D - Sample Dissertation Paper With Paging - Number

Liceo de Cagayan University School of Graduate Studies Page 1
Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
One of the basic issues and concerns for all organizations and institutions like the
school was on the leadership practice used by their administrators. The role of the school
head in relation to school administration was a topic that has always been subject to
evaluation for the success of the school. Quality leadership practices performed by the school
heads were considered as the most important tools for achieving and determining the
excellence and success of a school.
Leadership practices are the manner and approach of providing direction,
implementing plans, and motivating people. Leaders must be knowledge synthesizers. They
must bring intelligence to the leadership enterprise. They need to know about past events,
understand the realities of the present, and have a vision of the future. They must not be
experts in their chosen field but be familiar with many other areas as well (K. Blanchard,
2011). Systems thinkers are consciously aware that everything is connected to everything
else. The obvious problems plaguing an organization may be symptoms rather than root
causes. A system approach to change allows leaders to logically analyze the dimensions of
the problems (NJ: Prentice Hall, 2007). According to Squires (2001), leaders were concerned
with the spiritual aspect of their work, that is, they have followers who deeply believe in
them and they possess a power in the organization.
According to Smach (2012), leadership is creating and maintaining a sense of vision,
culture, and interpersonal relationships. Henrey and Blanchard (2010) also claim that
leadership in which achieving organizational goals was of paramount importance. It involves
working with and through people so as to accomplish goals but not necessarily organizational
goals.
The school heads must involve the teachers in the decision-making process and
encourage teachers to be leaders in the school (Leithwood & Beatty, 2008). Fostering a
culture of unity and leading the focus on common goals were essential as the school
experiences a cultural change. It was important that school administrators, teachers, and
pupils all strive towards a common goal and vision (Donalson, 2006; Hawalah, 2009).
Success of schools often depends on how effectively school heads used their
leadership (Gerhardt, 2004). Competent leadership covers a wide range of knowledge in the
management aspects of the school including office management; curriculum management;
staff development; motivating the administrators, teachers, school staff, and pupils; having a
good relationship with the school community neighborhood; and trying to improve the
performance of students at their school.
Research reveals that school heads have direct influence on teachers work. If schools
are going to emerge as effective, school administrators must be a positive driving force for
cultural change. These school administrators must attend to specific school leadership
practices and actions. Constant communication between the school head and the teacher was
needed in the quest for change in school (Flores, 2004; Lucas & Valentine, 2012).
Teachers play the main role in ensuring that pupil’s performance increases every year
since they are in charge of the classroom and the curriculum (Saravia-Shore, 2008). To
ensure teachers are able to play this role, they need support and motivation that is most often
affected by the school administrator at the school.
The teachers were the basis of schooling, and the morale of that teacher has an effect
on every aspect of the educational process. Tatla, Uzmah and Ishtiaq (2010) suggest that the
success of a school often depends on how effectively a school administrator used an
authoritative leadership style, while competent leadership also covers a wide range of
knowledge in the management aspects of a school. Heller, Clay, & Perkins (2013) discussed
the relationship between an administrator’s leadership style and teachers’ morale when they
were satisfied with the financial aspect of teaching and also most satisfied with their co-
workers and general working environment. Specifically, their job satisfaction was related to
their school heads’ friendliness, warmth, support and rapport with the teachers, and it was
also dependent upon the administrators’ attitude in general.
It was in this light that the researcher wants to find out how the school heads’
leadership practices influence the teachers’ morale and affect the teachers’ performance in
school. The teacher was the basis of schooling, and the morale of that teacher has an effect
on every aspect of the educational process. This research focuses on the context of the school
heads’ behaviors and how those behaviors translate to teachers, pupils and staff of the school.
It was the researcher’s belief that if a school leader was able to practice a positive leadership
style, it will in turn help bring a positive learning climate to the school. Teachers will feel
more comfortable and thus give a positive result to the educative process.
Theoretical and Conceptual Framework

This study is anchor on the following theories: Kouzes and Posner’s Model in
Transformational Leadership (2011), Thompson, G. and Glasø, L. in Situational Leadership
Theory (2015); Michael S. Nelson in Motivation Theory to Improve Teacher Morale (2013);
and Cai, Y. and Lin, C. in Theory and Practice on Teacher Performance Evaluation (2006)
Kouzes and Posner’s Model in Transformational Leadership (2011)
The operationalization of the construct of leadership for this study is based on Kouzes
and Posner’s leadership model. Their research, which they conducted over almost 20 years,
suggested that leadership is not a position, but a collection of practices and behaviors. These
practices serve as guidance for leaders to accomplish their achievements or “to get
extraordinary things done” (Kouzes & Posner, 2011, p. 9). These practices seem to be
essential components of the concept of transformational leadership. They were developed
through intensive research on current leadership practices and have been recognized by many
researchers as truly representative of highly effective leadership practices (Taylor, 2009).
These practices include challenging the process, inspiring a shared vision, enabling others to
act, modeling the way, and encouraging the heart (Kouzes & Posner, 2011). In the following
sections, these elements will be defined using Kouzes and Posner’s work
Although transformational leadership has generally been defined as including the four
leadership characteristics of idealized influence, inspirational motivation, intellectual
stimulation, and individualized consideration (Bass & Avolio, 2009), a number of new
leadership studies have attempted to refine our understanding of the notion. Kouzes and
Posner (2011) for example, have emphasized the importance of what they called exemplary
leadership for producing the leader follower trust that is central for transformational
leadership. Kouzes and Posner (2011) stated that leading by example is visible management.
Visibility enhances accessibility and promotes the values and principles advocated by the
leader. Leaders who lead by example serve as visible models for those committed to the
course of action in the organization.
Thompson, G. and Glasø, L. (2015), Situational Leadership Theory
Thompson and Glasø (2015) found that SLT’s predictions are more likely to hold
when leader assessment and follower self-assessment of competence and commitment are
congruent. An omnibus test, or overall comparison of matches and mismatches, yielded a
significant result for the output variable “performance” in favor of SLT principles. However,
the omnibus test may mask unique pattern differences within each development level.
Therefore, further comparisons were made within each of the four developmental levels.
Support was obtained for SLT predictions for development levels 3 (followers moderate to
high on competence but variable commitment benefit from a supportive leadership style),
and 4 (followers high on both competence and commitment benefit from a delegating
leadership style). Results for development levels 1 and 2 were not obtained due to inadequate
sample size for conducting the necessary statistical tests. Accordingly, the present study tests
SLT’s predictions for all four development levels, consistent with Fernandez and Vecchio’s
(1997) suggestion that SLT’s “predictions are most likely to hold strongly when managers
and their subordinates are in agreement concerning individual readiness” (p. 81). Moreover,
research has demonstrated that agreement between individual self-evaluation and evaluation
by others (e.g., leaders) does relate to individual outcomes such as performance (Bass and
Yammarino, 2011; Atwater et al., 2008). In addition, such a test would also be in line with
the concept of “partnering for performance” introduced by Blanchard (2010) as an integral
component of SLT, where both leader and follower need to come to some agreement on the
determination of follower development level. If agreement is reached, then it is assumed that
the leader can provide the follower with an appropriate amount of direction and support. This
leads to our first hypothesis:
Hersey and Blanchard’s situational leadership theory (SLT) is often cited in
academically orientated management textbooks, and is among the most widely known
leadership theories popular in management training programs and school teacher-training
settings. However, it remains among the least-researched views of managerial effectiveness
(Thompson and Vecchio, 2009). Considering the enormous popularity of the theory over
many decades, strong evidence-based testing of its prescriptive principles is
disproportionately lacking. However, recent research on SLT has proposed a new research
avenue where SLT predictions are more likely to hold when leader rating and follower self-
rating are congruent, rather than when using leader rating alone as in previous studies
(Thompson and Glasø, 2015). The present study aims at extending this leader-follower
congruence approach to testing SLT.
Michael S. Nelson (2013) on Motivation Theory to Improve Teacher Morale
At this time of the year morale is low and teacher burn-out is high. Several
motivational theories could be used to reenergize teachers and staff. One could use aspects
of several motivational theories to create a plan to increase motivation at ABC Elementary
School. Some of these theories include the incentive theory, Maslow’s hierarchy of needs,
and the attribution theory. Motivation for students to perform and for teachers to instruct is
needed later in the school year because of the impending AIMS testing week. With high
stakes a level of motivation that will translate to students which is positive, high achieving
and exciting is needed.
In the motivational plan both extrinsic needs and intrinsic needs of the staff would be
addressed. This could be accomplished by applying both the incentive component and
Maslow’s hierarchy of needs that allows you to address different needs at different levels.
Maslow created his five-level hierarchy of needs by observing the growth and development
of students.
Another highly researched theory on motivation is known as the attribution theory.
This theory states as teachers and principals we often, “attribute the failure of schools to the
students they teach -- or parents, or the test, or curriculum, or poverty -- because individuals
tend to view their environments in ways that will protect their self-images (Winter and
Butzon, 2009).” This theory has the potential to be the opposite of motivational unless
teachers and staff are taught the proper way to attribute successes. If a school is taught that
as teachers and staff we have the greater influence to change the effects of parents, test,
poverty, or curriculum and make positive changes in the lives of students the true motivation
unfolds. It therefore is the job of the school to know, “that the success (or failure) of schools
is much more a function of the educators and instruction than the students or poverty or any
other factor (Winter and Butzon, 2009).” The attribution then moves away from the external
factors, that are easy to place blame on, to internal factors that can motivate and supplant a
greater force in the lives of students.
Cai, Y. and Lin, C. in Theory and Practice on Teacher Performance Evaluation (2006)
Teacher performance evaluation plays a key role in educational personnel reform, so
it has been an important yet difficult issue in educational reform. Previous evaluations on
teachers failed to make strict distinction among the three dominant types of evaluation,
namely, capability, achievement, and effectiveness. Moreover, teacher performance
evaluation was usually restricted to task performance, neglecting contextual performance.
Most researches done in teachers’ evaluation were only about college teachers. This paper
suggests that teacher performance evaluation should find its theoretical foundation in teacher
performance constructs. After making literature review, critical case study, critical interview,
and qualitative research, the authors propose a new construct of teacher performance and
make necessary analysis for the construct of reliability and validity in empirical approaches.
The study will try to find out the valuable information to aid instructional leaders in
improving the morale of their teachers as well as enhance the school’s climate and teachers’
performance in the selected public elementary schools of the Division of Lanao del Sur.
Figure 1 shows the flow on how the study will be conducted by the researcher. The
researcher will focus on the school head’s leadership practices as the independent variables;
the Transformational Leadership Practices. The dependent variables; Teachers’ performance
and the teachers’ morale as the intervening variable as shown in Figure 1, the Research
Paradigm.
Independent Variable
Transformational
Leadership Practices
1.1 Modeling the Way Dependent Variable
1.2 Inspiring a Shared
Vision Teachers’
1.3 Challenging the Process Performance
1.4 Enabling Others to Act
1.1 Instructional
1.5 Encouraging the Heart
Competence
1.2 Professional
Teachers’ Morale
2.1 Teacher Rapport with and Personal
School Head Characteristics

