School Administrators' Management Styles in Relation To Teachers Performance

SCHOOL ADMINISTRATORS’ MANAGEMENT STYLES IN RELATION
TO THEIR TEACHERS’ PERFORMANCE
A THESIS
Presented to
The Faculty of the Graduate School
Foundation University
In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
MAJOR IN ADMINISTRATION AND SUPERVISION
By
STANLEY A. SECONG
October 2014
ABSTRACT
Title of the Study : School Administrators’ Management Styles in Relation
to Their Teachers’ Performance
Author : Stanley A. Secong
Degree : Master of Arts in Education
Major in Administration and Supervision
School : Foundation University, Dumaguete City
Year Graduated : October 2014
This study intended to determine the extent of use of management styles
and its relationship to teachers’ performance of the public elementary school
administrators. This study covered the fifty-two (52) public elementary school
administrators in the Division of Bayawan City for the school year 2014-2015.
The descriptive and correlational designs were used in this study. The
management styles questionnaire of Steve Raybould was used to determine the
type of management styles which the administrators employed to his subordinates.
The study revealed that majority of the administrators are female and almost
three-fourth of them are 36 years old and older. In terms of educational attainment,
only few are master’s degree holders and most of them are still new in the
administrative position.
It was also found out that almost all of the teachers have a “very satisfactory”
rating and higher. Administrators’ extent of use of bureaucratic, paternalistic and
democratic styles is “high” and “moderate” for laissez-faire and autocratic styles.
Furthermore, there is a “slight” negative relationship between the
administrators’ use of democratic style and their teachers’ performance. There is
also a “slight” negative relationship between the following: administrators’ age and
their use of paternalistic style; and administrators’ educational attainment and
bureaucratic and laissez-faire styles;
A “marked” negative relationship is also noted between administrators’
educational attainment and democratic style.
The following are hereby recommended.
1. Teachers’ performance, teachers should be involved more in school-related
activities even without the strict guidance from their administrators. They
should begin to participate and accept tasks delegated by their leaders.
Involvement in school related activities is one of the components in teachers’
evaluation, thus teachers must have the initiative to be always part of the
schools’ yearly academic and non-academic activities.
2. Administrators should finish their master’s degree in order to improve their
professional qualities and personal attributes. In this way, they can improve
their workplace’s environment and gain more understanding on how people
behave. They can further apply the management style whenever or wherever
it is appropriate.
TABLE OF CONTENTS
Page No.
Title Page
Abstract………………………………………………………………………….....ii
Approval Sheets…………………………………………………………………..iv
Table of Contents…………………………………………………………………vi
List of Tables……………………………………………………………………...viii
List of Figures……………………………………………………………………..ix
Acknowledgments…………………………………………………………………x
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction……………………………………………………………….2
Theoretical Background of the Study……………………………………4
Review of Related Literature and Studies
Related Literature………………………………………………….7
Related Studies…………………………………………………... 16
Conceptual Framework of the Study…………………………………… 22
The Problem
Statement of the Problem……………………………………….. 23
Significance of the Study………………………………………... 24
Scope and Limitations of the Study……………………………. 25
Research Methodology
Research Design…………………………………………………. 26
Research Environment………………………………………….. 26
Research Respondents…………………………………………..26
Research Instruments…………………………………………….29
Research Procedures……………………………………………. 30
Statistical Treatment of Data……………………………………………...30
Operational Definition of Terms……………………………………………….....34
CHAPTER II
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA…...…….42
CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS
Restatement of the Problem.…………………………………………….......57
Summary of Findings………………………………………………………...58
Conclusions…………………………………………………………………...61
Recommendations……………………………………………………………62
Works Cited…………………………………………………………………………..63
Appendices
A. Questionnaire……………………………………………………………...69
B. Letter of Request to the Schools Division
Superintenden…….………………………………………………………….74
C. Approved Letter from the Schools Division
Superintendent……………………………...……………………………….75
D. Data Map of Bayawan City Division…………………………………….76
Curriculum Vitae…………………………………………………………………....77
LIST OF TABLES
Table No. Title Page No.
1 Profile of the Respondents…………………………….....................42
2 Performance of the Teachers………………………………………..45
3 Extent of Use of Autocratic and Bureaucratic Management
styles of the Administrators…………………………………………..46
4 Extent of Use of Democratic and Laissez-faire Management
styles of the Administrators………………………………………….48
5 Extent of Use of Paternalistic Management Styles
of the Administrators………………………………………………….50
6 Summary of the Extent of Use of Management Styles……………51
7 Relationship between the Extent of Administrators’ Use of
Management Styles and Their Teachers’ Performance………….52
Management Styles and Their Age………………………..............53
Management Styles and Their Educational Attainment………….54
Management Styles and Their Length of Service………………..56

List of Figures
Figure No. Title Page No.
1 Schematic Diagram of the Theoretical

Framework of the Study……………………………6
2 Schematic Diagram of the Conceptual
Framework of the Study……………………………28
ACKNOWLEDGMENTS
Whenever any of us put pen to paper or fingers to the keyboard, we stand
on the shoulders of others. Doing a research study is not an easy one. I would like
to extend my sincere thanks to the following people who have helped much for the
completion of this study.
Engr. Maria Chona Z. Futalan, Instructor Foundation University and my
adviser, for her patience and expertise in statistics and for her full support and
guidance.
Dr. Aparicio H. Mequi, Dean of the Graduate School, Dr. Eva C. Melon,
Vice-President for Academic Affairs, Foundation University, Dr. Roullette P.
Cordevilla, Dean of the College of Education, and Dr. Ermita L. Miranda,
External Examiner for their suggestions and advice;
Mrs. Ofelia R. Hermosa, CESO VI, Schools Division Superintendent, for
the approval to float the questionnaires to the school administrators in the public
elementary schools, Division of Bayawan City.
The respondents, the 52 school administrators who took their time and
effort to answer the questionnaires.
The brethren, my brothers and sisters in the church, Pastor Guillermo
Salcedo, Pastor Efren S. Barioga, Mrs. Lyna Hope E. Salcedo, Mrs. Pollyn
Grace E. Barte, and Ms. Colleen A. Sararaña for their moral and spiritual support.
Everybody, who extended and contributed something in one way or
another to the realization of the work; and
The Almighty God, for giving me strength, wisdom and favor to complete
this research project.
To God be all the glory and honor!
(Sgd.) STANLEY ALPECHE SECONG

Researcher
Foundation University
Dumaguete City
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Among the greatest of all services that can be rendered by men to Almighty
God is the education and training of children so that they can foster by grace in the
way of salvation, growing like pearls of divine bounty in the shell of education and
will be one day the jewels in the crown of abiding glory. The teacher is the yardstick
that measures the achievements and aspirations of the nation. The worth and
potentialities of a country get evaluated in and through the work of the teacher, the
people of a country are the enlarged replica of their teacher. They are the real
nation builders. The teacher is a dynamic force of the school. A school without a
teacher is just like a body without the soul, a skeleton without flesh and blood, a
shadow without substance (“Role of Teacher”).
Management style has a great influence on the teachers’ performance in
school since nowadays education has changed and developed fundamentally due
to cultural, social and political changes. Education is under intense scrutiny by
public and private interests which question the systems’ ability to fulfill its goals of
teaching basic skills, instilling values, preventing dropouts, and producing a
productive workforce. Such an incredible responsibility requires high commitment
to fulfilling the high expectations. Nurturing and educating the new generation
are assigned to have educational systems (“Principals’ Role”).
School administrators play integral roles in ensuring schools’ function
smoothly. They are involved in nearly all aspects of their schools’ operation. School
administrators at the elementary, middle, and high school levels include
principals, assistant principals, and other professionals who help operate schools
(“Duties and Responsibilities of Administrators”).
According to Maquiso, educational administrator assumes a specific and
different role. He is an executive, as he occupies the administrative position; a
manager, as he controls educational processes; a public official as he addresses
himself to specific publics; a professional, as he follows his career line; and, an
academician who needs to excel in the discipline. As an educational administrator,
therefore, he must focus himself to specific areas of concern like executive
position, process management, public concern career and discipline or field of
study, so must educational administrators develop specific qualities of leadership
style in order to pursue that focus with vigor and credibility (cited in Quiambao 29).
With the discussions above, it is of great significance or value that one
should find effective management styles so as to ensure maximum subordinates’
morale, productivity and performance. There are different ways to lead, and each
style comes with its own set of pros and cons. In order to find the best management
style for an individual, he or she must carry out many associated circumstances
into consideration. Therefore, identifying which style of management is most
appropriate is a task that requires some deliberation.
Rationale of the Study
Prior to this research study, the researcher found out that nobody has
conducted a study on management styles in Bayawan City Division. There are
limited studies that are mostly foreign-based.

