
1. Accept one’s mistake or error

3.88

Always

2.5
committed.
2. Asks an apology for any wrong done.

3.68

Always

13
3. Shows fairness and impartiality in

3.79

Always

6
dealings with teachers.
4. Is sympathetic with the differing

3.70

Always

10
abilities and needs of teachers.
5. Shows kindness and considerate to

3.75

Always

8
teachers.
6. Is free from issues concerning money.

3.88

Always

2.5
7. Demonstrates a high sense of


3.78

Always

7
responsibility and civic conscience.
8. Is trustworthy and truthful.


3.85

Always

5
9. Shows loyalty to the school system and
3.88

Always

2.5
to the community.
10. Maintains a high standard of sound

3.59

Always

15
character.
11. Acts as a model of high moral and

3.70

Always

10
ethical standards.
12. Sets an example of clean, simple and

3.70

Always

10
honest living.
13. Uses leisure time profitably in

3.57

Always

17
worthwhile activity
14. Is helpful




3.88

Always

2.5
15. Is patient




3.69

Always

12
16. Fulfills promises made.


3.59

Always

15
17. Is righteous in undertakings.

3.59

Always

15
Average Weighted Mean

3.73 Always


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they say and how they act in front of others. The findings of the study further
imply that administrators in La Trinidad, Benguet give importance to their
grooming and attire as the most influential factor to teacher’s morale.
The findings are similar to the study made by Gutierrez (2006) who found
out that teachers want to be proud of their school leader. They want him to dress
neatly, be dignified but not pompous; and appear friendly, not forbidding.
Other physical traits always practiced by the administrators as gleaned
from the table based on order of their weighted means were: “observes propriety,
modesty and good taste in attire”, “pleasing personal appearance and pleasing
manner”, “has a pleasant voice”, “shows appearance of being self-confident”,
“impresses one as being refined and cultured”, “ shows evidence and maintains a
high level of physical health” and “well-poised”.
Physical characteristics according to Ngipol (2006) include personal
appearance, poise, health and habits of neatness and cleanliness; one who
possesses good habits of neatness and cleanliness can be a model for others to
emulate. Furthermore, a leader who has a good poise can develop the same
characteristics in teachers.
A physically fit person as emphasized by Benedicto (1998) can cope with
the vast amount of pressure. He is adaptable, positive and generally hopeful. Poor
health, on the other hand, magnifies the small irritations of life and prolongs a
a cycle of illness.

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The results of the study further implies that administrators in public
elementary schools in La Trinidad, Benguet give high regards to their physical
qualities necessary to lead. Arellano (2006) pointed out that the administrator’s
success in school management is determined not only by his skills and techniques,
but also his personal qualities that affect the morale of the teachers.
Social Traits. Table 2 shows the social traits of administrators that
influence teachers’ morale as practiced by the administrators. As revealed in the
table, all the specified traits under social traits were always practiced by the
administrators. This is proven by the average weighted mean of 3.77, which has a
descriptive equivalent of “always”. This implies that the administrators in public
elementary schools in La Trinidad, Benguet always practiced desirable social
traits.
The leading social trait always practiced by the administrators is
“maintains an atmosphere of mutual respect and courtesy” with a weighted mean
of 3.88 and has a descriptive equivalent “always”. This means that administrators
realize the importance of setting up and maintenance of pleasant surroundings and
environment in the school where respect is practiced at all times.
As prescribed by standards of conduct, school officials and teachers shall
observe discipline and respect for duly constituted authority at all times. The
presence or absence of respect according to Honrejas (2006) has a dramatic effect
on the workplace. The feeling that the staff is respected do much to assure high

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morale (Williams, 1964).
The second in rank social traits always practiced by the administrators is
“cooperative and has democratic attitude” with a mean of 3.88 while the third in
rank social trait is “approachable and friendly”, having a mean of 3.81 and a
descriptive equivalent of “always”.
These social traits which were ranked second and third are actually related
to each other. When an administrator is cooperative and has a democratic attitude,
chances are he is also approachable and friendly.
Jones (1934) believed that cooperativeness necessitates smooth dealings
with other people. The principal as stated by Burrup (1962) can develop high
morale among his staff members by his personal relationships and general spirit
of cooperation. He should recognize the contributions to the over-all school
program of each individual. In other words, leadership is guided by the spirit of
cooperation rather than competition.
Bradfield (1964) added that instructional leadership today is deeply
concerned with human relationships. There is a growing desire and expectation
among teachers for supervisory assistance that is truly democratic and provides
for cooperative action rather than for a superior-subordinate relationship.
It cannot be denied that leadership especially democratic leadership, is
essential to successful administration and efficient supervision (Agravio, 2006).

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The last in rank social traits always practiced by the administrators is item
number 6, which reads as “shares planning and decision making with the group”,
with a mean of 3.56 and has a descriptive equivalent of “always”. This finding
implies that administrators in public elementary schools in La Trinidad, always
presents their plans to their teachers to encourage their involvement in the school
programs and activities.
Casareno (1996) said that the most effective principal has been proven to
be the leader who knows how to work with the group. He should radiate a spirit of
encouragement so as to build leadership and responsibility among his staff, so that
in his absence, they could be expected not only to do their jobs but even do them
better, taking advantage of the situation as an opportunity to show their worth and
competence.
As pointed out by Bradfield (1964) establishing a climate manifested by a
cooperative working relationship in which teachers can experience personal
growth is a primary task of the instructional leader.
Since leadership according to Agravio (2006) is the process of
encouraging and helping others to work enthusiastically toward objectives, it is
the human factor that helps a group identify where it is going and motivates
them toward its goal. He added that an administrator’s role is to use
organizational behavior to improve people, organize relationships and provide
conditions favorable to good teaching and effective learning.

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Naungayan (2006) added that some administrators deal with people under
him as part of his responsibility. He must be able to inspire the respect of his
people and thereby stimulate them to a high level of performance.
Emotional Traits The emotional traits of administrators that influence
teacher’s morale as practiced by the administrators may be gleaned from Table 2.
Like the physical and social traits, the results revealed that all the specified
emotional traits were always practiced by the administrators. As evidenced by the
average weighted mean of 3.57 with a descriptive equivalent of “always”. This
means that the administrators in public elementary schools in La Trinidad,
Benguet always practiced ideal emotional traits.
Based on the table, the first in rank emotional trait always practiced by the
administrators is “open to suggestions and criticisms’, with a mean of 3.88 and
descriptive equivalent of always. This implies that administrators in La Trinidad,
Benguet always recognize teacher’s opinion, ideas and are always open for
criticisms. Conversely, a principal is a human being who could commit mistakes
too. However, a true professional should always be ready to admit his mistake and
accept suggestions from his subordinates to change for the better, to improve and
grow rather than stagnate.
Hoggang (2006) suggested that the administrator must listen to
subordinates whenever a problem arises. Naungayan (2006) added that a good
supervisor encourages new ideas and initiative among his constituents and staffs

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to regulate channels for receiving and utilizing suggestions.
Being a principal puts one in a visible and vulnerable position. Whether
one likes it or not, people, especially the parents, will say things about teachers
and the school head. Criticisms should not be ignored, rather they should be taken
into consideration and make them an opportunity to do better (Pelismino, 2000).
Item number 2, which reads as “shows ability to adjust to new and
difficult situations” ranks second with a mean of 3.80 and has a descriptive
equivalent of “always”. An emotionally healthy administrator always thinks
positively. He must be able to maintain composure even when under pressure.
Thus, the principal according to Casareno (1996) has to be prepared to cope with
the increasing demands of his target group, of external pressure and of what are
possible, what will work and what will be the consequences. If a situation is well
studied and understood, the proper decision can be determined.
Bona (2006) pointed out that experienced administrators have developed
skills in handling the problems they face. The possession of the trait on the ability
to adjust to new and difficult situations saves administrators a lot of headaches,
time, trouble and embarrassment.
The school administrator must prove that he is competent that he has
leadership potential like intellectual and emotional maturity. He must possess an
analytical mind, common sense, self-confidence, self-respect and above all, he is
concerned with people and is God-fearing (Ambrocio, 2000).

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The last in rank emotional traits always practiced by the administrators is
“has self-control over moods” with a mean of 3.30 and has a descriptive
equivalent “always”. Since leadership entails various responsibilities, a leader
should always possess self control as to provide directions for the teachers in their
day to day activities. Administrator’s attitude may affect teacher’s morale
favorably or adversely, administrators should always instill in their mind the
proper moods they must practice in the school. Naungayan (2006) pointed out that
one of the responsibilities and skills of administrators in management is the
development of the ability to place human relations in its proper perspective.
Bona (2006) added that an administrator must be consistent in dealing with their
teachers. Each teacher has different characteristics, that is why principals must
know how to deal with their teachers. In determining how to treat their
subordinates and what behaviors to engage in, effective leaders take into account
their characteristics and the type of work they do.
Moral Traits. Table 2 reveals the moral traits of administrators that
influence teacher’s morale as practiced by the administrators. As gleaned from the
table, all the indicated moral traits are always practiced by the administrators with
an average weighted mean 3.70. This implies that the administrators in public
elementary schools in La Trinidad, Benguet always practiced all the specified
moral traits at all times.