2.2 Satisfaction with Teaching
1.3 Punctuality
2.3 Rapport among Teachers
and Attendance
2.4 Teacher Salary
2.5 Teacher Load
2.6 Curriculum Issues
2.7 Teacher Status
2.8 School Facilities and
Services
Intervening Variable
Figure 1
Schematic Diagram
Statement of the Problem
General Problem
This study will examine the school heads’ transformational leadership practices and
teachers’ morale as correlates to teachers’ performance in the Division of Lanao del Sur.
Specific Problems
Problem 1
What is the assessment of the teacher respondents on school head transformational
leadership practices of the administrators in terms of:
1.1 Modeling the Way;
1.2 Inspiring a Shared Vision;
1.3 Challenging the Process;
1.4 Enabling Others to Act;
1.5 Encouraging the Heart?
Problem 2
What is the teacher respondents assessment on their morale along the following
factors:
2.1 Teacher Rapport with School Head;
2.2 Satisfaction with Teaching;
2.3 Rapport among Teachers;
2.4 Teacher Salary;
2.5 Teacher Load;

2.6 Curriculum Issues;
2.7 Teacher Status;
2.8 School Facilities and Services?
Problem 3
What is the level of performance of teachers in terms of:
3.1 Instructional Competence;
3.2 Professional and Personal Characteristics;
3.3 Punctuality and Attendance?
Problem 4
Is there a significant relationship between the school heads’ transformational
leadership practices, teachers morale, and teachers’ performance?
Problem 5
Which variables predict teachers’ performance?
Significance of the Study
The findings of this study will be consider significant to the School Heads,
Teachers, Schools District Supervisor, Education Program Supervisors and
the School Organizations.
School Heads. This study provided schools heads with ideas on what leadership
practices were appropriate in their respective schools. This allows them to reflect on the most
effective leadership style. By doing so, they may understand their own leadership strengths
and weaknesses. Such understanding will help them established an effective school
leadership practices that foster positive interpersonal relationship and in the successful
implementation of the schools’ programs and projects. It gives valuable information to aid
systems and building administrators in improving the lives of their teachers, enhancing the
school climate, boosting teachers’ morale and increase student achievement.
Teachers. This study was useful and relevant to the teachers for them to understand
the leadership practices of their school leaders and for them to realize their roles and
functions in the organization they belong. This gives them the opportunity to be part of the
decision-making process and to adjust to the kind of leadership they are into. Evans (1998)
took the rational for studying morale a step further by stating that the intent should be to
study and understand what influenced people’s feelings about their work so positive job-
related attitudes could be cultivated and prevail.
Schools District Supervisor. This study could gain information to the District
Supervisor on the leadership practices employed by the school heads under supervision.
Knowing the leadership practices of the school leaders will allow her to evaluate the kind of
school administration the schools in Jasaan District is having. This will also give her an idea
on the aspect of leadership that needs to be improved and found to be effective.
Education Program Supervisors. This study provides EPS with insights on the kind of
leadership training they will give to the school administrators.
The School Organization. The result of the study is very significant to the school
organization as it gives idea on the kind of leader they have in the organization. This may be
the basis towards the improvement of the school academically and physically. In this day and
age of accountability and high stakes testing, leaders and future leaders could use helpful
insight for improvement. It helps improves the working conditions and lives of a school
community.
Scope and Delimitation of the Study
This study will be conduct in the selected public elementary schools of the Division
of Lanao del Sur. The findings will limit to the respondents during the school year 2019 –
2020. Its main focus is to examine the Transformational Leadership Practices used by the
School Heads’ and the teachers’ morale as correlates to teachers’ performance. It will limit to
the data gather using the Transformational Leadership Practices Inventory created by Kouzes
and Posner (2011). The Purdue Teacher Opinionaire conducted by Bently and Rempel (2002)
will use to measure the morale of the teachers. Despite its limitations, it will note that an
educational study of this nature would hopefully contribute to the generation of new ideas
and perspective about educational administration and leadership practices. The
questionnaires will be float into selected public elementary schools upon the approval of
panelists. This study will be gather on February 2020 in the different elementary schools of
the Division of Lanao del Sur.
Definition of Terms
For a better understanding of the terms used in the study, the following terms are hereby
defined:
Administrators. This refers to the Principals, Head Teachers and School In-Charge
who manage the public elementary schools of Jasaan District. In this study, they were the
school administrators who have daily contact with their teachers and were responsible of the
implementation of the policies.
Attitudes. A state of mental awareness which may influence the individuals’
behavior. In this study, an attitude is defined as a cheerful temperament of teachers towards
their teaching profession.
Challenge the process. In this study, it means that successful leaders use change and
innovation.
Enable others to act. This acknowledges that successful leadership and
accomplishments are not the result of a single person. Leaders foster teamwork and
encourage others to exceed their own expectations.
Encourage the heart. Successful leaders know that constituents require recognition
and celebration. This fosters a strong sense of community.
Inspire a shared vision. In this study, leaders must have a vision of change and must
be able to eloquently share that vision with others.
Leader. A leader is a person who influences the group to follow the course of action.
In this study, it refers to the principals, head teachers and school in-charge of the public
elementary schools of Jasaan District.
Leadership. It is an act of having influence on the activities of an organized group in
its attempts to achieve its goals (Stodgill, 1997). In this study, it is the ability of the school
heads to stimulate, direct and guide his/her teachers to accomplish the mission and vision of
the DepEd.
Leadership Practice. The term refers to the manner and approach of providing
direction, implementing plans, and motivating people. In this study the Leadership Practice
as categorized by Kouzes and Posner (2002) as modeling the way, challenging the process,
inspiring a shared vision, enabling others to act, and encouraging the heart.
Model the way. In this study, it suggests that leaders’ actions speak louder than
words. Leaders must become involved and demonstrate their commitment.
Public Elementary Schools. This refers to the elementary schools operated by the
Department of Education located at Jasaan Misamis Oriental.
School Heads. This refers to the principals and head teachers in Jasaan District who
holds and administrative position.
Teachers. In this study, teachers are the adviser, facilitator, guidance counselor,
second parent, friend and model usually found in the school.
Teachers’ Morale. In this study, it is the mind state of dependability, confidence,
courage, and commitment of a teacher to teach in an educational institution (Webster).
Teachers Performance. The Teacher Performance Appraisal System provides teachers
with meaningful appraisals that encourage professional learning and growth. In this study,
Performance Appraisal System for Teachers (PAST) is a Department of Education Form B
which is used to evaluate teachers in two semesters in every school year.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies which has direct bearing on the
present study. The literature and studies were taken from different sources, like the books,
journals, theses, dissertation and websites. The different ideas were collected and
incorporated from clearer understanding of the study
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies which has direct bearing on the
present study. The literature and studies were taken from different sources, like the books,
journals, theses, dissertation and websites. The different ideas were collected and
incorporated from clearer understanding of the study. The review has been presented in the
following sequence: Kouzes and Posner’s Model in Transformational Leadership, Leadership
Theory, School Heads Leadership Role, School Heads Leadership Style, Teachers’ Morale,
High and Low Teachers’ Morale, Measuring Teachers’ Morale and Leadership Behavior and
Morale.
Kouzes and Posner’s Transformational Leadership Model provides school principals in
Jordan with practical guidance on how to lead, as well as, practical suggestions on how to act
during reform agenda. On the word of Roland Barth, founding director of the Harvard
University’s Principals’ Center, the leadership challenge model provides school leaders with
the qualities to become good leaders and to enable them to improve public schools (Kouzes
and Posner, 2002)