The researcher’s selection of this research project is to mobilize
administrators’ to attain and achieve the educational goals and objectives set by
the department of education, and management style of the administrators is one
of the major factors that will affect the performance of teachers and the general
condition of the school.
The overall importance of this study tackles on the administrators’
management styles in relation to their teachers’ performance.
School administrators have many roles to involve in order to cater and
accommodate the demands of the school. In order to provide the needs of the
school, it is the administrators’ management styles that will greatly affect the
overall performance of the school.
Theoretical Background
This study is anchored on the theoretical foundations of Fayolism Theory of
Management. Fayolism Theory is a theory of management that analyzed and
synthesized the role of management in organizations, developed around 1900 by
the French management theorist Henri Fayol.
Under the Fayolism theory, managers are to become efficient at what they
do if they are able to practice five essential elements, namely: planning,
organizing, commanding, coordinating and controlling.
Planning
Creating a plan of action for the future, determining the stages of the plan
and the technology necessary to implement it. This includes deciding in advance
what to do, how to do it, when to do it, and who should do it. It maps the path from
where the organization is to where it wants to be.
The planning function involves establishing goals and arranging them in a
logical order. Administrators engage in both short-range and long-range planning
(“Fayolism”). It is a part of management concerned with creating procedures, rules
and guidelines for achieving a stated objective (“Planning in Management:
Strategic”).
Organizing
Once a plan of action is designed, managers need to provide everything
necessary to carry it out; including raw materials, tools, capital and human
resources. This also includes identifying responsibilities, grouping them into
departments or divisions, and specifying organizational relationships (“Fayolism”).
It is the function of management that involves developing an organizational
structure and allocating human resources to ensure the accomplishment of
objectives. The structure of the organization is the framework within which effort is
coordinated. The structure is usually represented by an organization chart, which
provides a graphic representation of the chain of command within an organization
(“Planning, Organizing, Leading and Controlling”).
Commanding
Managers need to implement the plan. They must have an understanding
of the strengths and weaknesses of their personnel. Leading people in a manner
that achieves the goals of the organization requires proper allocation of resources
and an effective support system. Directing requires exceptional interpersonal skills

and the ability to motivate people. One of the crucial issues in directing is the
correct balance between staff needs and production (“Fayolism”). It guides the
organization with well thought-out visions that makes it effective (“The Four Pillars:
Leadership, Management, Command and Control”).
Coordinating
High-level managers must work to "harmonize" all the activities to facilitate
organizational success. Communication is the prime coordinating mechanism.
This essential element synchronizes the elements of the organization and takes
into account delegation of authority and responsibility and span of control within
units (“Fayolism”). It deals with harmonizing work relations and efforts at all; levels
for some common purposes. It may be described as the process of unifying
individual efforts for the purpose of accomplishing group goals. The whole idea of
coordination is to adjust, reconcile, and synchronize individual efforts so that group
efforts become more effective and common objectives are met (“Function of
Management”).
Controlling
The final element of management involves the comparison of the activities
of the personnel to the plan of action; it is the evaluation component of
management. Monitoring function that evaluates quality in all areas and detects
potential or actual deviations from the organization's plan, ensuring high-quality
performance and satisfactory results while maintaining an orderly and problem-
free environment. Controlling includes information management, measurement of
performance, and institution of corrective actions (“Fayolism”). It provides structure

to the organization in order to make it more efficient (“The Four Pillars: Leadership,
Management, Command and Control”).
This theory is related to the current study since the researcher also wants
to identify how these elements mentioned above are being applied in the different
management styles of the administrators. The researcher also wants to figure out
how these management styles relate to their teachers’ performance in school.
Planning
Organizing
Fayolism Management
Theory of Commanding
Styles
Management
Coordinating
Teachers’
Performance
Controlling
Figure 1: Schematic Diagram of the Theoretical Framework of the Study

Based on Fayolism Theory of Management by Henri Fayol
Review of Related Literature and Studies
Related Literature
Today, Educational administration means: leadership, directing, reform and
change. Therefore, achievement to high level goal of education in each society,
demands renovation and reorganization and new thinking in management of
educational systems (Principals’ Role”).
Governance of Basic Education Act of 2001
Section 1.5 of the Rules and Regulations of Republic Act 9155 (Governance
of Basic Education Act of 2001), on Shared Governance, states that a) Shared
governance, as a principle recognizes that every unit in the education bureaucracy
has a particular role, task, and responsibility inherent in the office and for when is
principally accountable for outcomes. b) Democratic consultation shall be
observed in the decision-making process involving shared goals at appropriate
levels. Whenever and wherever appropriate and feasible, the student as the object
and subject of interaction, shall be consulted on matters that affect welfare and
instructional needs. Operations shall be the responsibility of the operating officer
concerned. The feedback mechanisms shall be established to ensure coordination
and open communication, among the central office, the regional office, division
offices and school campuses. c) The principle of accountability and transparency
shall be operationalized in the performance of functions and responsibility at all
levels. d) The communication channels of field offices shall strengthen and
facilitate flow of information and expand linkages with other government agencies,
local government units and non-government organizations for effective
governance.
Principals, as leaders of the school staff, play multi-faceted roles as
managers of the organization. In educational institutions, administrators have to
be relevant to the requirements of the academic community-i.e. teachers, students
and parents. As administrators or managers they are certainly responsible for the
proper functioning of that portion of work assigned to them (cited in Quiambao 10-
13).
The different literature and studies in this study mention the management
styles of the administrators. The positive effects of empowering school
administrators help them to decide on what is best for their teachers and
community are also presented. The essential role of the administrators can also
be gleaned from these literature and studies.
This research study scrutinized the awareness of administrators with
respect to the management styles namely: autocratic, bureaucratic, democratic
or participative, laissez – faire and paternalistic management styles.
Management Styles
Fullan said that management functions are concerned with the environment
and coordinated and persistent problem-solving. It involves designing and carrying
out plans, getting things done and working effectively with people (cited in Mwanza
14).
According to Higher quoted in Bell, the main component of management
are as follows: planning-the identification of problems and the search for and
selection of solutions; organizing the process of implementation including
communicating, delegating, consulting and coordinating; and controlling-the
evaluation process and effecting change (cited in Mwanza14).
Everard and Morris as cited in Mwanza, explained that the best known of
management style models are based on the premises that every manger has two
main concerns: to achieve results (that is he or she is ‘task’ oriented; and for
relationships (that is he or she is people oriented) (15).
Autocratic Management
An autocratic style of leadership is when a leader makes a decision alone.
The leader conveys the decision to staff and he has to work within the scope of
that decision. For example, in order to deliver good customer service, managers
instruct all staff to follow Enterprise's guidelines for dealing with customers
(“Business Case Studies”).
According to Kavanaugh and Ninemeier, an autocratic style is embedded in
leaders who have full organizational power and authority for decision making
without sharing it with their subordinates, while a democratic style implies that
leaders share their authority of decision making with employees and delegate, and
finally a laissez-faire or free-rein style exists where leaders give their employees
most of the authority over decision making (cited Ogunola and Kalejaiye 2).
According to Mgbodile, autocratic leadership style appears generally self-
centered and allows minimum participation of the subordinates in decision making,
the democratic style is rather people oriented and counts on the participatory
contribution of the subordinates.

He added that the decision does not reflect the team's collective opinion. In
some cases, this style of management can move a company or organization
towards its goals rapidly and can fight through a challenging time. If the manager
has a great personality, experience and exposure, the decisions made by him or
her could be better than collective decision making. On the other hand,
subordinates may become dependent upon the manager's decisions and may
require thorough supervision (“Management Styles”).
According to MacFarlane, autocratic leadership style is effective in some
situations; if the group consists of new untrained people, this helps them to learn
procedures, guidelines and expectations of the task; when there is a need for high-
volume production; and, when there are short-term projects to complete. On the
other hand, the autocratic leadership style is not effective if the team members are
tense, fearful or resentful of the leader’s power and authority, or if they expect to
have their opinions heard and be included in the decision-making (9).
He added that autocratic leadership can cause low morale, high absentee
rate and high turnover of staff. This style does not allow the group members to
use their creativity and experience and does not foster teamwork. These things
cause the group members to resent their leader and lose interest in their task (10).
According to Spaulding, teachers tend to avoid communication with
principals who use positional power and authority in improper ways. These
principals tend to pressure teachers into conforming or retaliate against teachers
for non-conformance. “Muscle-flexing” principals appear insecure, threatening,