As shown in the table, the four moral traits that are always practiced by

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the administrators that rank first which has equal weighted mean of 3.88 and a
descriptive equivalent of always were: “accept one’s mistakes or errors
committed”, “is free from issues concerning money”, “shows loyalty to the school
system and to the community” and “is helpful”. This means that administrators in
La Trinidad, Benguet are always ready to acknowledge their mistakes or errors
done to gain respect from their teachers. The finding further implies that
administrators gain loyalty in the school or in the community through freeing
themselves from being involved in any financial conflicts. Instead they practiced
the value of being helpful.
An administrator should learn to say, “I’m Sorry”, if he knows he has
done something wrong. It is not humiliating to commit error as a human being. If
he asks for an apology for any wrong done then such humbleness shows and
warrants respect especially on the part of the teachers (Hoggang, 2006).
As stipulated in the code of conduct for school officers, teachers and other
employees call for the highest standards of integrity and morality. Therefore, all
schools officials and teachers, must conduct themselves accordingly and behave
impeccably at all times-during and after office hours.
Castro (2000) contends that the best reputation a leader can possess is
related to displaying ethical conduct in all things. Those who are known for
demonstrating such behavior are trusted and respected.
Adriatico (2000) pointed out that school administrators can help teachers

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by making themselves always visible and available. They should be ready to
extend a helping hand to whoever and whenever needed. They should assist their
teachers and keep on monitoring their progress. A helpful principal is always
loved by their teachers.
Another reason why school administrators fail is because of their false
interpretation of loyalty. They tend to be loyal to persons not ideas. A person who
is loyal to another, not to ideas, tend to idolize the person. He remains subservient
to that person whether the latter is right or wrong (Ambrocio, 2000).
The fifth and sixth in rank moral traits always practiced by the
administrators with a means of 3.85 and 3.79 were: “is trustworthy and truthful”
and “shows fairness and impartiality in dealings with teachers”. These two moral
traits are actually related to each other. A trusted and truthful administrator
usually demonstrates fairness and impartiality in his actions. Supervisors who
want their subordinates to trust them must be seen by the workers as being
trustworthy.
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 the part of the superior, naturally esprit de corps is very low
(Ruiz, 1972).
The educational leader realizes the moral complexion of his points.

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Leadership is the art of influencing the behavior of others, the direction of that
influence may be good or bad. Leaders are in a better position to set themselves as
examples and wield the necessary influence so indispensable in the performance
of their function (Ruiz, 1972). In this regard, the code of ethics says,
all school officials and teachers should avoid any conduct which may
discredit the teaching profession. Mobility of character should be the
guiding spirit of their behavior.

The last in rank moral traits always practiced by the administrators is
“uses leisure time profitably in worthwhile activity” with a mean of 3.57 and has
a descriptive equivalent of “always”. This means that administrators in La
Trinidad, Benguet always make use of their time wisely and profitably. This
finding was supported by Castro (2000) who said that time is the greatest
investment the manager has. Human power and effectiveness grow out of the
effective use and treatment of time. Thus, a leader who uses his time wisely can
be productive and be able to provide quality output. He must then identify which
activities have the greatest relevance and the greatest potential impact for
improvement of productivity.
As revealed in table 2, the social traits got the highest weighted mean of
3.74 among the four aspects of administrators’ personality traits compared with
the moral, physical and emotional traits. This implies that administrators in public
elementary schools in La Trinidad, Benguet practically consider the important
aspect of getting along with people. Furthermore if one understands and works

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harmoniously with peers, superiors, and co-workers, unity prevails and
consequently, the whole educational program becomes successful.
The table further reveals that social and moral traits of administrators have
similar average weighted means. This implies that administrators in public
elementary schools in La Trinidad, Benguet are aware of the importance of
practicing high ethical professional relationships with their teachers. Besides, an
administrator who is morally upright in his actions can work effectively not only
with his teachers but to other members of the community. On the contrary, an
administrator who does not practice moral and ethical behaviors finds difficulty in
working with others.


Personality Traits of Administrators
that Influence Teacher’s Morale
as Observed by the Teachers

This section presents the personality traits of administrators along
physical, social, emotional and moral aspects that influence teacher’s morale as
observed by the teachers in public elementary schools in La Trinidad, Benguet.
Physical Traits. Table 3 shows the physical traits of administrators that
influence teachers’ morale as observed by the teachers. As revealed in the results
of the study, all the indicated physical traits in the questionnaire were found to
influenced teachers’ morale. This was shown by the average weighted mean of
4.49, which has a descriptive equivalent of “very much influence”. This finding

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Table 3. Personality Traits of Administrators that Influence Teacher’s Morale as
Observed by the Teachers
===============================================================
=
A. PHYSICAL TRAITS

WEIGHTED
DESCRIPTIVE RANK
MEAN EQUIVALENT
===============================================================
=
1. Observes proper grooming and attire
4.60
VMI

1
at all times.
2. Pleasing personal appearance and

4.59
VMI

2
pleasing manner.
3. Observes propriety, modesty and

4.51
VMI

4.5
good taste in attire.
4. Shows appearance of being self-

4.54 VMI

3
confident.
5. Impresses one as being refined and
4.51
VMI

4.5
cultured.
6. Speech is free from mannerisms and
4.44
VMI

6.5
unpleasant or distracting habits.

7. Has a pleasant voice.


4.43 VMI

8
8. Well poised.



4.44
VMI

6.5
9. Shows evidence and maintain a high
4.44
VMI

9
level of physical health.

Average Weighted Mean
4.49
VMI

B. SOCIAL TRAITS
1. Maintains an atmosphere of mutual
4.67
VMI

1

respect and courtesy.
2. Encourages new ideas and initiative
4.48
VMI

6
among his/her constituents and staff.
3. Associates with staff or community.
4.47
VMI

7.5
4. Is reasonable and understanding.

4.47
VMI

7.5
5. Presents explanations and directions
4.44
VMI

11
clearly and simply.
6. Shares planning and decision making
4.46
VMI

9.5
with the group.
7. Cooperative and has democratic attitude.
4.46 VMI

9.5
8. Approachable and friendly.

4.64
VMI

2
9. Is able to maintain order in the

4.57
VMI

3
school.
10. Is polite and respectful when

4.52
VMI

4.5
talking.

11. Is enthusiastic and shows wide

4.52
VMI

4.5
range of interest when
communicating with others
Average Weighted Mean

4. 52
VMI





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Table 3 (continued) …
====================================================================
=
C. EMOTIONAL TRAITS
WEIGHTED
DESCRIPTIVE RANK
MEAN EQUIVALENT
=====================================================================
=
1. Is open to suggestions and criticisms.

4.56

VMI

1
2. Shows ability to adjust to new and

4.41
VMI

12
difficult situations.
3. Shows reasonable action on teacher’s

4.42

VMI

11
demand.
4. Is interested in his/her work and in
his/her profession.



4.53

VMI

2
5. Possesses temper with humane and

4.52

VMI

3
understanding when imposing discipline.
6. Informs or gives advice as to what to do
4.48

VMI
4.5
to improve work.
7. Has self-control over moods.


4.45

VMI

8
8. Has sense of humor.



4.43

VMI

10
9.Is cheerful.




4.48

VMI
4.5
10. Shows initiative and resourcefulness.

4.45

VMI

8
11.Is creative in doing things.


4.45

VMI

8
12.Possesses sense of personal worth and
4.47

VMI

6
self-respect.
Average Weighted Mean 4. 47 VMI
D. MORAL TRAITS
1. Accept one’s mistake or error

4.46

VMI
14.5
committed.
2. Asks an apology for any wrong done.

4.44

VMI
16
3. Shows fairness and impartiality in

4.41

VMI
17
dealings with teachers.
4. Is sympathetic with the differing

4.47

VMI
13
abilities and needs of his/her teachers.
5. Shows kindness and considerate to

4.54

VMI
2.5
his/her teachers.
6. Is free from issues concerning money.

4.51

VMI

7
7. Demonstrates a high sense of


4.48

VMI
11
responsibility and civic conscience.
8. Is trustworthy and truthful.