Kouzes and Posner’s Transformational Leadership Model provides school principals
in Jordan with practical guidance on how to lead, as well as,practical suggestions on how to
act during reform agenda. On the word of Roland Barth, founding director of the Harvard
University’s Principals’ Center, the leadership challenge model provides school leaders with
the qualities to become good leaders and to enable them to improve public schools (Kouzes
and Posner, 2002) Kouzes and Posner’s Transformational Leadership Model provides school
principals in Jordan with practical guidance on how to lead, as well as, practical suggestions
on how to act during reform agenda. On the word of Roland Barth, founding director of the
Harvard University’s Principals’ Center, the leadership challenge model provides school
leaders with the qualities to become good leaders and to enable them to improve public
schools (Kouzes and Posner, 2002)
Kouzes and Posner’s Transformational Leadership Modelprovides school principals
in Jordan with practical guidance on how to lead, as well as, practical suggestions on how to
act during reform agenda. On the word of RolandBarth, founding director of the Harvard
University’s Principals’ Center, the leadershipchallenge model provides school leaders with
the qualities to become good leaders andto enable them to improve public schools (Kouzes
and Posner, 2002)
Despite the fact that leadership has been a topic of interest to historian and
philosophers since ancient times, it was only around the turn of the century that scientific
studies began. Johnson (2002) pointed out that rigorous study of the leadership phenomenon
began with the work of sociologist Max Weber in the early part of this century and that the
study of leadership can be divided into three stages. Each stage can be characterized by a
prominent research strategy and focus of interest.
The earliest stage attempted to identify traits of leaders, and the next stage focused on
the behavior of leaders. The third stage centered on the fit between leadership style and the
situation a leaders face (Tirimizi, 2002).
Inconsistent findings and methodological problems resulting in increasing
dissatisfaction with trait, behavioral, and contingency based leadership research had set the
stage for a paradigm shift in leadership research. Leadership theories in thisnew paradigm
differ from earlier theories in that they seek to explain extraordinaryleadership and
performance beyond expectations (Paul et al., 2012) This shift wascatalyzed by the
publication in 2008 of an influential book by Burns entitled“Leadership” which
conceptualized the differences between ordinary (transactional)leaders and extraordinary
(transformational) leaders (Barnett et al., 2001
Challenging the Process
Challenging the process is a way of life for transformational leaders. By either
creating new ideas or recognizing and supporting new ideas, leaders show willingness to
challenge the system in order to turn these ideas into actions and to get new products,
processes, and services adopted. They seek out challenging opportunities that test their skills
and abilities and look for innovative ways to improve their organizations. Transformational
leaders are willing to change the status quo. They experiment and take risks with new
approach. Learning, for them, is a lifelong behavior. In order to succeed, leaders must be
prepared to make mistakes because every false step opens the door to a new opportunity.
Instead of punishing failure, they encourage it. They learn from their mistakes rather than
shift the blame on someone else (Kouzes & Posner, 2002).
Enabling Other to Act
Enabling others to act fosters collaboration and empowerment. Enabling others to act
means involve others in planning and give them freedom of choice in the decision-making.
Enabling others to act allows followers to do their job and to realize their full potential.
Transformational leaders strive to create an atmosphere of trust and human dignity and to
help each person feel capable and powerful. They consider the needs and interests of others
and let them feel as if they carry ownership and responsibility in the organization.
High and Low Teachers’ Morale
Work can be one of the most absorbing activities humanity can think and talk about
and it tends to fill the greater part of the waking day for most. For those more auspicious, it is
the source of great satisfactions; unfortunately, for others it can be the cause of grief and
unhappiness (Herzberg, Mausner, & Snyderman, 2013). Maslow (2009), in his hierarchy of
needs theory, offered a great basis to begin to understand the foundations or building block of
teacher morale. According to Lunenburg and Ornstein (2006), Maslow established five basic
needs of humans that emerge in a hierarchy of importance that addresses physiological,
safety, social esteem and self-actualization needs of humans. The following needs that are
arranged from lowest to highest are contended to be the basic needs of humans and are a
determining factor when looking at the morale of an individual person:

Physiological needs include the basics of food, water, sleep, oxygen and the like, Safety
and security needs include the need for physical safety, avoidance of anxiety, order,
structure, and job and financial security, Social needs include the need for belonging to
groups, friendship, and acceptance by others, Esteem needs include the need for self-respect,
appreciation, and recognition from others, Self-actualization needs include the desire for
maximizing your own potential, autonomy, and creativity )Whitaker et al, 2000, p.5)
Parks (2013) contended that people needed certain things from life in order to
maintain higher levels of morale. These needs are grounded in motivational psychology and
involve: (a) feeling good about oneself, (b) being free from economic worry, (c) living a life
and in an environment that is free from both hazards to physical and mental health, (d)
having the ability to exhibit one’s own creations, and (e) having the freedom and opportunity
to love and be loved. Once the needs that are basic to all humans are met, job satisfaction and
higher morale can begin to exist. Evans (1998), with her exhaustive study and research with
teacher morale, specifically conclude with several key points of interest. To begin with, she
said that school specific rather than centrally imposed factors were the most significant
determinants of teachers’ attitudes about their work. Factors that affect morale will vary from
individual to individual. A major factor in influencing the levels of morale among teachers it
that of professional orientation. Relative perspective of the teacher influences the respective
levels of morale as well as the realistic expectations that are held. To fully understand what
high teacher morale is one must first look at low teacher morale. Koener (2012) suggested
that low staff morale resulted from “professional lives that have little meaning; from
frustration and the inability to change what it happening; from muddled goals and demands
that stretch resources – both human and material – to the breaking point” (p. 3). Brodinsky
(2014) analyzed questionnaire from superintendents who said teacher morale in their districts
was poor. The results showed the following reasons for low teacher morale: (a) a reduction in
force, (b) adversarial contacts with principals that were simply unproductive, (c) unhealthy
public respect towards teachers that seems to continually grow, (d) low pay, (e) facilities and
resources that were inadequate, and (f) administrative supervision that was insufficient
because of the lack of time and resources. Strickland, in his 1962 dissertation work,
identified 10 factors that tended to lower morale:
A lack of relief from a student contact during the school day, Overwhelming clerical
duties, Lack of support and cooperation from administration, Inadequate school facilities,
Lack of cooperation with the faculty and staff, Teaching loads that were excessive, Low
salary, Declining parent interest and cooperation, Student discipline problems, Lack of
working equipment and proper supplies.
Mendel (cited in Lumsden, 2008) contended that a low level of teacher satisfaction or
morale could possible lead to a decrease in productivity by the teacher, a loss of concern for
the subject or the students, alienation from colleagues, depression, and increased rate of
sickness with missed work days, general fatigue, and burnout. Furthermore, Clough (2009)
stated that low morale could be attributed to factors such as frustration, alienation and a
feeling of powerlessness. Research from the United Kingdom (Evans, 2007) revealed that
there were many perennial factors that attributed to low teacher morale. Evans (2007) found
that a perception of low status, low pay, and a lack of professional autonomy were the three
leading factors. Finally, Dinham (2014) found that low staff morale was affected by extrinsic
factors such as changes to educational policies and procedures, schools having to deal with
social problems, a declining status of teachers in society, poor supervision, and, increased
administrative workloads. Relatively all the research reviewed indicated that low teacher
morale was fostered by extrinsic factors. In his attempt to improve schools from within,
Barth (2000) examined how teachers felt and attempted to pinpoint those areas of the
teaching environment that deterred from promoting a higher level of morale. He found that
teachers said they felt unappreciated, overworked, and not respected as professionals. They
also tended not to trust the administration, public or even themselves for the most part. Many
of the teachers reported that they were held powerless to effect change in most cases. Many
were frustrated at the non-teaching demands placed upon them by administrators and the
public. Levine (2016) noted that the teaching profession in the United Stated has recently hit
an all-time low and convincingly shared one of her paradoxes of teaching, “… that an
occupation that is based on nurturing, developmental knowledge, motivation reinforcement,
incentives and rewards should itself be so deprived of those characteristics in the
organizational setting in which it functions” (p. 173). Rosenholtz (2005) contended that it
was hard enough to recruit new teachers as well as retain those already in the profession
because the rewards purely did not outweigh the frustrations. This was multiplied in schools
that were characterized as having low teacher morale.
When school environments are healthy and teacher morale as high, not only do
teachers feel good about themselves and others but they also possess a sense of
accomplishment from their jobs (Hoy & Miskel, 2007). High teacher morale is coupled with
many good attributed with and of an individual teacher as well as the “whole” school,
administration, and community.
In his research on teacher morale, Napier (2006) found that high teacher morale was
associated with; The teacher being appreciated as an individual by the administration,
Confidence from the administration in teachers’ competence, Administrative support when
dealing with student discipline problems, Teacher participation in the development of school
policies, Adequate equipment, teaching supplies and facilities, Appropriate teaching loads
and assignments, Equitable distribution of extracurricular duties, Worthwhile in-service
training and staff-developments; and Job security;
Clough (2009) wrote that high staff morale was associated with feelings of
belongingness, togetherness, achievement, and self- and group-esteem. Dinham (2014)
credited high teacher morale with rewards that were intrinsic such as pupil achievement,
teacher achievement, changing pupil achievement, teacher achievement, changing pupil
attitudes and behaviors in a positive way, recognition from others, mastery and self-growth,
and positive relationships.
According to Washington Watson (2006), positive teacher morale was exemplified by
teachers who; Looked forward to going to work in the morning and were not in a hurry to
leave in the evening, Exhibited concern for the direction in which the school and the
programs were moving, Actively participated in school functions, committees, and
organizations, Willingly performed various school tasks that were above and beyond their
sated duties, Derived satisfaction from being a member of the school, system and teaching
profession, Were supportive of the school, its goals and philosophy; and Were actively
engaged in improving school-community relations
Ellenburg (2012) summed it up well by proclaiming that usually the teacher
possessing high morale tends to be that teacher who related well with the parents and
students. Schools with high staff morale very distinctive features. School members feel good
about the school and what is happening and are more willing to perform assigned tasks and
tend to be more confident, cheerful, and self-disciplined (Whitaker et al., 2000). There is a
sense of community -- one in which people care about each other and work together so that
everyone involved can succeed and learn. Teachers and students have input into the decision-
making process ad they have ownership and pride in their school. As well, teachers and
students must have the chance to be creative, to take risks, and to make mistakes. The school
climate must be one where open communication is constant among all, conflicts are dealt
with, differences are appreciated, and individual voice are fostered and developed.
Leadership and ownership needs to be encouraged by all (Koerner, 1990). Ellenburg
encompassed the importance of morale by affirming that:
Morale affects more than just productivity or student achievement. It assists in
establishing the character of a school. It is one of the factors which may determine whether a
school functions at its best, demanding and receiving the utmost from its students, or whether
the school plods long happy just to see the passing of another day (p. 37). Although morale is
something easy to overlook, one must never forget that it can and for the most part does
make a school stand ahead of the rest (Von Burg, 2013).
Encouraging the Heart