and incompetent and often create distrust regarding their intentions. Principals who
micro-manage are also well thought of by their subordinates (39-55).
According to Ogunola, Kalejaiye and Abrifor, autocratic management style
is often considered as the classical approach. It is the one in which the manager
retains as much power and decision-making as possible. The premise of the
autocratic management style is the belief that in most cases the worker cannot
make a contribution to their own work, and that even if they could, they would not.
Autocratic managers attempt to simplify work to gain maximum control. Planning
of work, including quality planning, is centralized. A strict top-down, chain-of-
command approach to management is practiced. Procedures are maintained in
exquisite detail and enforced by frequent audits. Product and process
requirements are recorded in equally fine detail and in-process and final inspection
are used to control quality. The manager does not consult employees, nor are they
allowed to give any input. Employees are expected to obey orders without
receiving any explanations. The motivation environment is produced by creating a
structured set of rewards and punishments (2-3).
Bureaucratic Management
This style of leadership is apparent when the leader establishes a strict set
of standards, but the leader is not quite so bossy as in autocratic leadership. It is
protocol that counts in bureaucratic leadership (“Student Leadership Style”).
This principle is known as the scalar principle and the line of authority is
referred to as chain of command. The major decisions are made and policies are
formulated at the top management level and they filter down through the various
management levels to the workers. The line of authority should be clearly
established so that each person in this chain of command knows his authority and
its boundaries (“Management Advantages of Following Bureaucratic Style”).
According to Reddin, bureaucratic style is a legalistic and procedural
approach, adherence to rules and procedures; acceptance of hierarchy of
authority; preference of formal channels of communication. They function at their
best in well-structured situations where policies are clear, roles are well defined
and criteria of performance are objective and universally applied because they
insist on rational systems (cited in Abdolghayoum 126).
According to Gran-Bation, administrators rated themselves as bureaucratic
in personnel management and democratic in the rest of the areas in management.
They assigned responsibilities to teachers according to what are spelled out in
written policies and in case of failure or of use of a subordinate the administrators
tended to lean on the higher office for the acknowledgement of success on
handling of failures. On the other hand, the teacher-respondents perceived most
of their administrators as almost always democratic in personnel management,
community extension services, policy formulation, special program and projects
and problem solving. It was only in the organization where the teachers rated their
administrators autocratic and in physical facilities, seldom democratic (cited in Lim
32).
MacFarlane said that bureaucratic leadership style is effective in situations
where the group must understand the procedures and standards to allow them to
perform the same task over and over the appropriate way. It is also effective when
the members are working with delicate equipment or with dangerous things so that
they know the specific guidelines to ensure their safety. People who work under a
bureaucratic leader can feel demoralized which results in low morale where the
members lose interest in the job and could ultimately do only what is expected of
them and no more. They could become clock-watchers and put in only the time
specified by the organization. These group members also feel a lack of self-
fulfillment because of the constraints placed upon them (12).
Democratic or Participative Management
The managers consult their team before making decisions, while still
maintaining overall control. Team leaders decide how tasks will be addressed, and
who will perform them, while never losing sight of the fact that the manager bears
ultimate responsibility (“Types of Management”).
According to MacFarlane, democratic leadership style is most effective in
situations where the quality of the task is the most important thing. Additionally,
the group wants to be part of the journey, when the leader wants to provide its’
members with the opportunity to develop a high sense of personal growth and job
satisfaction, and when the leader believes and encourages team building and
participation. It is also an effective method to help find possible solutions for large
or complex problems as this leadership style is highly based on brainstorming
everyone’s ideas to find the best resolution. The Democratic leader is a coach
who gathers information from his group before making a decision (10).
Furthermore, democratic leadership style is not effective or appropriate to
use when there is no enough time to get everyone’s input before a decision has to
be made. It is not an appropriate style if the leader is not comfortable or feels
threatened by this type of leadership or when safety of someone is involved. The
democratic leadership style is very time consuming due to the fact that the group
makes the majority of decisions. This style is effective because it can produce high
quality of work for long periods of time because the team has trust and respect for
the leader and feel like they are truly part of the team; they are empowered by their
leader (10-11).
Active participation in the management by labor assures rising productivity
and satisfaction. Workers develop a greater sense of self - esteem, due to
importance given to their ideas and their contributions. They become more
committed to changes that may be brought about by policy changes, since they
themselves participate in bringing about these changes. The leadership induces
confidence, cooperation, and loyalty among workers. It results to higher
employment morale (“Types of Management”). In this type of management the
subordinates are stimulated to bring their opinions to the management staff about
the essential issues; this makes the workers feel that they are important to the
company. Making the workforce feel valued can increase morale and productivity.
A democratic style of management can be extremely useful if the manager
is struggling for ideas. It enables management to gather a large group of people
together and gather new ideas to move the business forward. The manager can
also adopt a democratic style when new to the job; this allows the new manager
to gain quick popularity and confidence from the staff (“Types of Management”). In
other words the management can harness the ideas from the staff who are
involved in every day workings of the organization, letting the management to take
action on issues the staff feel because decisions are usually given by the majority
in which it reduces the chance of conflict among employees or between
employees’ and management.
According to Ogunola, Kalejaiye and Abrifor, democratic management style
is also called the participative style as it encourages employees to be a part of the
decision making. The democratic leader keeps his/her employees informed about
everything that affects their work and shares decision making and problem solving
responsibilities. This style requires the leader to be a coach who has the final say,
but gathers information from staff members before making a decision. Typically,
the democratic manager develops plans to help employees evaluate their own
performances, allows employees to establish goals, encourages employees to
grow on the job and be promoted, recognizes and encourages achievement. Under
the democratic management style, the leader wants to keep employees informed
about matters that affect them; the leader wants employees to share in decision-
making and problem- solving duties, and the leader provides opportunities for
employees to develop a high sense of personal growth and job satisfaction (3).
According to Evans and House who formulated the Path-Goal Theory,
democratic and autocratic style behaviors result in different levels of performance
and subordinates satisfaction, depending on the structure of the work tasks.
Democratic style behavior enhances performance and satisfaction for
subordinates engaged in ambiguous task. Autocratic behavior has a negative

effect on both satisfaction and performance in both structured and unstructured
task situations (80-81).
Laissez-Faire Management
This management style is a management technique where the manager
has minimal involvement in the running an organization. The manager only
engages in supportive role such as employee training and information supply. The
manager also sets tasks and gives staff complete freedom to complete the task as
they see fit (“Management style”).
According to Ogunola, Kalejaiye and Abrifor, this is also known as the-
hands-off style. It is the one which the manager provides little or no direction and
gives employees as much freedom as possible. All authority or power is given to
the employees and they determine goals, make decisions, and resolve problems
on their own. A laissez-faire manager abdicates responsibility, delays decisions,
gives no feedback, and makes little effort to help followers satisfy their needs.
There is no exchange with followers of any attempt to help them grow (3).
This style allows the employees to stamp their own creative freedom and
ideas on the company; the manager will not interfere and will not get involved. The
laissez faire style leaves a great deal of responsibility and creativity in the hands
of the workers, which is why it’s so important to get the right team together, not
everyone can work under a laissez-faire manager who sets a task then leaves the
staff to do the rest. The laissez faire manager is looked upon as more of a coach
or advisor than a stereotypical manager (Types of Management”).

According to MacFarlane, there are pros and cons in this management
style. The Laissez-Faire style is effective when the group members are highly
skilled, experienced and educated. These group members are also trustworthy,
take pride in their work and seek intrinsic rewards for a job well done. The Laissez-
Faire style is not effective if the group is looking for a “hands on” leader who
provides regular positive feedback and for a leader who is readily available to help
with any questions they may have. This leadership style can lead to poor morale
and low motivation within a group (11).
He added that laissez-faire leadership style is the most ineffective form of
leadership because the leader does not make any decisions, is slow at acting upon
things and ignores his responsibilities as a leader (12).
Paternalistic Management
Paternalistic leadership is an approach that is based intentionally or
unintentionally, on the idea that the leader is in a better position than the followers
to know best what is good for the organization, or the followers. In a nutshell it is
the "leader as expert father figure" (“Leadership and Leadership Development for
Today”).
The staff members are supposed to be loyal and obey their leader without
question. Asian companies employ a rigid paternalistic leadership style more than
American Companies do. It is considered to be an efficient leadership style that
leads to high productivity and quality work (“Paternalistic Leadership”).
According to Erben and Guneser, Gul and Ayse, in this style of leadership
the leader supplies complete concern for his followers or workers. In return he
receives the complete trust and loyalty of his people. Workers under this style of
leader are expected to become totally committed to what the leader believes and
will not strive off and work independently. The relationship between these co-
workers and leader is extremely solid. The workers are expected to stay with a
company for a longer period of time because of the loyalty and trust. Not only do
they treat each other like family inside the work force, but outside too. These
workers are able to go to each other with any problems regarding something
because they believe that what they say is going to truly help them.
They added that, one of the downsides to a paternalistic leader is that the
leader could start to play favorites in decisions. This leader would include the
workers more apt to follow and start to exclude the ones who were less loyal. In
today’s market paternalism is more difficult to come by according to Padavic and
Earnest who wrote “business dimensional and Organizational Counseling.” They
believe this because there have become more lay-offs and stronger unionization.
This affects paternalistic leaders because the co-workers may not believe that their
jobs are 100% ensured. When this happens, workers begin to look for bigger and
better job opportunities instead of staying at one company for a longer period of
time. Because of this, the leader may be thinking that you could be leaving and not
fully believe you when you tell them something about a job opportunity. This could
put the workers and leader at risk for a bad situation (“Leadership Style”).
According to Bass, workers who follow paternalistic leadership also have
better organization skills. The leader encourages organization because they allow
the workers to complete tasks so that they can stay on top of their work. The
workers complete tasks this boosts self-confidence and it makes them work harder
to reach a goal and exceed the goal to prove to their boss they are working hard.
Having this style of leadership can also help implement a reward system. This
system will allow their workers to work even better because there is something for
them at the end of the tunnel. While doing this they will also be able to accomplish
more work in a set time frame (“Leadership Style”).
According to Lippitt, actual leadership may never exist in a pure form as
democratic, autocratic, or laissez-faire but to some extent combines them all.
Some types of leadership are best characterized by one term and some by
another. The different leadership styles may be useful as a means of
conceptualizing leadership. He added that, an autocratic style includes the
“hardboiled autocrat” and the “benevolent autocrat”. In both instances, leadership
resides in the autocrat. However, the hardboiled autocrat emphasizes productions
as opposed to human considerations, while benevolent autocrat is interested in his
employees in a paternalistic manner.
Furthermore, the laissez-faire style, the function may be exercised in a
haphazard fashion and tends to be ineffective. In a democratic situation, the
process demonstrates respect for every person in the group, and responsibilities
are shared. As has been pointed out elsewhere, the decision-making function
“resides in the leader in the autocratic group, in the individual in the laissez-faire
group, and in the group in the democratic group” (8).

Management Styles and Teachers’ Performance
According to Jaskyte, in order to achieve the desired objectives, there must
be an interaction between employers and employees (or management and staff or
leaders and followers). The management/leadership style that characterizes the
inter-action between managers (or leaders) and their staff members (or followers)
is most important in terms of employees‘ efficiency and productivity.
Wood and Mullins said that leadership style is a fundamental concern of
managers and researchers due to its effect on subordinates who, it is suggested,
work more effectively and productively when their managers adopt a specific
leadership style.
Schyns and Sanders said that management styles employed by a manager
can either motivate or discourage employees, which in turn can cause employees
increase or decrease in their level of performance (cited in Ogunola, Kalejaiye and
Abrifor 1).
According to Turner and Mulle as cited in Ogunola, Kalejaiye and Abrifor,
the sources of employee job dissatisfaction include inadequate salary, conflicting
job demands (from the leadership) and absence of promotion prospects. For
efficiency purposes, an effective management style, one that positively affects
employees‘satisfaction and results in better performances, effectiveness and
productivity is clearly desirable (2).
According to Hersey et al., the extent to which employees of an organization
contribute in harnessing the resources of the organization and perform on their
jobs depends on how well the managers (leaders) of the organization understand
and adopt appropriate leadership style in performing their roles as managers and
leaders. Thus, efficiency in resources mobilization, allocation, utilization and
enhancement of organizational performance depends, to a large extent, on
leadership style, among other factors. Hence, leaders will be more effective when
they know and understand the appropriate usage of power (cited in Ogunola,
Kalejaiye and Abrifor 2).
Lauglo specifies “…Johnson found a British study that teacher’s attitude
towards educational research was correlated positively with the attitude of their
principal, indicating – it was agreed – that principals influence their staff in this
respect”.
He further gives another example of the United States, “Gross and Harriot,
in their large survey of teachers and principals in forty-one American Cities,
concluded on the basis of teachers’ ratings of colleagues and of their principal that
a principal’s leadership behavior tangibly influences the teachers’ outlook,
performance, and even the achievements of their students”. Head teachers can
either motivate or demotivate teachers. Effective school management looks after
in school factors (school level factors), which affect both teacher effectiveness and
student achievement. A school head teacher’s leadership style can either act as
an external reward which “pulls” the teacher towards cooperation or a negative
reinforce which repels the teacher from cooperation. Ineffective management
practices may result in teacher disaffection, lack of commitment and low morale
(cited in Mwanza 4).

