1 Republic of the Philippines University of St. La Salle Bacolod City

Transcription

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Republic of the Philippines
University of St. La Salle
Bacolod City
APPROVAL SHEET
This dissertation of Jessie B. Aquino, entitled “Adversity Quotient, Leadership
Style and Performance of Secondary School Heads and Commitment to
Organizational Values of Teachers in the Province of Tarlac”, which is prepared and
submitted in partial fulfillment of the requirements for the degree Doctor of Education
is hereby accepted.
NIÑO B. CORPUZ, Ed. D., RGC
Adviser
DISSERTATION COMMITTEE
NICANOR C. CAINGAT, Ph. D.
Chairman
ELENA A. HAMSILANI, Ph. D.
Member
MYRNA Q. MALLARI, DBA
Member
Accepted and approved in partial fulfillment of the requirements for the degree
Doctor of Education.
Comprehensive Examination passed.
DR. MYRNA Q. MALLARI
Academic Administrator
Date: ____________________
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ADVERSITY QUOTIENT, LEADERSHIP STYLE AND PERFORMANCE OF
SECONDARY SCHOOL HEADS AND COMMITMENT TO
ORGANIZATIONAL VALUES OF TEACHERS
IN THE PROVINCE OF TARLAC
A Dissertation Presented
to the Faculty of Graduate School
Bacolod City
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
JESSIE B. AQUINO
2013
ABSTRACT
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Title:
ADVERSITY QUOTIENT, LEADERSHIP STYLE AND
PERFORMANCE OF SECONDARY SCHOOL HEADS AND
COMMITMENT TO ORGANIZATIONAL VALUES OF
TEACHERS IN THE PROVINCE OF TARLAC
Researcher:
Jessie B. Aquino
Degree:
Doctor of Education
Institution:
University of St. La Salle, Bacolod City
This study was conducted to determine the relationship of adversity quotient,
leadership style and performance of secondary school heads and commitment to
organizational values of teachers in the Province of Tarlac. The following concerns were
looked into: the school heads’ adversity quotient, leadership styles and performance,
commitment of teachers to organizational values and the relationship among these
variables; the influence of adversity quotient and leadership style to performance and
commitment and; a model showing the nature of influence of adversity quotient and
leadership to performance and commitment.
The descriptive-correlational research design which made use of three sets of
questionnaire was utilized in this study. Questionnaires include the adversity quotient
profile (Stoltz, 2013), the Multi Leadership Questionnaire (Bass & Avolio, 2002) and the
Organizational Commitment Questionnaire (Celep, 2003). The respondents of the study
were the 62 secondary school heads 328 teachers of the Division of Tarlac Province.
Frequency count, percentage, weighted mean, and mean score were used to interpret the
collected data. The Statistical Package for the Social Sciences (SPSS v. 16) and excel
(MS 2010) were used to generate descriptive data. Multiple Linear Regressions were
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used in testing the hypotheses. Structural Equation Modeling (SEM) was employed to
establish the validity of the proposed model.
Findings showed that secondary school heads have significantly little control and
influence in adverse situations. Their leadership styles as to transformational and
transactional have the same descriptive level. However, the computed grand mean for
transformational leadership is higher than in the transactional leadership.
In terms of the performance in National Achievement Test (NAT), the overall
computed mean were on the average level.
Generally, commitment to school, teaching work, teaching occupation and work
group work of teachers were above average. Overall level of commitment of teachers to
organizational values is relatively high.
Endurance of the school head was significantly and positively related to idealized
influence – behavior, inspirational motivation. Intellectual stimulation was significantly
and positively related to critical thinking and overall NAT. There was a significant
negative relationship between school heads’ ownership and teachers’ commitment to
work group and overall commitment. Ownership negatively influenced performance in
Mathematics, English, Science and overall NAT. As to transformational leadership,
intellectual stimulation positively influenced performance in all components of as well as
in the overall NAT. In terms of transactional leadership, contingent reward negatively
influenced performance in Mathematics, Science and overall NAT.
Ownership negatively influenced teachers’ commitment to school, commitment to
work group and overall commitment, but Endurance positively influenced teachers’
commitment to school.
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ACKNOWLEDGMENT
The researcher gratefully acknowledges the guidance, encouragement, inspiration
and other forms of assistance of all those who, in one-way or the other, contributed to the
realization of this research work.
Ambassador Eduardo M. Cojuangco Jr., who has cheerfully shared his
generosity for the professional and intellectual development of teachers and
administrators in the Province of Tarlac through the ECF Project Free Program;
Tarlac State University, the host institution for choosing highly competent
faculty of instruction;
The University of St. La Salle Bacolod for being the granting institution;
The Department of Education of Tarlac for being an active partner of the
project;
Dr. Niño B. Corpuz, the researcher’s adviser, for his ceaseless encouragement,
genuine interest, incomparable assistance and intellectual support throughout all the stage
of the preparation of this dissertation. Also much appreciation is given to him for the
advice to measure the outcome of a successful work and most of all his patience and
understanding during and after the preparation of the manuscript;
Dr. Elsie M. Canlas, his critic, who gave full encouragement and self-confidence
that he needed in the defense of his dissertation
Dr. Nicanor C. Caingat, Chairman of the Dissertation Committee for his
intellectual support and valuable comments needed to have a comprehensive and
informative research study;
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Dr. Myrna Q. Mallari, Member of the Dissertation Committee, for sharing her
expertise and giving valuable insights and suggestion, which greatly made a difference to
the research work;
Dr. Elena A. Hamsilani, Member of the Dissertation Committee, for her bright
suggestions and guidance;
Dr. Paul G. Stoltz, the author of adversity quotient profile and the CEO of PEAK
Learning Inc., for allowing the researcher to use the instrument on adversity quotient;
Miss Katie Martin, the researcher’s consultant from PEAK Learning Inc. on
adversity quotient for her intellectual assistance and generosity in the completion of the
study;
The Respondents, for their participation and cooperation;
His good friends and fellow teachers of Villa Aglipay High School, Ma’am Tess,
Ma’am Ellen, Ma’am Dang, Ma’am Alma, and Ma’am Au for assisting the researcher
in the distribution of questionnaires and whose encouraging assistance and moral support,
inspired him to push through the research;
To Madam Clarita C. Reyla, the principal of Villa Aglipay High School, for her
unselfish support and help in the distribution of the questionnaires;
To his best friend Nelvin R. Nool for helping him in the analysis of data and for
inspiring him to continue dreaming and believing to finish his degree;
To all the members of his family, for their understanding and much needed moral
support;
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To all the members of Pitombayog Christian Community Church, headed by Rev.
Edison T. Sanchez, for their ceaseless prayers and encouragement, special mention to
JR Paulo for showing that life should be relaxed and easy;
To all his students who are the main and ultimate reason for pursuing higher level
of education; and
To the Lord Jesus Christ, his ultimate inspiration, who provided all the needed
wisdom and strength towards the completion of this study.
-jess-
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DEDICATION
This work is wholeheartedly dedicated
to those who have been my
INSPIRATION.
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TABLE OF CONTENTS
Page
APPROVAL SHEET ……………………………………………………..………….. 1
TITLE PAGE ………………………………………..……………………………….. 2
ABSTRACT …………………………………………...……………………………… 3
ACKNOWLEDGMENT ……………………………………………….……………. 5
DEDICATION ………………………………………..……………………………… 8
TABLE OF CONTENTS ……………………………………………….…………… 9
LIST OF TABLES …………………………………………………………………… 11
LIST OF FIGURES …………………………………………………………..……… 13
Chapter
1 THE PROBLEM AND ITS BACKGROUND …………………………............. 14
Introduction …………………………………………………………………...
Statement of the Problem ……………………………………………………..
Null Hypotheses ………………………………………………………………
Significance of the Study ……………………………………………………..
Scope and Delimitation of the Study………………………………………….
Definition of Terms …………………………………………………………...
14
18
19
20
21
22
2 REVIEW OF RELATED LITERATURE AND STUDIES ……………………
Related Literature …………………………………………………………….
Related Studies ……………………………………………………………….
Foreign Studies ……………………………………………………………….
Local Studies …………………………………………………….....................
Conceptual Framework ……………………………………………………….
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25
51
51
84
98
3 METHODS OF STUDY AND SOURCES OF DATA ………………………… 102
Research Design ………………………………………………………………
Locale of the Study …………………………………………………………...
Respondents of the Study …………………………………………………......
Research Instruments …………………………………………………............
Data Gathering Procedure ………………………………………………….....
Statistical Treatment ………………………………………………………….
102
102
104
106
113
114
4 PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA ………………………………………………………………………….. 115
Adversity Quotient of Secondary School Heads ……………………………..
Leadership Style ………………………………………………………………
Performance ………………………………………………………..................
Commitment to Organizational Values of Teachers ………………………….
115
125
136
139
10
Relationship of the School Heads’ Adversity Quotient,
Leadership Style and Performance, and Teachers’
Commitment to Organizational Values …......................................................... 145
Proposed Model of School Heads’ Adversity Quotient,
Leadership Style and Performance, and Teachers’
Commitment to Organizational Values ……………………………………… 176
5 SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS ………………………………………………………… 181
Summary of Findings ………………………………………………………… 181
Conclusions …………………………………………………………………... 188
Recommendations ………………………………………………..................... 191
BIBLIOGRAPHY ……………………………………………………………………. 178
APPENDICES .............................................................................................................. 196
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Letter Request to the Superintendent ……………………………………..
Letter Request to the Principal ……………………………………………
PEAK Learning Official Research Agreement …………………………...
Adversity Quotient Profile ………………………………………………..
Leadership Style Survey Questionnaire for School Heads ……………….
Organizational Commitment Questionnaire for Teachers ………………..
Adversity Quotient Scores of School Heads ……………………………...
Transformational Leadership Scores of School Heads …………………...
Transactional Leadership Scores of School Heads ……………………….
School Performance in Terms of NAT ……………………………………
Organizational Commitment Scores of Teachers …………………………
196
197
198
199
200
202
204
206
208
210
212
CURRICULUM VITAE……………………………………………………………… 219
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LIST OF TABLES
Table
Page
1
Distribution of Teacher Respondents ….... …..…………..……………
104
2
Reliability Estimates of the Adversity
Quotient Profile …………………………. …..…………..……………
107
3
Overall Equivalent of Adversity Quotient ……………………………..
109
4
Dimensions of Adversity Quotient Profile
Score Equivalents ……………………….. ……………………………..
110
Level of Adversity Quotient of Secondary
School Heads in Terms of Control ……… ………………………….….
117
School Heads in Terms of Ownership …... ……………………………..
118
School Heads in Terms of Reach ……….. ……………………………..
120
School Heads in Terms of Endurance …... ……………………………..
121
Overall Adversity Quotient of the
Secondary School Heads ………………... ……………………………..
122
Means of Adversity Quotient of
Secondary School Heads with its Four
Dimension ……………………………….. ……………………………..
124
Leadership Style of Secondary School
Head – Transformational ………………... ……………………………..
127
Leadership Style of Secondary School
Head – Transactional ……………………. ……………………………..
132
Comparison of Leadership Style of
Secondary School Heads ………………... ……………………………..
134
Performance of Secondary School Heads
in Terms of National Achievement Test
(NAT) Results …………………………………………………………..
137
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6
7
8
9
10
11
12
13
14
12
15
Teachers’ Commitment to Organizational
Values……………………………………. ……………………………..
140
Correlation between School Heads’
Adversity Quotient and Leadership Style... ……………………………..
146
Adversity Quotient and Performance …… ……………………………..
147
Leadership Style and Performance ……… ……………………………..
148
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Multiple Regression Analysis of Model 1 . ……………………………..
151
20
154
21
156
22
158
23
160
24
162
25
164
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Adversity Quotient and Teachers’
Commitment to Organizational Values …. ……………………………..
166
Correlation between School Heads’ and
Leadership Style and Teachers’
167
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169
29
172
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Multiple Regression Analysis of Model 10 ……………………………..
174
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Correlation between Teachers’
Commitment to Organizational Values
and School Heads’ Performance ………… ..…………………………..
162
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17
18
27
13
LIST OF FIGURES
Page
Figure
1
Paradigm of the Study …………………... ……………………………..
101
2
Proposed Model Describing the Nature of
the Adversity Quotient, Performance of
Secondary School Heads and Teachers’
177
Proposed Model Describing the Nature of
the, Leadership Style and Performance of
Secondary School Heads and Teachers’
178
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Life in the 21st century is an era of relentless and unforcastable change. The
relationship between the human race and the planet that sustain it has undergone an
enormous transformation. The world is a dynamic entity that poses quite powerful
challenges to educational managers. Major changes are happening right before their eyes
and they are aware of the implications of these rapid, fundamental and structural changes
(Ferrer, 2009).
The leadership role of school administrator is demonstrated in all aspects of the
general duties of the school administration. Leadership has to do with the initiation,
organization, motivation and direction of the actions of the members of a group in a
specific situation towards the achievement of the objectives of group. These roles must be
concerned with the quality of instruction as well as the students’ welfare, the moral and
spiritual tone of the school and the maintenance of discipline.
Stoltz (2008) stressed the importance of conducting researches among school
leaders to find out how they respond to different issues that are carried along with their
responsibility and role as school managers. This means that the way the school head deals
with the adversities brought about by both external and internal factors could greatly
affect his multi-faceted role as school manager which could result to inability of fulfilling
his potential which in consequence, lowers his performance in terms of resourcefulness,
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adjustment to change with new ideas, problem solving, decision making, optimism and
healthiness.
Educational leadership roles according to Law and Glover (2000) take the form of
being leading professionals. Researches show that principals are the linchpins in the
enormously complex working environment, both physical and human, of a school. The
job calls for a staggering range of roles: psychologist, teacher, facilities manager,
philosopher, police officer, diplomat, social worker, mentor, PR director, coach,
cheerleader and others. The principalship is both lowly and lofty. In one morning, he
might deal with a broken window and a broken home; a bruised knee and a bruised ego; a
rusty pipe and a rusty teacher. The job of a principal can indeed be staggering in its
demands, particularly in the context of school reform.
At present, educational institutions have been facing different issues and
adversities that school managers have to deal with effectively and efficiently. Adversities
such as poor academic performance of students that affects the performance of the school
as a whole, increasing dropout rates, drug addiction, early marriage, parental problems,
bullying, and discipline are the most common. These adversities could greatly affect the
entire school when not responded accordingly. As cited in the study of Canivel (2010),
advances and changes in technology, science, values, environment, and international
relationship also hold a varied assortment of challenges and adversities in education.
How a leader responds to these adversities not only affects the leader’s performance but
also the performance of those being lead.
Schlechty (2000) stressed out how education has attempted to keep pace with our
changing society. But according to him, the society’s unrealistic expectations and plans
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have not influenced the core of our educational system. The continued pressure for
educational reform places an ever – increasing demands on both resources and personnel.
This increased emphasis on accountability and achievement places additional pressure on
teachers to perform, students to learn, and principals to lead. The education community’s
attempts at reinventing itself encompass a level of adversity with which school personnel
must effectively handle. How principals, as educational leaders, respond to this adversity
will likely be mirrored in local educational settings by teachers and students. A principal
responding positively to modern educational adversity lessens the negative impact it may
have on student achievement. That’s why it is imperative that the principal as a leader –
the school manager should learn how to deal with the different adversities he may
encounter upon the assumption and delivery of his role for this is also an essential
element of having effective leadership skills which contribute much on the success of the
school community.
On the other hand, teacher commitment has been identified as one of the most
critical factors for the future success of education and schools. It has been a truly
significant factor that the commitment of teachers is closely connected to teachers work
performance and their ability to make innovations in the teaching environment and as a
result, they are able to integrate new ideas into their own practice. Teacher commitment
plays a vital role in eliciting positive response among the students to perform well and
achieve more in their studies. It also affects students’ attitudes toward school.
The level of teachers’ commitment is considered to be a key factor in the success
of any educational undertaking as it heavily influences teachers’ willingness to engage in
cooperative and critical practice. To sustain energy and enthusiasm for the work, teachers
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need to maintain their personal commitment to the job. This concept of ‘commitment’, as
investment of personal resources, has long been associated with the professional
characteristics of a teacher. At a time when education is in constant flux, teachers are
expected to incorporate reforms on a number of levels into their daily practice.
The present challenge in the educational environment requires that those who
wish to survive and thrive must become involved in an increased rate of personal
adaptation and professional development (Day, 2000). This shows that teachers’
commitment to organizational values has a lot to do in the attainment of the
organization’s mission. It is an important aspect that will contribute a lot in the
realization of the goals and objectives of the organization.
Tabuso (2007) believed that teachers who are committed are those who devote
themselves wholly to the teaching profession and to the educational organization. They
exert effort to the optimum level. Organizationally-committed teachers are satisfied
teachers who display punctuality and loyalty. They have a good record of attendance and
are willing to adhere to school policies. Since the educational system stresses that
educational organization should create an environment quality of instruction,
administrators should always keep abreast with the factors that affect teaching
performance and organizational commitment. They should keep an eye to the behavior of
their teachers because teachers’ needs may change from time to time. Their concern
should be focused on the level of satisfaction and dissatisfaction, for them to know if the
teachers are likely to be more committed or less committed. Lower-level commitment of
teachers may create a dilemma that could affect negatively the effectiveness of an
educational organization and may cause teachers to be less efficient in their professional
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performance or to leave the profession. The less committed teachers may create
difficulties and cause deviations in respect of the educational aims of the school.