People often need encouragement and motivation to achieve the goals set by the
organization. Successful leaders have high expectations for themselves and their employees.
Their credibility is based on their record of achievements, dedication, and daily
demonstrations of what and how things need to be done. By influencing employee
motivation, leaders attach rewards and recognition to job performance. Journal of Leadership
Education Volume 7, Issue 3 – Winter 2009 270 Transformational leaders play a special role
in the celebrating of individual or group achievements because they are the most prominent
personality in the organization and serve as a role model. By celebrating achievements
together, leaders let people feel that they are part of the group and part of something
significant. It also increases the sense of belonging. When leaders encourage their employees
through recognition and celebration, they inspire them to perform better (Kouzes & Posner,
2002).
Inspiring the Shared Vision
Inspiring a shared vision is vital for bringing people in any organization together to
foster a commitment to a shared future they seek to create. Transformational leaders
passionately believe that they can make a difference by envisioning the future and creating an
ideal and unique image of what the organization can become. They inspire such a vision in
their followers with a positive and hopeful outlook. They generate enthusiasm and
excitement for the common vision from others through genuineness and skillful use of
metaphors, symbols, positive language, and personal energy (Kouzes & Posner, 2002).
Leadership Behaviors and Morale

A 2009 report on job satisfaction by the National Center for Education Statistics
revealed many factors that contributed to higher teacher job satisfaction. Among them were
the involvement of a supportive administrative staff, leadership, better student behavior,
more teacher autonomy, and a safer, supportive school that promotes a positive atmosphere.
It seems likely that school and district-level leadership styles can significantly affect teacher
morale. Recent research continued to emphasize the importance of the principal as the key to
improved learning and teaching environments (Cotton, 2013). Although morale is ultimately
something one provides for one’s self, it can be enhanced and nurtured by school leaders.
Adams (2002) reinforced this perception by relaying the concept that those principals who
positively reinforce their teaching staff as well as handle the many contingencies in the work
environment are behind improving the morale and self-esteem of their teachers. Research has
clearly shown that the effectiveness of leadership is the single most important factor in staff
morale (Clough, 2009). Barth (2000) found that “No characteristic of a good school is more
pervasive than a healthy teacher-principal relationship – and no characteristic of a troubled
school more common than a troubled, embattled administrator-teacher relationship” (p. 19).
Clifford Campbell’s study of leadership behaviors (as cited in Clough, 2009) that
contributed to high teacher morale included: showing interest in teachers’ work and offering
assistance, supporting the actions and decisions of staff members, allowing self-direction in
work and showing confidence in the ability of teachers, and allowing the staff to participate
in the decision-making process. A simple factor that aids the principal in supporting high
teacher morale is to develop and ensure an orderly educational program with all who
participate and are involved )Wood, Nicholson & Findley, 2012). Koerner (2002) recognized
13 essential factors of leadership that determine high morale:
Allow teachers to have input into decision-making that directly affects curriculum,
instruction and school climate; Recognize and appreciate teacher and student achievement;
Promote a school climate that reflects a feeling of unity, pride, cooperation, acceptance of
differences and security; Maintain good communication; Promote opportunities for
meaningful, professional growth; Encourage clear, shared goals; Endorse strong, supportive
leadership; Provide quality time for collegial integration—planning, educational dialogue,
decision-making, problem-solving; Provide a well maintained physical environment;
Encourage good human relations, both within school and between school community;
Encourage and reward risk-taking, innovation, and good teaching; Give attention to
professional needs such as salary and benefits; and Give attention to personal needs such as
stress.
School leaders need to have a conscious awareness that they directly affect teacher
morale. Washington and Watson (2016) reinforced this though by stating that principals must
realize that promoting high teacher morale does not just happen in the course of daily events.
Morale must be cultivated, developed, and nurtured by creative, receptive principals. It
requires much time, effort, and planning. In addition, administrators must understand the
existence and importance of the dynamics and relationships that exist in a working
environment and that they are essential elements to improvements and morale (Whitaker et
al., 2000). Administrators must clearly know that they play a pivotal role in the success of the
school and the teachers’ relationship with the principal was much more important in
determining their morale level than that of their relationship with other teachers. Coulson
(2008) found that leadership was not about procedures and rules only but also depended
largely on the personality of the principals and the relationships they cultivated with their
teachers. This greatly involves leading by example as well as holding and promoting key
values, If principals are going to be effective in developing and maintaining high teacher
morale, they must possess high morale themselves (Washington & Watson).
Clough (2009) offered 10 keys to developing good supervisory relations with the staff:
Treat your teachers as individuals, get to know them as people; Give your teachers as much
opportunity for growth and change as possible; Refrain from getting involved in their
personal lives; Compliment them frequently and thank them for their good work; Organize
their work and make certain they have all the information they have all the information they
need to do a good job; Allow them to express their creativity; Establish a relaxing
atmosphere by using your sense of humor; Give them work they are capable of completing,
make reasonable goals; Allow them to work; and Remain available for them (p. 6).
It is no mystery that people who feel empowered with the work they do will generally
possess higher morale. When people are more personally invested in their work and work
place, they genuinely have control over what happens to them. In return, their work has a
higher meaning and tend to serve a higher purpose (Maehr, Midley & Urdan, 2013). Thus,
individuals are motivated to participate in activities that appear to be oriented towards job
satisfaction and increased job satisfaction leads to higher morale (Evans, 2008). Schools
leaders can also enhance teacher morale by simply standing behind teachers and supporting
them. Many researchers have found that the morale of teachers was affected simply by the
teachers’ opinion of whether the administrator understood and appreciated them (Napier,
2016). According to Blasé and Kirby (2012), effective principals are servants to the teachers;
they serve as guardians of instructional time, help teachers with discipline matters, empower
the teachers to develop discipline procedures and codes, and then support teachers as they
enforce the policies they developed. Herzberg’s et al., (2013) research and data supported
that recognition, achievement, responsibility, interesting work, and advancement all lead to a
more positive attitude toward a job. A simple increase in recognition can be one of the
greatest motivators available and will often lead to higher staff morale (Scarnati, 2004).
When teachers were asked about the one thing that would improve their “working health,”
they overwhelmingly responded to the need of more positive reinforcement and recognition
from both their principals and the communities for which they worked (Elam, 2009).
Furthermore, recognition received from administrators, supervisors, and the community had
a strong positive relationship to career status, work ethic, and longevity (Chapman, 2012).
The single important factor for principals in cultivating positive morale might be
acknowledging and reinforcing the many positive things that occur in their schools every day
(Whitaker et al., 2000). If school leaders want to establish and enhance the morale of those
who work in the school, a consistent and positive approach to all endeavors is paramount.
According to Parks (2013), the educational leader sets and establishes the tone for the entire
organization. The school leader can make the school either a pleasant, attractive place to
work or only a place for which time is exchanged for income. Finally, principals need to
remember the “little things” that create effective schools and helps teacher morale.
Responding to daily human needs is imperative for the principal or supervisor.

Koerner (2000) suggested: Saying hello to teachers and using their names; Sending a note
or word of congratulations for a job well done, achievement on an excellent job, a birthday;
Asking others for their opinions and listening; Scheduling time for regular visits to the
classroom; Letting teachers know what is going on; Following through on teachers’ requests;
Asking for help when you need it; and Dropping by teachers’ rooms for lunch.
Teachers who were given positive feedback on their work by those who administer
and supervise continually reported higher levels of job satisfaction, morale and motivation
than those who did not (Evans, 2000). It is imperative that school administrators lead for high
teacher morale. They must frequently check and monitor the morale of teachers, students,
and the school community. As well, they must know that each school has needs that are
unique to that school at that time. The conditions of schools and the needs of teachers and
students constantly change from year to ear and even month to month (Klopf, Scheldon, &
Brennan, 2012). Teachers can definitely take steps to help their own morale both personally
and professionally but it also must be nurtured, supported and valued by all involved in the
educational process (Lumsden, 2018). Lumsden acknowledged it best by stating the
importance of teachers being provided with whatever they required to remain enthusiastic
and inspired about teaching and learning. In the end, both teachers and students will be the
beneficiaries. Teachers, like all humans, need to feel and know how important and
appreciated they are. Morale will no doubt suffer if they believe that an administrator is
unconcerned about their welfare (Cook, 2009). When teachers are convinced that their
principal honestly takes their needs seriously and genuinely cares about their success as a
professional and a person, discontent will not likely prevail.