Related Studies
Foreign Studies
The study by Billger entitled, “Investigating Accountability in the
Compensation and Performance of School Principals” examined the relationship
between a principal’s performances and pays and further examined school
outcomes that reflected principal’s performance. School outcomes are school size,
pupil-teacher ratios, poverty rates, controlling finances and these are explained by
the principal’s leadership styles (90 -107).
A study by Pirola-Merlo et al., found that team managers’ leadership styles
significantly impacted on R&D team performance, but this impact was mediated
via effective team processes. Thus, evidence of a decline in productivity with age
does not necessarily mean that older managers perform less well. Accordingly,
the impact of age on managers’ ability to facilitate others’ performance needs to
be examined (cited in Sarros 3).
According to the study of Sarros, he concluded that there is evidence that
age has both benefits and disadvantages for the performance of managers. On
the positive side, ageing results in greater practical intelligence, knowledge and
skill (crystallised intelligence) and the development of admirable character traits
that increase interpersonal effectiveness; on the negative side, ageing is
associated with a decline in ability to deal with novel problems or situations, and
also a decline in inhibitory ability, which may diminish interpersonal effectiveness
(4).
In Iowa studies of Lewin, Lippit, and White, entitled, the “Patterns of
Aggressive behavior in Experimentally Created Social Climate” researcher
manipulated three leadership styles to determine their effect on the attitudes and
productivity of subordinates. Authoritarian leadership had leaders who were very
directive and allowed no participation in decision. Leaders took full authority and
assumed full responsibility from initiation to task completion. Democratic
leadership encouraged group discussion and decision making. Subordinates
were informed about conditions affecting their jobs and encouraged to express
their ideas and make suggestions. Laissez-faire leadership gave complete
freedom to the group and left subordinate to make individual decisions on their
own. Highlights of the results of the studies were as follows; subordinates chose
the democratic style of leadership as best, preferred laissez-faire over
authoritarian, authoritarian leaders elicited either aggressive or apathetic behavior;
productivity was slightly higher under the authoritarian leader. The Iowa studies
were important because they helped focus attention on the investigation of
leadership behavior and provided a useful basis for describing and classifying
alternative leader behavior styles (271- 297).
The study of Webb dealt with the modern management concept and
practices of local school superintendents of North Carolina. It classified their
opinionative responses based on beliefs about self, people and organizational
structure and touched on seven management styles. It was concluded that North
Carolina local school superintendents would support the team concept in
management leadership but they would not favor it in all decision-making

functions. They also regard modern management styles rather than from a single
style.
The researchers favor the contention of the local school superintendents of
North Carolina that modern management should utilize varied leadership styles,
for it is but a fact that a particular style is dependent upon the place, the kind of
people and the condition of situations for which it shall be played (cited in Lim 34).
Local Studies
In a study conducted by Dayaday on behavior of public elementary school
administrator and its influence on teacher performance, it indicated that
administrative behavior had a great effect on the performance of the teachers.
According to Dayaday, principals, who produced teachers with high morale, had
respect for teacher competence, were friendly, and exercised democratic
principles in administration.
The findings of the study revealed that teachers with high morale were more
satisfied with their job, thus, produced satisfactory performance, and that the
influence of administrators’ behavior on teachers’ performance was perceived to
be very high.
Ganancial, in her study on personal traits and professional competencies of
secondary schools administrators revealed that personal characteristics of
secondary schools administrators were important factors for the success of the
principal in running the school. Good interpersonal relationship, understanding and
supporting the teachers’ welfare resulted to teacher’s drive in achieving
educational goals (cited by Dayaday 15).

Cruz whose study is entitled “Capability Building Needs of School
Administrators in the Division of Negros Oriental: A Basis for An In-Service
Training Program In School Management” said that the key person in
administrative organization is the school administrator. Being the key person then,
he/she must build a firm and enduring base for foundation to be competent, skillful
and effective. She also said that empowerment of school principals would result in
efficient, productive and effective school managers. The success of the school
system would mean the success of the system as a whole (13).
The study of Nillama entitled “The Supervisory Skills of Public Elementary
School Administrators in Relation to the Performance of Teachers in the Five
Divisions of Negros Oriental” also showed that the school administrators’ level of
competence of their supervisory skills was related to the teacher’s teaching
performance. She further said that the school administrators must continue to
enhance to improve their supervisory skills so that they could effectively and
efficiently carry out their management functions. The school administrators and
teachers are the very people responsible for the kind of education the students
receive. The teacher’s effectiveness in the learning process contributes mainly to
the students’ academic achievement. However, teachers’ effectiveness in the
classroom largely depends on the behavior that their administrators would
manifest (2-4).
Lirazan’s study entitled “Management Practices of Administrators and
Deans in Private Institutions of Region V11: Their Implementation and Relevance
to National Development Goals” she said that the success of any endeavor is
closely associated with the leadership qualities of personnel who perform tasks
necessary to the achievement of purpose. In any undertaking today, the ability to
lead is infinitely greater in value than modern machinery or an extensive
organization. The most valued man is the one who can lead. The multifarious jobs
school administrators assume and many innovations introduced into the system
need effective leaders who can direct the entire educative process toward the
desired end of quality education (4-6).
In the study of Conception, there was a critical analysis and evaluation of
the supervisory practices with reference to democratic practices of the supervisors.
The study revealed that the central school principals in the division of Negros
Oriental were found to be still adhering to many autocratic practices as making
unannounced and sporadic visits, absence of teachers’ participation in the
formulation of supervisory objectives in the scheduling of the program or in-service
education.
While the rest are autocratic practices, it is believed that conducting
unannounced visits is not at all an undesirable procedure. However, this is a
means of complementing the announced one and it is also a way of assessing how
consistent and valid is the performance of a teacher at all times (cited in Lim 29).
Sarte whose study is entitled “Managerial Functions as Exercised by the
Principals of Dumaguete City” said that the principal exercises some autonomy but
it is precisely this, which plays his/her responsibility into multifold directions,
namely: to supervise the education of the youth entrusted to the Institution, and at
the same time to upgrade quality instruction: to bring the pupils to desired levels
of achievement, while at the same time to lead the teachers to a recognition of
their own skills and the extent to which these may be developed (8).
Conceptual Framework of the Study
The conceptual framework consists of the primary independent variable, the
secondary independent variable, and the dependent variable.
The primary independent variable of this study pertains to the perceived
extent of use management styles by administrators. The secondary independent
variable is the administrators’ profile which includes sex, age, educational
attainment and length of service as administrator. The dependent variable is the
extent of teachers’ performance. It assumed that the primary independent variable
has an influence on the dependent variable. Likewise, the secondary independent
variable is posited to have an influence on the dependent variable, too.

Primary Independent Variable Dependent Variable
Perceived extent of
use of management
styles by Performance
administrators’:
of Teachers
 autocratic
style
 bureaucratic
style
 democratic or
par ticipative
style
 laissez-faire
style
 paternalistic
style
Administrators’ Profile
In terms of:
 sex
 age
 educational
attainment
 length of
service
Secondary Independent Variable
Figure 2: Schematic Diagram of the Conceptual Framework of the Study

THE PROBLEM
Statement of the Problem
This study intends to determine the extent of use of management styles and
its relationship to teacher performance of the public elementary school
administrators of Bayawan City Division, Bayawan City Negros Oriental.
Specifically, the study seeks to answer the following questions:
1. What is the profile of the public elementary school administrators in terms of:
1.1 sex;
1.2 age;
1.3 educational attainment; and,
1.4 length of service as an administrator?
2. What is the performance of teachers based on the Performance Evaluation
Sheet (PES)?
3. To what extent have the administrators used the following management
styles:
3.1 autocratic style;
3.2 bureaucratic style;
3.3 democratic style;
3.4 laissez-faire style; and,
3.5 paternalistic style?
4. Is there a relationship between the extent of administrators’ use of
management styles and their teachers’ performance?

