##plugins.themes.academic_pro.article.sidebar##
Downloads
Main Article Content
Abstract
This study aimed to determine the leadership skills and ad-ministrative behaviors fostering collective efficacy and satisfac-tory performance among teachers in elementary schools of Bay District, Division of Laguna. It employed the descriptive study endeavored as research method and the main technique of the study. As to the profile of school administrators, majority were 36 years old and above, more than half were female, nearly eighty percent were married, a bigger number were Bachelor's Degree with MA units, a little more than one-half occupied Teacher 1 position, and a great majority of them had served 6 to 10 years.
Looking on the aspect of leadership traits the school admin-istrators were highly manifested in all areas such as effective communicators, accountable and responsible, long-term think-ers, self-motivated, confident, people oriented and emotionally stable.
In terms of administrative behaviors, the school administra-tors were also found much effective in all areas such as caring and supportive, positive thinking, humility. trustworthy and empowerment.
Parallel studies maybe conducted by examining other as-pects and nature of variables related to leadership skills and administrative behavior so that further assessments on the reli-ability and validity of the data in this research could be ascer-tained. It involved 300 respondents.
In order to validate their assessment from the survey in-strument, the analysis and interpretation of the data gathered were facilitated by frequency counts, percentage, mean, stand-ard deviation, Pearson r and mediating variables.
The study found out that there is no significant relationship between the school heads’ profile and the leadership traits and collective efficacy and school performance outcome. However, there is a significant relationship between the leadership traits, administrative behaviors, collective efficacy and performance outcome.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Ashton, P.T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Ashton, P.T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Baker, D. F. (2001). The development of collective efficacy in small task groups. Small Group Research, 32(4), 451-474.
Baker, D. F. (2001). The development of collective efficacy in small task groups. Small Group Research, 32(4), 451-474.
Bambrick-Santoyo, P. (2012). Leverage leadership: a practical guide to building exceptional schools. Jossey-Bass.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, New Jersey: Prentice-Hall
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bass, B.M. (1985). Leadership and performance beyond expectation. New York: Bass, B.M. (1990). From Transactional to Transformational Leadership: Learning to Share the Vision. Organizational Dynamics, 18(3), 19-31.
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-556.
Bell, L. I. (2001). High-performing, high-poverty schools. Educational Leadership, 31(1), 8-13.
Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49-6 http://dx.doi.org/10.1108/JEA-12-2015-011683
Bennett, W.J. (198 8). American education: making it work. A report to the president and the American people. (DOE Publication No. ED 289 959). Washington, D.C.: U.S. Government Printing Office. Retrieved January 25, 2016, from https://bit.ly/2RTKV48.
Berends, M. (2006). Survey Research Methods in Educational Research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods for research in education (pp. 623-640). Mahwah, NJ: Lawrence Erlbaum Associates.
Blase, J. & Blasé, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130–141. https://doi.org/10.1108/09578230010320082
Blasé, J., & Blasé, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130–141 https://doi.org/10.1108/09578230010320082
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Braun, V. & Clarke, V. (2013) Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
Brinkerhoff, M., Murrieta, A., & O’Neill, C. (2015). Collective leadership: Activating the gifts of your team. Leadership Exchange, 226, 51–54.
Burns, J. M. (1978). Leadership. New York: Harper & Raw. lanchard, K. & Hodges, P. (2003). The servant leader: Transforming your heart, head, hands, and habits. Thomas Nelson, Inc.
Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, (5), 553-571.
Calik, T., Sezgin, F., Kavgaci, H., & Kilinc, A. (2012). Examination of relationships between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy. Educational Sciences: Theory
Calik, T., Sezgin, F., Kavgaci, H., & Kilinc, A.C. (2012). Examination of relationships between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy. Educational Sciences: Theory & Practice, 12(4), 2498-2504. Retrieved January 1, 2016, from https://bit.ly/2OiipZ5. Athens Journal of Education May 2021 219
Conley, D.T. (2008). Rethinking college readiness. New Directions for Higher Education, 144, 3-13. 1