Leadership Behaviors and Morale
A 2009 report on job satisfaction by the National Center for Education Statistics
revealed many factors that contributed to higher teacher job satisfaction. Among them were
the involvement of a supportive administrative staff, leadership, better student behavior,
more teacher autonomy, and a safer, supportive school that promotes a positive atmosphere.
It seems likely that school and district-level leadership styles can significantly affect teacher
morale. Recent research continued to emphasize the importance of the principal as the key to
improved learning and teaching environments (Cotton, 2013). Although morale is ultimately
something one provides for one’s self, it can be enhanced and nurtured by school leaders.
Adams (2002) reinforced this perception by relaying the concept that those principals who
positively reinforce their teaching staff as well as handle the many contingencies in the work
environment are behind improving the morale and self-esteem of their teachers. Research has
clearly shown that the effectiveness of leadership is the single most important factor in staff
morale (Clough, 2009). Barth (2000) found that “No characteristic of a good school is more
pervasive than a healthy teacher-principal relationship – and no characteristic of a troubled
school more common than a troubled, embattled administrator-teacher relationship” (p. 19).
Clifford Campbell’s study of leadership behaviors (as cited in Clough, 2009) that
contributed to high teacher morale included: showing interest in teachers’ work and offering
assistance, supporting the actions and decisions of staff members, allowing self-direction in
work and showing confidence in the ability of teachers, and allowing the staff to participate
in the decision-making process. A simple factor that aids the principal in supporting high
teacher morale is to develop and ensure an orderly educational program with all who
participate and are involved )Wood, Nicholson & Findley, 2012). Koerner (2002) recognized
13 essential factors of leadership that determine high morale:
Allow teachers to have input into decision-making that directly affects curriculum,
instruction and school climate; Recognize and appreciate teacher and student achievement;
Promote a school climate that reflects a feeling of unity, pride, cooperation, acceptance of
differences and security; Maintain good communication; Promote opportunities for
meaningful, professional growth; Encourage clear, shared goals; Endorse strong, supportive
leadership; Provide quality time for collegial integration—planning, educational dialogue,
decision-making, problem-solving; Provide a well maintained physical environment;
Encourage good human relations, both within school and between school community;
Encourage and reward risk-taking, innovation, and good teaching; Give attention to
professional needs such as salary and benefits; and Give attention to personal needs such as
stress.
School leaders need to have a conscious awareness that they directly affect teacher
morale. Washington and Watson (2016) reinforced this though by stating that principals must
realize that promoting high teacher morale does not just happen in the course of daily events.
Morale must be cultivated, developed, and nurtured by creative, receptive principals. It
requires much time, effort, and planning. In addition, administrators must understand the
existence and importance of the dynamics and relationships that exist in a working
environment and that they are essential elements to improvements and morale (Whitaker et
al., 2000). Administrators must clearly know that they play a pivotal role in the success of the
school and the teachers’ relationship with the principal was much more important in
determining their morale level than that of their relationship with other teachers. Coulson
(2008) found that leadership was not about procedures and rules only but also depended
largely on the personality of the principals and the relationships they cultivated with their
teachers. This greatly involves leading by example as well as holding and promoting key
values, If principals are going to be effective in developing and maintaining high teacher
morale, they must possess high morale themselves (Washington & Watson).
Clough (2009) offered 10 keys to developing good supervisory relations with the staff:
Treat your teachers as individuals, get to know them as people; Give your teachers as much
opportunity for growth and change as possible; Refrain from getting involved in their
personal lives; Compliment them frequently and thank them for their good work; Organize
their work and make certain they have all the information they have all the information they
need to do a good job; Allow them to express their creativity; Establish a relaxing
atmosphere by using your sense of humor; Give them work they are capable of completing,
make reasonable goals; Allow them to work; and Remain available for them (p. 6).
It is no mystery that people who feel empowered with the work they do will generally
possess higher morale. When people are more personally invested in their work and work
place, they genuinely have control over what happens to them. In return, their work has a
higher meaning and tend to serve a higher purpose (Maehr, Midley & Urdan, 2013). Thus,
individuals are motivated to participate in activities that appear to be oriented towards job
satisfaction and increased job satisfaction leads to higher morale (Evans, 2008). Schools
leaders can also enhance teacher morale by simply standing behind teachers and supporting
them. Many researchers have found that the morale of teachers was affected simply by the
teachers’ opinion of whether the administrator understood and appreciated them (Napier,
2016). According to Blasé and Kirby (2012), effective principals are servants to the teachers;
they serve as guardians of instructional time, help teachers with discipline matters, empower
the teachers to develop discipline procedures and codes, and then support teachers as they
enforce the policies they developed. Herzberg’s et al., (2013) research and data supported
that recognition, achievement, responsibility, interesting work, and advancement all lead to a
more positive attitude toward a job. A simple increase in recognition can be one of the
greatest motivators available and will often lead to higher staff morale (Scarnati, 2004).
When teachers were asked about the one thing that would improve their “working health,”
they overwhelmingly responded to the need of more positive reinforcement and recognition
from both their principals and the communities for which they worked (Elam, 2009).
Furthermore, recognition received from administrators, supervisors, and the community had
a strong positive relationship to career status, work ethic, and longevity (Chapman, 2012).
The single important factor for principals in cultivating positive morale might be
acknowledging and reinforcing the many positive things that occur in their schools every day
(Whitaker et al., 2000). If school leaders want to establish and enhance the morale of those
who work in the school, a consistent and positive approach to all endeavors is paramount.
According to Parks (2013), the educational leader sets and establishes the tone for the entire
organization. The school leader can make the school either a pleasant, attractive place to
work or only a place for which time is exchanged for income. Finally, principals need to
remember the “little things” that create effective schools and helps teacher morale.
Responding to daily human needs is imperative for the principal or supervisor.
Koerner (2000) suggested: Saying hello to teachers and using their names; Sending a note
or word of congratulations for a job well done, achievement on an excellent job, a birthday;
Asking others for their opinions and listening; Scheduling time for regular visits to the
classroom; Letting teachers know what is going on; Following through on teachers’ requests;
Asking for help when you need it; and Dropping by teachers’ rooms for lunch.
Teachers who were given positive feedback on their work by those who administer
and supervise continually reported higher levels of job satisfaction, morale and motivation
than those who did not (Evans, 2000). It is imperative that school administrators lead for high
teacher morale. They must frequently check and monitor the morale of teachers, students,
and the school community. As well, they must know that each school has needs that are
unique to that school at that time. The conditions of schools and the needs of teachers and
students constantly change from year to ear and even month to month (Klopf, Scheldon, &
Brennan, 2012). Teachers can definitely take steps to help their own morale both personally
and professionally but it also must be nurtured, supported and valued by all involved in the
educational process (Lumsden, 2018). Lumsden acknowledged it best by stating the
importance of teachers being provided with whatever they required to remain enthusiastic
and inspired about teaching and learning. In the end, both teachers and students will be the
beneficiaries. Teachers, like all humans, need to feel and know how important and
appreciated they are. Morale will no doubt suffer if they believe that an administrator is
unconcerned about their welfare (Cook, 2009). When teachers are convinced that their
principal honestly takes their needs seriously and genuinely cares about their success as a
professional and a person, discontent will not likely prevail.
Leadership Theory
A leader is broadly defined as a “person who has commanding authority or influence”
(Merriam-Webster, 2005). However, many studies relating to leadership styles (e.g., Bass &
Stogdill,2008), lack a clearefinition of the parameters of leadership. Those researchers that
do define leadership tend to do so in context of their individual perspectives and the aspects
of the phenomenon of most interest to them (Yulk, 2013). This section examines different
positive leadership characteristics from the literature to create a description of how leaders
can get the most out of their followers.
Socio-Cultural theory “proposed a view of learning and development as a dynamic
process of transformation in a given community of practice.” His theory directs researcher to
answer questions such as, “what are the school administrators’ leadership style which can
contribute to excellent working atmosphere? Why?
Behavior management is without a doubt the cornerstone of a good leader. Principal
with absolute goal shows excellent leadership style to achieve this goal with the teachers as
his back up in realizing such goal for the betterment of the school and for the pupils in
particular with a high standard of moral.
Hoy and Miskel (2011) listed four areas of situational leadership: “structural
properties of the organization, organizational climate, role characteristics, and subordinate
characteristics” (p. 273). Situational leadership revealed the complexity of leadership but still
proved to be insufficient because the theories could not predict which leadership skills would
be more effective in certain situations.
Stogdill Leadership Model (2012) identified six categories of personal factors
associated with leadership: capacity, achievement, responsibility, participation, status and
situation but concluded that such a narrow characteristics of leadership traits was insufficient:
“A person does not become a leader by virtue of the possession of some combination of
traits” (Stogdill, p. 64). The attempts to isolate specific individual traits led to the conclusion
that no single characteristics can distinguish leaders from non-leaders. Everybody becomes a
leader regardless of his achievements, status and capacities because everybody could be a
leader in different ways.
Greenfield (2001) stated that the “school administrators’ moral orientation is
important to understand because it colors practically everything the school leader does on a
daily basis” (p. 6). Beliefs about students’ ability to learn and teachers’ ability to teach affect
school administrators’ leadership behaviors. The values and beliefs influence their vision of
the school as well as their behavior. Krugg, Scott, and Ahadi’s (2003) study “designed to
identify and understand the personal beliefs and goals shared by effective school leaders” (p.
2) found that while there was little difference between the activities of effective and
ineffective principals, the meanings they attributed to their activities were significantly
different. They concluded that “the way a school leader interprets a particular activity
(beliefs) – [is] of primary importance in explaining differences between effective and less
effective school head’s (p. 2).