5. Is there a relationship between the administrators’ profile and their extent of
use of management styles?
Significance of the Study
The result of the study would benefit the following:
The Administrators. This study can gain additional information in
understanding individual’s behavior, which will help the organization maintain
highly competent faculty and staff.
The Curriculum Developer. This study may include and consider
management styles and performance in developing the curriculum.
Faculty and Staff. This study will encourage them to put their best efforts
and maximize their performance capabilities. The study will provide ideas in
helping them to develop their potential and leadership.
The Human Relation Officer. This study will take into consideration
management styles in the performance or management of human organization in
getting people together to accomplish desired goals.
The Policymakers. They can gain data from the study that can be used in
the formulation of policies relative to the organization and operation of the schools.
The Researcher. This study may continuously consider management
styles as factors not only in leadership but also in every aspect of dealing with
human endeavor.
The Pupils. Their academic performance will improve if teachers
understand his functions well and do his best due to the current demand of the
education today.
The School Principals. Who are invariable expose to different burdens
both internal and external have to consider management styles as guide in
performing their task.
Scope and Limitations of the Study
Scope of the Study
This study was conducted in the fifty-two (52) public elementary schools of
Bayawan City Division. It has two districts namely: Bayawan City East District
which comprises twenty-four (24) schools and Bayawan City West District which
comprises (28) public elementary schools.
Limitations of the Study
The study had the following limitations:
1. The precision of responses depended on the ability of the respondents to recall
their insight in answering the survey and their uprightness in responding to the
survey instrument for the management styles of the administrators.
2. The different managing areas (rural or urban) of the administrators may
contribute to their responses which could be considered a limitation of the
study.
3. The time or day of the dissemination of the survey form would certainly vary
since the respondents were not in the same place and this could affect their
responses.
4. The study did not comprise the examination of any other factors that could
contribute to pupils’ academic achievement like: pupils’ economic status, class
size, or teacher expertise.
5. This study focused on administrators’ management styles in different places
(urban and rural) so it might not be conceivable to simplify the results to all
administrators in the Division of Bayawan City.
Research Methodology
Research Design
This study utilized the descriptive and correlational methods of research
since it will determined the extent of management styles of the administrators and
its relationship to their performance. The performance of the teachers’ was based
on the Performance Evaluation Sheet (PES).
Research Environment
The study was conducted in the Division of Bayawan City. This division was
established as a separate division from the Division of Negros Oriental on January
25, 2003 with fifty-two (52) public elementary schools. Currently, Mrs. Ofelia R.
Hermosa serves as the Schools Division Superintendent.
Some schools do not have electricity and the water supply is not enough.
The internet connection is not also available in all schools especially those that are
in the hinterlands.
Research Respondents
The respondents of this study were the 51 public elementary school
administrators in the Division of Bayawan City, Negros Oriental during the school
year 2015-2016. The following were the administrators’ position per school of
Bayawan City East and West District:
Name of School Plantilla Item/Designated Position of the Administrators
(East District)
1. Ali-is Elementary School ES Principal I
2. Bahian Elementary School Teacher-In-Charge
3. Baican Elementary School Teacher-In-Charge
4. Baisan Elementary School ES Principal I
5. Bayawan City East Central School ES Principal I
6. Bokaw Elementary School Teacher-In-Charge
7. Bolirocon Elementary School ES Teacher-In-Charge
8. Bugay Elementary School ES Head Teacher I
9. Cadal-ugan Elementary School Teacher-In-Charge
10. Cansumalig Elementary School Teacher-In-Charge
11. Dawis Elementary School ES Principal I
12. Dita Elementary School Teacher-In-Charge
13. Gamao Elementary School ES Principal I
14. Kasla Elementary School ES Head Teacher I
15. Lapay Elementary School ES Principal I
16. Magsulay Elementary School ES Head Teacher I

17. Matunoy Elementary School ES Head Teacher I
18. Omod Elemenary School ES Principal I
19. Pusion Elementary School Teacher-In-Charge
20. San Jose Elementary School ES Head Teacher I
21. SLGTMES ES Principal I
22.Tabuan Elementary School ES Principal I
23. Villareal Elementary School ES Principal I
(West District)
1. Banaybanay Elementary School ES Principal I
2. Banga Central School ES Principal I
3. BCSTEC Elementary School ES Principal I
4. Buli-buli Elementary School Teacher-In-Charge
5. Canabuan Primary School Teacher-In-Charge
6. Cansig-id Elementary School ES Principal
7. Cogon Primary School Teacher-In-Charge
8. Damig Elementary School ES Principal I
9. Dean Felix Gaudiel MES ES Principal I
10. Guintanaan Elementary School Teacher-In-Charge
11. Guisocon Elementary School ES Principal I
12. H.B Jordan MES ES Principal I
13. Hag-um Elementary School Teacher-In-Charge
14. Holy Family Elementary School ES Principal I
15. Kalamtukan Elementary School ES Head Teacher I

16. Kalumpang Elementary School Teacher-In-Charge
17. Kalumboyan Elementary School ES Principal I
18. Kangkawit Elementary School Teacher-In-Charge
19. Lunoy Elementary School Teacher-In-Charge
20. Manduaw Elementary School ES Head Teacher I
22. Nangka Elementary School ES Principal I
23. Napo Elementary School Teacher-In-Charge
24. San Miguel Elementary School ES Head Teacher I
25. San Roque Elementary School ES Head Teacher I
26. TGMES ES Principal I
27. Uban-uban Elementary School Teacher-In-Charge
28. Villasol Elementary School ES Head Teacher I
Total 52
There are 52 public elementary school administrator-respondents in the
Division of Bayawan City.
Research Instruments
The researcher utilized Raybould’s management style questionnaire with
the following categories: autocratic, bureaucratic, democratic, laissez-faire and
paternalistic styles.
The management styles questionnaire was developed by Steve Raybould,
an advertising copy writer and a report writer. He is also an associate lecturer at
Birmingham Metropolitan College, Birmingham, United Kingdom.

To ensure the validity of the results, the questionnaires were evaluated by
three experts. Revision was then made. For a dry-run the questionnaires were also
distributed to 30 selected administrators using test-retest procedure. The first and
second floating of the questionnaire was done with an interval of three (3) days.
The data gathered were analyzed using the Spearman rho formula. The reliability
coefficient obtained was 0.710 indicating a high level of reliability.
These administrators were not parts of the respondents. Final revision of
the questionnaire was done.
For the Performance Evaluation Sheet rating for the school year 2013-2014,
the researcher asked permission from the different school administrators with the
approval of the district superintendent.
Research Procedure
Permission was sought by the researcher to conduct the study. A formal
letter addressed to the Schools Division Superintendent was delivered personally
by the researcher, requesting her approval for the study to be conducted in the
fifty-two (52) public schools in the Division of Bayawan City. As soon as permission
was granted, the researcher, started visiting the 52 schools and presented the
request to each school administrator. It took the researcher a minimum of 1-2
days to retrieve the data from the administrators. After retrieval, all data were
tabulated and analyzed for interpretation.
The ratings of the teachers were collected with the authorization of the
principal.
Statistical Treatment of the Data
The tools that were used in analyzing and in interpreting the data were the
following:
Percentage This was used to show how a part is related to a whole. It is used in
presenting the profile of the respondents. This was also applied in
presenting the Performance Evaluation Sheet (PES) of the teachers.
Formula:
𝑝𝑎𝑟𝑡
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑤ℎ𝑜𝑙𝑒 × 100
For the verbal equivalent of the PES, the following was used:
Rating Verbal Equivalent
91% – 100% Outstanding
81% – 90% Very Satisfactory
71% – 80% Satisfactory
61% – 70% Unsatisfactory
60% and below Poor
Weighted Mean. μ this was used to get the teachers level of readiness.
∑ 𝑓𝑥
Formula: Weighted Mean 𝜇 = 𝑛
where μ = weighted mean/average
𝑥 = rating
𝑛 = total number of respondents
f = frequency/number of respondents who responded in

a particular category
∑fx = sum of all the products of frequency and the rating
The following scale was also applied:
5-Point Likert’s Scale
Scale Range Verbal description Explanation
5 4.21-5.00 Strongly Agree The management style is applied by the
administrators 81-100% of the time.
4 3.41-4.20 Agree The management style is applied by the
3 2.61-3.40 Undecided The management style is applied by the
2 1.81-2.60 Disagree The management style is applied by the
1 1.00-1.80 Strongly Disagree The management style is applied by the
To interpret the verbal description, the researcher used the following:
Verbal Description Interpretation of Use of Management Style
Strongly Agree Very High
Agree High
Undecided Moderate
Disagree Low
Strongly Disagree Very Low

Pearson Product Moment Coefficient of Correlation This was used in
identifying the relationship between the extent of administrators’ use of
management styles and their teachers’ performance.
Formula:
N(∑xy) − (∑x)(∑y)
r=
√[N(∑x 2 ) − (∑x)2 )] √[N(∑y 2 ) − (∑y)2 )]
where:
x = the administrators’ use of management styles
y = the teachers’ performance
r = the coefficient of correlation
To interpret the correlation value (r) obtained, the researcher applied the
following classifications:
± 1.00 - perfect correlation
Between ± 0.80 to ± 0.99 - very high correlation
Between ± 0.60 to ± 0.79 - high correlation
Between ± 0.40 to ± 0.59 - marked/moderate correlation
Between ± 0.20 to ± 0.39 - low/slight correlation
Between ± 0.01 to ± 0.19 - negligible correlation

Operational Definition of Terms
For the purposes of this study, the terms below are defined based on how
they are used for the study.
Administrator/Manager - refers to the Principal or School Head or Teacher-In-
Charge in the study.
Autocratic Management Style - refers to the process in which the administrator
makes all the decisions, without really taking into consideration their
subordinates’ opinions, feelings, ideas, and concerns.
Bureaucratic Management Style - refers to a formal system that specifies the role
of the administrator and each of the subordinates.
Democratic Management Style - refers to the process in which the administrator
consults their team before making decisions, while still maintaining overall
control.
Laissez-Faire Management Style - refers to an administrator’s technique where
the administrator has a minimal involvement in running of the school.
Leadership - refers to a process of social influence in which an administrator can
enlist the aid and support of others in the accomplishment of a
common task.
Management - refers to the organization and coordination of the activities of
a school in order to achieve defined objectives.
Management styles - refer to the characteristic ways of making decisions and
relating to subordinates.
Paternalistic Management Style - refers to a process in which the administrator has
a full control of his subordinates; he is responsible for all his subordinates
and as a principal, he values their interests and thinks of their wellbeing.
Performance - this refers to the level of an individual’s work/achievement after
having exerted effort.

CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter provides information about the data gathered from the survey
questionnaires. The data have been analyzed, statistically treated and interpreted.
To facilitate better understanding, the researcher shows the results in tabular and
textual forms.
Table 1
Profile of the Respondents
N = 52
Variables Frequency Percent
(%)
Sex
Male 9 17.31
Female 43 82.69
Age
25 – 35 years old 15 28.85
36 – 45 years old 14 26.92
46 – 55 years old 17 32.69
56 – 65 years old 6 11.54
Educational Attainment
Baccalaureate 7 13.46
With Master’s Degree Units 38 73.08
With Master’s Degree 3 5.77
With Doctoral Degree Units 4 7.69
Length of Service
1 – 5 years 32 61.54
6 – 10 years 11 21.15
11 years and beyond 9 17.31
Table 1 portrays the sex, age, educational attainment, and length of service
of the school administrators. The data show that of the 52 public elementary school
administrators, there are more female teachers (43 or 82.69%) than males (9 or
17.31%).
This result is similar to the study of Lopez wherein the female teachers
outnumbered the males. In his discussion, he stressed that women dominate the
teaching profession. He further stated that this is not because, statistically, there
are more women than men, but this would be attributed to the two major reasons,
namely: “the notion that the teaching profession is a woman’s domain” and “the
low economic returns from teaching which discourages males who are, in most
cases, the primary breadwinners in the family” (cited in Mariñas 39-40).
Several studies in the past had shown the dominance of female in the
teaching profession similar to the study of Nillama in the five (5) divisions of Negros
Oriental. She discloses that there are more women than men in the teaching
profession (51).
The data therefore, show that women are more inclined to teaching than
men.
In terms of age, 71.15% of the respondents are 36 years and older. Franco
in his study, stresses that effective and efficient managers are experienced and
older managers who thrive on performance deliver well and have effective
leadership style (376).
The table also presents the educational attainment of the 52 respondents.
Data show that a great percentage of 73. 08% or 38 school administrators undergo
professional advancement by having themselves enrolled in the degree program.
Only 13.46% are full-fledged master’s degree holders. With this finding,
administrators should be encouraged and convinced to finish at least a master’s
degree.
Amores in her study reveals that teachers have shown professional
advancement in the Masteral Program, while others have completely obtained a
Master of Arts in Education degree or they have even taken some units in
Doctorate degree in the post graduate program (106).
Since the job of teacher is complex and ever changing, according to Welsh,
it is very important for teachers to be constantly aware of new opportunities for
growth. Professional teacher development is a recommended method to
improvement of not only skill, but performance and sustainability in the classroom
environment as well (cited in Mariñas 41-42).
This is further supported by Zulueta in his own study where he emphasizes
that a professional teacher continually seeks self- improvement. He grows and
develops professionally by attending graduate studies and by reading professional
books and magazines (19).
Table 1 also manifests that 32 or 61. 54% of the respondents have an
experience of 5 years and below. This means that majority of the administrators
are new in their position.
The study of Suan concurs with the findings of the current study wherein he
discloses that school administrators lack supervisory experience. The data on
respondents’ profile in terms of length of supervisory experience show that a great
majority has less than 5 years of supervisory experience (33).

Dejito stresses that the longer the number of years one has been in a
certain position, the higher the chance is of having been acquainted with one’s
work (50).
Table 2
Performance Evaluation Sheet (PES) of the Teachers
N = 52
PES Rating Verbal Frequency Percent
Equivalent
91% - 100% Outstanding 8 15.38
81% - 90% Very Satisfactory 43 82.69
71% - 80% Satisfactory 1 1.92
Average = 86.23 (Very Satisfactory)
Table 2 presents the performance of the teachers based on Performance
Evaluation Sheet (PES). This is a yearly evaluation which is mandated by the
Department of Education. The table reflects that 86.23% of the teachers have a
“very satisfactory” rating. This implies that the administrators have competent
teachers. This finding is supported by the study of Torres. She found out that her
respondents also have a “very satisfactory” rating (67).
As published in singteach.nie.edu.sg, a competent teacher seizes every
opportunity to encourage learning, believing that all students can learn. He or she
is a leader who wins the hearts and minds of the students and further. He or she
also understands the importance of developing himself/herself before he or she is
able to provide support for others.

Table 3
Extent of Use of Autocratic and Bureaucratic
Management Styles of the Administrators
N=52
Management Styles Weighted Extent of

Mean Verbal Management
Equivalent Style
μ
Autocratic Style
1. It is often necessary to make 2.25 Disagree Low
decisions without consulting my
subordinates due to time
pressures upon the task at hand.
2. Subordinates have learned not to 2.92 Undecided Moderate
question my judgment, as I rarely
back down when I am truly
passionate about something.
3. Half of my subordinates are 2.88 Undecided Moderate
intrinsically hard working, but the
other half need to be pushed into
completing work to a high enough
standard.
4. Leadership is making about the 4.44 Strongly Very High
right decisions, at the right time, Agree
and ensuring the workforce follow
through with that decision with
effectiveness.
Composite Mean 3.12 Undecided Moderate
Bureaucratic Style
1. Subordinates operate best within 4.21 Strongly Very High
the given goals and objectives of Agree
the school.
2. There is competition if each 3.37 Undecided Moderate
subordinate is forced to perform
the same task in the same way.
3. Over time we can continue to 4.04 Agree High
build upon and add to our
systems and ways of doing
things, which will make our life
easier.
4. Things can be made easier if 4.08 Agree High
everybody does exactly what
they’re told, and don’t try to over
engineer solutions.
Composite Mean 3.93 Agree High
The data on table 3 reveals that in the area of autocratic style, the composite
mean is 3.12. This finding signifies that the administrators “moderately” apply their
full organizational power and authority for decision making without sharing it with
their subordinates. This implies that the administrators are still considering the
opinions of their subordinates. According to Douglas McGregor’s Theory, the
autocratic style is used when the workers are inherently lazy and naturally dislike
working. In cases such as these, management needs to supervise the workers and
monitor activities strictly to ensure that workers do not avoid completing their
duties. It recommends a hierarchical structure with narrow span of control at all
levels for this purpose (cited in Nayab). With the “moderate” usage of this
management style, it just shows that the teachers are responsible and
administrators need not implement this fully. As evidenced of teachers having that
sense of responsibility, the data in Table 2 serve as the support. Teachers’ PES
rating indicates a “very satisfactory” description.
The study of MacFarlane also indicates that autocratic style is effective in
some situations. If the group consists of new untrained people, this style helps
them to learn procedures, guidelines and expectations (9).
The data in Table 3 also show that in the area of bureaucratic style of
management, the composite mean is 3.93. This result means that the
administrators “highly” implement a strict set of standards. They believe more in
very structured procedures and ensure that all the steps have been followed prior
to sending it to the next level of authority. According to Weber, this is useful in
universities or schools where one wants to ensure quality, increase security and
decrease corruption (cited in Loiseau). MacFarlane also stresses that bureaucratic
style is effective in situations where the group must understand the procedures
and standards to allow them to perform the same task over and over the
appropriate way. In a school setting, the year round goals of the administrators
and teachers are the same as the following year. Changes in the implementation
of the goals will be there but they do not totally change the target outcome, rather
they improve.
Table 4
Extent of Use of Democratic and Laissez-Faire Management
Styles of the Administrators
N=52
Management Styles Weighted Verbal Extent of
Mean Equiva- Management
μ lent Style
Democratic Style
1. The best decision will be the one with the 4.10 Agree High
largest consensus.
2. I receive subordinates’ approval before 3.69 Agree High
making absolutely any changes to their
working conditions or role, even if just for a
day.
3. My subordinates constantly challenge my 3.83 Agree High
ideas and strategies because they know they
are welcome when they do so.
4. I try to delegate as many tasks as possible in 3.60 Agree High
their complete entirety.
Laissez-Faire Style
1. My subordinates will come up with the best 3.15 Undecid Moderate
working methods when given minimal ed
instruction.
2. I have learnt that my subordinates may never 3.56 Agree High
fail to positively surprise me if I leave them
alone.
3. I can say with 100% conviction that I do not 2.94 Undecid Moderate
try to control my subordinates. ed
4. I let my subordinates get back to me when 3.56 Agree High
they decide to, rather than getting in touch
myself.
3.30 Undeci- Moderate
Composite Mean
ded
Table 4 disclosed the democratic style of management of the
administrators. It reveals a composite mean of 3.81. This figure signifies that
administrators “highly” share their authority of decision making and delegate tasks
with subordinates. According to McFarlane, this style is effective because this is
based on brainstorming everyone’s ideas to find the best resolution. The leader or
administration gathers information from his or her subordinates before making a
decision. Evans and House likewise emphasized that this style of management
enhances performance and satisfaction for subordinates engaged in ambiguous
task.
Table 4 also reveals that the composite mean of the laissez-faire
management style of the administrators is 3.30. This number indicates that the
administrators “moderately” use this technique wherein they provide little direction
and subordinates are given most of the authority over making decision,
determining goals and resolving problems. According to MacFarlane, this style is
effective when the subordinates are highly skilled and experienced. However, this
is not effective if the group is looking for a “hands on” leader who provides regular
positive feedback. This management style can lead to poor morale and low
motivation within a group.

Table 5
Extent of Use of Paternalistic Management Styles
of the Administrators
N=52
Management Styles Weighted Verbal Extent of
Mean Equiva- Management
μ lent Style
Paternalistic Style
1. My subordinates repeatedly come to me 3.77 Agree High
for advice and support, and I generously
give them.
2. I consult my subordinates when making 3.62 Agree High
decisions, but they tend to agree with my
original idea anyway.
3. People see me as a leader, not a 3.69 Agree High
manager.
4. I feel responsible for my subordinates, 4.62 Strongly Vey High
and I look after them accordingly. Agree
Table 5 shows that the composite mean of the paternalistic style of
management is 3.93. This figure indicates that the administrators show “high”
concern for these subordinates and they have solid relationship. A good
relationship should be established so there will be a friendly and harmonious work
environment. According to Bass, workers who follow paternalistic management
have better organizational skills. The leaders or the administrators encourage
organization because they allow the workers or the subordinates to complete tasks
so they can stay on top of their work.

