balosbalos, gerardo -pparts

7/26/2019 Balosbalos, Gerardo -Pparts

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ARAULLOUNIVERSITYPH I N M A E D U C A T I O N N E T W O R

K

GRADUATE SCHOOL

SCHOOL PRINCIPALS` LEADERSHIP STYLES AND PHYSICAL

EDUCATION TEACHERS` PERFORMANCE

A Thesis

Presented to

the Facut! o" the #raduate Schoo

Arauo Uni$ersit!

PHINMA Education Net%or&

Ca'anatuan Cit!

In Partia Fu"i(ent o"

the Re)uire(ents "or the De*ree

MASTER OF ARTS

Ma+or in Educationa Mana*e(ent

,!

#ERARDO A- ,ALOS,ALOS

March ./0.




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APPRO1AL SHEET




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DEDICATION

To my beloved, treasured and cherished arents,

!atricio and "aleriana,

my sisters "anessa #arie and $oann,

and to my dear $un,

this iece o% &or' is humbly dedicated(

#-A-,-




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AC2NO3LED#EMENT

The researcher is )rate%ul to the eole &ho have

)iven their &orthy advises, comments and encoura)ements

in ma'in) this study reached its comletion*

Dr( Salome #anuel, his thesis adviser, %or her

concern and )uidance*

Dr( Lulu Diamante, his ro%essor %or her advises and

suort*

The anel o% E+aminers, %or their su))estions %or

the imrovement o% this iece o% &or'*

His %riends, coteachers, and love ones, %or helin)

and accomanyin) him in his research(




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The resondents o% this study, %or &ithout their

cooeration, this study &ould not become a reality(

Above all, the Almi)hty God, the source o%

everythin), %or His countless and unendin) blessin)s to

the researcher and his %amily(

Than' you all so very much(

#A,




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Ta'e o" Contents

Title !a)e i

Aroval Sheet ii

Dedication iii

Ac'no&led)ment iv

Table o% Contents vi

List o% Tables i+

List o% -i)ures +i

Abstract +ii

Cha4ters Pa*e

0 The Pro'e( and Re$ie% o" Reated Literature

.ntroduction /

Revie& o% Related Literature 0

Concetual -rame&or's //

!aradi)m o% the study /1

De%inition o% terms /2

Statement o% the roblem /3

Scoe and Limitation /4




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Si)ni%icance o% the study /4

II Method

Research Desi)n 0/

The Resondents 00

.nstrument 05

Data Analysis 02

III Presentation5 Ana!sis5 and Inter4retation o" Data

Teachers !ercetion o% their !rincial6s Leader

shi Style 04

!rincials6 Assessment o% their Leadershi

Style 54

!er%ormance o% the !hysical Education Teachers

as !erceived by Themselves and by Their

Resective !rincials 73

!rincial6s !ercetion 83




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I1 SUMMARY5 CONCLUSIONS AND RECOMMENDATIONS

Summary o% -indin)s 29

Conclusion

25

Recommendations

27

:iblio)rahy 28

Aendices 23

Curriculum "itae /93




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List o" Ta'es

Ta'e Pa*e

/ The Resondents 00

0

Distribution o% the ;ei)hted #ean Resonses

o% the !E Teachers to the Leadershi

style o% their !rincials

59

5

Distribution o% the Leadershi Styles o% the

!rincials

53

7

Distribution o% the #ean Resonses o% the

!rincials about Their Leadershi Style

54

8

!ercent Distribution o% the !ersonal

Assessment o% the !rincial about their

Leadershi Style

72

1


About the !er%ormance o% the !hysical

Education Teachers as !erceived by

Themselves

74

2


About the !er%ormance o% the !hysical

Education Teachers as !erceived by

Themselves

83




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3 Searman Correlation Table 12

LIST OF FI#URES

List o" "i*ure Pa*es

/ !aradi)m o% the study /1




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A,STRACT




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The rimary ob<ective o% this study &as to

investi)ate the leadershi style o% the secondary school

rincials and the e+tent to &hich it a%%ected the

er%ormance o% the !hysical Education Teachers(

Seci%ically, it aimed to ans&er the %ollo&in) =uestions>

/( Ho& do the hysical education teachers erceived the

leadershi styles o% their rincial? 0( ;hat is the

ersonal assessment o% the school rincials on their

leadershi style? 5( ;hat is the level o% er%ormance o%

the hysical education teachers as erceived by

themselves and by their resective rincials? 7( .s

there a si)ni%icant relationshi bet&een the rincials6

leadershi style and the er%ormance o% the hysical

education teachers?