Avi-Itzhak’s and Ben-Peretz’s (2012) study attempted to determine how values,
personal background, and organizational factors influenced school administrators’ change
facilitator style. They found that personal background factors, such as type of education, and
organizational factors, such as school size, were more important than values.
Educational administrators know that leadership requires hundreds of judgments each
day that require a sensitivity and understanding of various leadership strategies. He further
claimed that the point being made is that adopting a version of any leadership style may not
guarantee that a school attains effective school status. Significantly, a school leader always
sees to it that every single decision he had made it must be always for the progress of school
and for its primary clientele – the pupils, if the teacher and pupils are satisfied the result of
the decisions the school would have an effective school status.
School administrators’ guide teachers in school change take risks but not carelessly or
without forethought. Furthermore as school head, he must encourage teachers to be
innovative by providing an environment that makes this safer. Teachers appear to be
reluctant risk takers for a variety of reason although Boles and Troen (2002) provided as
example of their restructuring efforts. Current educational reform efforts may change this
hesitance in teachers. Effective school leaders also are proactive (Becker et. al., 2014)
“School leaders should be willing to risk their reputations for change and for the
future benefit. Risks are not taken haphazardly but tend to be considered as opportunities that
will improve the organization. Crowson (2009) describes the risks school leaders took when
they disobeyed or bent the rules when making ethically laden decisions as “creative
insubordination” (p. 412). His study reveals that when certain decisions would not serve the
needs of their students, staff or the school, these school leaders chose to disobey or at least
bend the district’s rules. He reports that school administrators risked “be[ing] ‘insubordinate’
in the face of organizational/professional norms or rules” (p. 429) in to serve student, staff
and school needs. The ethical choices school leaders had to make were such that they feel
owe it to their children and to their school to be insubordinate if necessary in the children’s
interest” (p. 430).
Leaders of change provide the needed stimulus for change. Calling attention to the
possibilities, they take risks and encourage others to initiate change. School leaders
encourage their staff to experiment with various instructional methods to meet the academic
needs of the students.
The ability of the leader to establish an organizational vision, to motivate and inspire
others to embrace this vision, and go on to achieve these goals is possible if solid
relationships are formed (Guthrie and Reed, 2011). Thus, effective leadership can translate
into teacher job performance, commitment to educational goals for all involved, goal
attainment, and group growth (Donaldson, 2001) embodied this sentiment with the following
statement: “leadership satisfies a basic function for the group or organization. It mobilizes
members to think, believe, and behave in a manner that satisfies emerging organizational
needs, not simply their individual needs or wants” (p. 2). With leaders who embody these
characteristics, it is possible for schools to meet the new demands thrust upon them by school
board decisions and from state and federal governments. When a school administrators’
embodies all of the positive characteristics listed above, motivation and teacher job
satisfaction increase.
Modeling the Way
Modeling the way means leaders go first. Transformational leaders set an example and build
commitment through daily acts that create progress and momentum. They create a program
of excellence and then set the example for others to follow. To model the way leaders need to
have a philosophy, a set of high standards by which the organization is measured, a set of
principles concerning the way people should be treated, and the way goals should be pursued
that make the organization unique and distinctive. These leaders show by example that they
live by the values they advocate. They believe that consistency between words and deeds
builds their credibility as transformational leaders (Kouzes & Posner, 2002).
School Heads’ Leadership Role
School Heads play an important role as leaders in the complex organizations such as
schools. They need them with leadership characteristics to do an active role in steering the
organization towards excellence. They influence different functions within the schools with
their behaviors, personal characteristics, and biases (Ismail, 2012).
Many researchers (Hughes, 2013; Matthews & Crow, 2010; McEwan, 2003;
Newberry, 2005; Smith & Piele, 2006; Ubben et al., 2001) attempted to define different
characteristics of successful school administrators. Nearly all of these studies list the
following characteristics as being important: the principal as a learner, planner, visionary,
politician, advocate, organizational developer, manager, leader, and agent of change. Though
these characteristics are described in slightly different manners, they all demonstrate that an
effective principal must embody characteristics that enable him or her to adapt to different
situations.
According to Beare, et al. (2009), outstanding leadership has invariably emerged as a
key characteristic of outstanding schools. There is no doubt that those seeking quality in
education must ensure its presence and the development of potential leaders must be given
high priority (Abrar et al., 2010). Leadership is regarded as the single most important factor
in the success or failure of institutions such as schools (Hoy & Miskel, 2009). In
contemporary affairs, government or companies that prosper are said to enjoy good
leadership; whereas in those that fail, the leaders are to blame (Campbell, et al., 2003).
Getting the job done and done well require good leadership and good management (Ubben &
Hughes, 2002).
The school administrators provided valuable insights into their daily practices that
foster an environment which is supportive of high-student achievement. These practices are
categorized in developing personnel and facilitating leadership, responsible delegation and
empowering team, recognizing ultimate accountability, communicating and rapport,
facilitating instruction, and managing change (Crum & Sherman, 2008).
School Heads’ Leadership Practices
Teachers and staff tend to feel more comfortable if their school head understands
their role in the school and will respond to the school administrators if they are motivated and
inspired. It is important to understand that different leadership styles employed by the school
leaders, especially when it comes to directing teachers and making major decisions that affect
the school.
Because the leadership role in a school’s system are so important to the success of a
school, it is not surprising that very few researchers have written in opposition of the concept
of leadership abilities as they relate to school leader-teacher interactions. Good school
administrators’ leadership style is so important for a positive environment. Fullan (2004)
states that leadership styles have five main characteristics, including: having moral purpose,
allowing for change processes, developing rational skills, and being able to achieve
consistency in the workplace. If a school leader is to shift the educational paradigm in a
school, he or she must exude these characteristics in order to foster change and not dwell
upon systems that are no longer functional. Goldman (2008) believes that these different
leadership styles are deep-seated, learned behaviors.
According to McBer (2000), leadership styles are greatly influenced by the emotional
intelligence of each leader, and include attributes such as: being coercive, authoritative,
affiliative, democratic, pacesetting, and coaching. These six emotional intelligences allow a
school administrator to lead the school with soul and not merely guide teachers as if they
were robots.
Bass and Avolio (2007) found that transactional leadership can be extremely
effective. However, if both transactional and transformational leadership are used together,
there is a greater amount of effort given from the followers, and there is in turn higher
workplace effectiveness and higher job satisfaction. Additionally, Shieh et al, (2001) noted
that leaders must understand the social environment of the school and must realize the needs
of their employees. To meet these needs, the transactional leadership style is able to set
rewards for good performance that in turn provides constructive feedback to the employee
(Bass, 2009).
Using transactional leadership, the leader can motivate followers with higher goals
instead of immediate self-interest, for achievement and self-actualization rather than safety
and security (Murray & Feitler, 2014). Leaders give followers the capacity to develop higher
levels of commitment as they relate to the organizational goals of the school (Leithwood &
Jantzi, 2000). Burns (2009) describes transactional leadership as one person taking action to
contact another for collaboration in making something of value. The leader must satisfy the
needs of his or her followers with these “valued things” and provide needed services to
followers if he or she wishes them to accomplish independent objectives (Barker, 2000).
Nowadays, the role of a school administrator is to emphasize his or her role as the
transformational and instructional leader. This is because effectiveness is ultimately
determined by the impact of the school head on student learning. Most of the research
findings in the literature strongly imply that the school administrator is the most important
person in providing leadership for improved instruction and better curricula (Mahmood,
2003).
In order to enhance high-academic excellence in educational performance, it is
important to deal with effective leadership styles performed by school administrator, as they
indeed play the most important role for determining students’ excellence in academic. Hence
the objectives of this study are to examine teachers’ perception on the school administrators
and investigate the relationship between teachers’ characteristics and perceptions of school
heads’ leadership practices.
Teachers’ Morale
Morale is defined by Webster’s New World Dictionary as the morale of mental
condition with respect to courage, discipline, confidence, enthusiasm, willingness to endure
hardship, etc. with a group, in relation to a group, or within an individual. It also included the
idea or willingness to endure hardship. Much of the research leads to a definition of morale
as a feeling or state of mind that involves a mental and emotional attitude (Mendel, 2007).
Washington and Watson (2006) referred to morale as the feeling a worker had about his or
her job in relationship to the importance of that job to the organization as a whole working
unit. Further, they contended that the organization must also meet the workers’ own
expectations and needs. Evans (2007) defined morale as a state of mind that is derived by
individuals’ anticipation of satisfaction for those needs that they perceive as important factors
affecting their work environment. Bently and Rempel (2008) recognized that morale
occupied many manifestations but considered it the enthusiasm and interest that an individual
held towards goals and professional ambition either as a group or individually. Clough
(2012), as well, stated it should be thought of as a shared purpose that was forward-looking
and confident. Koerner (2015) offered more of a holistic approach when he referred to staff
morale as the quality of lives within a community that involved “being known and
appreciated, having professional knowledge valued, and being given the freedom to act” (p.
3). Moreover, the author stated it involved learning, growing, making mistakes, reflecting on
them, and moving on.
Getzel and Guba (2007) offered a theoretical model that asserted morale was
composed of three different factors: belongingness, rationality, and identification.
Belongingness encompasses the ability of the teacher to achieve satisfaction within the
working group of the school. Rationality deals with the feeling of job appropriateness
wherein the teacher’s expectation of their role is in line with the goals they are required to
achieve for the school. Identification refers to the ability of the teacher to combine his or her
needs and values with those of the school so that they are somewhat alike. Lipham, Ranking
and Hoeh (2005) echoed Getzels and Guba’s theory but referred to the responsible factors
with different terms. They contended that morale was comprised of the existence of
interaction between effectiveness, efficiency, and satisfaction. To be effective, the
individual’s behavior must be fitting for the expectations that exist for the job. Efficiency
refers to the extent to which the group’s social behavior is in-line with that of the individual’s
behavior. In other words, does the individual “fit in” with the group? Finally, satisfaction
refers to the matching up of the institutional role expectations and the individual’s nee
dispositions.
Evans (2008) was quick to point out that morale essentially related to the individual
and was an individual phenomenon. Keeler and Andrews (2013) found that the degree to
which organizational dimensions correlated with the morale and job satisfaction of the
teachers depended on the personal attitudes and dimensions of the teachers. Many of the
environmental aspects that related to job satisfaction were not necessarily the same for all
subgroups of teachers. What may cause the dissatisfaction or low morale with one person
may not affect the morale of another.
Teachers’ Morale
Most teachers and administrators agree that high teacher morale is advantageous to
everyone involved in the educational process (Stedt & Fraser, 2014). Most of the researchers
on teacher morale agree to a few set conditions. First, morale itself is an intangible element
that is difficult to define or describe. Secondly, morale is onerous to measure and is in a
constant state of fluctuation. Finally, morale manifests itself in a number of different factors
with no single factor always being present (Cohn, 2006; Reyes, 2000). Regarding
supervision, Anderson (2015) put it best when he stated that it was difficult to name a
paradigm that fully describes human and organizational factors that influence morale. It is
even more difficult to find a paradigm that links the morale of staff to specific supervisory
practices. Although there have been consistent problems in defining and measuring morale,
several attempts have been made to devise instruments to record and measure teacher morale.
With any 9 attempt to measure e teacher morale, one must always take into account the
complexities and challenges that extra—and intra—organizational process with schooling
has on humans when seeking relationships (Bossert, Dwyer, Rowan, & Lee, 2012). There are
many ways school leaders can measure teacher morale either individually or as a group. An
inventory of morale may serve as a good starting point. Inventories can start with inquiries as
simple as paper surveys, interviews, or group discussions (Koerner, 2000). In addition, there
are dozens of more formal inventories such as the Purdue Teacher Opinionaire, the NASSP
School Climate Survey, and the Behavioral Moral Checklist. Educational leaders can design
and implement a school profile, form a staff morale committee, or hire outside consultants to
measure teacher morale. Stedt and Fraser (2014) contended that one of the most useful and
dependable methods for measuring teacher morale was that of the Purdue Teacher
Opinionaire developed by Bently and Rempel (2018). The Purdue Teacher Opinionaire is a
standardized instrument that asks teachers to respond to 100 questions such as “I love to
teach,” or “I am well satisfied with my present teaching position” (Stedt & Fraser). The test
is set up as a Likert-type scale that scores and indicates how the respondents feel about
certain questions or issues and investigates 10 factors of morale that include: teacher rapport
with the principal, satisfaction with teaching, rapport among teachers, teacher salary, teacher
load, curriculum issues, teacher status, community support, school facilities and services and
community pressures. The end product is a subset of scores that helps to determine an overall
morale score or measurement.
Teacher’s Morale and Student Achievement
The linking of teacher morale and student achievement by school leaders reportedly
has been overlooked in the last two decades in public education. According to Miller (2011):
External and internal pressures to improve pupil social behavior and academic performance
continue. Our major response has been to increase discipline and remediation, but the results
have been encouraging. Largely ignored is the considerable research that indicated another,
perhaps more productive, route to facilitating student growth. There is evidence that the
social climate of the school and the morale of the staff can have a positive effect on pupil
attitudes and learning. Improving the climate and morale also makes teaching more pleasant
(p. 483). Because of the charging trend of accountability and high-stakes testing, school and
district leaders are now beginning to investigate other “non-traditional” factors in schools
that might affect achievement. Educational leaders are constantly attempting to analyze all
factors of an educational environment in order to improve student achievement and test
scores. As Cook (1979) stated over two decades ago, “Undeniably, teacher morale is
recognized by school administrators as one of the key ingredients in the development of a