This research attempted to study as to what extent school administrators rise and
respond quickly from defeats, frequent frustrations, stress, and setbacks as they perform
their duties and responsibilities. The researcher would also like to find out the
relationship of adversity quotient to leadership styles, performance and the level of
commitment of teachers to organizational values. The author believes that knowledge of
these factors may help develop school managers who are self-motivated, assertive, and
decisive when it comes to challenging situations since these factors play a very
significant role in achieving the school’s ultimate vision; that is providing quality
education accessible to all.
Statement of the Problem
The study aimed to determine the relationship of the adversity quotient, leadership
style and performance of secondary school heads and commitment of teachers to
organizational values in the Division of Province of Tarlac, school year 2012 – 2013.
Specifically, this study aimed to answer the following questions:
1. How are the secondary school heads described in terms of the following
1.1 Adversity Quotient
1.1.1
Control
1.1.2
Ownership
1.1.3
Reach
1.1.4
Endurance
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1.2 Extent of Practice of Leadership Style
1.2.1
Transformational
1.2.2
Transactional
1.3 School Performance in NAT
2. How are the teachers’ organizational values described in terms of
2.1 commitment to school
2.2 commitment to teaching work
2.3 commitment to teaching profession
2.4 commitment to work group
3. Is there a significant relationship between the following variables:
3.1 adversity quotient and leadership style
3.2 adversity quotient and performance
3.3 leadership style and performance
3.4 adversity quotient and commitment to organizational values;
3.5 leadership style and commitment to organizational values
3.6 commitment to organizational values and performance
4. What models can be proposed to describe the nature of relationship of
school heads’ adversity quotient and leadership style to their performance
and teachers’ commitment to organizational values?
Hypotheses
1. There is no significant relationship between the following variables:
a. school heads’ level of adversity quotient and leadership style.
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b. school heads’ level of adversity quotient and performance.
c. school heads’ leadership style and performance.
d. school heads’ level of adversity quotient and teachers’ commitment to
organizational values.
e. school heads’ leadership style and teachers’ commitment to organizational
values.
f. teachers’ commitment to organizational values and school heads’
performance.
Significance of the Study
The study looked into the relationship of the secondary school heads’ adversity
quotient, leadership style and performance and commitment of teachers to organizational
values.
The result of this study will help both the teachers and the school head to be
encouraged and put their best foot forward to maximize their performance and
capabilities as primary individuals in the realization of the school’s vision and mission
and thus, in the attainment of success of the organization.
Findings of the study will help develop an informed conceptualized model of
teacher commitment. Data obtained from this undertaking could be used in developing a
deeper understanding of teacher commitment since it is critical in the knowledge of
economy where education is in a constant state of evolution, impacting considerably on
the expectations and workload of the teaching workforce.
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For school administrators, this will provide them the necessary and clear ideas
in enhancing their potentials and leadership skills. As considered to be an academic
leader, they are the primary beneficiaries of this study for results of this will help them
understand better on how to cope with the adversities that they usually encounter in the
performance of their job as school managers. This will provide them valuable
information to come up with an alternative solution and effective approach on how to
remedy it and be able to establish a strong understanding on their weaknesses and
strength as leaders in the academe. Furthermore, it will give them the opportunity to
improve their personality to respond effectively on any adversity that will arise in the
deliverance of their duties and responsibilities in managing and supervising their
subordinates in the workplace that affects teachers’ commitment to organizational values
under their care.
Also, higher authorities could be benefited by the results of this study. The data
obtained from this study will provide them real leadership by projecting calmness and
competence, keeping the organization and its staff and volunteers focused on the future,
communicating well, providing emotional support, and involving people in resolving the
problems that have led to the current situation.
Scope and Delimitation of the Study
This study was conducted to determine the relationship of leadership style and the
performance to adversity quotient of the secondary school heads and commitment of
teachers to organizational values in the Division of Tarlac Province.
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The respondents of this study were the secondary school heads of the Division of
Tarlac Province and selected teachers determined by a stratified random sampling
through the Slovin’s formula during the school year 2012 – 2013. The study made use of
the Adversity Quotient Response Profile® which was developed by Dr. Paul G. Stoltz.
The Multifactor Leadership Questionnaire (MLQ, Bass & Avolio 2002) was used to
collect data regarding leadership practices of secondary school heads. The said
instrument determines the extent of practice of leadership styles of the school head as to
transformational or transactional.
Teacher commitment to organizational values was measured by an Organizational
Commitment Questionnaire consisting of responses to a survey of Likert items with a 5-
point response scale anchored by strongly disagree and strongly agree.
The teachers’ organizational commitment was explained under the headings of
commitment to the school, the work group, the teaching profession and the teaching
itself. The teachers’ organizational commitment questionnaire developed by Celep (2003)
was used in this study. However, modifications had been made for the questions that
were quite broad. The said questionnaire was then validated by experts.
Definition of Terms
The following terms are operationally defined for clarification purposes.
Adversity. Adversity is more likely to be an ongoing unfavorable condition. It
may or may not set you back, but it often makes it harder to move forward. This may be
in a form of distress, misery, suffering, trouble, misfortune, disaster, problem or
challenges.
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Adversity Quotient (AQ). The total score obtained by an individual/respondent
from the Adversity Response Profile.
Commitment. Defined as a high level of attachment of an individual to
organization or activity. In this study, it refers to the teacher’s high level of attachment
and involvement in the teaching profession and in the academic organization as a whole.
Control. The first dimension of the adversity quotient profile which measures the
degree of control a person perceives that he or she has when adverse events happened.
Endurance. This refers to the fourth dimension of the adversity quotient profile.
This is a measure of the perception of time over which good or bad events and their
consequences will last or endure.
Intellectual Stimulation. A dimension of transformational leadership that
stimulates individuals to be able to be creative and excellent by introducing ideas and
early solutions to problems. It highlights rationality and new approaches for followers to
follow.
Leadership. The ability of an individual to lead and influence other people (e. g.
subordinates/staff) for purpose of empowering them.
Leadership Style. It refers to the particular leadership style employed by those
who are in positions.
Organizational Commitment. Organizational commitment is constitutively
defined as the teacher’s identification with and involvement in a particular organization.
This commitment can be characterized by at least three factors: (a) a strong belief in and
acceptance of the organization’s goals and values, (b) a willingness to exert considerable
effort on behalf of the organization, and (c) a strong desire to maintain membership in the
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organization. Organizational commitment is operationally defined by teacher responses to
the Organizational Commitment Questionnaire (OCQ).
Ownership. The second dimension of the adversity quotient profile that measures
the extent to which a person owns, or takes responsibility for the outcomes of adversity or
the extent to which a person holds himself or herself accountable for improving the
situation.
Performance. Something that is carried out or accomplished (Microsoft®
Encarta® Premium Suite, 2005). In this study it refers to the school’s Mean Percentage
Score (MPS) in the National Achievement Test (NAT) during the school year 2011 2012.
Principal. An academic position given to a person who has executive authority in
managing a school.
Reach. The third dimension of the adversity quotient profile. This dimension
measures the degree to which a person perceives good or bad events reaching into other
areas of life.
School Head. A general term used to address an individual who manages the
school. It can be a principal, a head teacher or an officer – in – charge exercising the
authority as the school administrator.
Transactional Leadership. A type of leadership that occur when a principal or
school head rewards or disciples the teachers depending on the adequacy of the teachers’
performance. It depends on contingent reinforcement, either positive contingent reward
or the more negative active or passive forms of management-by-exception. Also, the
principal or school head assigns or gets agreement on what needs to be done and
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promises rewards or actually rewards others in exchange for satisfactorily carrying the
assignment.
Transformational Leadership. It is a style of leadership that occurs when a
school head broadens and elevates the interests of his/her teachers when he/she generates
awareness and acceptance of purposes and mission of their organization/institution, and
when he/she stirs his/her teachers to look beyond self-interest for the good of the
organization.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature, concepts, ideas and comprehensive researches
which are related to this study. They were well-chosen to support best the knowledge,
ideas, and insights included in this paper for better and meaningful improvement. Both
local and foreign studies on adversity quotient, leadership and commitment of teachers to
organizational values have been considered which the researcher thinks have bearing
with the present study.
Related Literature
Individuals today face change constantly–-in the work they do, how they perform
work, where work is performed, and with whom they work. Changes within the
organization represent only part of the challenge; employees who have more
responsibilities for dealing directly with suppliers and customers increasing face external
changes (Maddi & Khoshaba, 2005; Mallak, 1998; Reivich & Satte, 2002). And it is
believed that these changes can affect one’s adversity that could also affect one’s
performance in his work.
Change itself is no longer a source if competitive advantage, according to Stoltz
(2000). True competitive advantage is determined by the speed, magnitude, and direction
with which an organization can change. Speeding up the change cycle is entirely
dependent on the readiness of the participants. If the people are not on board, no amount
of speeches and meetings can change a thing.
Stoltz (2000) argues that an organization’s resilience to adversity or Adversity
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Quotient (AQ) is the determining variable in speeding up and strengthening change. First,
a high AQ organization can greatly reduce the depth and width of the transition phase.
This reduces the individual trauma caused by change as well as how long it takes to get to
the other side.
The second advantage is that a high AQ organization can raise the bar on where it
merges at the New Beginnings. People who perceive change as possible and something
they can influence are going to invest far greater and more sustained energy into the
process, increasing their chances of success. A high AQ individual’s automatic perception
that the transition phase will pass and will not necessarily ruin everything also keeps this
or her enthusiasm and energy strong.
Individuals with high AQ scores are more likely to embrace, drive, and persist
through change. A high AQ response to change also creates the moment and
organizational fortitude necessary to successfully navigate incessant change. A high AQ
individual’s automatic perception that the transition phase will pass and will not
necessarily ruin everything also keeps this or her enthusiasm and energy strong. High AQ
individuals are simply more likely to embrace, drive, and persist through change.
The survival of most organizations rests on their ability to withstand and overcome
continuous and mounting adversity. The greatest source if adversity for most
organizations is the constant avalanche of change. An organization is only as strong as its
AQ, regardless of its talents and capacity. To be a true high-performance team it must
have high-performance CORE operating systems, one that will sustain agility, innovation,
problem solving, and strategic thinking in adversity-rich times.
The factors related to adversity are numerous, complex, and multidirectional.
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Adversity research draws heavily from studies in the area of cognitive psychology. One
of the most import components of adversity is the theory of learned helplessness.
Learned helplessness attempts to explain why some individuals succeed in the
face of adverse conditions while others stop or even retreat. What Seligman and others
have since discovered is that people are capable of acquiring this trait. Learned
helplessness is internalizing the belief that what you do does not matter; it is about the
loss of perceived control over adverse events.
Stoltz provides a summary of conclusions taken from the works of Martin
Seligman, Christopher Peterson, Steven Maier, Carol Dweck and others on learned
helplessness: (a) learned helplessness explains why people give up, (b) learned
helplessness is a definitive barrier to empowerment, (c) once learned, it is easy to justify
one’s helplessness, (d) people can be immunized against helplessness, (e) the immunized
against helplessness never give up, (f) the upsurge in depression is caused by an epidemic
of learned helplessness, (g) optimists respond differently to adversity than do pessimists,
(h) males and females are taught differently and, as a result, tend to respond differently to
adversity, (i) learned helplessness can be taught to others and reinforced later in life.
The means through which AQ improves adversity response was built on the work
of Albert Ellis and his ABC model. This rational-emotive model of behavior is based on
the notion that it is one’s belief about an event rather than the events themselves that
generate reactions and feelings. The importance of these models in cognitive psychology
is that unlike most training which loses its impact overtime is the effect of cognitive
disputation skills that seem to take on a life of its own, expanding and growing long after
the training. AQ alters how individuals view adversity and their response to it, both in
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current circumstances and in the future.
Adversity Quotient is the nutrient rich soil, the key, foundational factor of
success that can determine how, if, and to what degree a person’s attitudes, abilities,
and performance are manifested in the world. Like the composition of the soil in the
garden. AQ can be enriched and strengthened. It is here that begin to truly grasp the
practical implications of AQ.
The result of 19 years of research and 10 years of application is a major
breakthrough in understanding of what it takes to succeed. A person’s success in his
work and lifestyle is largely determined by his Adversity Quotient. AQ tells one how
well he would be able to withstand adversity and his ability to surmount it. AQ
predicts who will overcome adversity and who will be crushed. Also, AQ predicts
who will exceed expectations of their performance and potential and who will fall
short and AQ also predicts who gives up and who prevails. Adversity Quotient is
comprised of four CORE dimensions. CORE is an acronym for control, ownership,
reach, and endurance. These dimensions will determine a person’s overall AQ.
As stated in the article written by Darwin (2007), Adversity Quotient (AQ): An
Emerging Determinant of Success and Superior Performance, many years have been
spent by many researchers who have devoted a great deal of their studies to Intelligence
Quotient (IQ) and Emotional Quotient (EQ), which are considered to be determinants of
success and superior accomplishment. A decade ago, Paul Stoltz introduced a new yet
interesting & intriguing concept – Adversity Quotient (AQ), which tells how well one
withstands adversity and his ability to triumph over it. In fact, more researches recently
have shown that measurement of AQ is a better index in achieving success than IQ,
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education or even social skills.
According to him, by understanding the concept of AQ one can better understand
how he and others react to challenge and adversity in all aspects of his life. In fact, how
people respond to adversity is a strong indicator of ability to succeed in many endeavors.
AQ is rooted in three sciences: psychoneuroimmunology, neurophysiology, and
cognitive psychology. They are its building blocks. Hundreds of research studies lend
support to the role AQ plays in determining one’s ability to triumph over obstacles.
To measure AQ, Stoltz developed an assessment instrument called Adversity
Response Profile (ARP).
The Adversity Response Profile is the only scientifically-grounded tool in
existence for measuring how effectively one deals with adversity, or one’s AQ. AQ,
according to him, is a valid predictor of one’s success, stress-threshold, performance,
risk-taking, capacity for change, productivity, perseverance, improvement, energy, and
health.
The ARP is a highly valid assessment instrument based on 25 years of research
and more than 1000 studies at more than 150 universities and organizations worldwide.
Unlike IQ, AQ can be improved.
Adversity and resiliency are strongly related. Siebert (2005) defines resiliency as
the ability to adapt to life‘s changes & crises. It is the key to a healthy and productive life.
Siebert believes that there is a science of resiliency and his research explains how and
why some people are more resilient than others & how resilience can be learnt at any age.
Siebert‘s book, The Resiliency Advantage, details five levels of resiliency and provides a
program of activities to increase resilience. The character traits at the two ends of the
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continuum - resilience vs. vulnerability, such as resisting change vs. embracing change,
acting morally vs. living morally, emotional stupidity vs. emotional intelligence,
following role instructions vs. being an author of one‘s life story etc., are listed, and the
path to bringing about that transformation is charted out. The author relies extensively on
a reflective approach in the activities suggested.
Reivich and Shatte (2002), vice-presidents for research and development at
Adaptive Learning Systems which offers Resilience Training, in their book, The
Resiliency Factor -7 Keys to Finding your Inner Strength and Overcoming Life’s
Hurdles, based on their research over fifteen years, outline the seven skills required, to
becoming resilient. They emphasize that it is not what happens to a person but how he
reacts to it that affects the trajectory of his life. The book provides a test to measure RQ
(Resilience Quotient) and reaffirms that RQ can be increased.
The seven skills for resilience, according to Reivisch and Shatte, are emotion
regulation, impulse control, causal analysis, optimism, empathy, self-efficacy and
reaching out.
The book is a guide to mastering these seven skills. It provides exercises for
practice and opportunities for reflection, to hone these skills. The authors help one
understand one‘s own thinking style, and propose that resilience can be increased by
learning to circumvent a faulty thinking style, and become more realistic in assessing
what the adversity does to one.
At its most basic, AQ is the precise, measurable, unconscious pattern of how
you respond to adversity. But AQ is much more than a measure. It contributes a vital
piece to what is becoming a grand unification theory of human behavior, drawing
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from nearly four decades of wisdom and scientific research from some of the world’s
top thinkers. Once you get a picture of how AQ works, you will be able to apply the
following science to unravel some of the fundamental mysteries of individual and
collective endeavor. (Stoltz, 2000)
According to Chang (2001), the Adversity Quotient model dedicates a
dimension to control with the assumption that the more perceived control a person
has, the more resilient they will be. In this model the control and ownership
dimensions are inextricably linked in that the more one takes ownership when
adversity strikes, meaning they don’t deflect accountability by attributing the cause
of the bad event to something external or outside of themselves, the more perceived
control they have. This is in contrast to the Explanatory Style model where the
assumption is that attributions for negative events that are internal (as well as stable
and global) will be regarded as uncontrollable.
In the field of education, the characteristics of an organizational setting that
allow for its successful or unsuccessful response to adversity are called school culture.
As an educational leader, the principal is responsible for guiding and directing faculty
and students through challenging events and times. A leader’s understanding of
adversity both current and emerging, its aspects and influences, and an effective means
with which to overcome adversity, both personally and as a leader, will influence
teachers and students toward success.
AQ applies to institutions as well as individuals. The ability of individuals within
an educational setting to withstand and effectively manage adversity will greatly
influence its success. AQ affects an organization’s agility, resilience, persistence,
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creativity, productivity, longevity, motivation, risk-taking, stamina, health, and success
(Stoltz, 1997).