The hyotheses o% no si)ni%icant relationshi

bet&een the rincials6 leadershi style and the

er%ormance o% the hysical education teachers and no

si)ni%icant relationshi bet&een the rincials6




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leadershi style and the er%ormance o% the hysical

education teachers &ere tested in this study(

The study %ocused on the leadershi style o% the

secondary school rincials and the er%ormance o% the

%ull time hysical education teachers and their

relationshis( The resondents &ere %rom the 0nd

Con)ressional district o% @ueva Eci<a( The study &as

limited to descritive in%ormation )athered usin)

=uestionnaires and intervie&(

Su((ar! o" Findin*s

The %ollo&in) conclusions &ere dra&n based on the

data collected*

The !hysical Education teachers erceived a stron)

de)ree o% authoritarian leadershi style in their

rincials in terms o% decision ma'in) and in monitorin)

the er%ormance o% the emloyees* articiative

leadershi style in settin) the environment, in attainin)

the vision, and in resolvin) con%licts o% each member o%




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a level o% the or)aniation* and dele)ative leadershi

styles in solicitin) the subordinates6 oinions and

advices in resolvin) or)aniational roblems and issues(

#a<ority o% the rincials headed their schools

throu)h dele)ative leadershi style(

The !E teachers erceived themselves as s'illed and

cometent enou)h to teach the concets o% the sub<ect and

to train the students &ith the necessary s'ills that must

be adhered to the hysical, sycholo)ical, hysiolo)ical

attributes o% the students6 er%ormance as mandated in

the B/0 curriculum( They communicated in a &ay that

their students understood better( Their mode o% delivery

&as anchored to actions more &hen they &ere en)a)ed in

hysical activities and concretied a ercetion that

they very satis%actorily used an assessment tool

aroriate to the level o% understandin) o% the students

and solicited in%ormation %or assessment and dre&

%eedbac's %or instructional imrovements( They also




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utilied ractical tests to determine their imact on

student learnin)(

The teacher resondents considered the aroriate

techni=ue, instructional materials, the rior 'no&led)e

and the learnin) styles o% the students in the lannin)

and imlementation o% the lessons to address the uni=ue

learnin) needs o% the learners(

The !E teachers rated their er%ormance as "ery

Satis%actory(

The rincials assessed the er%ormance o% the !E

teachers as Outstandin) &ith resect to S'ill and

-itness Cometency &hile "ery Satis%actory in

.nstructional Delivery and #ana)ement Standards(

The !E teachers &ere rated by their rincials as

"ery Satis%actory(

There &as no si)ni%icant relationshi bet&een the

authoritative, articiative and dele)ative leadershi

styles and the -itness based cometency(




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There &as si)ni%icant relationshi bet&een the

authoritative leadershi style and the imact on student

learnin)(


articiative and dele)ative leadershi styles and

students learnin)(


tye o% leadershi and instructional delivery and

mana)ement cometencies(


tye o% leadershi and the lannin) and imlementation

cometency( The leadershi styles o% the school

rincials &ere not related to the overall er%ormance o%

the !E teachers(

The researcher concluded that the rincials

racticed the dele)ative leadershi styles( Teachers had

very satis%actory er%ormance( There &as no si)ni%icant

relationshi bet&een leadershi styles o% rincials and

the cometencies o% teachers alon) di%%erent standards




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e+cet in authoritative leadershi style and the

imact on student learnin)

.t &as recommended that rincials should aly the

other tye o% leadershi styles in dealin) &ith !hysical

education teachers( !rincials must loo' into strate)ies

o% maintainin) the very satis%actory er%ormance o% the

!hysical Education Teachers li'e )ivin) re&ards and

continuous ro%essional develoment ro)ram( -urther

studies about the in%luence o% the leadershi styles to

the er%ormance o% the teachers in di%%erent sub<ect

areas should be conducted( Other %actors about the

e%%ective mana)erial techni=ues should be conducted to

elevate the er%ormance o% the teachers(

balosbalos, gerardo -pparts

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