4.52

VMI

5
9. Shows loyalty to the school system and
4.53

VMI

4
to the community.
10. Maintains a high standard of sound

4.48

VMI
11
character.
11. Acts as a model of high moral and

4.51

VMI

7
ethical standards.
12. Sets an example of clean, simple and

4.51

VMI

7
honest living.
13. Uses leisure time profitably in

4.48

VMI
11
worthwhile activity
14. Is helpful




4.56

VMI

1
15. Is patient




4.54

VMI
2.5
16. Fulfills promises made.


4.46

VMI
14.5

17. Is righteous in his/her undertakings.
4.50

VMI

9
Average Weighted Mean

4.51 VMI

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implies that the teachers’ morale in public elementary schools in La Trinidad,
Benguet were generally very much influenced by the physical traits of the
administrators.
The leading physical traits that was found to have very much influence on
teachers’ morale is “observes proper grooming and attire at all times” with a
weighted mean of 4.60 while the last in rank is “shows evidence and maintains a
high level of physical health habits” with a mean of 4.44. This means that
teacher’s morale in public elementary schools in La Trinidad, Benguet is very
much influenced by the physical appearance which includes grooming and attire.
Well groomed and properly attired administrators can influence teachers
to do the same thing. Gutierrez (2006) pointed out that teachers want to be proud
of their school leader. They want him to dress neatly, be dignified but not
pompous and appear friendly, not forbidding.
On the other hand, an educational administrator as emphasized by
Maquiso (1984) must be able to express his thoughts clearly and in a logical
manner. He should not only pronounce each word clearly, use the right tense but
he should also stress those words which are important to his deliberation.
Articulateness in language is not rhetorics where sentences or lines of complete
thoughts are clothed in flowery and bombastic language. Articulateness in
language means the ability to express one’s thoughts clearly and to the point.
The above findings further imply that teachers in public elementary

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schools in La Trinidad, Benguet were very much influenced on the mode of
dressing, manner of walking, posture, body build, health complexion and facial
expression of their administrators. Thus, physical traits of administrators
influence teacher’s morale in one way or the other.
The results of the study is supported by the study of Waytan (1994) who
found out that the morale of secondary teachers in Baguio City are influenced by
the physical health and good physical habits as well as grooming of their
administrators. She added that the impressions on a person, one gets as he looks at
the person, command respect and authority.
Since there is close relationship between professional success and good
physical health, the school administrator and supervisor owes it to himself, to the
profession, and to society in general to look after his physical well-being. Since
principalship is a strenuous job, it imposes a variety of demands and pressures. If
efficient job performance is to be obtained, the school administrator must possess
sound mental and physical stamina (Naval and Aquino, 1967).
Social Traits. The social traits of the administrators that influence
teacher’s morale as observed by the teachers can be gleaned in Table 3. Like the
physical traits, all the indicated social traits in the questionnaire influenced
teacher’s morale. This was evidenced by its obtained average weighted of mean
4.52 and is interpreted as “very much influence”. This means that the teachers’
morale in public elementary schools in La Trinidad, Benguet were generally very

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much influenced by the social traits of administrators.
As gleaned from the table, the three leading social traits that have very
much influence on teachers’ morale as indicated by their means were: “maintains
an atmosphere of mutual respect and courtesy”, “approachable and friendly” and
“is able to maintain order in the school”. These three traits are related to each
other. An administrator who demonstrates behavior such as respect and courtesy
at all times can gain trust from the teachers. An orderly school is characterized by
a friendly, approachable and respectful administration and staff.
People who work in harmony achieve more satisfying results. To achieve
such, the administrator should establish good rapport by being friendly
approachable and respectful to his teachers.
The above finding means that teachers’ morale in public elementary
schools in La Trinidad, Benguet are very much influenced by the social sphere of
personality of their administrators. This further implies that a friendly cooperative
atmosphere among teachers and school personnel favorably affects their work. It
is necessary then that both principal and teachers do their share in making
relations among personnel congenial.

A leader as supported by Domingo (1997) must serve the common good of
all. He must interact with everybody and serve everybody. He must be able to
relate to his subordinates well using the personal touch, Bona (2006) added.
To function effectively according to Stogdill (1960) as cited by Ovard

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(1966) in all the duties and responsibilities placed upon a principal, he must
interact with many individuals and groups of people to work effectively with
everyone, The principal must be friendly, cheerful and sociable in his approach to
people. Burrup (1962) further stressed that the principal can develop high morale
among his staff members by his personal relationships and general spirit of
cooperation. He should recognize the contributions. According to Flippo (1980)
as cited by Sison (1991) good morale is evidenced by employee enthusiasm,
voluntary conformance with regulations and orders, and a willingness to
cooperate with others in the accomplishment of the organization’s objectives.
Conversely, poor morale is evidenced by surliness, cases of insubordination,
discouragement, and dislike of job, company and associates.

Emotional Traits. Table 3 presents the emotional traits of administrators
that influence teachers’ morale as observed by the teachers. As could be gleaned
from the table, all the traits specified under emotional traits in the questionnaire
influenced teachers’ morale. This finding is proven by the average weighted mean
of 4.47 with a descriptive equivalent of “very much influence”. The results imply
that teachers’ morale is generally influenced by the emotional traits of the
administrators.
The leading emotional trait that have very much influence on teachers’
morale with a mean of 4.56 is “is open to suggestions and criticisms”. Teachers

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always want their administrators to listen to their suggestions and criticisms as to
improve work.
Morale of the staff according to Bradfield (1964) is likely to be higher,
and more creative and constructive work is possible if leadership techniques
provide for democratic atmospheres. Group goodwill is developed because ideas
are shared, point of view expressed and respect is shown for the right of others to
express their point of view.
According to Gregg (1957) as cited by Burrup (1962), the morale of
school administrators tends to be high in school systems where there is free
exchange of information. It is logical to believe that when staff members have the
freedom to raise questions and to contribute ideas, their morale will be high.
Good communication is basic to good relationships between management
as pointed out by Sison (1991). Pelismino (2000) added that the teachers are the
best resources of the school. The teachers are utilized according to their abilities,
talent, interest and energy levels. Tasks can be delegated to them. In this way,
their morale can be boosted and they feel important in the school system.
Maquiso (1984) said that one of the desirable qualities of the educational
administration is intellectual integrity. He should acknowledge the contributions
of others to an endeavor which may generally be attributed to him by virtue of his
position but which in fact and in deed had been actually conceptualized by those
around him.

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“Is interested in his/her work and his/her profession” and “ possesses
temper with humane understanding when imposing discipline” rank second and
third. These two traits are very close to one another as shown by their means.
Teacher’s morale are generally influenced on how their administrators work in the
school. Administrator’s interest on the work and in the profession is manifested
by his effective management. Naval and Aquino (1967) added that the principal
needs an unfaltering commitment to the task, which means that he must have a
dedication to duty and to the maximum utilization of his talents in providing an
effective type of leadership. Maquizo (1984) added that if the educational leader
is not proud of what he is doing then there is no reason why he should be in that
profession in the first place. Pride means “ a sense of one’s dignity and worth.” If
he manifests such as a feeling, then there is no reason why those working with
him and for him would not feel the same. Akin to this quality is fun on the job.
Individuals who are proud of their work have fun while doing their work.
Meanwhile, one essential strength to good leadership according to
Ambrocio (2000) is that administrators regard on the feelings of teachers and
others. The administrator who scolds teachers in public do not only display their
contempt and incompassion for teachers but they also forget their professional
ethics.

Ambrocio (2000) stated that the school administrator must prove that he is
competent and he has leadership potential like intellectual and emotional

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maturity. An administrator should be able to make right decisions since quality
work requires reasonable decisions. Furthermore, an administrator who is cheerful
to his/her teachers will make them comfortable while choosing a solution plan for
problems. The challenge for principals’ educational leadership as pointed out by
Tambago (2000) is to ensure serious and continuous efforts in revitalizing the
educational community of inquiry and sharing insights globally. To do so,
principals need to develop confidence in themselves and to know that they do
have important, significant and meaningful contributions to make at the global
level on their own terms and their own grounds.
Guzman (1998) opined that an administrator is a human transformer.
He/she evolves through a careful study and interpretation of the widely divergent
situation in an effective way of redirecting them to their proper channel.