Williams (2003) stressed that school leaders must adjust and respond to the
adversity that exists on all three levels: from personal family, to events occurring
outside the community’s boundaries, to the stress placed on education both nationally
and locally for increased accountability and student achievement. He emphasized
further that adversity is a part of educational life for students, teachers, and
principals. An individual’s response to adversity is determined by personal
characteristics and environmental setting. These responses can be measured and
altered. If educational leaders realize that they do not respond to adversity in the most
effective way, improvements can be made that will help not only the individual but
also the institution as a whole. Principals, through the development of personal
resilient behaviors and attitudes coupled with the development and implementation
of resilient environment setting, can increase personal and professional response to
adversity and thereby student achievement.
The issue of leadership is very center to management especially human resources
developments and application. The art of leadership is as old as age itself, and covers all
aspect of life may it be simple one unit or extended family, social and religious
organization, business, small or large industrial firms, politics and others.
Research evidence and benefit of practice have shown that there are many ways
approaching the subject, leadership. Lord Seift, in Ronald Egwuonwu (2000) says
“…leadership is the moral and intellectual ability to visualize and work for what is better
for the company and its employees…” The most vital thing the leader does is to create
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team spirit around him and near him, not in a school boy sense, but in realistic terms of
mature adults. The function of leadership pervades all organizations. A good leader
therefore is one who is capable of persuading others to move enthusiastically towards the
achievement of group goals.
Ciulla (2004) emphasized that leadership is a distinct kind of moral relationship.
According to him, leaders cannot empower people unless they have the moral courage to
be honest with themselves. On the other hand, people want leaders who are honest,
forward looking, competent and inspiring.
Ade (2003) defined leadership as a social influence process in which the leader
seeks the voluntary participation of subordinated in an effort to reach organizational
objectives. In this definition “voluntary” is the operative word indicating that effective
leadership does not connote the use of absolute power or authority alone. Indeed,
successful leaders need to back up any authority and power rested in them with their
personal attributes and social skills.
Fapojuwo (2002) sees leadership as the ability to guide, conduct, direct or
influence the followership for the purpose of achieving common goals or task the leader
thus possess the ability to influence others to achieve result. Leadership is concerned with
the execution of those policies and decisions which help to direct the activities of an
organization towards its specific goals. Leadership is a status of dominance and prestige
acquired by ability to control, initiate or set the pattern of behavior for others. The school
administrator is essentially a leader of the staff and students of the school.
The leadership role of school administrator is demonstrated in all aspects of the
general duties of the school administration. Leadership has to do with the initiation,
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organization, motivation and direction of the actions of the members of a group in a
specific situation towards the achievement of the objectives of group. These roles must
concern with the quality of instruction as well as the students’ welfare, the moral and
spiritual tone of the school and the maintaining of discipline.
The Institute of Educational Leadership (2000) after citing a long list of the
principal’s traditional managerial responsibilities went on to add, principals today must
also serve as a leaders for students learning. They must know academic content and
pedagogical techniques. They must work with teachers to strengthen skills. They must
collect, analyze and use data in ways that fuel excellence. They must rally students,
teachers, parents, local and health and family service agencies, youth development group,
local businesses and other community residents and partners around the common goal of
raising student performance. And they have the leadership skills and knowledge to
exercise the authority to pursue these strategies.
Stolp (2000) in his article Leadership for School Culture said that successful
leaders have learned to view their organizations' environment in a holistic way. This
wide-angle view is what the concept of school culture offers principals and other leaders.
It gives them a broader framework for understanding difficult problems and complex
relationships within the school. By deepening their understanding of school culture, these
leaders will be better equipped to shape the values, beliefs, and attitudes necessary to
promote a stable and nurturing learning environment.
The most effective change in school culture happens when principals, teachers,
and students model the values and beliefs important to the institution. The actions of the
principal are noticed and interpreted by others as "what is important." A principal who
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acts with care and concern for others is more likely to develop a school culture with
similar values. Likewise, the principal who has little time for others places an implicit
stamp of approval on selfish behaviors and attitudes.
Deal and Peterson (2000) suggest that principals should work to develop shared
visions--rooted in history, values, beliefs--of what the school should be, hire compatible
staff, face conflict rather than avoid it, and use story-telling to illustrate shared values.
Finally and most important, principals must nurture the traditions, ceremonies, rituals,
and symbols that already express and reinforce positive school culture.
Sullivan and Decker (2001) define transformational leadership as a leadership
style focused on effecting revolutionary change in organizations through a commitment
to the organization’s vision.
Transformational leadership redefines people’s missions and visions, renews their
commitment, and restructures their systems for goal accomplishment through a
relationship of mutual stimulation and elevation that converts followers into leaders and
leaders into moral agents.
The concept of transformational leadership was initially introduced by leadership
expert and presidential biographer James MacGregor Burns. According to Burns,
transformational leadership can be seen when "leaders and followers make each other to
advance to a higher level of moral and motivation." Through the strength of their vision
and personality, transformational leaders are able to inspire followers to change
expectations, perceptions and motivations to work towards common goals.
Later, researcher Bernard M. Bass expanded upon Burns original ideas to develop
what is today referred to as Bass’ Transformational Leadership Theory. According to
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Bass, transformational leadership can be defined based on the impact that it has on
followers. Transformational leaders, Bass suggested, garner trust, respect and admiration
from their followers.
Transformational leaders are change agents (Shani & Lou, 2000). They influence
the mission and objectives to make way for a brighter future for the organization. It
commonly involves the actions of leader’s influence on followers. People in these
organizations follow the leader because they so desire. They are motivated to do more
than is originally expected because of their feelings of trust, admiration, loyalty, and
respect for the leader. They want to go the extra mile because of the deep sense of
satisfaction they derive doing so. The leader motivates the subordinates by making them
more aware of the importance of values of task outcomes, and by helping subordinates
think beyond their own self-interest to the work team and organization, and by activating
higher order needs such as creative expression and self- actualization. Transformational
leaders have charisma, but this is not the only factor needed to bring about change. They
sometimes go down to the trenches with their followers as they also perform the roles of
coach, trainer and mentor.
Chekwa (2001) in his paper Searching for African American Transformational
Leaders described individuals who are transformational leader. Transformational leaders
are those represent people who succeeded in the face of difficult circumstances.
Transformational leaders are passionate at helping develop and groom other
transformational leaders. They believe that the principles of transformational leadership
can be taught and they seem to be doing their utmost best to grow future transformational
leaders.
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Transformational leadership (TL) is one of the most prevalent leadership theories
in organizational psychology. Transformational leaders stimulate and inspire their
followers to achieve extraordinary outcomes and, in the process, develop their followers’
own leadership capacity. These leaders help followers to grow and develop by
responding to followers’ individual needs by empowering them and aligning the
objectives and goals of the individual followers, the leader, the group, and the larger
organization (Bass & Riggio, 2006).
A recent government white paper, Students at the Heart of the System (2011)
stated that the primary goal of upcoming education reforms is to improve the quality of
students’ academic experience and to increase their educational gain.
Cotton (2003) argues that while it is evident that a fundamental connection
between the principal’s leadership style and school performance in terms of student
achievement exists, research on this relationship begins and ends with that concept.
Harris (2004) and Storey (2004) add that although the leadership field is replete
with often largely descriptive studies of effective leadership, these studies have rarely
tracked or explored, with sufficient rigor, the relationship between leadership and school
performance. Harris (2004) states that
We do not know, for example, exactly what forms of leadership result in
[high performing]schools, across different school contexts, and in
different types of schools. We do not know what particular combination of
experience, training, and professional development most benefits leaders
wishing to improve their schools. Of most concern is the fact that we have
very few studies that have explored the relationship between leadership
and student learning outcomes in any depth. The correlational nature of
the research evidence that does exist inevitably masks the exact patterning
and nature of the relationship between leadership and enhanced student
learning (p. 4).
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Transactional leadership, on the other hand, is based on the reciprocal exchange
of duty and reward that are controlled by the principal. Transactional leadership is
defined by Avolio and Bass (2004) as setting up and defining agreements or contracts to
achieve specific work objectives, discovering individuals’ capabilities, and specifying the
compensation and rewards that can be expected upon successful completion of the tasks.
Transactional leaders focus on the basic needs of their staff (Bass, 2004), but they are not
interested in providing high level motivation, job satisfaction, or commitment. Bass and
Avolio (2004) describe three forms of transactional leadership: passive management-byexception, active management-by-exception, and constructive transactional. Passive
management-by-exception involves setting standards but waiting for major problems to
occur before exerting leadership behavior. Leaders who demonstrate active managementby-exception pay attention to issues that arise, set standards, and carefully monitor
behavior. They believe that they should not take risks or demonstrate initiative. A
constructive transactional leader sets goals, clarifies desired outcomes, exchanges
rewards and recognition for accomplishments, suggests and consults, provides feedback,
and gives employees praise when it is deserved.
The most immediate benefit of leadership as a collaborative effort is that
principals not only share the lead, but share the load. However, collaboration of this
nature is not merely delegation (Trail, 2000). C. Cryss Brunner (2003) discusses
collaboration versus delegation in a list of tips developed for superintendents. The
concept can apply to all leaders, though. In the collaboration process, principals “do not
turn decisions over to individuals or groups. Instead, they remain active in the decision
making process, giving themselves one vote when the decision is made.” While it can be
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difficult to trust in the decision making ability of others and to give up some of the power
of the position, there is also a kind of freedom in the process. The weight of important
decisions is carried more easily by many shoulders. Another reason that shared leadership
is critical lies in its potential for engaging stakeholders, especially teachers, more fully in
the reform process. Linda Lambert (2000) explains:
“When we equate the powerful concept of leadership with the behaviors of
one person, we are limiting the achievement of a broad based
participation by a community or a society. School leadership needs to be a
broad concept that is separated from person, role, and a discrete set of
individual behaviors. It needs to be embedded in the school community as
a whole. Such a broadening of the concept of leadership suggests shared
responsibility for a shared purpose of a community.”
Lastly, when leadership is embedded in the school community as a whole, there is
a much greater potential for long-term sustainability of reform. By taking a collective
responsibility for leadership, the school’s staff can help prevent a collapse of the reform
program in the face of shifting personnel, even through a change of principal. The
strength that comes from this kind of collaboration is much like the strength of fabric
woven from many different threads. Individually, those threads are easily broken, but as
an integrated whole, the cloth is strong and not likely to unravel from the loss of one
thread. The overwhelming demands of being a principal sometimes make the strength
that comes from shared leadership a vital resource. And in facing the demands that go
along with implementing school reform, strength may be the most important
characteristic for a principal to have.
According to Trail (2000), a principal typically takes a particularly strong
leadership role when initiating shared leadership within a school. Although implementing
shared leadership takes effort and planning, spending time discussing how to accomplish
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this goal may not make much sense to busy teachers. Frequently, it is more effective to
let teachers see the value of sharing leadership firsthand by identifying an issue or a
problem and using a collaborative approach to solve it. As the group becomes
comfortable with the logistics of sharing leadership, the principal often moves out of the
supervisory role and into the role of colleague, while still facilitating dialogue, supporting
the group, synthesizing information, and continually focusing the group on the school’s
vision.
Shared leadership should also extend beyond the school walls. Parents, students,
and community members provide important perspectives, particularly in discussing major
school initiatives. They can also offer unique and valuable technical assistance,
expanding the resources and pool of knowledge available to the school. Relationships
within this diverse community of leaders must be nurtured through respectful dialogue
and shared responsibility. There should be an active and involved group of parents who
work and train along with staff members. She believes that parents are the experts and
they know more about their children than they do. Both communication and information
play important roles in building trust and nurturing relationships among all the
stakeholders of a reform program.
Commitment is a sense of fidelity and adherence (Asares, 2012). The sense of
belonging in the core of commitment concept causes a constitution of a kind of
connection between organization and individual and makes the individuals gather round a
common value, aim and culture.
Commitment is one of the most important factors influencing their work and
student performance in schools. Teacher commitment indicates that teachers with high
42
levels of commitment work harder, demonstrate stronger affiliation to their schools, and
show more desire to carry out the goals of teaching than teachers with low levels of
commitment. More importantly, students of highly committed teachers are more likely to
learn material and develop a positive attitude toward school than those of teachers with
low levels of commitment.
Teacher commitment is a key factor influencing the teaching-learning process. It
is the psychological identification of the individual teacher with the school and the
subject matter or goals, and the intention of that teacher to maintain organizational
membership and become involved in the job well beyond personal interest. According to
this view, the higher the teacher’s psychological identification is, the higher his or her
sense of commitment will be.
According to Razak, Darmawan, Keeves, (2009), teachers play an important role
in educating the future members of a society through their work in schools. Furthermore,
teachers in institutions of higher education, in technical training colleges and in centers of
lifelong learning and recurrent education play a critical part in advancing economic and
technological development as well as sustaining the well-being of the societies they
serve. Consequently, the factors influencing the levels of commitment of the teachers in
schools and in the wider education systems must necessarily be the focus of an important
field of research leading to the introduction of reform and change within classrooms and
lecture theatres, schools, institutions and learning centers, and national systems of
education. Teacher commitment should be observed at all levels of education, not only
with conceptualizing teacher commitment and with the dimensions or different types of
commitment, but also with the influences of leadership and working conditions on
43
teacher commitment as well as with the development and maintenance of high levels of
commitment among teachers.
Organizational commitment, which is defined as the relative capacity of an
employee to attach to and be identified with the organization (Bogler and Somech, 2004
& Yousef, 2000), is a term studied within the scientific discipline of organizational
behavior.
The progress of a country depends upon the quality of its teachers and for this
reason, teaching is the noblest among all professions and the teachers are called the
nation builders. But, a teacher cannot perform his or her multifarious tasks and
responsibilities until he or she is not updated professionally and personally. So, like
various other professions, teacher education has assumed special significance. Teacher
education is not only meant for teaching the teacher, how to teach but also to kindle his
initiative to keep it alive to minimize evils of the “Hit and Miss” process and to save
time, energy and money of the teachers and the taught. It would help the teacher to
minimize his/her trouble and to discharge his/her responsibilities with efficiency and
effectiveness. Teacher education is no longer a training process but an education strategy
for enabling teachers to teach and concern for their well-being.
NCTE (2005) has pointed out that teacher education programs shall focus on
competencies and commitment in much greater magnitude. It calls for bringing out a
transformation in teacher preparation strategies as well as in behavioral challenges in
pupils under their charge. A sound program for professional education of teachers is
essential for the qualitative improvement of education. To improve the quality of teacher
education, one should not only see that what type of students are selected but it is of vital
44
importance that competent and committed teacher educators are given due place for this
pious task of preparing future teachers. It is of vital importance that teacher educators
should internalize their changing role and make themselves ready for this change. It is the
role of teacher educators to prepare future teachers to be lifelong learners and educational
workers to create a learning society. But, teacher educators can play such type of role
effectively only if their own education is better and is imparted in a proper manner. Since
the role of teacher educators is of prime importance for effective implementation of
teacher education curriculum, they need to be given suitable in-service and orientation
education.
Effective school education anticipates effective teacher education Sood & Anand
(2011). In making teacher education truly effective and functional, the role of teacher
educators is most crucial. It is universally recognized that the onus of the quality of
education of teachers rests squarely on the teacher educators. From the available
literature on professional commitment of teachers and of teacher-educators, nothing is
clear-how teacher-educators stand in terms of their commitments as teachers. No verified
knowledge comes to hand on the actual nature of professional commitment of the teacher
educators from the study of said kind of literature. The need for the improvement and
enhancement of professional commitment of teacher-educators is now universally
emphasized and highlighted in educational circles and forums. How to effect its
improvement to the optimum desirable degree is the formidable problem which teachers
and educationists face.
Based on previous research of school effectiveness, teachers’ commitment
emerges as a significant factor towards school effectiveness. Several researchers
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consistently have shown that teachers’ commitment has positive relationship with
organizational performance. Two types of commitment regularly discussed in school
effectiveness research (i.e. individual commitment and organizational commitment).
Organizational commitment can be described as the teachers’ effort towards the school.
These efforts will have a positive impact on students.
Organizational commitment is defined as the relative strength of an individual’s
identification with and involvement in an organization. It is characterized by a strong
belief in and acceptance of the organization’s goals and values, willingness to exert
considerable effort on behalf of the organization, and a strong desire to remain with the
organization
Meyer and Herscovitch (2001) defined commitment as the incentive that sustains
a line of behavior toward one or more objectives. Organizational commitment is
imperative to the effective functioning of the workplace (Meyer et al. 2002).
Organizational commitment reflects a sense of belonging, fidelity, and adherence
between an individual and an organization and makes the individuals gather round a
common value, aim, and culture of the organization. Existing theoretical and empirical
studies demonstrate that commitment has direct implications on individuals and an
overall influence on organizations (e.g. Herscovitch and Meyer 2002).
There is evidence that stronger organizational commitment is associated with
higher productivity and more willingness to assume larger responsibilities; however,
weaker organizational commitment often points to lower productivity, occupation flow
out, absence and poor performance (e.g. Ward and Davis 1995). Organizational
46
commitment is closely related to organizational culture. Collective organizational
commitment also reflects the levels of commitment of school members toward a school.
Thurlow (2003) in Bush and Middlewood (2005) noted that the organizational
performance of schools in respect of their prime functions (teaching and learning)
generally needs substantial improvement. They further emphasized that the key resource
for improvement is the people who work in them. The improvement and the people's
contributions in it need to be managed properly. For that, the effective leadership type
will be identified in relation to ensure the commitment and contributions of the people in
it. They believed that effective leadership will help the school managers to practice
suitable leadership style in order to get teacher's commitment. A good leadership style
will ensure teachers who are committed and responsible in their work.