Table 6
Summary Table of the Extent of Use of Management Styles
Management Styles Extent of Use Rank

Weighted
of
Mean
Management
μ
Style
Bureaucratic Style 3.93 High 1.5
Paternalistic Style 3.93 High 1.5
Democratic Style 3.81 High 3
Laissez-Faire Style 3.30 Moderate 4
Autocratic Style 3.12 Moderate 5
The summary table shows that the administrators “highly” utilized the
bureaucratic, paternalistic, and democratic styles of management. However, the
laissez-faire and autocratic management styles are “moderately” applied. This
findings mean that, actual leadership may never exist in a pure form as democratic,
autocratic, or laissez-faire but to some extent combines them all. Some types of
leadership are best characterized by one term and some by another. The different
leadership styles may be useful as a means of conceptualizing leadership (Lippitt
8).
Heckert said that no single method is automatically right but many methods
are workable. This is where the manager should know his product, his people, and
the culture of his organization to be able to operate efficiently, meaning doing
things right and effectively which means doing the right thing (cited in Lim 3).
Table 7
Relationship between the Extent of Administrators’ Use of Management
Styles and Their Teachers’ Performance
Teachers’ Computed Degree of

Performance and … r Relationship
Autocratic Style -0.1062 Negligible
Bureaucratic Style -0. 0536 Negligible
Democratic Style -0.3538 Slight
Laissez-Faire Style -0.1059 Negligible
Paternalistic Style -0.0315 Negligible
The data signify that the teachers’ performance is not related to their
administrators’ extent of use of the following management styles: autocratic,
bureaucratic, laissez-faire and paternalistic. This finding indicates that the extent
of use of these styles of the administrators, whether high or low, does not bother
the teachers, thus their performance in school is not affected. This would mean
that teachers have the passion in teaching and perform whatever is expected from
them.
However a slight relationship is seen between the administrators’
democratic style of management and their teachers’ performance. The coefficient
of correlation (r) shows a negative sign. This connotes that teachers with lower
performance have administrators with higher usage of democratic style of
management. Meaning, administrators with low performing teachers impose more
involvement from them in making decisions and delegate more tasks for them to
increase participation.
The research published in UKessays.com negates this finding. The
research found that there was a strong positive association between the
democratic leadership style and followers’ performance.
Table 8
Relationship between the Extent of Administrators’ Use of
Management Styles and Their Age
Teachers’ Age Computed Degree of

and … r Relationship
Autocratic Style 0.0455 Negligible
Bureaucratic Style -0. 0833 Negligible
Democratic Style -0.1795 Negligible
Laissez-Faire Style -0.1606 Negligible
Paternalistic Style -0.2514 Slight
The data reveal that autocratic, bureaucratic, democratic, and laissez-faire
styles of management of the administrators have no relationship with their age.
This implies that young and mature administrators are using each style with same
extent.
Al-Ababneh and Lockwood’s findings disagree with this result. Their post-
hoc test indicated that there were significant differences between age groups in
the autocratic style only: (26-35, and 36-45). This suggests that the 36-45 age
group had the highest preference for the autocratic style of any age group.
However, they agree on the finding concerning the democratic and laissez-faire
styles. Their preference for the democratic styles was more evenly distributed
across age groups.
On the other hand, a slight negative relationship is seen between
administrators’ extent of use of paternalistic style and their age. This finding means
that the more mature the administrators are, the less is their usage of the
paternalistic style. Similarly, those administrators who are younger practiced this
style more often than the older ones. This may imply that mature administrators
have given trust to their subordinates to complete the task.
Table 9
Management Styles and Their Educational Attainment
Teachers’ Computed Degree of

Educational r Relationship
Attainment and …
Autocratic Style -0.1386 Negligible
Bureaucratic Style -0. 2649 Slight
Democratic Style -0.4724 Marked
Laissez-Faire Style -0.3084 Slight
Paternalistic Style -0.0875 Negligible
The data indicate that a negligible relationship is seen between the
administrators’ educational attainment and the following management styles:
autocratic and paternalistic styles. This finding indicates that having an advance
studies does not change the extent of usage of the management styles of the
administrators on the mentioned areas.

Al-Ababneh and Lockwood negate this finding. Their study reveals that in
autocratic style, degree holders have higher mean score than those were non-
degree holders. This indicates that in this style, educational attainment matters.
The same table shows that there is a slight negative relationship between
the administrators’ educational attainment and the following management styles:
bureaucratic and laissez-faire. In addition, a marked negative relationship is noted
between their educational attainment and their extent of use of democratic style.
These results imply that those administrators with lower educational attainment
have higher usage of bureaucratic, laissez-faire and democratic styles of
management than those who have higher educational attainment. This outcome is
understandable since these administrators still want to prove themselves to their
subordinates. High implementation of set of standards (bureaucratic style), giving
subordinates authority in making decision(laissez-faire style ) and delegating tasks
with subordinates (democratic style) are more observed by these administrators
with lower educational attainment than those with higher educational attainment.
Al-Ababneh and Lockwood reveal an opposite finding. The relationship
between the administrators’ educational attainment and extent of use of laissez-
faire and democratic styles are directly proportional. This means that degree
holders have higher acquisition of these two styles than the non-degree holders.
Table 10
Management Styles and their Length of Service
Teachers’ Length of Computed Degree of
Service and … r Relationship
Autocratic Style 0.1138 Negligible
Bureaucratic Style 0.1363 Negligible
Democratic Style 0.0409 Negligible
Laissez-Faire Style 0.0321 Negligible
Paternalistic Style 0.0037 Negligible
The data indicate that the extent of use of management styles of the
administrators has no relationship with their length of service. This finding
connotes that whether the administrators are new to the position their usage of the
different management styles is just the same as those administrators who are in
the same position for a long time.
Al-Ababneh and Lockwood disconfirm these findings. Turning to tenure, the
longer they are in the service, the higher is their preference of the autocratic,
democratic and laissez-faire styles than those who are new in the service. They
further indicate that top managers score the highest on all three styles and first line
managers score the lowest on all three styles. The implication is that first line
managers have not fully developed their managerial style preferences and are
keeping their options open or that their position does not allow them to fully exploit
the styles due to power differences.
Among the profile of the administrators, the sex is not included in the
analysis since there are only few male administrators. This might yield a result
which is not conclusive.

CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings gathered from this study, the
conclusions and recommendations offered.
Restatement of the problem
This study intended to determine the extent use of management styles and
its relationship to teacher performance of the public elementary school
administrators of Bayawan City Division Bayawan City Negros Oriental.
Specifically, this study sought to answer the following questions:
1. What is the profile of the public elementary school administrators in terms of:
1.1 sex;
1.2 age;
1.3 educational attainment; and,
1.4 length of service as an administrator?
2. What is the performance of teachers based on the Performance Evaluation
Sheet (PES)?
3. To what extent have the administrators used the following management
styles:
3.1 autocratic style;
3.2 bureaucratic style;
3.3 democratic style;
3.4 laissez-faire style; and,

3.5 paternalistic style?
4. Is there a relationship between the extent of administrators’ use of
management styles and their teachers’ performance?
5. Is there a relationship between the administrators’ profile and their extent of
use of management styles?
Summary of Findings
In view of the results of the study the following salient findings are presented.
1. Profile of the Respondents
The data revealed that of the 52 public elementary school administrators,
there are more female administrators (43 or 82.69%) than males (9 or 17.31%). In
terms of age, 71.15% of them are 36 years and older. It was also identified that a
great percentage of 73.08% or 38 school administrators undergo professional
advancement by having themselves enrolled in the degree program. Only 13.46%
are full-fledged master’s degree holders. Lastly, 32 or 61. 54% of them have an
experience of 5 years and below.
2. Performance of the Teachers
The Performance Evaluation Sheet (PES) rating of the teachers revealed
that 86.23% of them is classified as “very satisfactory”.
3. Extent Use of Management Styles
The data showed that the administrators “highly” utilized the bureaucratic,
paternalistic, and democratic styles of management. However, the laissez-faire
and autocratic management styles are “moderately” applied.

4. Relationship between the Extent of Administrators’ Use of Management
Styles and Their Teachers’ Performance
The findings revealed that the teachers’ performance is not related to their
administrators’ extent of use of the following management styles: autocratic,
bureaucratic, laissez-faire and paternalistic. This indicates that the extent of use of
these styles of the administrators, whether high or low, does not bother the
teachers, thus their performance in school is not affected.
However a “slight” relationship is seen between the administrators’
democratic style of management and their teachers’ performance. The coefficient
of correlation (r) shows negative sign. This connotes that teachers with lower
performance have administrators with higher usage of democratic style of
management. Meaning, administrators with low performing teachers impose more
involvement from them in making decisions and in delegating more tasks for them
to increase participation.
5. Relationship between the Extent of Administrators’ Use of Management

Styles and their Profile
In Terms of Age
The data revealed that autocratic, bureaucratic, democratic, and laissez-
faire styles of management of the administrators have no relationship with their
age. This implies that young and mature administrators are using each style with
same extent.
On the other hand, a “slight” negative relationship is seen between
administrators’ extent of use of paternalistic style and their age. This finding means
that the more mature the administrators are, the less is their usage of the
paternalistic style. Similarly, those administrators who are younger practiced this
style more often than the older ones.
In Terms of Educational Attainment
The data revealed that a negligible relationship is seen between the
administrators’ educational attainment and the following management styles:
autocratic and paternalistic styles. This indicates that having an advance studies
does not change the extent of usage of the management styles of the
administrators on the mentioned areas.
There is also a “slight” negative relationship between the administrators’
educational attainment and the following management styles: bureaucratic and
laissez-faire. In addition, a marked negative relationship is noted between their
educational attainment and their extent of use of democratic style. These results
imply that those administrators with lower educational attainment have higher
usage of bureaucratic, laissez-faire and democratic styles of management than
those who have higher educational attainment.
In Terms of Length of Service
The findings revealed that the extent of use of management styles of the
administrators have no relationship with their length of service. This finding
connotes that whether the administrators are new to the position their usage of the
different management styles are just the same as of those administrators who are
in the same position for a long time.