For Hunt and Pierce (1958) as cited by Waytan (1994) administrators
should possess desirable temperament. They should play evenness of
temperament, striving to be phlegmatic rather than choleric and to develop the
emotional control necessary to one who press unwilling subjects. He should be
enthusiastic and optimistic in order to develop esprit de corps in his co-workers,
since they would be inclined to shrink from one frequently addicted to pessimistic
views.
Moral Traits. The moral traits of administrators that influence teachers’
morale as observed by the teachers is revealed in Table 3. As shown in the table,

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all the indicated traits under moral traits influenced teachers’ morale. This was
proven by the average weighted mean of 4.51, which has a descriptive equivalent
of “very much influence”. This finding implies that the moral traits of
administrators very much influence teachers’ morale in public elementary schools
in La Trinidad, Benguet.
The first in rank moral trait that very much influence teachers’ morale
with a weighted mean of 4.56 is “is helpful”. This means that teachers expect their
administrator to be always helpful to them in the teaching profession. Teachers
who are motivated to work depends to a great measure upon a helpful
administrator. It cannot be denied that a helpful administration brings favorable
effect on teachers’ morale. High morale teachers and a helpful principal leads to
the improvement of instruction.
From Agravio’s (2006) statement on the purpose of modern supervision is
to supply the leadership which helps the staff improve the instructional situation.
Instead of showing or telling the teachers how to do the jobs better, the supervisor
or principal works with them in the study and analysis of the total learning
situation in order to improve it. In other words, the purpose of supervision is to
help improve instruction of teachers.
Meanwhile, the last in rank moral trait that very much influence teachers’
morale is “shows fairness and impartiality in dealings with teachers” with a mean
of 4.41. This means that a school administrator who is fair and impartial casts a

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good influence on his teachers. This aspect is very vital in the workplace. His
fairness and impartial leadership could boost teachers’ morale.
The best and most lasting leadership as pointed out by Jones (1964) is that
characterized by justice and fair dealings. Leadership necessitates independence
in judgment. It requires self-reliance, initiative, courage, aggressiveness and
society is organized upon integrity. Modern business could not exist without
honest dealings. Adriatico (2000) added that to be fair to everyone, the school
head should not play favorites. He should inspire everybody to grow personally
and professionally. He needs to help them explore opportunities. He needs to
develop in them the trust in themselves and in others.

These results of the study imply that teachers’ morale is influenced by the
moral personality of administrators, the way he thinks, behaves and acts.
In making a school administrator’s life successful and enjoyable, Adriatico
(2000) mentioned that a school manager should be concerned with their teacher’s
welfare. He should know his teachers well including their plight, cares of the
world, what makes them satisfied or disgruntled and what makes them happy or
sad. The school manager takes time out to talk to them, not only in their capacity
as their boss, but also as a colleague and a friend. He also needs to take time out
to laugh with them once in a while, to be with them even just in simple gatherings
or outings, whereby he can delve deeper into their personal lives, their concerns in
life and their interests. It pays to learn all of these, in order to understand them

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better and be able to guide and direct them well.
Table 3 further revealed that among the four aspects of the administrators’
personality traits, the emotional traits got the lowest average weighted mean
which is 4.47. This finding implies that teachers’ morale are not only influenced
by the emotional traits of their administrators but more importantly on the moral,
social and physical traits of their administrators.
Lipham and Hoeh (1974) as cited by Inumerable (2000) stressed out that
the school should not be only a functional servant of the educational program but
also a friendly, attractive and stimulating place.
As shown in the table, social and moral traits of administrators that
influence teachers’ morale are very close to each other as evidenced by their
obtained average weighted mean. This implies that teachers’ morale in public
elementary schools in La Trinidad, Benguet are very much influence by the
attitude and behaviors practiced by their administrators. An administrator who is
righteous in his undertakings can expect his teachers to do the same.
Ruiz (1972) stated that the educational leader will enhance his prestige
and maintain the respect of his subordinates if he practices high ethical standards.
Leadership behavior is a moral behavior and the educational leader is a moral
agent.

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Extent of Influence of the Different Aspects of
Administrators’ Personality Traits on
Teachers’ Morale When Compared
According to Teacher’s Profile

This section presents the extent of influence of administrators’ personality
traits along physical, social, emotional and moral aspects on teachers’ morale in
public elementary schools in La Trinidad, Benguet when compared according to
teacher’s profile as to age, gender, civil status, position classification, highest
educational attainment and length of service.
Age. Table 4 shows the extent of influence of the administrators’ physical
traits on teachers’ morale as to age. The X2r value obtained which is 51.03 is
significant at .05 level of significance because this value is greater than the tabular
value of 15.51. This implies that teachers in public elementary schools in La
Trinidad, Benguet whose ages range from 20-25 years, 26-30 years, 31-35 years,
36-40 years, 41-45 years, 46-50 years, 51-55 years, 56-60 years and 61 and above
years differ on their perceptions on the extent of influence of administrators’
physical traits on their morale. Hence, the hypothesis which states that there is a
significant difference on the extent of influence of the administrators’ physical
traits on teachers’ morale as to age is accepted.
The above finding implies that the physical traits of administrators’ extent
of influence on teachers’ morale as to age in public elementary schools in La
Trinidad, Benguet differ.

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Table 4. Extent of Influence of the Different Aspects of Administrators’ Personality Traits on Teachers’ Morale when
Compared According to Teacher’s Profile







Highest
Length
TRAITS
Age
Gender
Civil
Position
Educational
of
Status
Classification
Attainment
Service







1. Physical Trait
51.03s
4.58s
0.28ns
28.52s
4.13ns
41.32s







2. Social Trait
40.25s
0.92ns
9.05s
3.85ns
22.29s
30.09s







3. Emotional Trait
30.03s
5.56s
7.27s
24.29s
16.08s
46.47s







4. Moral Trait
52.76s
1.40ns
26.21s
17.90s
15.01s
70.75s




Legend:
s- significant ns - not significant

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The results of the study revealed that teachers whose ages range from 20
to 25 years were found to be more influenced by the physical traits of their
administrators. The finding can be attributed to the fact that those who entered the
service at an early age are those whose ages range from 20 to 25 years. Generally,
teachers who are new in the service follow the personal qualities being practiced
by their principal and co-teachers to be accepted in the group. On the contrary,
teachers who belong to age bracket 40 and above years old have already adjusted
themselves and have coping mechanisms in dealing with their administrators’
physical traits.
The X2r value obtained which is 40.25 is significant because this value is
greater than the tabular value of 15.51 at .05 level of significance. This means that
teachers in La Trinidad, Benguet differ significantly on their perceptions on the
extent of influence of administrators’ social traits on teachers’ morale as to age.
Therefore the hypothesis which states that there is a significant difference on the
extent of influence of the administrators’ social traits on teachers’ morale as to
age is accepted.
The result of the study implies that the social traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ significantly in terms of age.
Further, the result of the study indicates that teachers whose ages range
from 51 to 55 years proved to be less influenced by the social traits of their

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administrators. This can be attributed to the fact that old teachers have developed
understanding and awareness on ways and means to cope with the different social
traits practiced by their administrators. Besides, old teachers were already
supervised by different principals in the school. Administrators on the other hand,
give high regard to older teachers especially in planning and decision making in
the school than the young teachers.
Like the physical traits, the value of X2r which is 30.03 is greater than the
tabular value of 15.51 at .05 level of significance. This signifies that emotional
traits of administrators significantly differ on the extent of influence on teachers’
morale according to age. Thus, the hypothesis that there is a significant difference
on the extent of influence of administrators’ emotional traits on teachers’ morale
as to age is accepted.
The above finding implies that the emotional traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ significantly in terms of age.
The result of the study also revealed that teachers whose ages range from
61 and above years proved to be less influenced by the emotional traits of their
administrators. This can be attributed to the fact that old teachers in pubic
elementary schools have more experience in terms of dealing with the emotional
traits shown by their administrators. It may be inferred that the older the teachers
are, the lesser the influence of administrators’ emotional traits.

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For moral traits, the result revealed that the X2r value which is 52.76 is
significant at .05 level of significance because this value is greater than the tabular
value of 15.51. This means that the extent of influence of administrators’ moral
traits on teachers’ morale in public elementary schools in La Trinidad, Benguet
when compared according to age differ. Hence, the hypothesis that there is a
significant difference on the extent of influence of the administrators’ moral traits
on teachers’ morale as to age is accepted.
The above finding implies that the moral traits of administrators’ extent of
influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet differ significantly as to age.
The result likewise indicates that teachers whose ages range from 61 and
above years were found to be less influenced by the moral traits of their
administrators. This could be attributed to the level of participation and
communication between teachers and administrators. An example of this is that
old and experienced teachers are usually tapped by their administrators in
planning and decision making in the school. Thus, old and experienced teachers
have more chances in establishing rapport to their administrator than teachers in
the younger group.
Gender. The X2r value obtained which is 4.58 is significant at .05 level of
significance because this value is greater than the tabular value of 3.84. This
implies that the male and female teachers in public elementary schools in La

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Trinidad, Benguet differ on their perceptions on the extent of influence of
administrators’ physical traits on their morale. Hence, the hypothesis which states
that there is a significant difference on the extent of influence of administrators’
physical traits on teachers’ morale as to gender is accepted.
The above finding implies that the physical traits of administrators’ extent
of influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet differ significantly between male and female teachers.
The results also reveal that female teachers proved to be less influenced by
the physical traits of their administrators than male teachers. This may be
attributed to the differences of perceptions between male and female teachers on
how their administrators should project themselves in the school.
The X2r value obtained which is 0.92 is not significant at .05 level of
significance because this value is lower than the tabular value of 3.84. This means
that the male and female teachers in La Trinidad, Benguet do not differ
significantly on their perceptions on the extent of influence of administrators’
social traits on teachers’ morale. Therefore the hypothesis which states that there
is a significant difference on the extent of influence of the administrators’ social
traits on teachers’ morale as to gender is rejected.
The result of the study implies that the social traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet do not differ significantly between male and female teachers.