In the article of Gul (2003), organizational commitment is the adoption of
organizational objectives, values, and goals by the followers, volunteer efforts, and desire
for the continuous presence in the organization. As seen in the definitions, identification
with the current organization forms the core of organizational commitment. In literature,
he showed that organizational commitment consists of at least three elements: (1) strong
belief and acceptance for the objectives and values of the organization, (2) will to make
considerable efforts for the organization, (3) strong will to remain a member of the
organization.
Gul (2003) further categorized two commitment types – attitudinal and behavioral
are mentioned in organizational commitment researches. Attitudinal commitment means
identification with the organization’s goals and individual’s disposition in these goals.
Behavioral commitment is a process originating from the binding effect of actions on
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individuals. In this context, behavioral commitment is a psychological situation reflecting
the relationship between the employees and organization. Thus, organizational
commitment was used as the commitment of employees in attitude level.
Affective commitment is described as the identification of employees with their
organization with sympathy. In this context, affective commitment reflects the
identification and commitment situation where the employees stay in the organization
with their own will (Cheng et al. 2003). Affective commitment is attitudinal based and in
this situation the employee sees himself as a part of the organization. Therefore, it is very
important for the organizations to have employees feeling affective commitment since
strong affective commitment means employees willing to stay in the organization and
accepting its objectives and values. Affective commitment is a strong belief and feeling
of acceptance for organization’s objectives and values, the employee’s feeling of
affective commitment towards his organization, and identification of himself with it and
his participation into it.
Continuance commitment on the other hand is a commitment situation originating
from the needs of employees. In continuance commitment, the employees consider the
disadvantages of leaving the organization and avoid quitting. Thus, the employee keeps
his organization membership thinking it might cost him too much to leave the
organization (Mowday et al. 2003). Continuance commitment is not a negative situation
though it is considered to be a negative commitment type by the organizations.
Continuance commitment is the situation where employees stay in the organization
considering the costs of leaving. However, the organizations definitely prefer affective
commitment for affective commitment is the situation where organization’s employees
48
willingly stay in the organization and identify themselves with it along with an affective
connection.
Celep (2003) stated that the interaction among the teachers in the school, the
communication between the teachers and the students, the quality of procedures and the
level of the teachers’ apprehension of their profession all affect the teachers’ level of
organizational commitment.
Lower commitment creates the dilemmas that both affect badly the effectiveness
of school and cause teachers to be less successful in their professional performance or to
leave the profession. According to him, the less committed teachers may both create
difficulties and cause the deviations in respect of the educational aims of the school, for
example in the classroom, the teachers may struggle to direct the students to behave in
accordance with different aims separated from the aims of the school. Those types of
negative attitudes may not be recognized and prevented at the proper time. The reason of
this may be the difficulty faced for evaluating the outcome objectively. Since education is
a long-time process, it is not possible to observe the attitudinal outcome of the students
momentarily, and the results of the students’ negative attitudes may actually be
recognized after so many years.
Newstrom and Davies (2002) define employee commitment as the degree to
which an employee identifies with the organization and wants to continue actively
participating in it. Like a strong magnetic force attracting one metallic object to another,
it is a measure of the employees’ willingness to remain with a firm in the future. It often
reflects the employees’ belief in the mission and goals of the firm, willingness to expend
effort in their accomplishment, and intentions to continue working there. Commitment is
49
usually stronger among longer-term employees, those who have experienced personal
success in the organization, and those working with a committed employee group. In
other words, this commitment is an attitude about employees’ loyalty to their
organization and is an ongoing process through which organizational participants express
their concern for the organization and its continued success and well-being.
Pareek (2004) defines organizational commitment as a person’s feeling with
regard to continuing his or her association with the organization, acceptance of the values
and goals of the organization, and willingness to help the organization achieve such goals
and values.
According to Madigan, Norton and Testa (2002), committed employees would
work diligently, conscientiously, provide value, promote the organization’s services or
products and seek continuous improvement. In exchange, they expect a work
environment that fosters growth and empowerment, allows for a better balance of
personal and work life, provides the necessary resources to satisfy the needs of customers
and provides for their education and training as well as that of their co-workers.
Hellriegel (2001) emphasized that organizational commitment goes beyond
loyalty to include an active contribution to accomplishing organizational goals.
Organizational commitment represents a broader work attitude than job satisfaction
because it applies to the entire organization rather than just to the job. Further,
commitment typically is more stable than satisfaction because day-to-day events are less
likely to change it.
Interestingly, McGrath, Nobel and Smith (2010) also added that teachers’
organizational commitment greatly affect school’s transformation into a happy school.
50
Happy schools are passionately good, academically can be productive, which makes
schools to be vastly different from one another. They emphasized that appreciation of
schools with full features and requirement for both teacher commitment and student
learning come in all styles and ideologies. This is relatively important to school’s age and
history, to the constituency the school serves, and to school’s professed goals. Unhappy
schools, on the other hand are often unhappy in similar ways. Schools which function as
focused communities where unique values are important; schools where caring for each
other is the norm; schools where academic matters count; and schools where social
covenants are established to bring parents, teachers, students and others together in a
shared commitment to the common goal and good are able to use the values of the life
world in their work, as a result, do surprisingly well in enhancing student achievement.
Considering the levels of teacher’s commitment and attitudes to work, which
invariably is the personality of the teachers and this count on the teacher and students
relationship, burned out teachers are less sympathetic towards students, have low
tolerance for frustration in the classroom, and feel more anxious and exhausted. They
develop fewer plans to improve the academic quality of their instruction and are less
likely to challenge authority when faced with rules that keep them from teaching in ways
they define as effective (Marshal, 2004).
Apparently, committed teachers may have strong psychological ties to their
school, their students or their subject areas. Committed teachers should be internally
motivated. Teacher commitment may be directed towards a number of entities; for
example, to the occupation of teaching, to student success, to specific programs, or to the
school as an organization (Alfassi, 2004; Smith, 2010). Of these, the teachers’
51
commitment to their schools as organizations served as the focus of the present study.
Schools can become effective when there are committed teachers. Thereby, creating a
positive school climate (Peterson & Skiba, 2001) that can be a great help to build
committed teachers. School heads and administrators need to know the factors that affect
the teachers’ commitment to organizational values. Thus, school management should be
responsible in playing a neutral role in creating a pleasant working environment for the
teachers; hence, it would lead to improvement of students’ behavior and scholastic
achievement.
Related Studies
Foreign
An interesting study on the Result of a Positive Thinking Program to the
Adversity Quotient of Matthayomsuksa VI Students has been undertaken in Thailand
by Deesom (2010). The purposes of this research were to 1) study the result of using
a Positive Thinking Program to the Adversity Quotient of Matthayomsuksa VI
students and 2) compare the Adversity Quotient between students who participated in
this program to other students. The Sample group for this research was 20
Matthayomsuksa VI students from Muangphonpittayakom School, Phon District,
Khon Kaen Province during the first semester of 2010 academic year. They all had a
low score in the Adversity Quotient and were divided into 2 groups: 10 persons for
the experimental group and 10 persons for the control group.
The Experimental group was trained during 12 sessions in a Positive Thinking
Program (3 sessions per week and about 50 minutes per session). The researcher was
52
the group leader. The control group was not trained during this program. The
research instruments consisted of the Adversity Quotient scale and the Positive
Thinking Program. Data was analyzed by using the statistic of the Wilcoxon Signed Rank Test and the Mann- Whitney U Test. The results revealed that the scores of the
Adversity Quotient of the experimental group were statistically higher before the
experiment than those of the control group at the .05 level of significance.
A research of Family Relationship and Adversity Quotient, and Prevention of
Commit Suicide At-Risk of Public University Students was carried out in Thailand by
Uraisa and Rungsayatorn (2009). This research aimed to investigate the relationship
between family relationship and adversity quotient, and prevention of commit suicide atrisk of public university students in Bangkok. A questionnaire was employed to gather
data from 450 public university students, selected by multi-stage random sampling. The
finding showed that the students as a whole rated their family relationship at a rather high
level, and performed their all aspects of relationships at a rather high level. The results
revealed that the students as a whole indicated their adversity quotient at a high level.
When considering each factor, it was found that students rated "Control: C", "Origin and
Ownership: O"2 and "Reach: R" at a moderate level, but at a high level for Endurance: E.
Almost all students performed prevention of commit suicide at-risk behavior for
themselves and for others at a high level. The relationship between family relationship
and adversity quotient, and prevention of commit suicide at-risk showed that family
relationship and adversity quotient were positively correlated with prevention of commit
suicide at-risk. The results also showed that "family tie, love, and unity" was positively
correlated with and influenced prevention of commit suicide at-risk. The adversity
53
quotient aspect that positively correlated with and influenced prevention of commit
suicide at-risk was "Control: C ".
Almeida (2009) conducted a study on the Development of a Program for
Enhancing the Adversity Quotient of Junior College Students which made used of the
Non-probability type of sampling called Incidental Sampling. This technique was
implemented with respect to the feasibility and availability of students for the longer
duration of time, for which the researcher had to depend on the permission of the
head authority of the college in which research activity was conducted.
A sample of 50 students in each group, namely 50 students in experimental
group and 50 students in control group were chosen from Thomas Baptista Junior
College and Vartak College respectively.
The researcher analyzed the data descriptively and inferentially. She
calculated the Percent Mean of the each dimension of AQ, scored on the AQ Profile.
She illustrated the difference in the scores of each group, on each dimension, using
Bar Graphs. She tested the null hypothesis using the Non-Parametric statistical
technique of ANCOVA (Analysis of Co-Variance) and appropriate inferences were
drawn out. She found out that there is a significant difference in the post-test means
of AQ, of junior college students, of the experimental and control group.
Timmerman (2008) in his study tested a structural model of voluntary employee
turnover intention that included personality and situational variables in addition to
frequently studied antecedents of employee turnover (i.e., job satisfaction, work stress,
and organizational commitment). The personality variable is Individual Resiliency and
the situational variable is Leader Trustworthiness. Individual Resiliency is comprised of
54
Positive Self-Concept (PSC) and Assertive Action (AA). PSC is comprised of four
dispositional traits: self-esteem, generalized self-efficacy, emotional stability, and
optimism. AA is comprised of locus of control and pro activity. Thus, resilient
individuals view themselves as good, worthy, and capable, believe that they are in control
of their outcomes, expect positive things will happen to them, and take initiative to solve
problems. The data, collected through an Internet-based survey from 293 employees of a
human capital management firm, were used to test a hypothesized model via covariance
structure analysis. Results supported the model in which Individual Resiliency had a
negative impact on work stress and a positive impact on job satisfaction. Work stress also
had a negative influence on organizational commitment and job satisfaction while job
satisfaction had a positive impact on organizational commitment. In turn, job satisfaction
and organizational commitment both had a negative impact on turn over intentions. In
addition, leader trustworthiness had a negative influence on work stress and turn over
intentions. The hypothesized impact of individual resiliency and leader trustworthiness
interaction on turn over intentions was not supported. Preference for work intensity and
employees with stable vs. unstable work histories moderated the proposed structural
model. Individual Resiliency's positive influence on job satisfaction and negative impact
on work stress demonstrate that employees are not simply reacting to their job situation;
rather they are actively creating their situation in such a way that they perceive their work
more favorably and the demands as less formidable. Thus, Individual Resiliency is
viewed as an important addition to models of voluntary employee turnover intentions.
In the study of Le Thi (2007), Adversity Quotient in Predicting Job
Performance Viewed through the Perspective of the Big Five, she theoretically and
55
empirically investigated a theory labeled the Adversity Quotient (AQ). Its claim of
being able to predict all facets of human capacity and performance is being tested by
comparing it with the more established Five Factor Model (also known as the Big
Five). Data for this study were obtained from Det Norske Veritas and from CORE
Learning. A total of 98 participants were recruited (41 females, 57 males). Results
indicated that the total score of AQ’s measurement tool (ARP) does not predict job
performance better than the BFI, a measurement of the Big Five. However, there
seemed to be theoretical support for the AQ framework.
A study of Adversity Quotient of Secondary School Students in Relation to
Their School Performance and the School Climate was carried out by Rochelle
D’Souza (2006). The sample comprised of students from SSC, ICSE and CBSE
schools. The sample size from each school board was decided keeping in mind the
ratio of SSC schools to ICSE and CBSE schools. The number of SSC schools is
greater than that of ICSE and CBSE schools. Thus sample size decided for each
school board was approximately 400, 100 and 100 respectively. In order to obtain
this sample size, 8 schools of SSC and 3 schools each of ICSE and CBSE were
selected. These schools were chosen from different zones in Greater Mumbai to
obtain a representative sample. The researcher thus collected data from eight SSC,
three ICSE and three CBSE schools. 413, 105 and 123 tools were administered to the
students of SSC ICSE and CBSE schools respectively. Thus a total of 641 tools were
administered to secondary school students. However when the data was processed,
tools that were found to be incomplete were disregarded and not considered for the
study. This comprised of 14.5% of the total tools administered. After disregarding
56
these tools, the actual sample size for the study from SSC, ICSE and CBSE schools
was 358, 92 and 98 respectively and the total size was 548.
Through statistical analysis, the researcher found that: There is no significant
difference in the relationship between school performance and school climate for the
different school types. The ‘r’ values for both school types do not differ. This
indicates that the relationship between school performance and school climate for
these school types does not differ significantly. Findings showed that there is a
significant relationship between adversity quotient and school performance of
secondary school students for the total sample, SSC, and CBSE school types. It
implies that students who are able to overcome adversities will be able to perform
well academically. This is because adverse situations like deleting an important
message or meeting being a total waste of time are related to school performance
indirectly. Also, there is no significant relationship between adversity quotient and
school performance of secondary school students in the case of ICSE schools. This
maybe because even ICSE students are perceived better to have control over
adversities; these do not correlate to requirements of success in school. Success in
school for the students may be determined by their higher socio-economic status.
Haller (2005) conducted a study entitled “Adversity and Obstacles in the Shaping
of Prominent Leaders: A Hermeneutic Phenomenological Inquiry” which involved nine
primary participants, two current U.S. Senators, are tired U.S. Army Special Forces Major
General, a President of a large educational foundation who previously was Chancellor of
one major University and President of another, a well-known author and motivational
speaker, and the Chairman and Chief Executives Officers of four major companies. The
57
primary participants selected for the study prior to becoming prominent leaders had
experienced various degrees of adversity in their youth and adult lives. These participants
were interviewed to collect data. He found out that the adversity in the participants’ early
lives was not the most important influence and they viewed the obstacles or events in
their adult lives as opportunities disguised as challenges. The findings also revealed that
overcoming challenges or obstacles strengthened leaders. This study is significant as it
demonstrates the qualities of a successful leader with respect to AQ.
Johnson (2005) concluded in her study on “Optimism, Adversity and
Performance: Comparing Explanatory Style and AQ” that there was a significant
relationship between AQ and performance for short term employees. She determined the
relationship between Explanatory Style and AQ and examined the existence of
correlations between each of the constructs and performance in a high-adversity
occupation, sales. The study involved 112 western area sales region of a leading Fortune
500 company in the computer hardware industry. She employed the Attributional Style
Questionnaire (Peterson et.al.), ARP (Stoltz) and a demographic data sheet to collect data.
The findings further revealed that optimism, adversity and performance provide
evidence of relationship among working professionals like sales personnel who work in a
very demanding environment.
Private corporations have conducted studies also on the relationship of
adversity to improving the performance of employees. An AQ Performance Study
was carried out at Bellsouth (2005). The main objective of the study was to turn
around sales, performance and customer service by equipping associates and their
leaders to respond more effectively to all forms of adversity, challenges and
58
obstacles. The study was conducted on a sample of 76 sales associates and AQ
training was conducted for the outbound sales call center, during September 2004.
The analysis was based on the quantitative-revenue outcomes and the qualitative
leader and employee feedback, following the Program. The quantitative results of the
study indicated that AQ correlated with performance and sales, showing an increase
in revenue and the attrition were 25% lower among those who completed the
Program, compared to those who did not. The qualitative results suggested an
improved overall engagement in work and peer accountability, better attitude towards
change and an improved morale, energy and optimism.
A study was conducted on 151 senior and executive level leaders of a Major
Global Technology Company (2004). The purpose of the study was to measure several
variables namely AQ, perceived stress, level of engagement, perceived control, and one's
ability to cope with adversity. A one-day AQ program was conducted followed by a 90day, weekly web-based AQ reinforcement program. The results of the study revealed that
an increase in the mean AQ score for group rose from a 151.9 to a 168.5. It also indicated
significant correlation between one or more of the CORE dimensions of AQ and decrease
in stress on the job, coping with adversity, stress management, control over factors that
affect stress, stress associated with greatest challenge.
Another study examined the extent to which AQ or its CORE dimensions
predicted sales performance in adverse times. It also assessed the extent to which training
improved AQ and CORE, as well as the relationship between improvement and overall
performance. The study used two methods to measure performance – a general rating
scale and sales as a percentage of quota. It involved 120 account executives and sales
59
managers from the western U.S. of Sun Microsystems (2004). The results indicated that
AQ is a robust predictor and driver of performance and sales resilience. They further
showed that AQ training substantially improved overall AQ and CORE profiles and that
AQ helped drive sales results, especially in demanding markets/industries.