Conclusions
Based on the findings cited above, the following conclusions are hereby
drawn:
1. Majority of the administrators are female and almost three-fourth of them are
36 years old and older. In terms of educational attainment, only a few are
master’s degree holders and most of them are still new in the administrative
position.
2. Almost all of the teachers have a “very satisfactory” rating and higher.
3. Administrators’ extent of use of bureaucratic, paternalistic and democratic
styles is “high” and “moderate” for laissez-faire and autocratic styles.
4. There is a “slight” negative relationship between the administrators’ use of
democratic style and their teachers’ performance.
5. There is a “slight” negative relationship between administrators’ age and their
use of paternalistic style. The same degree of relationship is revealed between
administrators’ educational attainment and bureaucratic and laissez-faire
styles;
A “marked” negative relationship is also noted between administrators’
educational attainment and democratic style.
In general, administrators’ extent of use of management styles is “high” for
bureaucratic, paternalistic and democratic styles and “moderate” for laissez-faire
and autocratic styles. Of the 5 management styles, only the democratic style
indicates a negative relationship with teachers’ performance. Meaning,
administrators with low performing teachers impose more involvement from them
in making decisions and delegate more tasks for them to increase participation and
thereby earn points needed in the teachers’ evaluation.
Recommendations
In view of the findings and conclusions discussed above, the following are
hereby recommended.
1. Teachers should be involved more in school related activities even without
the strict guidance from their administrators. They should begin to
participate and accept tasks delegated by their leaders. Involvement in
school related activities is one of the components in teachers’ evaluation,
thus teachers must have the initiative to be always part of the schools’
yearly academic and non-academic activities.
2. Administrators should finish their master’s degree in order to improve their
professional qualities and personal attributes. In this way, they can improve
their workplace’s environment and gain more understanding on how
people behave. They can further apply the management style whenever or
wherever it is appropriate.
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APPENDEX A
Questionnaire
SCHOOL ADMINISTRATORS’ MANAGEMENT STYLES IN RELATION TO

THEIR TEACHERS’ PERFORMANCE
This questionnaire aims to identify relationship of your management styles
and your teachers’ performance. Kindly and honestly, answer the following
questions. It is assured that the information you share is confidential. Thank you
so much for your time and cooperation.
Part I: Profile of the Administrators

Direction: Please give a check mark (√) or supply the appropriate information.
A. Personal Information:
Sex: ______ Male

______ Female
Age: ______
Educational Attainment:
_________ Baccalaureate _________with Doctor’s Degree Units
_________ with Master’s Degree Units _________with Doctor’s Degree
_________ with Master’s Degree
Length of service: (as Principal/School Head/Teacher-In-Charge) __________

Part II: Management Style Questionnaire
Directions:
1. To receive the best result from this test, read and think clearly –
do you really agree? Do not respond to those answers that
‘sound right’.
2. Answer in a way that reflects your actual behavior, not simply
your ideology.
3. Use the guide below in rating.
Verbal Description Explanation
Strongly Agree The management style is applied by the
Agree The management style is applied by the
administrators 61- 80% of the time.
Undecided The management style is applied by the
Disagree The management style is applied by the
Strongly Disagree The management style is applied by the
Administrators 1- 20% of the time.

Management Strongly Agree Undecided Disagree Strongly
Styles Indicators Agree Disagree
1. It is often necessary to
make decisions without
consulting my
subordinates due to
time pressures upon the
task at hand.
2. Subordinates operate
best within the given
goals and objectives of
the school.
3. The best decision will
be the one with the
largest consensus.
4. My subordinates will
come up with the best
working methods when
given minimal
instruction.
5. My subordinates
repeatedly come to me
for advice and support,
and I generously give
them.
6. Subordinates have
learned not to question
my judgment, as I rarely
back down when I am
truly passionate about
something.
7. There is competition if
each subordinate is
forced to perform the
same task in the same
way.
8. I receive subordinates’
approval before making
absolutely any changes
to their working
conditions or role, even
if just for a day.
9. I have learnt that my
subordinates may never
fail to positively surprise
me if I leave them
alone.
10. I consult my
subordinates when
making decisions, but
they tend to agree with
my original idea
anyway.
Management Strongly Agree Undecided Disagree Strongly
Styles Indicators Agree Disagree
11. Half of my subordinates

are intrinsically hard
working, but the other
half need to be pushed
into completing work to a
high enough standard.
12. Over time we can

continue to build upon
and add to our systems
and ways of doing
things, which will make
our life easier.
13. My subordinates
constantly challenge my
ideas and strategies
because they know they
are welcome when they
do so.
14. I can say with 100%
conviction that I do not
try to control my
subordinates.
15. People see me as a
leader, not a manager.
16. Leadership is making
about the right
decisions, at the right
time, and ensuring the
workforce follow through
with that decision with
effectiveness.
17. Things can be made

easier if everybody does
exactly what they’re told,
and don’t try to over
engineer solutions.
18. I try to delegate as many

tasks as possible in their
complete entirety.
19. I let my subordinates get

back to me when they
decide to, rather than
getting in touch myself.
20. I feel responsible for my

subordinates, and I look
after them accordingly.
Guide in Identifying the Management Style
Question Result Question Result Question Result Question Result Question Result
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
Total Total Total Total Total
Style A Style B Style C Style D Style E

(Autoratic) (Bureaucratic) (Democratic) (Laissez-Faire) (Paternalistic)
adapted from Steve Raybould’s Management Style Questionnaire

APPENDEX B
APPENDEX C
APPENDEX D
CURRICULUM VITAE
I. Personal Profile
Name: STANLEY A. SECONG
Age: 24
Date of Birth: October 17, 1989
Place of Birth: San Jose, Sta. Catalina, Negros Oriental
Home Address: Cawitan, Sta. Catalina, Negros Oriental
Mother: Vicenta N. Alpeche (deceased)
Father: Feliciano T. Secong
II. Educational Background

Graduate Studies: Foundation University
Master of Arts in Education
Major in Administration and Supervision
October 2014
Tertiary: Negros Oriental State University (NORSU)

Bayawan City
Bachelor of Elementary Education
March 2011
Secondary: Sta. Catalina National High School

Sta. Catalina, Negros Oriental
March 2007
Elementary: Sta. Catalina Central School

Sta. Catalina, Negros Oriental
March 2002
III. Organizations
2013-present: Adviser, Supreme Pupil Government (SPG)
San Jose Elementary School
Adviser, Youth Environment Organization

Faculty President
Chairman, Bids of Awards Committee (BAC)

Science Coordinator
MAPEH Coordinator
Tree Planting Coordinator


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SCHOOL ADMINISTRATORS’ MANAGEMENT STYLES IN RELATION

TO THEIR TEACHERS’ PERFORMANCE

Title of the Study : School Administrators’ Management Styles in Relation

to Their Teachers’ Performance

Author : Stanley A. Secong

Degree : Master of Arts in Education

Major in Administration and Supervision

School : Foundation University, Dumaguete City

Year Graduated : October 2014

This study intended to determine the extent of use of management styles

and its relationship to teachers’ performance of the public elementary school

management styles questionnaire of Steve Raybould was used to determine the

type of management styles which the administrators employed to his subordinates.

rating and higher. Administrators’ extent of use of bureaucratic, paternalistic and

administrators’ use of democratic style and their teachers’ performance. There is

their use of paternalistic style; and administrators’ educational attainment and

bureaucratic and laissez-faire styles;

A “marked” negative relationship is also noted between administrators’

educational attainment and democratic style.

The following are hereby recommended.

1. Teachers’ performance, teachers should be involved more in school-related

should begin to participate and accept tasks delegated by their leaders.

Involvement in school related activities is one of the components in teachers’

schools’ yearly academic and non-academic activities.

2. Administrators should finish their master’s degree in order to improve their

their workplace’s environment and gain more understanding on how people

Operational Definition of Terms……………………………………………….....34

Table No. Title Page No.

1 Profile of the Respondents…………………………….....................42

2 Performance of the Teachers………………………………………..45

3 Extent of Use of Autocratic and Bureaucratic Management

styles of the Administrators…………………………………………..46

4 Extent of Use of Democratic and Laissez-faire Management

styles of the Administrators………………………………………….48

5 Extent of Use of Paternalistic Management Styles

6 Summary of the Extent of Use of Management Styles……………51

7 Relationship between the Extent of Administrators’ Use of

Management Styles and Their Teachers’ Performance………….52

8 Relationship between the Extent of Administrators’ Use of

Management Styles and Their Age………………………..............53

9 Relationship between the Extent of Administrators’ Use of

Management Styles and Their Educational Attainment………….54

10 Relationship between the Extent of Administrators’ Use of

Management Styles and Their Length of Service………………..56

Figure No. Title Page No.

1 Schematic Diagram of the Theoretical

Whenever any of us put pen to paper or fingers to the keyboard, we stand

completion of this study.

Engr. Maria Chona Z. Futalan, Instructor Foundation University and my

Vice-President for Academic Affairs, Foundation University, Dr. Roullette P.

Cordevilla, Dean of the College of Education, and Dr. Ermita L. Miranda,

External Examiner for their suggestions and advice;

Mrs. Ofelia R. Hermosa, CESO VI, Schools Division Superintendent, for

elementary schools, Division of Bayawan City.

effort to answer the questionnaires.

The brethren, my brothers and sisters in the church, Pastor Guillermo

another to the realization of the work; and

this research project.

To God be all the glory and honor!

(Sgd.) STANLEY ALPECHE SECONG

THE PROBLEM AND ITS SCOPE

shadow without substance (“Role of Teacher”).

Management style has a great influence on the teachers’ performance in