A study of the association of the leadership styles of elementary school principals in the Division of Iloilo as perceived by their teachers with teachers' job satisfaction

Abstract

It is the purpose of this study to go into the leadership styles of elementary school principals as seen by themselves and by their teachers. It is hoped that leaders and their subordinates jointly discover ways by which they can manage their behavior to produce mutually reinforcing output or to become more effective and efficient as expected of them by our educational system. Being an elementary school principal in the public school system, the researcher is also interested in this particular study for self-development and growth. She hopes to contribute to the education of the Filipino youth. The characteristics of the various styles of leadership can serve as framework of reference for the actual applications in the field. The investigator had adopted Ruiz model for the classification of leadership styles or leader behaviors which stemmed from the task-oriented (Concern for Production) and person-oriented (Concern for People) concept as developed by Blake and Mouton. Statement of the Problem The main purpose of this study was to find out the leadership styles of elementary school principals in the Division of Iloilo as perceived by their teachers and the association of such leadership styles with teachers' job satisfaction. The research involves also the study of relationship of the leadership styles of the principals and the job satisfaction of teachers when the effects of Sex, Age, Civil Status, Experience and Educational Attainment of teachers are controlled. Specifically, answers to the following questions were sought: 1. As perceived by the teachers, what percent of these principals are perceived as: (a) The Dynamic Leader (b) The Nomothetic leader (c) The Transactional leader (d) The Idiographic leader (e) The Laissez-faire leader? 2. As perceived by the principals themselves, what percent are typologized as (a) The Dynamic leader (b) The Nomothetic leader (c) The Transactional leader (d) The Idiographic leader and (e) The Laissez-faire leader? 3. To what extent are the teachers satisfied with their job as determined in terms of the following categories of job satisfaction: (a) Very satisfied (b) Satisfied (c) Neutral (d) Dissatisfied and (e) Very dissatisfied? 4. Is there any association between the leadership styles of principals as perceived by their teachers and the teachers' job satisfaction? 5. Is there any association between the leadership styles of principals as perceived by their teachers and teachers' job satisfaction controlling the effects of teachers’ (a) Sex (b) Age (c) Civil Status (d) Experience and (e) Educational Attainment?