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The similarity may be attributed to the likeness of perceived harmonious
relationship between male and female teachers with regards to the social traits
manifested by their administrators. It may be inferred that socialization of
administrators in public elementary schools in La Trinidad, Benguet is the same
between his male and female teachers. This finding is supported by Waytan
(1994) who found out that the social traits of administrators had much influence
on the enthusiasm in teaching, loyalty to school, interest, cooperation,
commitment to work and cheerfulness on both male and female teachers.
Like the physical traits, the value of X2r which is 5.56 is greater than the
tabular value of 3.84 at .05 level of significance. This signifies that emotional
traits of administrators significantly differ on the extent of influence on teacher’s
morale between male and female teachers. Thus, the hypothesis that there is a
significant difference on the extent of influence of administrators’ emotional traits
on teachers’ morale is accepted.
The above finding implies that the emotional traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ as to gender.

As found out in the study, male teachers are more influenced by the
emotional traits of their administrators. Male teachers are encouraged to stay in a
school where the administrator exhibits ideal emotional traits. Since teaching is
dominated by females, they tend to comfort one another as to their experiences

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encountered with regards to the emotional traits manifested by their
administrators.
The result revealed that the X2r value which is 1.40 is not significant at
0.05 level of significance because this value is lesser than the tabular value of
3.84. This means that the extent of influence of administrators’ moral traits on
teachers’ morale in public elementary schools in La Trinidad, Benguet when
compared according to gender is the same. Hence, the hypothesis that there is a
significant difference on the extent of influence of the administrator’s moral traits
on teachers’ morale as to gender is rejected.
The similarity may be attributed to the likeness of male and female
teachers ideas on moral and ethical standards that should be practiced by an
administrator. The finding is similar to the study made by Waytan (1994) who
claimed that male and female teachers in secondary schools in Baguio City shared
similar perceptions regarding the extent of influence of administrators’ moral
traits on their morale.
Civil Status. The X2r value obtained which is 0.28 is not significant at .05
level of significance because this value is lower than the tabular value of 5.99 .
This implies that teachers who are either single, married or widow/widower in
public elementary schools in La Trinidad, Benguet do not differ on their
perceptions on the extent of influence of administrators’ physical traits on their
morale. Hence, the hypothesis which states that there is a significant difference on

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the extent of influence of the administrators’ physical traits on teachers’ morale as
to civil status is rejected.
The above finding implies that the physical traits of administrators’ extent
of influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet do not differ significantly as to civil status.
The similarity may be attributed to the likeness of perceived good physical
qualities exhibited by the administrator to single, married and widow/widower
teachers.
The X2r value obtained which is 9.05 is significant at .05 level of
significance because this value is greater than the tabular value of 5.99. This
means that teachers in La Trinidad, Benguet differ significantly on their
perceptions on the extent of influence of administrators’ social traits on teachers’
morale. Therefore the hypothesis which states that there is a significant difference
on the extent of influence of the administrators’ social traits on teachers’ morale
as to civil status is accepted.
The result of the study implies that the social traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ significantly in terms of civil status.

The study revealed that teachers who are single are more influenced by the
social traits of their administrators. This may be attributed to the fact that teachers
who are single are given additional work which forces them to spend their free

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time in associating with their co-workers and administrators for guidance in
accomplishing the work. Unlike teachers who are married or widow/widower and
with children prefer to be with their family after teaching rather than spending
their time talking to their administrators. Thus, it may be inferred that teachers
who are single have much time socializing with others than married or
widow/widower teachers.
Like the social traits, the value of X2r which is 7.27 is greater than the
tabular value of 5.99 at .05 level of significance. This signifies that emotional
traits of administrators significantly differ on the extent of influence on teachers’
morale as to civil status. Thus, the hypothesis that there is a significant difference
on the extent of influence of administrators’ emotional traits as to civil status is
accepted.
The above finding implies that the emotional traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ significantly in terms of civil status.

The results of the study revealed that widow/widower teachers are less
influenced by the emotional traits of their administrators than teachers who are
single. It may be inferred that an administrator may be talking to his teachers who
are widow/widower not only as a co-worker but also as a parent. Likewise, an
administrator may be exhibiting an emotional trait that can be understood better
by his teachers who are single.

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The result revealed that the X2r value which is 26.21 is significant at .05
level of significance because this value is greater than the tabular value of 5.59.
This means that the extent of influence of administrators’ moral traits on teachers’
morale in public elementary schools in La Trinidad, Benguet differ when
compared according to civil status. Hence, the hypothesis that there is a
significant difference on the extent of influence of the administrators’ moral traits
on teachers’ morale as to civil status is accepted.
The above finding implies that the moral traits of administrators’ extent of
influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet differ significantly in terms of civil status.
The results of the study revealed that teachers who are single are more
influenced by the moral traits of their administrators than married or
widow/widower teachers. This may be attributed to the fact that teachers who are
single can concentrate on their work in the school and look at their administrators
as models moral and ethical standards.
Position Classification. The X2r value obtained which is 28.52 is
significant at .05 level of significance because this value is greater than the tabular
value of 9.49. This implies that teachers whose position is either Teacher I,
Teacher II, Teacher III, Master Teacher I or Master Teacher II in public
elementary schools in La Trinidad, Benguet differ on their perceptions on the
extent of influence of administrators’ physical traits on their morale. Hence, the

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hypothesis which states that there is a significant difference on the extent of
influence of the administrators’ physical traits on teachers’ morale as to position
is accepted.
The above finding implies that the physical traits of administrators’ extent
of influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet differ significantly in terms of position.
The result revealed that physical traits of administrators had much
influence to teachers whose position is Master Teacher II. Generally, master
teachers together with the administrators are observed by their co-workers on
their physical qualities since they are the leaders in the school.
The X2r value obtained which is 3.85 is not significant at .05 level of
significance because this value is lower than the tabular value of 9.49. This means
that teachers in public elementary schools in La Trinidad, Benguet do not differ
significantly on their perceptions on the extent of influence of administrators’
social traits on teachers’ morale as to position. Therefore the hypothesis which
states that there is a significant difference on the extent of influence of the
administrators’ social traits on teachers’ morale in terms of position is rejected.
The results of the study implies that the social traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet do not differ as to position.
The similarity on the extent of influence of administrators’ social traits on

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teachers’ morale may be attributed to the perceived harmonious social
relationship shown by their administrators. Thus, the position the teacher has is
not an important consideration for an administrator in interacting with his
teachers. It may be inferred that administrators socialize equally among his
teachers of varied positions.
Like the physical traits, the value of X2r which is 24.29 is greater than the
tabular value of 9.49 at .05 level of significance. This signifies that emotional
traits of administrators significantly differ on the extent of influence on teachers’
morale in terms of position.
Thus, the hypothesis that there is a significant difference on the extent of
influence of administrators’ emotional traits as to position is accepted.
The above finding implies that the emotional traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ significantly as to position.
The results of the study revealed that teachers with the position of Master
Teacher I were found to be less influenced by the emotional traits of their
administrators. It may be inferred that the higher the position of the teacher in the
school, the lesser the problems encountered on the emotional traits of their
administrators.
The results revealed that X2r value which is 17.90 is significant at .05
level of significance because the value is greater than the tabular value of 9.49.