successful educational organization” (p. 356). An effective educational environment is
characterized by a positive school climate where the teachers and students feel good about
teaching and learning and cooperate to foster a caring attitude (Bartell, 2009). To be able to
approach work each day with a positive state of mind is critical to being successful with the
students and their achievement (Whitaker et al., 2000). School leaders influence and exercise
a measurable effect on student achievement by an indirect process through the influence they
have on teachers (Gurr, 2017; Hallinger & Heck, 1998). Lumpa (2007) found that a strong
predicator of student satisfaction and success was the level of teacher satisfaction in the
school. By simply involving teachers in developing a collaborative school climate, a
statistical relationship between higher teacher morale and higher student’s achievement
becomes evident (Thomas, 2012). When schools have teachers with high morale, they also
have a good chance of having students with high morale; this has a direct impact on student
achievement. (Keeler & Andrews, 2013; Whitaker et al., 2000). Adams and Bailey (2009)
followed a simple idea that when teachers felt good themselves and what they were doing in
the classroom they became more inspired to teach thus delivering instruction at a much
higher level. When teachers’ morale is energized and productive, good things tend to happen
in the classroom. When good things happen in the classroom, the future for each student in
the classroom is brighter (Whitaker et al).
When schools possess high teacher morale, they not only make teaching much more
enjoyable for teachers, but learning becomes more pleasant for students as well according to
Miller (2011). Ellenberg (2012) also found that when a school’s employee demonstrated
high morale, it showed an increase in student achievement. Miller pointed out that high
teacher morale could have a positive effect on students’ attitudes and learning thereby
improving achievement. Ellenburg compared student achievement with the morale of
teachers in 12 secondary public schools in Dearborn, Michigan, and found that student
achievement increased under teachers with high morale and decreased under teachers with
low morale. High morale simply helped create a more conducive, inviting, and stable
learning environment. In short, the morale of teachers has far-reaching implications for
student learning, the overall health of the school, and definitely the health of the teacher
(Mendel, 2017). Waters, Marzano, and McNulty (2013), in their work entitled Balanced
Leadership: What 30 years of Research tell us About the Effect of Leadership on Student
Achievement, gave explanation and detail to the 21 leadership responsibilities significantly
correlated with student achievement.
Those responsibilities, listed below, clearly demonstrate the importance of maintaining
high morale: Culture—fosters shared beliefs, sense of community, and cooperation; Order—
establishes a set of standard operating procedures and routines; Discipline—protects teachers
from issues; Resources—provides teachers with materials and professional development
necessary for the successful execution of their jobs; Curriculum, instruction, assessment—is
directly involved in the design and implementation of curriculum, instruction and assessment
practices; Focus—establishes clear goals; Knowledge of curriculum, instruction
assessment—is knowledgeable about current curriculum, instruction, and assessment
practices; Visibility—has quality contact and interactions; Contingent rewards—recognizes
and rewards individual accomplishments; Communication—establishes strong lines of
communications; Outreach—is an advocate or spokesperson for the school and faculty;

Input—involves teachers in the design and implementation of important decisions and
policies Affirmations—recognizes and celebrates school accomplishments; Relationship—
demonstrates an awareness of the personal aspects of teachers and staff; Change agent—is
willing to and actively challenges the status quo; Optimizer—inspires and leads new and
challenging innovations; Ideal/beliefs—communicates and operates from strong ideals and
beliefs about schooling; Monitors/evaluates—monitors the effectiveness of school practices
and their impact on student learning; Flexibility—adapts leadership behavior to the needs of
the current situation and is comfortable with dissent; Situational awareness—is aware of the
details and undercurrents of the running of a school; and Intellectual stimulation—ensures
that faculty and staff are aware of the most current theories and practices.
Through these 21 responsibilities, school leadership reportedly increases teacher
morale, improves the working and learning conditions at schools and ultimately increases
student achievement. Interestingly enough, these recommendations for school improvement
take little money but a lot of caring for the students, teachers, staff and overall success of the
school.
Chapter 3
METHODS
Research Setting
This chapter presents the research methodology of the study. It deals with the
research design, research locale, the subject or respondents, the research instruments and the
statistical tools and treatment
Research Design
The researcher will employ the descriptive correlational type of research design in
conducting the study on the school heads’ leadership practices in relation to teachers’ morale
and teachers’ performance. They will ask specific questions and details about their school
heads, teaching in general, curriculum issues, and questions dealing with the school
community. They survey will design to be self-administer. The Purdue Teacher Opionaire
was chosen to measure the factors contributing to teachers’ morale. This instrument used a
Likert-type scale to collect and measure each variable of the research. The Leadership
Practices Inventory measures five transformational leadership practices that best support
great accomplishments in every school. The respondents will the 30 school administrators
and 600 teachers in the Division of Lanao del Sur employed for the year 2019-2020.
Respondents and Sampling Procedure
These subjects of the study will be the ten (10) public elementary school heads and
one hundred fifty (140) teachers from Ganassi District, Madamba District, Madalum District,
and Tugaya District of the Division of Lanao del Sur. These school heads and teachers were
currently employed during school year 2019-2020. I choose the nearest districts in my district
because of the time frame and the due date of the paper. Table 1 shows the distribution of the
respondents according to districts and schools. The data was taken from the Form 3, Report
of Attendance and Enrolment in the Office of the Public Schools District Supervisor.
Table. 1 - Distribution of Respondents
Name of District No. of School Head No. of Teachers

1. Ganassi Central 1 11
2. Ganassi, East 1 20
3. Ganassi, West 1 13
4. Madamba, Lower 1 15
5. Madamba, Upper 1 08
6. Madalum, South 1 09
7. Madalum, North 1 10
8. Tugaya, East 1 22
9. Tugaya, Central 1 17
10. Tyugaya, West 1 15
Total 10 140
Research Instruments
The study uses three instruments in gathering data from the respondents. The first will
be the survey instrument on Leadership Practices Inventory (LPI 9Kouzes & Posner,
1993). The LPI was designed to measure leadership qualities. It consists of two components:
The Leadership Practices Inventory-Self and Leadership Practices Inventory-Observer.
The Leadership Practices Inventory-Observer is a 30-item Likert-scale questionnaire
measuring the five areas of challenging the process, inspiring a shared vision, enabling others
to act, modelling the way, and encouraging the heart. A higher value represented greater use
of leadership behaviour: one- rarely or very seldom do what is described, two – once in a
while do what is described, three – sometimes do what is described, four – fairly often do
what is described, and five – frequently or almost always do what is describe in the
statement. Table 2 shows the Leadership Practices Inventory, the item number in the
questionnaire and the statement.

Table 2
Leadership Practices Inventory
Leadership Practice Item # Statement
Model the Way: 1 I set a personal example of what I expect of others.
6 I spend time and energy making certain that the

people I work with adhere to the principles and
standards we have agreed on.
11 I follow through on the promises and commitments
that I make.
16 I ask for feedback on how my actions affect other
people’s performance.
21 I build consensus around a common set of values for
running our organization.
26 I am clear about my philosophy of Leadership.
2 I talk about future trends that will influence how our

work gets done.
7 I describe a compelling image of what our future
could be like.
Inspire a Shared Vision: 12 I appeal to others to share an exciting dream of the
future.
17 I show others how their long-term interest can be
realized by enlisting a common vision.
22 I paint the “big picture” of what we aspire to
accomplish.
27 I speak with genuine conviction about the higher
meaning and purpose of our work.
Challenge the Process: 3 I seek out challenging opportunities that test my
own skills and abilities.
8 I challenge people to try out new and innovative
ways to do their work.
13 I search outside the formal boundaries of my
organization for innovative ways to improve what
we do.
18 I ask, “What can we learn?” when things don’t go as
expected.
Table 2 (continued)
23 I make certain that we set achievable goals, make

concrete plans, and establish measurable milestones
for the projects and programs that we work on.
28 I experiment and take risks, even when there is a
chance of failure.
8 I challenge people to try out new and innovative
ways to do their work.
13 I search outside the formal boundaries of my
organization for innovative ways to improve what
we do.
Enable Others to Act: 4 I develop cooperative relationships among the
people I work with.
9 I actively listen to diverse points of view.
14 I treat others with dignity and respect.
19 I support the decisions that people make on their