A study involving top 60 company leaders of MP Water Resources, Florida
(2003) was conducted to determine the relationship between AQ and performance. In this
study, leaders had their AQs measured and then received training to enhance their AQ
and performance. There were three follow-up measures of AQ. The initial AQ training
was 1.5days. Phase Two training was 6 months later and lasted one-half day. The findings
indicated that AQ correlated with and predicted performance at MP Water Resources.
In the study of Williams (2003) entitled “The Relationship Between Principal
Response to Adversity and Student Achievement”, he examined the relationship between
principal’s response to adversity and student achievement, the relationship between
principal and teacher’s response to adversity, and principals’ perceptions of adversity in
education. He employed an expost facto non- experimental research design. The study
involved 17 principals and 79 teachers from the Flag staff Unified School District of
Arizona. The researcher compared AQ scores to standardized student achievement data
from the past two years. He also gathered additional qualitative data through five
principal interviews. The results of the study indicated that students attained higher
achievement scores in schools with principals with high AQ. He found out that the
teachers’ perceived control over their work environment influenced principal/teacher
relationships and student achievement.
A study was conducted by Deloitte and Touche (2003), LLP, Great Lakes region
60
to assess the relationship of AQ and performance, to improve the performance and
retention of its new hires, and to determine if higher-AQ professionals tend to be
promoted soon. The study involved 124 new experienced hires. A four-tier performancerating system was used for all employees. The findings of the study revealed that AQ
correlated positively with, and was a predictor of, performance and promotion. It also
showed that higher-AQ individuals out performed and were more likely to be promoted
than their lower-AQ counterparts.
Sharksnas (2002) conducted a study on the relationship between resilience and job
satisfaction in mental health care workers. Participants were asked to complete the
Adversity Response Profile (ARP), which measured resilience; the Job Descriptive Index
(JDI) Revised and the Job in General Scale (JIG), which measured job; satisfaction and a
demographic questionnaire. A total of 94 mental health care workers working at a
community mental health center in Northeastern Pennsylvania completed the survey
packets. Pearson product moment correlation analyses, a simple regression, and a
multiple regression were completed to assess the research hypotheses. The researcher
could not reject initial null hypotheses. However, the results indicated that there were
significant positive correlations between tenure, JDI sub-scales and the four CORE
(Control, Ownership, Reach and Endurance) scales of the Adversity Response profile.
Several aspects of this study are ground breaking and will provide a base for additional
inquiry. The future investigations will solidify the critical need for assisting mental
healthcare workers in finding and developing the strengths they possess so that they can
provide the very best care for their patients.
Markman (2000) conducted a study on “Adversity Quotient: The Role of Personal
61
Bounce-Back Ability in New Venture Formation”. He assessed the Adversity Quotient
(AQ) of 199 patent inventors. The findings revealed that AQ, particularly with respect to
perceived control over adversities and perceived ownership over the outcomes of
adversities, reliably differentiated between technical inventors who build new
organizations and those who merely work for organizations. The study indicated that the
higher patent inventors’ AQ, which is an acquirable skill, the more financially successful
they were.
At Diversified Collection Services, Inc. (2000), a study was conducted to
determine the extent to which AQ predicted performance. The study involved 450
employees at three different locations. A rating system was created for employees, rating
each person from 1–4 on overall performance, based on some tight definitions for each
category. Top performers were assigned a “1”; the lowest performers were rated as “4.”
The findings revealed that AQ predicted performance lower performers.
A study of Schmidt (2002) compared the adversity response scores of leaders in
education to leaders in business and industry. Her study transferred the concepts related
to adversity responses of business leaders to the educational realm and provides the
leaders with information and support to make changes in the current system. Areas of
research investigated and discussed were hardiness, resiliency, learned helplessness, selfefficacy, attribution theory and the individual responses to challenges and how these
areas of study relate to leadership effectiveness. Findings revealed that business and
industry leaders scored high on ARP and can be interpreted that the business and industry
leaders respond more effectively to adverse conditions than their education leaders’
counterparts. Furthermore, it indicated that business and industry leaders are honed to
62
address adversity for they react positively and are more hardy and resilient leaders.
In the past two decades, much emphasis on school researches has showed the
relationship between the leadership behavior of school principals and the enhancement of
organizational performance. Studies have highlighted the mediating role of principals
between teachers and learners.
Interestingly, results from these studies have suggested that principals particularly
their leadership skills have the ability to indirectly effect student achievement and
teachers’ efficiency and effectiveness by improving the tone or learning environment of
a school (Johnson, Livingston, Schwartz and Slate, 2000).
The research paper of Helstad and Moller (2013) addressed leadership as
relational work, traced in interactions between a principal and a group of teachers
operating within the context of a school-improvement project in a Norwegian upper
secondary school. The analysis explored how the participants position themselves and
others through negotiations in meetings while the participants discuss the conditions of
the project. The findings showed how leadership positions and power relations are
constituted, challenged and changed in interaction amongst the participants over time.
Thus, this study provided insight into leadership as an interactive process and the
dynamics of power and trust in developing leadership actions. The main argument is that
risks and opportunities are significant parts of leadership work, and that relational work
affects the ever-changing status of the division of authority.
Although fostering trust has been given more emphasis in recent research on
school leadership, less research sheds light on the tensions between power and trust and
how collective interactions related to leadership evolve in school settings.
63
In a study, Managing Educational Change: A Case of Two Leadership
Approaches conducted by Chow (2012), she investigated the ways in which heads of
subject departments managed the development and application of new assessment
strategies in one secondary school in Hong Kong. The data of the study were gathered
through participant observation and interviews with 12 teachers who participated in an
assessment for learning project in the school. The results showed variation in the
leadership approaches adopted by the department heads, highlighting the dichotomy
between managerial accountability and professional empowerment as their perceived
mandate, and techno-instrumentalism and autonomous explorations as their visions for
school-based renewal initiatives. The findings of the study highlighted the subcultures
within subject departments resulting from the different leadership styles enacted by the
subject leaders, and point to the need for further investigations into the mediating roles of
culture of subject disciplines and contextual variables that shape the dynamics of
educational management.
Beatty (2010) examined the emotionality of educational leadership by exploring
administrators' recall of key junctures in their lives as leaders, and was designed to begin
to investigate the associations between an individual's philosophy of leadership and
his/her experience of emotionality in leadership. Employing an interview method, he
conducted a study on The Emotions of Educational Leadership: Breaking the Silence,
used stimulated recall of emotional experiences associated with leadership work. An
assessment of the situations that evoked emotions, patterns associated with the emotions
themselves and the act of reflection, led to noteworthy conclusions that may hold
important implications for further research in the sociology of emotions and educational
64
leadership theory and practice. Emerging findings supported the position that the
understanding of the role of the emotions may be fundamental to a fuller appreciation of
the intra- and inter-subjective realities of life in schools, in general, and of educational
leadership in particular.
Givens (2008) has also studied the Transformational Leadership: The Impact on
Organizational
transformational
and
Personal
leadership
has
Outcomes.
a
direct
The
research
influence
on
has
demonstrated
organizational
that
citizenship
behavior/performance, organizational culture, and organizational vision. Research studies
have also shown that transformational leadership impacts certain characteristics related to the
follower such as empowerment, commitment, self-efficacy beliefs, job satisfaction, trust, and
motivation. Although the organizational and personal behaviors examined in this study have
been shown to be heavily influenced by transformational leadership, this study does not
provide an exhaustive discussion of all the ways these behaviors are influenced by
transformational leadership.
The research has concluded that there exists a positive relationship between
transformational leaders and organizational vision. The transformational leader has inspired
organizational employees to believe in new visions that have new opportunities. Further
research in this area could investigate the ways in which transformational leaders positively
affect the organizational vision and if there are any mediators between the leader and the
vision Transformational leadership is positively related to a subordinate’s perceptions of
leader effectiveness and higher levels of motivation. Studies have found that followers of
transformational leaders report high satisfaction and motivation. Further research could
include an investigation of the transformational leader’s motivation of followers and the
65
effects of this motivation which could include increased commitment to the vision and
mission articulated by the leader.
The particular leadership style utilized by leaders in organizations has a profound
impact on the organizational and personal outcomes of the follower. The findings from this
study related to the influence of transformational leadership on organizational and personal
(follower) outcomes showed positive outcomes for the organization and follower. Further
research and analysis of findings related to transformational leadership and the organizational
and personal outcomes investigated in this study may assist organizations in selecting leaders
who have leadership qualities which would be an asset to the future growth and development
of the organization as well as the future growth and development of the followers.
A study conducted by Ngunee, Sleegers and Denessen (2007) examined the
effects of transformational and transactional leadership on teachers' job satisfaction,
organizational commitment, and organizational citizenship behavior in the context of
schools in a specific developing country context, that of Tanzania. It was done by testing
a model of such effects using a set of data collected from a sample of Tanzanian primary
school teachers. Regression analyses showed transformational leadership dimensions to
have strong effects on teachers' job satisfaction, organizational commitment, and
organizational citizenship behavior. Transformational leadership had significant add-on
effects to transactional leadership in prediction of job satisfaction, organizational
commitment, and organizational citizenship behavior. Job satisfaction appeared to be a
mediator of the effects of transformational leadership on teachers' organizational
commitment and organizational citizenship behavior. Implications and directions for
future research are discussed.
66
The effects of principals’ transformational leadership practices on teachers’
commitment to change are examined in this study in Hong Kong primary schools (Yu,
Leithwood & Jantzi, 2002). Mediating variables in this study included school culture,
strategies for change, school structure, and the school environment. Results suggested
strong significant effects of transformational leadership on mediating variables and weak
but significant effects on teachers’ commitment to change. In comparison with other
relevant evidence, it is suggested that the pattern of transformational leadership effects is
similar in both North America and Hong Kong, but the magnitude of these effects is far
less in Hong Kong.
A study on Transformational Leadership and Teacher Commitment by Ross & Gray
(2006) examined the mediating effects of teacher efficacy by comparing two models derived
from Bandura’s social-cognitive theory. Model A hypothesized that transformational
leadership would contribute to teacher commitment to organizational values exclusively
through collective teacher efficacy. Model B hypothesized that leadership would have
direct effects on teacher commitment and indirect effects through teacher efficacy. Data
from 3,074 teachers in 218 elementary schools in a cross-validation sample design
provided greater support for Model B than Model A. The study revealed that
transformational leadership had an impact on the collective teacher efficacy of the school;
teacher efficacy alone predicted teacher commitment to community partnerships; and
transformational leadership had direct and indirect effects on teacher commitment to
school mission and commitment to professional learning community.
In the study made by Barnet (2003), which is on The Impact of Transformational
Leadership Style of the School Principal on School Learning Environments and Selected
67
Teacher Outcomes: A Preliminary Report investigated the relationships between the
transformational and transactional leadership behaviors of school principals in New
South Wales State secondary schools and some selected teacher outcomes and school
learning environment constructs.
A survey was carried out in 52 randomly selected schools involving 458 teachers
from across New South Wales. The Multifactor Leadership Questionnaire Form 5X
(Short) developed by Bass and Avolio was used to measure leadership behavior, while,
the School Learning Environment Questionnaire developed by Fraser was used to assess
school learning environment. Factor analysis was used to determine the validity of the
leadership model developed by Bass and Avolio. A factor analysis of leadership items
suggested that one transformational factor (vision), one transformational/transactional
hybrid factor (individualized consideration) and one non-leadership factor (laissez-faire)
factor were evident.
Kelly (2002) as cited in the study of Ferrer (2009) described in her study that
shifting work patterns and increasing organizational cooperation have led to
electronically integrated “unbounded” organizations and virtual teams. This study is
pivotal in exploring the project manager’s leadership style and control in managing
changing project boundaries and permeable interfaces. A survey of clinical research
projects indicates that project managers are not overly affected by internal market
mechanisms or constraints on face-to-face interactions. However, certain project
variables such as project objectives, team size, frequency of team changes and project
duration play significant roles in the relationship between the project leader and his/her
68
perception of project difficulties. The study’s observations and conclusions are useful to
the project owner/sponsor as well as the project manager; either might seek to select
situations that would best match the manager’s inclination or style and to avoid projects
that are likely to present him/her with situations that are counter to his/her default
preference.
Teacher commitment has traditionally been understood as the desire to remain
loyal and true with an organization. However, if teacher commitment is conceptualized
more broadly as the desire to continue to grow and learn within a professional community
of colleagues, the connection between teacher commitment and sustainable learning
communities becomes quite clear. Sustaining vibrant learning communities requires more
than teachers’ commitment to remain with the organization - it requires a commitment to
continued growth and learning that is shared with colleagues.
In a qualitative study of Mkumbo, (2012), he examined teachers’ commitment to,
and experiences of, the teaching profession in six regions of Tanzania. The study used
focus group discussions as research method and data collection tool. Twenty four groups
were conducted, with group membership ranging from five to nine participants. The
results showed that the teachers’ commitment to the teaching profession was
devastatingly low, with the majority of teachers expressing that they did not choose the
teaching profession as their choice, but were compelled by the easiness to get the job and
lack of qualifications to join other professions of their liking and choice. Teachers
highlighted poor working environment and poor government and community attitudes
towards the teaching profession as the main de-motivating factors for the teaching
profession. He further recommended that the Government of Tanzania and other
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stakeholders should improve the teachers working conditions, including provision of
housing facilities and social welfare services, in order to raise teachers’ commitment to
the teaching profession, which is an important contributor to the students’ academic
achievement.
Tayraukham (2012) developed and examined the validity of the causal model of
teaching commitment, and to study the influences of school climate, job satisfaction and
organizational citizenship behavior on teaching commitment. The samples were 1,058
teachers from 19 provinces of Northeastern Educational Office were chosen by
multistage random sampling. The tools used for the study were the measurements of
teaching commitment, job satisfaction, organizational citizenship behavior and School
climate which had reliabilities at .810, .937, .898and .885 respectively. Data were
analyzed by Path Analysis of Structural Equation Modeling (SEM) with Latent trait.
The results indicated that the variable that carried the direct effect to teaching
commitment at .01 statistical significance was organizational citizenship behavior and the
variables that took the indirect one to teaching commitment at .01 statistical significance
were job satisfaction and school climate. All variables could explain the variance of the
teaching commitment at 64.90 percent.
Shah’s (2012) presented her research study on the impact of teachers’ collegiality
on their organizational commitment in high- and low-achieving secondary schools in
Islamabad, Pakistan. The study also examined the differences in teacher collegiality and
teacher organizational commitment in the two school-types. The study surveyed 364
public secondary school teachers from 17 schools in Islamabad. Data were analyzed
using structural equation modeling (SEM) with AMOS 16.0 and latent mean structure
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statistics. The analyses confirmed that teacher collegiality positively affected their
organizational commitment, but the differences in teacher collegiality were found to be
non-significant between the two school-types.
Yusof (2012) on his study, School Climate and Teachers’ Commitment: A Case
Study of Malaysia, analyzed the relationships, between school climate and teachers’
commitment. The study investigated the predictability of key dimensions of school
climate in related to collegial leadership, professional teacher behavior, achievement
press and institutional vulnerability towards teacher commitment. The study consisted of
teachers from 5 National Primary Schools (NPS) in the Island of Penang, Malaysia.
Quantitative data was collected using two[Organizational Climate Index (OCI) and
Teachers Organizational Commitment (TOC) adopted instruments which were modified
to form the Questionnaire for this study and its validity and reliability was established.
The data were analyzed to determine the overall openness of school climate in selected
National primary schools in Penang, Malaysia and to find out the commitment level of
their teachers. The study found that the level of school climate openness and overall
teachers’ commitment of the selected 5 primary school was high. As for correlation
between school climate dimensions, the result showed that there was a positive
correlation with teachers’ commitment. The regression analysis showed that only
professional teacher behavior made a significant contribution to teachers’ commitment.
Kiplagat, Role, and Makewa (2012) examined the phenomenon of teacher
commitment and its relationship with pupil’s academic performance in primary school
mathematics. The study was conducted in western region of Kenya where 280 class 8
pupils and 74 mathematics teachers participated. The researchers made use of causal-
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comparative research design. Stratified, random and purposive sampling techniques were
used to get the sample for the study. Data collection was done using a self-constructed
questionnaire which had been validated and subjected for a pilot study and its reliability
determined. Each subscale of the questionnaire yielded a Cronbach’s alpha reliability
coefficient of 0.60 and higher and data analysis was done using descriptive and
inferential statistics (t-test). The study revealed that the majority of mathematics teachers
in public day primary schools of western region of Kenya were trained with a teaching
experience of between 11–20 years. However, there was an average rating on the
following variables believed to be related to teacher commitment: teacher preparations,
teachers’ use of learning resources, teaching strategies and assessment methods. Further,
teachers from high performing schools rated assessments in mathematics, teacher
preparations, teachers’ use of learning resources and teaching strategies, higher than the
low performing schools.
According to Cherkowski (2011), he argued that one of the important, and
underexplored, avenues to tapping into a heightened sense of commitment to professional
growth and learning for teachers may be through a more fully human experience in the
school. He said that educators should be encouraged—through the actions, words, and
attitudes of the school leader and others in the professional community—to bring deep
human emotions of, for example, love, joy, and compassion into their work in the school,
instead of leaving it at the door at the beginning of the day, to be picked up at the end of
the day on their way home. Rather, teachers would infuse their work with all of the rich
aspects of their emotional lives; school leaders might encourage and support this
wholeness though modeling, infusing their own work with authentic emotional
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expressions, as well as personal and meaningful connections with learning community
members.