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This means that the extent of influence of administrators’ moral traits on teachers’
morale in public elementary schools in La Trinidad, Benguet differ when
compared according to position of teachers. Hence, the hypothesis that there is a
significant difference on the extent of influence of the administrators’ moral traits
on teachers’ morale as to position is accepted.
The above finding implies that the moral traits of administrators’ extent of
influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet differ significantly in terms of position.
The results revealed that teachers with the position of Teacher I were
found to be more influenced by the moral traits of their administrators than by the
master teachers. It may be inferred that teachers with higher position developed
better understanding on moral traits which are manifested by an administrator.
Highest Educational Attainment. The X2r value obtained which is 4.13 is
not significant at .05 level of significance because this value is lower than the
tabular value of 7.82. This implies that teachers whose highest educational
attainment is either Bachelor’s Degree, Bachelor’s Degree with master’s units,
Masters Degree or Doctorate units holders in public elementary schools in La
Trinidad, Benguet do not significantly differ on their perceptions on the extent of
influence of administrators’ physical traits on their morale. Hence, the hypothesis
which states that there is a significant difference on the extent of influence of the
administrators’ physical traits on teachers’ morale as to educational attainment is

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rejected.
The above finding implies that the physical traits of administrators’ extent
of influence on teachers’ morale do not differ significantly as to highest
educational attainment. The perceived similarity may be attributed to the
commonality of experience of teachers having different educational attainment on
the physical qualities and personal habits shown by their administrators. Thus, it
may be inferred that physical traits practiced by an administrator do not vary
among teachers with different educational attainment.
The X2r value obtained which is 22.29 is significant at .05 level of
significance because this value is higher than the tabular value of 7.82. This
means that teachers in public elementary schools in La Trinidad, Benguet with
varied highest educational attainment differ significantly on their perceptions on
the extent of influence of administrators’ social traits on teachers’ morale.
Therefore the hypothesis which states that there is a significant difference on the
extent of influence of the administrators’ social traits on teacher’s morale as to
educational attainment is accepted.
The result of the study implies that the social traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ.
The results of the study revealed that teachers with Doctorate units were
found to be less influenced by the social traits of their administrators. It may be

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inferred that the higher the educational attainment of teachers, the better the
sociability of the teachers to their administrators.
Like the social traits, the value of X2r which is 16.08 is greater than the
tabular value of 7.82 at .05 level of significance. This signifies that emotional
traits of administrators significantly differ on the extent of influence on teachers’
morale as to highest educational attainment.
Thus, the hypothesis that there is a significant difference on the extent of
influence of administrators’ emotional traits is accepted.
The above finding implies that the emotional traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ significantly in terms of educational attainment.
The results revealed that teachers with Bachelor’s Degree and with
Master’s units were found to be less influenced by the emotional traits of their
administrators. It may be inferred that teachers who are taking masters degree
gain understanding and have developed means by which they can cope with the
emotional traits of their administrators.
The X2r value which is 15.01 is significant at .05 level of significance
because the value is greater than the tabular value of 7.82. This means that the
extent of influence of administrators’ moral traits on teachers’ morale in public
elementary schools in La Trinidad, Benguet when compared according to highest
educational attainment significantly differ. Hence the hypothesis that there is a

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significant difference on the extent of influence of the administrators’ moral traits
on teachers’ morale is accepted.
The above finding implies that the moral traits of administrators’ extent of
influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet differ significantly as to educational attainment.
The result of the study revealed that teachers with Doctorate units proved
to be less influenced by the moral traits of their administrators. Thus, it may be
inferred that the higher the educational qualification of a teacher, the better the
understanding on the moral traits practiced by their administrators.
Length of Service. The X2r value obtained which is 41.32 is significant at
.05 level of significance because this value is greater than the tabular value of
12.50. This implies that teachers whose length of service is either 1 to 5 years, 6
to 10 years, 11 to 15 years, 16 to 20 years, 21 to 25 years and 26 and above in
public elementary schools in La Trinidad, Benguet significantly differ on their
perceptions on the extent of influence of administrators’ physical traits on their
morale. Hence, the hypothesis which states that there is a significant difference on
the extent of influence of the administrators’ physical traits on teachers’ morale as
to length of service is accepted.
The above finding implies that the physical traits of administrators’ extent
of influence on teachers’ morale differ significantly in terms of length of service.

The results of the study revealed that teachers with 31 to 35 years in

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service proved to be more influenced by the physical traits of their administrators.
This can be attributed to high expectations of teachers who have longer number in
years in teaching on how their administrators should practice desirable physical
qualities in the school.
The X2r value obtained which is 30.09 is significant at .05 level of
significance because this value is greater than the tabular value of 12.50. This
means that teachers in public elementary schools in La Trinidad, Benguet with
varied length of service differ significantly on their perceptions on the extent of
influence of administrators’ social traits on teachers’ morale. Therefore the
hypothesis which states that there is a significant difference on the extent of
influence of the administrators’ social traits on teachers’ morale as to length of
service is accepted.
The result of the study implies that the social traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ in terms of length of service.
The results further revealed that teachers whose length of service is 11 to
15 years proved to be less influenced by the social traits of their administrators. It
can be inferred that teachers who have gained experience in teaching have
developed social relationship with their administrators.
The value of X2r which is 46.47 is greater than the tabular value of 12.50
at .05 level of significance. This signifies that the emotional traits of

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administrators significantly differ on the extent of influence on teachers’ morale
as to length of service. Thus, the hypothesis that there is a significant difference
on the extent of influence of administrators’ emotional traits on teachers’ morale
as to length of service is accepted.
The above finding implies that the emotional traits of administrators’
extent of influence on teachers’ morale in public elementary schools in La
Trinidad, Benguet differ significantly in terms of length of service.
The result revealed that teachers who have rendered 31 to 35 years in the
service are more influenced by the emotional traits of their administrators. This
can be attributed to the fact that teachers who have longer years in the service
possess emotional maturity in understanding their administrators’ emotional
aspect.
The result revealed that the X2r value which is 70.75 is significant at .05
level of significance because the value is greater than the tabular value of 12.50.
This means that the extent of influence of administrators’ moral traits on teachers’
morale in public elementary schools in La Trinidad, Benguet differ when
compared according to length of service. Hence, the hypothesis that there is a
significant difference on the extent of influence of the administrators’ moral traits
on teachers’ morale as to length of service is accepted.
The above finding implies that the moral traits of administrators’ extent of
influence on teachers’ morale in public elementary schools in La Trinidad,

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Benguet differ in terms of length of service.
The results revealed that teachers with 31 to 35years in the service proved
to be more influenced by the moral traits of their administrators. It may be
inferred that teachers who have longer years in teaching expect that their
administrators have already developed morality in all their undertakings.




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SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
This study primarily aimed to find out the influence of administrators’
personality traits on teachers’ morale in public elementary schools in La Trinidad,
Benguet. The specific objectives of the study were to find out the personality
traits of administrators that influence teachers’ morale in public elementary
schools in La Trinidad, Benguet; determine the extent of influence of
administrators’ personality traits on teachers’ morale in public elementary schools
in La Trinidad, Benguet along physical, social, emotional and moral aspects; and
identify significant differences on the extent of influence of the different aspects
of administrators’ personality traits on teacher’s morale in public elementary
schools in La Trinidad, Benguet when compared according to age, gender, civil
status, position classification, highest educational attainment and length of
service.
Descriptive method of research was used in the study. A survey
questionnaire was the main tool used in gathering relevant data for the study.
There were eleven (11) principal-respondents and one hundred sixty-two (162)
teacher-respondents covered by the study from the identified eleven (11) public
elementary schools in La Trinidad, Benguet. The Friedman’s two-way analysis of
variance by ranks was used to test hypotheses on significant differences.
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The significant findings of the study are as follows:
1. Administrators in public elementary schools in La Trinidad, Benguet
always practiced ideal physical, social, emotional and moral traits. The first in
rank physical traits always practiced by the administrators in public elementary
schools in La Trinidad, Benguet are “observes proper grooming and attire at all
times” and “maintains an atmosphere of mutual respect and courtesy” for social
trait; “is open to suggestions and criticisms” for emotional trait;“accept one’s
mistake or error committed”, “is free from issues concerning money”, “shows
loyalty to the school system and to the community and “ is helpful” for moral
traits.
2. Teachers’ morale in public elementary schools in La Trinidad, Benguet
is “very much influenced” by the administrator’s physical, social, emotional and
moral traits. The leading physical traits of administrators that very much influence
teachers’ morale in public elementary schools in La Trinidad, Benguet are
“observes proper grooming and attire at all times”; “maintains an atmosphere of
mutual respect and courtesy” for social trait; “is open to suggestions and
criticisms” and “is helpful” for moral traits.

3. a. Physical, social, emotional and moral traits of administrators’ extent
of influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet differ significantly when compared according to age.
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b. Administrators’ physical and emotional traits on the extent of influence
on teachers’ morale differ between male and female teachers in public elementary
schools in La Trinidad, Benguet. However, social and moral traits of
administrators’ extent of influence on teachers’ morale are similarly perceived by
male and female teachers.
c. The extent of influence of administrators’ physical traits on teachers’
morale in public elementary schools in La Trinidad, Benguet do not differ as to
civil status. On the other hand, administrators’ social, emotional and moral traits
extent of influence differ significantly as perceived by single, married and
widow/widower teachers.
d. Physical, emotional and moral traits of administrators’ extent of
influence on teachers’ morale in public elementary schools in La Trinidad,
Benguet differ in terms of position. However, social traits of administrators’
extent of influence on teachers’ morale are similarly perceived by the teachers
with varied positions.
e. Physical traits of administrators’ extent of influence on teachers’
morale in public elementary schools in La Trinidad, Benguet do not differ in
terms of highest educational attainment. However, social, emotional and moral
traits of administrators’ extent of influence on teachers’ morale differ significantly
as to highest educational attainment.
Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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87
f. The extent of influence of the administrators’ personality traits on
teachers’ morale in public elementary schools in La Trinidad, Benguet differ as to
length of service.