own.
24 I give people a great deal of freedom and choice in
deciding how to do their work.
29 I ensure that people grow in their jobs by learning
new skills and developing themselves.
Encouraging the Heart: 5 I praise people for a job well done.
10 I make it a point to let people know about my

confidence in their abilities.
15 I make sure that people are creatively rewarded for
their contributions to the success of our projects.
20 I publicly recognize people who exemplify
commitment to shared values.
25 I find ways to celebrate accomplishments.
30 I give the members of the team lots of appreciation

and support for their contributions.
The second instrument will be the Purdue Teacher Opinionaire that measure the
morale of the teachers in the Division of Lanao del Sur. The instrument breaks down morale
into 8 specific dimensions for more meaningful discoveries and it was design to estimate
individual, school, and system morale. The following is a brief description by Bentley and
Rempel (1980) of the 8 factors included in the opinionaire:
1. Teacher rapport with School Administrators deals with the teacher’s feelings
about the school head, his professional competency, his interest in teachers and
their work, his ability to communicate, and his skill in human relations.
2. Satisfaction With Teaching pertains to teacher relationships with students and
feelings and satisfaction with teaching. According to this factor, the high morale
the future of teaching as an occupation.
3. Rapport Among Teachers focuses on teacher’s relationship with other teachers.
The items here solicit the teacher’s opinion regarding the cooperation.
Preparation, ethnics, influence, interests, and company of his peers.
4. Teacher Salary pertains primarily to the teacher’s feelings about salaries and
salary policies. Are salaries based on teacher competency? Do they compare
favorably with salaries in other school systems? Are salary policies administered
fairly and justly, and do teachers participate in the development of these policies?
5. Teacher Load deals with such matters as record-keeping, clerical work, “red-
tape,” community demands on teacher time, extra-curricular load, and keeping up
to date professionally.
6. Curriculum issues solicits teacher reactions to the adequacy of the school
program in meeting student needs, in providing for individual differences, and in
preparing students for effective citizenships.
7. Teacher Status samples feelings about the prestige, security, and benefits afforded
by teaching. Several of the items refer to the extent to which the teacher feels he
is an accepted member of the community.
8. School Facilities and Services have to do with the adequacy of facilities, supplies
and equipment, and the efficiency of the procedures for obtaining materials and
services.
Each of the 50 items of the Purdue Teacher Opinionaire uses a four-point Likert-type
scale that measures the degree of agreement with the statement: (1) disagree, (2) probably
disagree, (3) probably agree, and (4) agree. For the purpose of this study, item numbers in
which disagreement represents a high degree of teacher morale have been reverse coded so
that a 1 represents low morale and a 4 represents high morale for all 50 questions. By adding
the numeric responses of all items for a given factor, it was possible to create scores for each
of the 8 dimensions. The 50 questions of the Purdue Teacher Opinionaire were divided into
each of the 8 teacher morale factors as shown in Table 3.

Table 3
Purdue Teacher Opinionaire Division of 8 Teacher Morale Factors
Factor Description Items

Number
1 Teacher Rapport with Principal 1, 2, 3, 5, 10, 27, 31, 33, 35, 45, 46
2 Satisfaction with Teaching 17, 22, 23, 24, 25, 26, 37, 40, 42, 43,
44, 50
3 Rapport among Teachers 16, 20, 21, 38, 41, 49
4 Teacher Salary 7
5 Teacher Load 4, 6, 8, 9, 12, 28, 32, 34, 36
6 Curriculum Issues 15, 18
7 Teacher Status 11, 13, 29, 30. 47, 48
8 School Facilities and Services 14, 19, 39
The third instrument was the Performance Appraisal System for Teachers (PAST)
Form B used by the teachers in evaluating their performance in the first semester under the
school year 2019-2020.
Data Gathering Procedure
Before the test will be administered, the researcher will ask permission from the
Schools Division Superintendent. A formal letter will be send to the Schools Division
Superintendent and Public Schools District Supervisors from each school for the conduct of
the study in selected elementary schools in the Division of Lanao del Sur. The researcher will
ask the school head (principal) to meet the teachers at least 10 minutes to explain the
questionnaires and the beauty of the study. After floating the questionnaires, the researcher
ask the respondents to collect the questionnaires 2-3 days after.
The responses remain anonymous and that participation is strictly on a voluntary
basis. All teachers will be given the Purdue teacher Opinionaire to complete as well as the
Leadership Practices Inventory (Observer). At a different location, the school heads are also
ask to complete the self-form of the Leadership Practices Inventory (Self). To protect the
confidentiality of all participants, access to all surveys will be restrict to the researcher only.
All statistical analyses will be present in summary form with no one person or school being
identify.
Methods of Data Analysis
The step by step procedures to analyse the data present to determine the leadership
practices of the school head and teacher respondents, the mean and standard deviation was
used. To analyze the level of teacher’s morale exhibited in each school of Lanao del Sur
Division the means and standard deviation for each of the 8 subscales for each school of the
Purdue Teacher Questionnaire will be present. To determine the teacher’s performance based
on the Performance Appraisal System for Teachers (PAST) the mean and standard deviation
will be use.
Validity and Reliability of the Instruments
As stated in the study of Abu-Tineh et. Al 2012 printed in the Journal Leadership of
Education, Volume 7, Issue 3 – Winter 2012, Leadership Practice Inventory of Kouzes and
Posner reported a construct validity evidence for the 30-item LPI constructed to measure the
five competencies in samples of N=2, 168 and N=30, 913. Results from the LPI have shown
high face validity and predictive validity, meaning that the results not only make sense to
people, but also predict whether a leader’s performance is high, moderate, or low. Scores on
the LPI are positively correlated with measures of a leader’s credibility, effectiveness with
upper management, team-building skills, work-group norms, and actual levels of output.
Reliability of the LPI was determined using test-retest reliability and Cronbach’s Coefficient
Alpha. Test-retest reliability for the five leadership practices was at the .93 level or above.
Computed coefficient alphas for each of the five leadership practices of LPI-Observer were
challenging the process (.81), inspiring a shared vision (.88), enabling others to act (.86),
modeling the way (.82), and encouraging the heart (.92).
Bentley and Rempel (2015) reported that the test-retest correlation for the total score
was .87 with the correlations for the 10 subscales ranging from .62 to .88. However, 9 of the
10 subscales had test-retest correlations greater than .75 frrwith the weakest correlation of .62
for the Community Pressure subscale. Information from Purdue University relayed that
permission was no longer needed to use the PTO because the copyright protection had
expired.
Statistical Techniques
A variety of statistical techniques will be utilize in this study. Means, standard
deviations, t-tests, and one-way analysis of variance (ANOVA) will be use. Means and
standard deviations will be use to measure the degree to which school heads practice of
Kouzes and Posner’s Transformational Leadership Model as measured by Leadership
Practices Inventory (LPI). ANOVA and t-tests will be use to determine whether there are
significant relationship (<0.5 alpha level) among Leadership Practices Inventory dimensions
and the teacher’s morale and teacher’s performance.

D - Sample Dissertation Paper With Paging - Number

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

D - Sample Dissertation Paper With Paging - Number

Uploaded by

Copyright:

Available Formats

Liceo de Cagayan University School of Graduate Studies Page 1

THE PROBLEM AND ITS SCOPE

excellence and success of a school.

Leadership practices are the manner and approach of providing direction,

them and they possess a power in the organization.

According to Smach (2012), leadership is creating and maintaining a sense of vision,

management aspects of the school including office management; curriculum management;

performance of students at their school.

affected by the school administrator at the school.

success of a school often depends on how effectively a school administrator used an

also dependent upon the administrators’ attitude in general.

Theoretical and Conceptual Framework

Transformational Leadership (2011), Thompson, G. and Glasø, L. in Situational Leadership

Kouzes and Posner’s Model in Transformational Leadership (2011)

essential components of the concept of transformational leadership. They were developed

researchers as truly representative of highly effective leadership practices (Taylor, 2009).

leadership characteristics of idealized influence, inspirational motivation, intellectual

course of action in the organization.

Thompson, G. and Glasø, L. (2015), Situational Leadership Theory

congruent. An omnibus test, or overall comparison of matches and mismatches, yielded a

the concept of “partnering for performance” introduced by Blanchard (2010) as an integral

determination of follower development level. If agreement is reached, then it is assumed that

leads to our first hypothesis:

Hersey and Blanchard’s situational leadership theory (SLT) is often cited in

leadership theories popular in management training programs and school teacher-training

settings. However, it remains among the least-researched views of managerial effectiveness

many decades, strong evidence-based testing of its prescriptive principles is

congruence approach to testing SLT.

Michael S. Nelson (2013) on Motivation Theory to Improve Teacher Morale

and exciting is needed.

Another highly researched theory on motivation is known as the attribution theory.

greater force in the lives of students.

Teacher performance evaluation plays a key role in educational personnel reform, so

namely, capability, achievement, and effectiveness. Moreover, teacher performance

evaluation was usually restricted to task performance, neglecting contextual performance.

the Transformational Leadership Practices. The dependent variables; Teachers’ performance

School Head Characteristics

2.5 Teacher Load

2.6 Curriculum Issues

2.7 Teacher Status

2.8 School Facilities and

What is the assessment of the teacher respondents on school head transformational

leadership practices of the administrators in terms of:

1.1 Modeling the Way;

1.2 Inspiring a Shared Vision;

1.3 Challenging the Process;

1.4 Enabling Others to Act;

1.5 Encouraging the Heart?

2.1 Teacher Rapport with School Head;

2.2 Satisfaction with Teaching;

2.3 Rapport among Teachers;

2.4 Teacher Salary;

2.5 Teacher Load;

2.7 Teacher Status;

2.8 School Facilities and Services?

What is the level of performance of teachers in terms of:

3.1 Instructional Competence;

3.2 Professional and Personal Characteristics;

3.3 Punctuality and Attendance?

Is there a significant relationship between the school heads’ transformational

leadership practices, teachers morale, and teachers’ performance?

Which variables predict teachers’ performance?

Significance of the Study