The findings from the qualitative case study of Cherkowski (2011) revealed how a
principal’s demonstration of compassion and deep care towards his teachers was
influential in the participants’ renewed desire for a greater commitment to and
improvement of their craft. He found out that understanding how school leaders nourish
and sustain passion and commitment is an essential area of research on learning
communities. Exploring the impact of emotions in leadership is highlighted as an
important consideration for fostering conditions for sustainable learning communities.
Moradi (2011), in his study Evaluation of the Relationship between
Organizational Commitment and the Teacher's Organizational Behavior in Iran Primary
School examined the structure of organizational commitment in relation to the teacher's
organizational behavior in Iranian primary schools. The data were gathered through a
questionnaire returned by a sample of 225 teachers of primary schools in Mazandaran
province. In the survey model study, answers to given questions were sought. Data were
gathered by using "Teachers Organizational Scale" and "Organizational Commitment
Scale". Results showed the teachers' positive perceptions about organizational behavior
and organizational commitment. There was a meaningful relationship between the
teachers' organizational behavior and organizational commitment.
Sood and Anand (2011) studied the level of professional commitment of teacher
educators serving in secondary teacher training institutions of Himachal Pradesh. The
data were gathered through ‘Scale for Professional Commitment of Teacher Educators’
from 135 teacher educators of 25 B. Ed. colleges of Himachal Pradesh. Results showed
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that the level of professional commitment of B. Ed. teacher educators in Himachal
Pradesh is moderate. Significant differences were found in professional commitment of
B. Ed. teacher educators with regard to gender, marital status and teaching experience.
However, NET qualified and Non-NET qualified teacher educators were found to have
similar level of commitment towards their profession. The paper discusses certain
suggestions for enhancing the professional commitment level of B. Ed. teacher educators.
Zhu, Devos and Li (2010) in their study on teacher perceptions of school culture
and their organizational commitment and well-being in a Chinese school, they analyzed
and validated the dimensions and specific features of a school culture in a Chinese
context. A sample of 181 teachers from a Chinese primary and secondary school in
Beijing participated in a survey that measures school organizational cultural
characteristics and teacher organizational commitment and well-being as outcomes of
school culture. Specific cultural characteristics of this school and their impact on teacher
organizational commitment and well-being were identified. The findings provided
important information for understanding a school culture in the Chinese context. It
enriches the theory related to school culture and the research findings that have been
identified in the Western settings.
More specifically, the study contributed to the literature of school culture and
school administration. Important dimensions of school culture as defined or based in the
relevant literature were validated in this study. During the research design, they consulted
Chinese researchers to verify whether the selected dimensions based on Western
empirical studies were relevant for the Chinese context. The results in this specific
context revealed that it is also important to view school culture in these dimensions as
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identified in Western contexts, including goal orientation, leadership, participative
decision-making, and innovation orientation. Furthermore, a new dimension, shared
vision, was suggested to be typical in the Chinese context, as in a ‘‘collectivist culture’’
the recognition of the collective vision is considered an important component. This study
tested and verified it as an important factor in school culture. This concept has been
raised in recent studies that identify the importance of a shared sense of purposes and
values (e.g. Fullan 2001). It has to be noted that the dimension informal relations was a
weak one, at least for the sample in this study. Nevertheless, the present study confirmed
that leadership is a very important dimension of school culture as identified in previous
studies, and school leaders need to play an important role in transforming or reshaping
school culture in order to ensure in an efficient way that it is supportive and motivating
for teacher professional development and student learning (Fullan 2007; Leithwood and
Louis 2002).
The study also revealed some specific features of school culture of a Chinese
school. In general, the school features a rather high goal orientation, innovativeness, and
formal relations among teachers. The teachers reported a relatively higher score for
shared vision, organizational commitment, and well-being at this school; however, the
scores for teacher participation in decision-making and informal relations among teachers
were relatively lower.
Finally, the impacts of school culture on teacher organizational commitment and
well-being were analyzed. The results indicated that three main factors, namely goal
orientation, leadership, and shared vision, affect teacher organizational commitment to a
large degree. In other words, the more a school has clear goals, stronger leadership, and
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shared vision within the school, the more likely the teachers are to be committed to the
school. As identified in this study, leadership plays a very important role shaping the
school culture and influencing teacher organizational commitment and well-being.
Therefore, school principals play an important role in influencing the quality of school
culture and through it on teachers’ performances. As for teacher well-being, the study
found out that teachers feel more attached to a school in a school culture that features
clear goal orientation, positive formal relations, and shared vision. The results are
consistent with other findings that suggest the presence of a clear goal and shared vision
promote increased teacher involvement and commitment. Furthermore, the findings
confirmed that positive collegial relationships are very important as a healthy school
culture should be built upon a collaborative activity among teachers, students, parents,
staff, and the school leaders.
Cokluk & Yılmaz (2010) made a study that focused on the relationship between
teachers’ organizational commitment and school administrators’ leadership behavior. In
the survey model study, answers to the given questions were searched. The data were
collected through a scale returned by a sample of 200 teachers in Turkish primary
schools. The data were gathered using “Leadership Behavior Scale” and “Organizational
Commitment Scale”. The study also attempted to determine the relationship between
leadership behavior and organizational commitment. Findings showed that there was a
moderate positive relationship between the teachers’ perceptions about organizational
commitment and supportive leadership behavior of school administrators. There was a
moderate negative relationship between organizational commitment and directive
leadership behavior of school administrators. Significant relationships were also
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determined between sub-dimensions of organizational commitment and directive
leadership behavior of school administrators.
Erawan (2010) compared the results of the curricula of teacher productions on
teaching efficacy, commitment to teaching profession and satisfaction with program
effectiveness of the teacher students under both curricula with different fields.
Participants included 322 Thai teacher students in 12 universities. MANCOVA reveals
that when GPAX score is deleted both curricula the teacher students studied are different
and different fields (science and social sciences) are not correlative. The tests of betweensubjects effects appear that the teacher students under 5 year-program curriculum has
higher in all variables and all majors.
Furthermore, the research indicated that the teacher students under 5 yearprogram of teaching profession curriculum have teaching efficacy, commitment to
teaching profession and satisfaction with program effectiveness more than those under
4+1 year-program curriculum.
Douglas (2010) study, examined the relationship of school climate and teacher
commitment in elementary schools in Alabama. A total of 67 elementary schools were
surveyed and 1353 teachers voluntarily participated in the study. The instruments used in
this study were the Organizational Climate Index (OCI) and the Organizational
Commitment Questionnaire (OCQ). The four subtests of the OCI, collegial leadership,
professional teacher behavior, achievement press, and institutional vulnerability, were
examined for their collective and independent relationship to teacher commitment. The
four variables serve as independent variables with commitment serving as the dependent
variable. Commitment was measured using the 9-item version of the OCQ.
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The findings indicated a relationship between school climate and teacher
commitment. The results concluded that the best predictor of teacher commitment is
professional teacher behavior. Furthermore, collegial leadership was also found to be a
predictor of teacher commitment. Achievement press, though not directly related to
teacher commitment, was found to be a good predictor of both professional teacher
behavior and collegial leadership. Institutional vulnerability was found to have no direct
or indirect relationship to teacher commitment.
Yilmaz (2009) on his study on Examining Organizational Commitment of
Primary School Teachers Regarding to Their Job Satisfaction and Their School’s
Organizational Creativity examined the prediction level of primary school teachers’ job
satisfaction and school’s organizational creativity on organizational commitment. The
participants were 315 primary school teachers selected from primary school teachers
working between 2008 and 2009 using random-cluster sampling method. Organizational
Commitment, Organizational Creativity in Schools, and Job Satisfaction scales were used
for data collection. The data were analyzed using statistical methods. Results
demonstrated that there is a significant relationship between organizational ommitment,
job satisfaction and school’s organizational creativity. The compliance, identification,
and internalization dimensions of organizational commitment were explained by primary
teachers’ job satisfaction and schools’ organizational creativity levels.
Karakus & Aslan (2009) study on, Teachers' Commitment Focuses: A ThreeDimensioned View, determined high school teachers' organizational commitment levels,
their commitment focuses and variables to which their commitments are related. A
survey-based descriptive scanning model was used. The results showed that teachers'
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commitment focuses, their types and levels of commitment to these focuses vary
according to their personal characteristics such as gender, marital status and tenure.
Although female teachers are more affectively and normatively committed to the
teaching profession than their male counterparts, they have low levels of normative
commitment to the work group and low levels of continuance commitment (based on lack
of investments) to the school in which they work. Married teachers are less affectively
and normatively committed to the teaching profession than unmarried ones. However,
married teachers' continuance commitment levels to the teaching profession and to the
school in which they work are higher. As tenure increases, perceptions of investments
having been made in schools increase and therefore teachers' continuance commitment
levels to the focus of the school in which they work increase. Although one-to-five year
tenured teachers have the highest levels of normative commitment to the teaching
profession, they are the least affectively and normatively committed to the focus of work
group.
A study by Smith (2009) examined the relationship between school climate and
teacher commitment. The study focused on elementary schools in Northeast Alabama.
Thirty-four elementary schools consisting of 522 teachers took part in the study. The
teachers completed two survey instruments: the Organizational Climate Index (OCI) and
the Organizational Commitment Questionnaire (OCQ). With the school as the unit of
analysis, the OCI outlined and measured four elements related to school climate
(collegial leadership, teacher professionalism, academic press, and institutional
vulnerability). Those four elements were the independent variables used for the study.
The dependent variable was teacher commitment measured by the 15 items of the OCQ.
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Results indicated that teacher commitment is related to school climate. The study
showed that the most significant predictor of teacher commitment was teacher
professionalism. Collegial leadership and academic press were predictors of teacher
professionalism, while SES was a predictor of academic press.
Chin Wang (2007) conducted a research in which the main objective is to study
the attitude toward organizational reform in relation to school culture and teacher
commitment for a comprehensive high school in our country. The researcher used
“Questionnaire for the Attitude toward Organizational Culture, Organizational
Commitment and Organizational Reform” for high schools in our country and recovered
545 valid questionnaires. One-way ANOVA, Scheffe multiple comparison method,
Pearson product-moment correlation and regression analysis et al. were used to compare
the difference and situation in organizational culture, organizational commitment and
attitude toward organizational reform among different high schools and teachers. The
conclusions show that there was significant difference in organizational culture among
comprehensive high schools of different types, different sizes, public or private. There
was a significant difference in organizational commitment to school by teachers of
different genders, ages, education, service time, present positions. Also, there was
significant difference in the attitude toward organizational reform by teachers of different
genders, ages, service time and present positions. A correlation was established among
organizational culture, organizational commitment by teachers and attitude by teachers
toward organizational change for comprehensive high schools. And finally, there was a
significant influence of organizational commitment by teachers and organizational
culture for comprehensive high schools on the attitude toward organizational reform.
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Ngang (2006) identified the relationship between perceived organizational
support and trust with teachers’ commitment in his study. The study also aimed to
identify the moderation effect of trust on the relationship between the perceived
organizational supports and teachers’ commitment. In relation with this, a total of 418
trained teachers were selected randomly from 65 daily based secondary schools from the
state of Penang as the sample of this study. The questionnaire was utilized as the method
in acquiring response from the respondents. The data collected from the respondents was
analyzed at school level and the testing of hypothesis was conducted using the descriptive
statistic, t-test, Pearson correlation and multiple regression. The findings of the study
indicate that a total of 59 schools (90.8%) have moderate level of trust upon the
organization. Meanwhile 53 schools (81.5%) show a median level of principal’s support
upon the teachers. Thus, there is an existence of significant relationship between
principal’s support with teachers’ organizational commitment (r = 0.756; p = 0.00) with
apparent negative relation with the intention of teachers to leave (transfer) (r = -0.518; p
= 0.00). The findings indicates that there is significant relationship between the perceived
principal’s support with the teachers’ trust on organization (r = 0.751; p = 0.00).
Moreover it was found that there is significant existence of trusts with teachers’
organizational commitment (r = 0.751; p = 0.00). Meanwhile negative relationship
obtained with the intent to leave (r = -0.528; p = 0.00). Lastly, it was found that the
organizational trust functions as moderator in the relationship between organizational
support and teachers’ commitment but not on the teachers’ intention to leave.
Another
interesting
study
on
the
Relationships
Between
Educators’
Organizational Commitment, Job Satisfaction, and Administrators’ Gender was
81
conducted by Potter (2012). The purpose of this quantitative, causal-comparative study
was to examine the differences between teachers’ mean job satisfaction scores based on
the administrators’ gender and examine the relationship between the administrators’
gender and teachers’ organizational commitment plans in Tennessee middle schools. Job
satisfaction and organizational commitment was measured by the Tennessee Teaching,
Empowering, Leading and Learning (TELL) Survey that was administered online and
completed by Tennessee teachers voluntarily and anonymously. A stratified random
selection of schools based on the administrator’s gender (female, n = 85; male, n = 85)
was selected (N = 170) from those achieving the predetermined response criteria of 50%
return rate. Schools where the principal had been in position for less than three years
were excluded. A multivariate analysis of variance (MANOVA) was used to analyze the
association between the dependent variable, job satisfaction, based on the independent
variable, administrators’ gender. Pearson’s chi-square analysis was used to analyze the
relationship between administrators’ gender and teachers’ organizational commitment
plans in education. Significance was with the implications for increased gender
awareness, teacher commitment and satisfaction, and teacher retention.
Results indicated there was not a significant difference between teachers’ job
satisfaction based on the gender of the building administrator or a significant relationship
between teachers’ organizational commitment plans in education and the administrators’
gender. Teachers with female and male administrators overwhelmingly indicated they
planned to continue teaching in their current school.
Ahmad (2006) made a research that examined the relationships between
leadership, teachers’ commitment, teachers’ competency and school effectiveness. The
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research also described best practices such as information and data analysis and
management practices as moderators in enhancing the relationships between leadership,
teachers’ commitment, teachers’ competency and school effectiveness. The study
employed a sample of 84 secondary schools. School samples have been stratified
randomly according to the cumulative grades of a public examination (Malaysian
Certificate of Education). Pearson correlation, multiple regression and hierarchical
moderated regression analysis have been performed to test the suggested hypotheses. The
findings of the study revealed that multiple regression analysis tended to support the
research hypotheses suggesting a positive association between teachers’ commitment,
teachers’ competency and school effectiveness. Teachers’ commitment appeared to be
the highest contribution among the predictors to the school effectiveness. However, only
the leadership factor had a significant contribution to the school effectiveness when using
information and data analysis as a moderator. The research prepared a theoretical
framework that reflects the determinants factors of school effectiveness.
Chughtai & Zafar (2006) on their study, Antecedents and Consequences of
Organizational Commitment among Pakistani University Teachers determined if selected
personal characteristics, facets of job satisfaction, and the two dimensions of
organizational justice (distributive justice & procedural justice) significantly explained
variance in the organizational commitment of Pakistani university teachers. In addition,
the said study examined the influence of organizational commitment on two
organizational outcomes—job performance and turnover intentions. Data were gathered
from 125 full-time teachers from 33 universities in the three major cities of Pakistan:
Lahore, Islamabad/Rawalpindi, and Peshawar. The results of the study indicated that the
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personal characteristics, facets of job satisfaction and two dimensions of organizational
justice as a group were significantly related to organizational commitment of teachers.
Individually, distributive justice and trust in management were found to be the strongest
correlates of commitment. Moreover, commitment was found to be negatively related to
turnover intentions (- .40) and positively related to a self-report measure of job
performance (.32).
Celep (2005) made a study on Teachers’ Organizational Commitment in
Educational Organizations. In this study, it was tried to determine the teachers’ level of
organizational commitment with regard to the commitment to school, to teaching works,
to work group and to teaching occupation. In the direction of this aim, a scale with four
dimensions including 28 items was administrated for determining the teachers’
organizational commitment. That scale was applied on 302 teachers who are working for
public high schools. Results of the research show that a close relationships of the
variables related to the teacher’s commitment to their schools, the work group, and the
teaching occupation were found out and a direct relationship was discovered between the
teachers’ organizational commitment and having a proper pride to belong to such a
school and work group.
Khoza (2004) conducted a study to compare teacher stress, professional
commitment and school climate in schools with different matric success rates, in an
attempt to uncover some of the reasons behind differing pass rates. The schools were
selected from twelve high schools in the same rural area, same education district and
circuit. The two high schools which performed very badly were matched with two high
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schools which produced a hundred percent pass rate in their recent matric results. A
questionnaire was used as a data collection instrument
The results indicated similarities in terms of the levels and sources of stress
among the teachers from the two school types, as no significant differences between the
schools were found. However, the teachers in schools with excellent matric pass rates
have higher levels of commitment, and perceive their schools more favorably than the
teachers in schools with poor matric pass rates. Significant correlations were also found
to exist between teachers’ professional commitment and organizational climate. These
findings indicated that there was a need in South Africa to seek out ways of improving
the climate of the schools as well as teachers’ professional commitment in order to
produce quality education.
Local
Cornista and Macasaet (2013) focused their study on investigating the Adversity
Quotient® and Achievement Motivation of selected third year and fourth year psychology
students of De La Salle Lipa AY 2012-2013.
Ninety (90) psychology students were included in this study through purposive
sampling technique. The major instrument used in the assessment of the adversity
quotient of the respondents was the AQ Profile® and for achievement motivation was the
Achievement Motivation Profile. The profile variables of the respondents were also
investigated to find out if their adversity quotient and achievement motivation would be
influenced by such factors.