Conclusions
Based on the findings, the following conclusions are drawn:
1. The administrators in public elementary schools in La Trinidad,
Benguet always practiced desirable physical, social, emotional and moral traits.
2. The administrators’ physical, social, emotional and moral traits very
much influenced the teachers’ morale in public elementary schools in La
Trinidad, Benguet.
3. a. There are significant differences on the extent of influence of
administrators’ physical traits on teachers’ morale as to age, gender, position
classification, and length of service.
b. There are significant differences of administrators’ social traits on
teachers’ morale as to age, civil status, highest educational attainment and length
of service.
c. There are significant differences on the extent of influence of
administrators’ emotional traits on teachers’ morale when compared according to
age, gender, civil status, position classification, highest educational attainment
and length of service.
Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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88
d. There are significant differences on the extent of influence of
administrators’ moral traits on teachers’ morale as to age, civil status, position
classification, highest educational attainment and length of service.

Recommendations
In the light of the findings and conclusions, the following are the
recommendations:
1. The principals in public elementary schools in La Trinidad, Benguet,
should always demonstrate desirable physical, social, emotional and moral traits
at all times to ensure the development of high morale among teachers.
2. Administrators should serve as models to their teachers since the
personality traits which they display influence their teachers’ morale.
3. Topics on development of interpersonal relations with others should be
included during in-service education programs. In this way, teachers can gain
pointers in coping with the personality traits of their administrators.
4. Teachers should develop in themselves the right attitudes and correct
habits when dealing with their administrators which will lead to better-
administrator relations.




Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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Appendix A
Letter to the Division Schools Superintendent

Tawang, La Trinidad
Benguet Province


MARY B. NAMUHE , Ed. D.
Schools Division Superintendent
Benguet Division
La Trinidad, Benguet

Madam:



I am currently conducting a research study entitled,
“INFLUENCE OF ADMINISTRATORS’ PERSONALITY TRAITS ON
TEACHERS’ MORALE IN PUBLIC ELEMENTARY SCHOOLS IN LA
TRINIDAD, BENGUET”, in fulfillment of the requirements leading to the degree
Master of Arts in Education (Educational Administration and Supervision).

In this connection, please allow me to distribute copies of
questionnaires (as attached) to the principals and teachers in La Trinidad,
Benguet. Rest assured that all information given will be treated confidentially and
will be used solely for the purpose of the study.



Your favorable action on this matter shall be highly appreciated.



Thank you very much and God Bless!


Respectfully yours,

FAUSTO B. PANDOSEN


Approved:





MARY B. NAMUHE, Ed. D., CESO V


Schools Division Superintendent






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Appendix B
Letter to the District Coordinating Principal

Tawang, La Trinidad
Benguet Province









VICENTE D. PUGUON
District Coordinating Principal
La Trinidad District
La Trinidad, Benguet

Sir:



I am currently conducting a research study on the “INFLUENCE
OF ADMINISTRATORS’ PERSONALITY TRAITS ON TEACHERS’
MORALE IN PUBLIC ELEMENTARY SCHOOLS IN LA TRINIDAD,
BENGUET.



I am therefore asking permission from your office to distribute
copies of questionnaires (as attached) to the principals and teachers in the
different schools in La Trinidad, Benguet.

Your
approval
to
this
request shall be highly appreciated.



Thank you very much and God Bless!

Respectfully yours,


FAUSTO B. PANDOSEN
Noted:

MARY JANE L. LARUAN, Ph.D.



Adviser
Approved:



VICENTE D. PUGUON



ESP III

District Coordinating Principal

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Appendix C
Letter to the Respondents











Dear Respondents,



I am currently conducting a research study entitled,

“INFLUENCE OF ADMINISTRATORS’ PERSONALITY TRAITS ON
TEACHERS’ MORALE IN PUBLIC ELEMENTARY SCHOOLS IN LA
TRINIDAD, BENGUET”, in fulfillment of the requirements leading to the degree
Master of Arts in Education (Educational Administration and Supervision).



The researcher therefore would like to ask a little of your time by
answering the questionnaires as completely and honestly as you can.



Your cooperation in filling-up the questionnaires would be a great
help in achieving the aims of the study. Rest assured that all information given
will be treated confidentially.



Thank you very much and God Bless!


Very truly yours,


`



FAUSTO B. PANDOSEN

Noted:

MARY JANE L. LARUAN, Ph.D.



Adviser


Approved:




VICENTE D. PUGUON



ESP III

District Coordinating Principal




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98

Appendix D
Survey Questionnaire for Administrators

DIRECTIONS: Please check honestly what is asked and check your
answers on the spaces provided for.

1. Name: _________________________________________________________
(optional)
2. Address: _______________________________________________________
3. Gender: Male ______ Female ______
4. Age

________ 20-25
________ 46-50

________ 26-30
________ 51-55

________ 31-35
________ 56-60

________ 36-40
________ 61 - above
________
41-45


5. Civil Status
________
Single
_________
Widow/Widower
________
Married
_________
Separated

6.Position Classification

_______ Principal I

_______
Principal
II

_______
Principal
III

_______ Others (please specify)


7. Highest Educational Attainment

________ Bachelor’s Degree

________ Bachelor’s Degree with master’s units

________ Master’s Degree

________ Doctorate Units

________ Doctorate Degree

________ Others (please specify)

8. Length of Service

________ 1-5 years

__________ 16-20 years

________ 6-10 years

__________ 21-25 years

________ 11-15 years

__________ Others (please specify)




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1. Below are a number of administrators’ personality traits that influences
teachers’
morale. Please encircle the number of the personality trait(s) that you practiced in
your school.

2. In the appropriate column, check on your assessment of the frequency you
practiced these traits using the following scale:

Legend

4-
Always
3-
Often
2-
Seldom
1- Never











PHYSICAL TRAITS
Always
Often
Seldom
Never
4
3
2
1

1. Observes proper grooming and attire at all times. ---







2. Pleasing personal appearance and pleasing manner. -










3. Observes propriety, modesty and good taste in attire.








4. Shows appearance of being self-confident. --------- -











5. Impresses one as being refined and cultured. ---------






6. Speech is free from mannerisms and

unpleasant or distracting habits. ---------------------






7. Has a pleasant voice. -------------------------------------






8. Well poised. -----------------------------------------------






9. Shows evidence and maintain a high level


of physical health.
---------------------------------------






10.Others (please specify) ---------------------------------











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SOCIAL
TRAITS
Always
Often
Seldom
Never
4
3
2
1

1.Maintains an atmosphere of mutual respect




and courtesy. ………………………………………….






2.Encourages new ideas and initiative among

his/her constituents and staff ………………………..



3. Associates with staff or community………………





4. Is reasonable and understanding. ………………..





5. Presents explanations and directions clearly and




simply…………………………………………………





6. Shares planning and decision making with the


group………………………………………………….







7. Cooperative and has democratic attitude…………..







8. Approachable and friendly…………………………






9. Is able to maintain order in the school …………….





10. Is polite and respectful when talking …………….





11. Is enthusiastic and shows wide range of interest
when communicating with others…………………….





12. Others (please specify) …………………………






.









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Always
Often
Seldom
Never
4
3
2
1
EMOTIONAL
TRAITS





1. Is open to suggestions and criticisms……………….






2. Shows ability to adjust to new and difficult

situations………………………………………………………..



3. Shows reasonable action on teacher’s demands……





4. Is interested in his/her work and in his/her




profession…………………………………………….






5.Possesses temper with humane and understanding

when imposing discipline……………………………..






6. Informs or gives advice as to what to do

to improve work………………………………………


7. Has self-control over his/her moods………………






8. has sense of humor………………………………..







9. Is cheerful…………………………………………






10. Shows initiative and resourcefulness……………






11.Is creative in doing things………………………..








12.Possess sense of personal worth and self-respect…







13.Others (please specify)……………………………..

















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Always Often Seldom Never
4
3
2
1
MORAL TRAITS





1. Asks an apology for any wrong done……………….



2. Accepts one’s mistake or error committed………….





3. Shows fairness and impartiality in dealings with




teachers………………………………………………..



4.Is sympathetic with the differing abilities and needs




of his/her teachers……………………………………..



5. Shows kindness and considerate to his/her teachers..





6. Is free from issues concerning money……………..






7. Demonstrates a high sense of responsibility and




civic conscience………………………………………



8.Is trustworthy and truthful………………………….