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SPSS computer software was utilized in the calculation of the research data, the
result found out that there was no significant relationship between the adversity quotient
and the profile of the respondents. However, the researchers found that there is a
significant relationship in the ownership dimension of adversity quotient of the
respondents when grouped according to year level. There was no significant relationship
between the achievement motivation and the profile of the respondents. Lastly, the results
of the Pearson product moment correlation showed there is a significant relationship
between the overall adversity quotient and each of the domains under achievement
motivation of the respondents in this study.
The study concluded that the adversity quotient and achievement motivation had a
relationship. However, not all the dimensions of adversity quotient were found to
influence the achievement motivation of the respondents in this study.
Canivel, (2010) conducted a study investigating the association between the
adversity quotient, leadership style, performance and practices among the principals in
private schools in the province of Rizal.
The researcher designed three instruments and made use of an electronic AQP
questionnaire to gather quantitative and qualitative data. Descriptive and inferential
statistics were applied in the analysis of data and statistical software, SPSS version was
used.
The findings of the study were: The principals’ AP in private schools in Rizal has
an average score which is within the AQ®P of the standard provided; among the four
dimensions of AQ which are control, ownership, reach and endurance (CORE), it was
ownership that pulls down to below average score and all the rest got average scores;
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participating leadership style emerged as best and rank number 1, followed by selling
leadership style, delegating leadership style, and telling leadership style; both
performance and practices have positive response to adversity quotient; that there was no
correlation between the principals’ adversity quotient and the principals’ leadership
styles; and lastly the adversity quotient and leadership styles of the Principals’ responses
had no significant correlation with demographic profiles.
Ferrer (2009) conducted a study that determines the relationship of personal
characteristics, leadership styles, and job satisfaction to the adversity quotient® of the
academic heads of selected state colleges and universities in the National Capital Region.
The researcher utilized the descriptive method using the Adversity Response
Profile (ARP) by Dr. Paul Stoltz, Leadership Style Survey by Dan Clark, and Job
Satisfaction Questionnaire by Alita Roxas. These questionnaires were distributed to 121
academic heads during school year 2008-2009 in the selected State Colleges and
Universities in the National Capital Region. The percentages and weighted mean were
computed for the profile of the respondents in terms of personal characteristics (age, civil
status, gender, educational attainment, and number of years of service), leadership style
(participative, delegative, and autocratic) and job satisfaction level. In testing the
hypothesis, the chi-square was used. Results of the study showed that majority of the
academic head respondents belong to middle range of Adversity Quotient® Control,
Ownership, Reach and Endurance dimensions. In terms of over-all Adversity Quotient®
level, respondents belong to average range. Majority of the respondents possess a
participative style of leadership.
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The study showed no significant relationship between the personal characteristics
and Control, Ownership, and Endurance dimensions and the over-all AQ of the
respondents. However, there found to be a significant relationship between the
respondents educational attainment and Reach dimension. It implies that their academic
attainment and experiences maximize their potentials enabling them to think right and to
make wise and just decisions. It also showed that there was no significant relationship
between Leadership Style and Adversity Quotient Ownership, Reach, and Endurance
dimensions and over-all adversity quotient of the respondents. However, there found to
be a significant relationship between the respondents’ leadership style and Control
dimension. With regard to the relationship between job satisfaction and adversity
quotient, the study showed that there is no significant relationship. Therefore, there is no
indication that Adversity Quotient determines the level of job satisfaction of the academic
head respondents.
Villaver (2005), conducted a study on The Adversity Quotient Levels of Female
Grade School Teachers of a Public and a Private School in Rizal Province which the
major focus was to examine the significant differences in the Adversity Quotient levels of
female grade school teachers of a public and a private school. The study involved 105
female grade school teachers, out of which 74 were from a public school and 31 from a
private school. The researcher used the Adversity Response Profile 7.0 and a
demographic questionnaire to obtain relevant background information about the teacherrespondents.
The findings concerning AQ and their demographic profile indicated that majority
of the respondents that fell under the early adulthood stage category possessed moderate
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AQ, while their older counterpart possessed moderately low AQ. With respect to civil
status, the findings revealed that respondents who are single were found to have equal
percentages for moderate and moderately low AQ. It also showed that simple majority of
married respondents possessed moderate AQ level. The provided evidence that teachers
who had teaching experience often years or lower were found to have moderate AQ,
whereas great number of respondents with moderately low AQ were those with eleven to
twenty years of experience.
The findings also threw light on the fact that majority of respondents belonging in
the lower class socio-economic status had moderate AQ level while those in the middle
class had a greater number around the mean of moderately low AQ level. The results of
the study disclosed also that both public and private female grade school teacher
respondents had moderate Adversity Quotient levels. The study also indicated that there
was no significant difference exists between the Adversity Quotient level of public and
private female grade school teachers. This study is useful to understand the relationship
between AQ and demographic characteristics ofteachers.
Lazaro-Capones, (2004) conducted a study on “Adversity Quotient and the
Performance Level of selected Middle Managers of the Different Departments of the City
of Manila as revealed by the 360-degree Feedback System”. The aim of the study was to
determine the relationship between the two variables. The study employed the
descriptive, correlational method of research. The research involved 102 middle
managers from 7 departments of the City of Manila. The findings revealed that most of
respondents had moderate and high AQ. The study also provided evidence for the
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relationship between adversity quotient and performance ratings as revealed by the360degree feedback system.
Abejo (2002) conducted a study on the Adversity Quotient Profile of 39 out of
74 Employees of the College of Arts and Sciences of St. Joseph’s College in Quezon
City for the School Year 2001-2002 as indicator of their effectiveness as leaders.
Based on the results, 58.94% of the employees of St. Joseph’s College, College of
Arts and Sciences fall within the moderate level of adversity quotient, however, there
was no significant difference between male and female respondents in their
Adversity Quotient, but the results showed that older employees had higher adversity
quotient than the younger employees. Moreover, there was no significant difference
in the AQ of the workers in relation to their respective job description; viz., teaching,
(17) non-teaching (10) and administration (12).
The concept of leadership has been explored by historians and theorists from
earliest times through the present, on an international, national, local and institutional
level. The word "lead" has an Indo-European root that means "go forth and die" (Heifetz
& Linsky, 2002). Although in the context of business or education this definition is not
applicable in a literal sense, it is relevant in discussing leadership in the context of taking
chances or risks when implementing change. There had been a lot of researches placing
emphasis on the leadership ability of school managers and showed that it really has
something to do in the educational transformation of an institution which are evident in
the achievement of the students, performance of the teachers and the success of the
institution itself.
Researchers made in the Philippines show diverse tasks and responsibilities of the
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school administrators. Being a school head entails a complex, difficult job and because of
that their duties and responsibilities are not identified as positive factors in job
satisfaction and their leadership styles could not remain static (Ferrer, 2009).
A research paper on Creating Better Schools Through Democratic School
Leadership by San Antonio (2008) examined the impact of implementing democratic
school leadership via advisory school councils in Philippine public secondary schools.
Through an experiment with empirical surveys and interviews, this study revealed that
the experimental group had higher levels of commitment, empowerment and trust
compared with the control group after one year of implementing democratic school
leadership. However, the one-‐year experiment did not yield a significant impact on the
students’ academic achievement levels. The experimental group perceived the advisory
school councils operation in their schools as effective. Factors that either elicit or inhibit
active participation from the stakeholders in collaborative decision making have been
identified.
Tabuso (2007), in her study Organizational Commitment of the Faculty of the
Divine World College of Vigan, determined the level of organizational commitment of
the respondents.
The descriptive research design was employed in this study. Descriptive research
determines and interprets what is the level of organizational commitment of the faculty of
DWCV.
Based on the findings of the study, the faculty of DWCV was female-dominated,
intheir prime years, with majority of them married, with an average of two dependents;
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they are Bachelor’s Degree holders with master’s units, have been teaching at DWCV for
a relatively long period of time and with a mean basic salary between P7,500 andP9,500.
The faculties in the three departments have an emotional attachment to DWCV
(affective commitment), feel a sense of identification with the school and care about its
fate although at varying degrees with the elementary faculty having the least degree of
attachment.
All the faculties have remained in DWCV because they find in the school a sense
of economic security (continuance commitment).Finally, all the faculties feel they ought
to remain in DWCV (normative commitment).
Another study on Democratic school leadership: Its impact on the commitment of
educational stakeholders was conducted by San Antonio & Gamage (2007). The study
examined the impact of implementing democratic school leadership (DSL) on the
commitment levels of Advisory School Council (ASC) members in Philippine public
secondary schools.
The study combined the experimental design with empirical surveys, interviews
and documentary analysis to adopt a mixed research method. Implementing DSL in one
of the 185 school divisions was the experimental treatment introduced, with two
empirical surveys. Using the pretest-posttest design, public secondary schools that
granted permission to be involved in the study were initially match-paired on the basis of
results in the Division Achievement Test (the dependent variable). Each pair was
randomly assigned to the control and experimental groups by tossing a coin. After the
groups were formed, seminar-workshops were conducted for each group of 38 schools.
The seminars were attended by 735 out of the 836individuals who indicated interest in
92
participating. The teachers, students, alumni, community leaders and parents were
represented during the seminars with the school heads also in attendance. In these
seminars, the first survey was completed by all the participants for a response rate of 88
percent (735 out of 836 individuals who granted permission).
The study revealed that the experimental group (EG) had higher levels of
commitment compared with the control group (CG) after one year of implementing DSL.
The EG perceived the ASC operation in their schools as effective. Respondents who
reported higher levels of commitment after implementing DSL indicated satisfaction with
the composition of the ASC, found the committee structure to be useful, and
acknowledged that their school heads shared information adequate to make sound
decisions. Factors that affected the development of the stakeholders’ commitment to
school improvement have been identified. The study suggested that the Philippines
should expedite the process of establishing school councils in the public schools
Another study on Democratic school leadership: Its impact on the commitment of
educational stakeholders was conducted by San Antonio & Gamage (2007). The study
examined the impact of implementing democratic school leadership (DSL) on the
commitment levels of Advisory School Council (ASC) members in Philippine public
secondary schools.
The study combined the experimental design with empirical surveys, interviews
and documentary analysis to adopt a mixed research method. Implementing DSL in one
of the 185 school divisions was the experimental treatment introduced, with two
empirical surveys. Using the pretest-posttest design, public secondary schools that
granted permission to be involved in the study were initially match-paired on the basis of
93
results in the Division Achievement Test (the dependent variable). The study revealed
that the experimental group (EG) had higher levels of commitment compared with the
control group (CG) after one year of implementing DSL. The EG perceived the ASC
operation in their schools as effective. Respondents who reported higher levels of
commitment after implementing DSL indicated satisfaction with the composition of the
ASC, found the committee structure to be useful, and acknowledged that their school
heads shared information adequate to make sound decisions. Factors that affected the
development of the stakeholders’ commitment to school improvement have been
identified. The study suggested that the Philippines should expedite the process of
establishing school councils in the public schools.
A Participatory School Administration, Leadership and Management (PSALM):
Its Impact on the Creation of Better Public Secondary Schools in the Philippines also by San
Antonio, (2006) examined the impact of implementing participatory school
administration, leadership and management (PSALM) via Advisory School Councils
(ASC) in Philippine public secondary schools. Through an experiment with empirical
surveys, documentary analyses and interviews, this study reveals that the experimental
group (EG) had higher levels of commitment, empowerment, trust and inclination for
meaningful participation in improving the school compared with the control group (CG)
after one year of implementing PSALM. However, the one-year experiment did not yield
a significant impact on the students’ academic achievement levels. Survey respondents
(735 for the 1st survey and 603 for the 2nd survey) were the school heads, teachers,
students, alumni, parents and community leaders from the 76 participating schools (38
schools for experimental group and the same number for the control group).The EG
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perceived the ASC operations in their schools as effective. Factors that either elicit or
inhibit active participation from the stakeholders in collaborative decision making have
been identified. An authentic model for the effective implementation of PSALM is
proposed. The study suggested that the Philippines should expedite the process of
establishing school councils in the public schools as an approach for creating better
schools.
Another interesting study was conducted by Lahoz (2005) on her ‘Portrait of the
Filipino as an Outstanding School Administrator’. She identified the qualities of an
outstanding Filipino school administrator and the contributory factors to their leadership
style. Her respondents were purposively selected from Delphi Response Group, private
schools members of Coordinating Council of Private Educational Associations
(COCOPEA), government agencies and legislative bodies, and professional associations.
The findings revealed twenty- two (22) qualities of outstanding administrators and
twenty-three (23) factors contributory to outstanding leadership. She expressed the
resulting synthesis of her studies as the Educational Leadership Octagon consisting
finally of: Gift of Self wholeness, principles-commitment humility, empowerment, trust
in people, manager-attention to details, leader-movement towards vision, bigger causes
outside school-industry leader, differences made in lives and total development of others,
and excellent school realization of targets.
Licuanan (2002) made a study on the difference between principals of high
performing and principals of low performing schools. Principals of high performing
schools were younger, better trained and more experienced. They were intrinsically
motivated i.e., highly motivated to do a good job. They have good interpersonal relations
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and were rated highly on qualities of competence, fairness, integrity and approachability.
Furthermore, they were positive persons who have high regard for student and
teacher abilities and give high ratings to the school. They focused on goals of achieving
academic standards and improving quality of education. They perceive the community as
expecting their school to be high achieving, progressive and model school. They put
more emphasis on data from student achievement tests for curriculum development,
evaluation and enrichment. Principals of high performing schools more often report
ongoing faculty development programs and use needs assessment techniques to arrive at
training needs.
They also created good organizational climate in their schools and undertake
purposeful activities to improve interpersonal relations with staff. They hold more regular
faculty meetings with satisfactory outcomes. They keep themselves informed about what
is happening within the school through monitoring classes and by direct observation and
class visits. In the area of decision making, they make more major decisions and discuss
these decisions with faculty and the parent-teachers association. They focused on
problems directly related to academic goals such as facilities and finances and take bolder
moves to address these problems such as seeking help beyond school and community
boundaries. They make use of community resources and encourage community
involvement in school activities. These are the main findings on principals and the
difference they make in the quality of their schools. Incidentally principals of high
performing schools work very hard reporting 12 hour work days and assessing their work
load as “heavy” to “very heavy”. Perhaps what is most encouraging about the results of
this study is that high performing schools and high performing principals were found not
96
only in cities or poblacions but in rural barangays as well.
Mendoza (2000) also conducted a study on leadership style and effectiveness on
basic education administrator. The respondents were the administrators themselves and
the teachers. The variables considered were task orientation, relation orientation and
effectiveness. The findings showed that administrators and teachers ratings resulted in
low in task orientation and relation orientation but average in effectiveness dimension.
Administrators perceived by themselves as utilizing supporting style or bureaucratic
leadership style.
Teacher commitment on the other hand, is a key factor influencing the teachinglearning process. It is the psychological identification of the individual teacher with the
school and the subject matter or goals, and the intention of that teacher to maintain
organizational membership and become involved in the job well beyond personal interest.
The literature and studies presented showed that adversity, leadership and
commitment of teachers in the organization are one of the most important things that
need to be considered in the success of an academic institution.
The researches made by Le Thi (2007), D’ Souza (2006), Johmson (2005),
Bellsouth (2005), Williams (2003), Deloitte and Touche (2003), focused on the
relationship of adversity quotient and performance. Findings of their research showed
that there is actually a significant relationship between adversity quotient and
performance (school performance, employee performance, students’ performance). It
indicated that considering these variables adversity quotient can be an acquirable skill to
turn organizations (education & business) to a more successful than they were.
97
Furthermore, these researches both international and local established the relationship of
these concepts in educational transformation.
In the area of leadership, there has been a wide range of research in this context.
This concept had proven that leadership practices, position and power relations are
constituted, challenged and changed (Helstad & Moller, 2013). This provide insight into
leadership as an interactive process and the dynamics of power and trust in developing
leadership actions. Also, the works of Givens (2008), Ngunee, Sleegers and Denessen
(2007), Ross & Gray (2006), Barnet (2003) focused on the impact of transformational
leadership and transactional leadership as predictors of organizational commitment. Their
findings indicated that there were positive outcomes for the organization and the
follower. It showed that transformational leadership dimensions have strong effects on
teachers’ job satisfaction, organizational commitment, and organizational citizenship
behavior (Ngunee, Sleegers and Denessen, 2007). More so, transformational leadership
suggested a strong significant effects on mediating variables and weak but significant
effects on teachers’ commitment to change (Leithwood & Jantzi, 2002).
Researches in the area of organizational commitment also showed the importance
of it in determining the success of an organization (Yusof, 2012). It was also argued that
one of the important and underexplored avenues to tapping into heightened sense of
commitment to professional growth and learning for teachers is through a more fully
human experience in the school which can only be identified by looking into the level of
commitment of the teacher (Cherkowski, 2010). Furthermore, understanding how the
school leaders nourish and sustain passion and commitment is an essential area of
research on learning communities.
98
Exploring the impact of adversity quotient, leadership and organizational
commitment is highlighted as an important consideration for fostering conditions for
sustainable learning communities and organization in the field of education. This further
elucidated in the studies of Napire (2013), Canivel (2010), Ferrer (2008) and Tabuso,
(2007). They have found out tha variables on adversity quotient, leadership style and
commitment to organizational values are related and can be considered as a contributing
factor in the success of an organization. However, through the review, studies in the
Philippines pertaining to adversity quotient and commitment of teachers to organizational
values are quite limited. The researcher also realized that no study had been conducted to
explore the relationship between AQ and commitment of teachers to organizational
values. Very few local studies were found related to the study. It is for this reason that the
researcher conducted this study to support the aforementioned studies that adversity
quotient, leadership styles and performance of the school heads have something to do to
affect the level of commitment of teachers in the practice of their noblest job. The lack of
research in area of AQ and teacher commitment in the Philippines motivated the
researcher to propose the study on exploring the relationship between the variables
adversity quotient, leadership styles, performance and commitment of teachers to
Conceptual Framework
Response to adversity is a crucial element of emotional climate (Williams, 2003).