9.Shows loyalty to the school system and to the




community……………………………………………



10. Maintains a high standard of sound character……






11. Acts as a model of high moral and ethical




standards………………………………………………






12. Sets an example of clean, simple and honest living.



13. Uses his/her leisure time profitably in worthwhile




activity…………………………………………………

14. Is helpful…………………………………………..






15. Is patient…………………………………………...






16. Fulfills promises made……………………………






17. Is righteous in his/her undertakings………………




18.Others (please specify)…………………………….





Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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103

MORAL TRAITS

VMI MI MOI LI NI
1. Asks an apology for any wrong done……………….
5
4
3
2
1






2. Accepts one’s mistake or error committed………….




3. Shows fairness and impartiality in dealings with





teachers………………………………………………..







4.Is sympathetic with the differing abilities and needs

of his/her teachers……………………………………..







5. Shows kindness and considerate to his/her teachers..







6. Is free from issues concerning money……………..






7. Demonstrates a high sense of responsibility and

civic conscience………………………………………







8.Is trustworthy and truthful………………………….







9.Shows loyalty to the school system and to the

community……………………………………………







10. Maintains a high standard of sound character……


11. Acts as a model of high moral and ethical





standards………………………………………………







12. Sets an example of clean, simple and honest living.







13. Uses his/her leisure time profitably in worthwhile

activity…………………………………………………







14. Is helpful…………………………………………..



15. Is patient…………………………………………...







16. Fulfills promises made……………………………







17. Is righteous in his/her undertakings………………







18.Others (please specify)…………………………….












Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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104

Appendix E
Survey Questionnaire for Teachers


DIRECTIONS: Please check honestly what is asked and check your
answers on the spaces provided for.

1. Name: _________________________________________________________
(optional)
2. Address: _______________________________________________________
3. Gender: Male ______ Female ______
4. Age

________ 20-25
________ 46-50

________ 26-30
________ 51-55

________ 31-35
________ 56-60

________ 36-40
________ 61 - above
________
41-45


5. Civil Status
________
Single
_________
Widow/Widower
________
Married
_________
Separated

6.Position Classification

_______ Teacher I


_________ Master Teacher I

_______ Teacher II

_________ Master Teacher II
_______
Teacher
III
_________Others
(please
specify)


7. Highest Educational Attainment

________ Bachelor’s Degree

________ Bachelor’s Degree with master’s units

________ Master’s Degree

________ Doctorate Units

________ Doctorate Degree

________ Others (please specify)

8. Length of Service

________ 1-5 years

__________ 16-20 years

________ 6-10 years

__________ 21-25 years

________ 11-15 years

__________ Others (please specify)




Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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105

DIRECTIONS:

1. Below are a number of personality traits which may be observed in your school
administrator. Encircle the number of the administrators’ personality trait(s) that
influence(s) your morale.

2. In the appropriate column, check the extent of influence of these traits on your
morale using the following scale:

Legend




5- Very Much Influence (VMI)
4-
Much
Influence
(MI)
3-
Moderate
Influence
(MOI)
2-
Little
Influence
(LI)
1- No Influence (NI)






EXTENT
OF
INFLUENCE




PHYSICAL TRAITS
VMI MI
MOI
LI
NI
5
4
3
2
1

1. Observes proper grooming and attire at all times. ---








2. Pleasing personal appearance and pleasing manner. -











3. Observes propriety, modesty and good taste in attire.










4. Shows appearance of being self-confident. --------- -


















5. Impresses one as being refined and cultured. ---------




6. Speech is free from mannerisms and





unpleasant or distracting habits. ---------------------







7. Has a pleasant voice. -------------------------------------







8. Well poised. -----------------------------------------------




9. Shows evidence and maintain a high level





of physical health.
---------------------------------------

10.Others (please specify) ---------------------------------








Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
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106





EXTENT OF
INFLUENCE

SOCIAL TRAITS
VMI MI MOI LI
NI

5
4
3
2
1
1.Maintains an atmosphere of mutual respect





and courtesy. ………………………………………….







2.Encourages new ideas and initiative among

his/her constituents and staff ………………………..



3. Associates with staff or community………………






4. Is reasonable and understanding. ………………..






5. Presents explanations and directions clearly and





simply…………………………………………………






6. Shares planning and decision making with the


group………………………………………………….








7. Cooperative and has democratic attitude…………..








8. Approachable and friendly…………………………







9. Is able to maintain order in the school …………….






10. Is polite and respectful when talking …………….






11. Is enthusiastic and shows wide range of interest
when communicating with others…………………….






12. Others (please specify) …………………………






.




Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
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107







EXTENT OF
INFLUENCE



VMI MI MOI LI
NI
EMOTIONAL TRAITS
5
4
3
2
1






1. Is open to suggestions and criticisms……………….







2. Shows ability to adjust to new and difficult

situations………………………………………………………..



3. Shows reasonable action on teacher’s demands……






4. Is interested in his/her work and in his/her





profession…………………………………………….






5.Possesses temper with humane and understanding

when imposing discipline……………………………..







6. Informs or gives advice as to what to do

to improve work………………………………………







7. Has self-control over his/her moods………………


8. has sense of humor………………………………..








9. Is cheerful…………………………………………







10. Shows initiative and resourcefulness……………







11.Is creative in doing things………………………..









12.Possess sense of personal worth and self-respect…








13.Others (please specify)……………………………..










Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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92


EXTENT OF INFLUENCE


VMI MI MOI LI
NI
MORAL TRAITS
5
4
3
2
1






1. Asks an apology for any wrong done……………….




2. Accepts one’s mistake or error committed………….







3. Shows fairness and impartiality in dealings with





teachers………………………………………………..



4.Is sympathetic with the differing abilities and needs





of his/her teachers……………………………………..







5. Shows kindness and considerate to his/her teachers..






6. Is free from issues concerning money……………..







7. Demonstrates a high sense of responsibility and

civic conscience………………………………………







8.Is trustworthy and truthful………………………….







9.Shows loyalty to the school system and to the

community……………………………………………







10. Maintains a high standard of sound character……







11. Acts as a model of high moral and ethical

standards………………………………………………






12. Sets an example of clean, simple and honest living.



13. Uses his/her leisure time profitably in worthwhile





activity…………………………………………………



14. Is helpful…………………………………………..







15. Is patient…………………………………………...







16. Fulfills promises made……………………………







17. Is righteous in his/her undertakings………………











18.Others (please specify)…………………………….


Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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108
BIOGRAPHICAL SKETCH


The writer is the fifth child among the seven children of Mr. Felipe K.
Pandosen and Mrs. Luisa B. Pandosen. His father is from Masla, Tadian and his
mother is a native of Pedlisan, Sagada, Mountain Province. He finished his
secondary education at Benguet State University, La Trinidad, Benguet in 1996.
He continued his college in the same university. He graduated Bachelor of
Elementary Education (BEE) in 2000. The same year he passed the Licensure
Examination for Teachers (LET) with a rating of 82.80. A year after graduation,
he was employed at La Trinidad Central School, La Trinidad, Benguet as a
Municipal School Board Teacher during school years 2001-2003. Being the first
in the ranklist for teacher-applicants for two consecutive years, he was given a
substitute teaching position in the same school. Through his dedication and
commitment in teaching, he was given a permanent position on August 5,2003.
With his interest to pursue higher education for professional growth, he undertook
summer and Saturday classes.
At present he is teaching at Pagal Elementary School, a multi-grade school,
in Shilan, La Trinidad, Benguet. He is the class adviser of Grades V and VI. He
wishes to make good in his chosen profession as he continuously steps in the
ladder of education to help Filipino children developed to their fullest.

Influence of Administrators’ Personality Traits on Teachers’ Morale in Public
Elementary Schools in La Trinidad, Benguet / Fausto B. Pandosen. 2006

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Document Outline

• Influence of Administrators� Personality Traits on Teachers� Morale in Public Elementary Schools in La Trinidad, Benguet
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF LITERATURE
    • Personality Traits of Administrators ThatInfluence Teachers� Morale
    • Extent of Influence of the Administrators�Personality Traits on Teachers� Morale
    • Teacher�s Morale According to SeveralTeacher Variables
    • Conceptual Framework
    • Operational Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
    • Locale of the Study
    • Respondents of the Study
    • Instrumentation
    • Data Gathering Procedure
    • Statistical Treatment of Data
  • RESULTS AND DISCUSSION
    • Personality Traits of Administratorsthat Influence Teacher�s Morale asPracticed by the Administrators
    • Personality Traits of Administratorsthat Influence Teacher�s Moraleas Observed by the Teachers
    • Extent of Influence of the Different Aspects ofAdministrators� Personality Traits onTeachers� Morale When ComparedAccording to Teacher�s Profile
  • SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • APPENDICES
  • BIOGRAPHICAL SKETCH

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