One of the many roles of the principal is in shaping a positive school learning
environment which is linked in the increased of students’ achievement through the
99
commitment of teachers to the school and motivation which correlates strongly with a
healthy and sound school.
In the development and conceptualization of this study, the importance and
relevance of a principal’s adversity response to educational adversity, and the leadership
style that they have at hand may sometimes influence their performance and affect the
level of commitment of teachers in the academe. When these are properly looked at,
teachers’ commitment and efficacy, and student success maybe better understood. Based
on the accounts previously discussed, educators are facing increasing adversity in their
workplace. The researcher believes that when educational leaders learn to handle
adversity more effectively, teachers and students will have increased achievement.
Behavior can change. Individuals can learn to respond more positively to adversity, thus
minimizing its impact (Stoltz, 1997).
The exercise of leadership on the other hand involves working with and
through people, individually and in groups, to achieve organizational goals. When
the goals of the organization emphasize demands for quick responses to rapid,
pervasive change in the environment while dealing with emerging problems arising
from the need for change that are ambiguous and ill-understood, and the outcomes of
possible alternative solutions are knowable in advance, problems arise for school
administrators. The two issues of stability and change are inseparable from every
decision in which the educational leader is involved. Educational leaders have a
theoretical choice between using traditional bureaucratic methods to work with and
through others or using collaborative methods (King, 2006).
This study focused mainly on determining the relationship of the adversity
100
quotient, leadership style and performance of school heads and the commitment of
teachers to organizational values. From the results of the study, what theoretical model(s)
can be proposed to describe the school heads’ adversity quotient, leadership style and
performance and teachers’ commitment to organizational values?
As leadership plays an important role in the realization of the schools’ ultimate
goal, it is also potential in building high levels of commitment in teachers. And since
effective leadership is seen on how an individual effectively discharge his role and job as
school manager, it is also an important thing to note that the effectiveness still prevails
despite of any adversities he might be facing.
Figure 1 shows the paradigm of the study. Specifically, the study focused on
finding the relationship of adversity quotient, leadership styles and performance of
secondary school heads and commitment to organizational values of teachers in the
division of Tarlac Province. From here, what models can be proposed to describe the
nature of influence of school heads’ adversity quotient and leadership style to their
performance and teachers’ commitment to organizational values?
The AQ level is composed of four dimensions namely, Control, Ownership,
Reach and Endurance (CORE). Control measures the degree of control a person
perceives over adverse events. It is a strong gauge of resilience and health.
Ownership measures the extent to which a person holds himself or herself
accountable for improving a situation. It is a strong gauge of accountability and
willingness to take action. Reach is the perception of how large or far-reaching
events will be. It is a strong gauge of perspective on burden and stress level.
Endurance is the perception of time over which good or bad events and their
101
consequences will last or endure. It is a strong gauge of hope and optimism.
Leadership style is manifested on the respondents’ assessment of the extent of
practice whether transformational or transactional. Performance is based on the last
year’s school Mean Percentage Score (MPS) in the National Achievement Test
(NAT). And finally, the level of commitment of teachers to organizational values is
based on the teachers’ assessment of their commitment to school, commitment to
teaching, commitment to teaching profession and commitment to work group as
reflected in the organizational commitment questionnaire.
ADVERSITY QUOTIENT
! Control
! Ownership
! Reach
! Endurance
PERFORMANCE
EXTENT OF PRACTICE
OF LEADERSHIP STYLE
! Transformational
! Transactional
TEACHERS’
COMIMMITMENT TO
ORGANIZATIONAL
VALUES
PROPOSED MODEL
Figure 1. Paradigm of the Study
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Chapter 3
METHODS OF STUDY AND SOURCES OF DATA
This chapter presents the method of research, the subjects of the study, the
method of gathering data, the research instruments or tools and the statistical treatment of
the gathered data.
Research Design
The study made use of a descriptive correlational research design in order to
attain its objectives. It determined the relationship of the Adversity Quotient, Leadership
Style and Performance of Secondary School Heads and the Commitment to
Organizational Values of Teachers.
Descriptive method proceeds to describe certain phenomena. For this reason,
some authorities in research describe it to be “fact finding” or “information gathering”
with analytical interpretations.
Locale of the Study
This study was conducted to determine the relationship of adversity quotient,
leadership style and performance of secondary school heads and commitment to
organizational values of teachers. The said study was conducted at the Division of Tarlac
Province, comprising 62 secondary school heads and 328 teachers as the primary
respondents.
Tarlac was the last province in Central Luzon to be created by the Spanish
colonial government in 1873. During its initial decade as a regular province, additional
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pueblos were created, including Pura, Mayantoc, San Manuel, Murcia, La Paz, Moriones
and San Clemente.
The province figured prominently also during the Second World War with the
infamous Death March which started from Bataan and ended in Capas. On January 20,
1945, the feast day of St. Sebastian, Tarlac was finally liberated from the Japanese hold.
Tarlac Province is not complete without mentioning its foremost asset – the
people. Its location of being the link between Manila and the Northern provinces has
made Tarlac an important trading center since the earliest times. This strategic locale
caused the province to become the hub and destination of the migrations of various
people, especially during the 18th – 19th centuries. For this, Tarlac is also known as the
“Melting Pot Province” for it is home to different cultures and ethno-linguistic groups.
Kapampangan, Ilocanos, Pangasinenses, Tagalogs, Visayans and Aetas live together in
harmony and in peace. Indeed, this amalgam of tongues and cultures has given Tarlac its
uniqueness and vibrancy.
Also the province is very well known and rich in terms of people who had made
big names in the different fields such as politics, industry, fashion, and even in the field
of education education.
This place was selected for this undertaking knowing that the efficiency of the
said study helped the researcher found out the relationship of the aforementioned
variables. Furthermore, there are no studies conducted yet in the province which looked
into the relationship of adversity quotient, leadership style and performance of the
secondary school heads and teacher commitment to organizational values.
104
Respondents of the Study
The respondents of this study were the sixty-two (62) secondary school heads and
three hundred twenty-eight (328) teachers obtained from a stratified random sampling in
the Division of Tarlac Province during the school year 2012- 2013.
To determine the sample size of the teacher respondents, the Slovin’s formula was
used:
𝑛=
𝑁
1 + 𝑁𝑒 !
Where:
n
=
sample size
N
=
population
e
=
desired margin of error
The table below shows the distribution of teacher respondents per school in the
Division of Tarlac Province as obtained using the Slovin’s formula. The number of
teachers from each school was taken from the Planning Office of the Department of
Education, Division of Tarlac Province (as of January 1, 2013).
Table 1
Distribution of Teacher Respondents
SCHOOL
1
2
3
4
5
Anao High School
Anastaacio G. Yumul High School
Aringin High School
Balaoang High School – Annex
Balaoang High School
NO. OF
TEACHERS
(N)
20
18
15
5
23
Sample
(n)
4
3
3
1
4
105
Table 1. continued
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
Bamban High School
Bilad High School
Birbira High School
Benigno S. Aquino High School
Buenavista High School
Buenlag High School
Caanamongan High School
Calangitan High School
Calipayan High School
Caluluan High School
Camiling School for Home Industries
Capas High School
Cardona High School
Comillas High School
Corazon C. Aquino High School
Cristo Rey High School
Dapdap High School
Dueg High School
Eduardo Cojuangco Nat’l Voc. School
Estipona High School – Annex
Estipona High School
Gerona Western Public High School
Guevarra High School
La Paz High School
Lawy High School
Mababanaba High School
Malacampa High School
Marawi High School
Maungib High School
Moncada High School
Nambalan High School
O'Donnel High School
Padapada High School
Pilipila High School
Pitombayog High School
Quezon High School
Ramos High School
Sacata High School
14
28
15
169
15
13
8
7
7
46
22
121
12
17
31
67
53
5
32
5
32
16
38
30
14
28
15
22
9
5
18
33
30
6
20
11
28
9
2
5
3
30
3
2
1
1
1
8
4
22
2
3
6
12
9
1
6
1
6
3
7
5
3
5
3
4
2
1
3
6
5
1
4
2
5
2
106
Table 1. continued
44 San Bartolome High School – Annex
45 San Bartolome High School
46 San Felipe High School
47 San Jose High School
48 San Julian - Sta. Maria High School
49 San Pedro High School
50 San Roque High School
51 Sapang High School
52 Sta. Ines High School
53 Sta. Juliana High School (O'Donnel - Annex)
54 Sta. Lucia High School
55 Tagumbao High School
56 Tarlac National High School
57 Vargas High School
58 Victoria National High School
59 Victoria National High School – Annex
60 Villa Aglipay High School Annex I (Iba)
61 Villa Aglipay High School Annex II (Moriones)
62 Villa Aglipay High School
TOTAL
6
10
22
9
19
41
59
15
13
7
15
21
308
12
95
7
14
8
19
1832
1
2
4
2
3
7
11
3
2
1
3
4
55
2
17
1
2
1
3
328
Source: DepEd Planning Office,Division of Tarlac Province
Research Instruments
There are three survey instruments used in this study. The Adversity Quotient
Profile (AQP) developed by Dr. Paul G. Stoltz of the PEAK Learning Inc., which was
used to determine the level of adversity quotient of the school heads, the Multifactor
Leadership Questionnaire (MLQ, Bass 2002) which was used to collect data regarding
leadership practices of the school heads, and the Organizational Commitment
Questionnaire (OCQ) used in determining the possible feelings individuals might have
about the school or organization for which they work.
Grandy (2009) discussed the reliability and validity of the Adversity Quotient
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Profile as presented in Psychometric Properties and Analysis of the AQ PROFILE online
version 8.1.
The AQ Profile (8.1) is an oppositional, scale-based, forced-choice questionnaire
designed to gauge an individual’s resilience — that is, their capacity to respond
constructively to difficulties — by eliciting their hardwired response pattern to a broad
range of adverse events (Stoltz, 2000). It has been tested across respondents from more
than 51 countries all over the world including the Philippines, and has demonstrated
strong universality and applicability across cultures. The AQ Profile is normative,
meaning higher scores are generally superior, reflecting greater overall resilience and
effectiveness.
The AQ score and all four sub-scores were found to have high reliabilities. The
table below shows Cronbach's coefficient alpha – a measure of the internal-consistency
reliability of each scale score.
Table 2
Reliability Estimates of the AQP®
Reliability Estimates (alpha)
Scale
alpha
Control
0.82
Ownership
0.83
Reach
0.84
Endurance
0.80
AQ
0.91
The highest correlation between scale scores is 0.724 between Reach and
Endurance. The other combinations of scale scores have moderate intercorrelations.
None of the intercorrelations among scale scores is as high as the scale reliabilities,
108
though the correlation between R and E is high enough to suggest that the two scales are
measuring related but different constructs. If a person tends to generalize adversity
across situations (Reach), he may also tend to generalize adversity overtime (Endurance).
Still, each of these scales shows some unique variance, so the scales are not redundant.
The four scales can, therefore, be said to have demonstrated good discriminant validity.
As intended, they measure different, but highly related, aspects of AQ.
In summary, AQ Profile sub scores demonstrate excellent discriminant validity,
with scale intercorrelations ranging from 0.28 to 0.72. Reliabilities (alpha coefficients) of
AQ and the four sub-scores are exceptionally high (over .90 for AQ and over .80 for subscores), indicating that scores are suitable for drawing reliable inferences about
individual test-takers. The distribution of AQ scores is very nearly normal, with a mean
of 150 and a standard deviation of 18. Any gender difference in the AQ score, or any of
its sub-scores, is extremely small. Age is slightly correlated with AQ and its sub-scores,
suggesting that life experiences tend to improve a person’s ability to respond to
adversity.
Adversity Response Profile is a self-rating questionnaire to measure an
individual’s style of responding to adverse situations. The Adversity Response Profile
describes 14 questions with 4 sub questions to identify the 4 dimensions of adversity
quotient; the control, ownership, reach and endurance.
The control scale measures the degree of control the person perceives he or she
has over adverse events. Ownership is the extent to which the person owns or takes
responsibility for the outcomes of adversity and the extent to which the person hold
himself or herself accountable for improving the situation. Reach is the degree to which
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the person perceives good and bad events reaching in other areas of life. Endurance is the
perception of time over which is good and bad events and their consequences will last or
endure.
Table 2 shows the standard score intervals which were used to interpret and
classify the Adversity Response Profile of the respondents provided by PEAK Learning
Inc. (2013).
Table 3
Overall AQ Equivalent
Descriptive Interpretation
High
Moderately High
Average
Moderately Low
Low
AQ Score
177 – 200
165 – 176
145 – 164
134 – 144
40 - 133
In the interpretation of score of adversity quotient by dimension, the following
standard score intervals for each category were also used as provided by the PEAK
Learning (2013).
Scores in the adversity quotient are interpreted as follows:
Person who has higher AQ are considered to be lifelong learners, relentless,
tenacious, resilient, with high initiatives, visionary, possibility thinkers, and catalysts for
action. Moderate AQ would mean that the person is comfort-driven, playing it safe, low
risk, compatible, settle for good, competent, limited creativity, and cautious about
change. For lower AQ, the person under this level is doing the minimum, reduced
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performance, poor learners, absentee, risk aversive, goes through motions, and threatened
by change.
Table 3 illustrates the score intervals of the four dimensions of adversity quotient
(control, ownership, reach and endurance) including their descriptive equivalents.
Table 4
Dimension of AQP® (CORE) Score Equivalents
CONTROL
C
High
49 – 50
Above Average
45 – 48
Average
38 – 44
Below Average
34 – 37
Low
10 – 33
C MEAN = 41
OWNERSHIP
O
High
50
Above Average
48 – 49
Average
43 – 47
Below Average
39 – 42
Low
10 – 38
O MEAN = 45
REACH
R
High
40 – 50
Above Average
35 – 39
Average
29 – 34
Below Average
24 – 28
Low
10 – 23
R MEAN = 32
ENDURANCE
E
High
43 – 50
Above Average
39 – 42
Average
34 – 38
Below Average
29 – 33
Low
10 – 28
E MEAN = 36
Each of the four questions was represented and was scored on a distinct
dimension of adversity quotient as Control, Ownership, Reach and Endurance. The
CORE score equivalents were also provided by PEAK Learning Inc. (2013) to interpret
principals’ AQ dimensions. The lowest possible score on AQP score is 40 and the highest
is 200.
The Multifactor Leadership Questionnaire (MLQ) was first developed by Bass
(1995) who identified 142 items from a survey of the literature and responses to an openended survey of 70 senior executives. In the most recent version (Bass & Avolio, 2002),
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the research instrument contains four individual statements for each of the nine leadership
constructs for a total of 36 items (excluding the 9 outcome variables).
Bass’s theory recognizes four interrelated components for transformational
leadership: 1) individualized influence; 2) inspirational motivation; 3) intellectual
stimulation; and 4) individualized consideration. The MLQ also recognizes three
components of transactional leadership: 1) contingent reward; 2) management by
exception (both active and passive); and 3) laissez faire leadership. Idealized influence
(charisma) constitutes the items 6, 14, 23, 34 (behavior) and 10, 18, 21, 25 (attributed).
Under transformational leadership, the items 9, 13, 26 and 36 describe inspirational
motivation dimension, 2, 8, 30, and 32 fall under intellectual stimulation and items 15,
19, 29 and 31 is for individual consideration. On the other hand, under transactional
leadership, contingent reward includes items 1, 11, 16 and 35, management by exception
were on the items 4, 22, 24, 27 (active), 3, 12, 17, and 20 (passive), while laissez fair type
of leadership contains the items 5, 7, 28 and 33. However, for the purpose of this study,
responses in laissez faire leadership was not included in the tabulation and interpretation
of results since the objective of the study is to describe the extent of practice of leadership
style of secondary school heads as to transformational and transactional only.
The questionnaire determines how closely the respondents would align with
transactional and transformational leadership styles. The latest version of the MLQ has
been used in nearly more than 200 research programs, doctoral dissertations and master’s
theses around the world. There are now more than ten years’ worth of published research
on the MLQ as it relates to transactional and transformational leadership practices of
administrators and managers from various sectors of the society including educational
112
institutions.
The validity of the MLQ is consistent with MLQ 5X (rater version survey). There
were generally high, positive correlations among the five transformational leadership
scales, and between contingent reward and each of the five transactional leadership
scales. The average intercorrelation among the five transformational scales is .83, versus
.71 for the five transformational scales with ratings of contingent reward leadership
(Avolio, Bass & Jung, 2002). This provides evidence supporting the scales of
transformational leadership as comprising a higher order construct than transactional
leadership of contingent reward. High correlations between transformational scales and
contingent reward, a transactional scale, are expected because all are active, positive
forms of leadership demonstrated consistently by leaders. As a leadership assessment, the
MLQ measures a wider and more detailed range of style, affording the opportunity to
identify a full range of leadership behaviors. The MLQ can be used as a 360 degree
instrument, incorporating self and other perceptions into a full circle assessment. Through
the MLQ, leadership behavior can be measured, explained, and demonstrated in
individual behavioral terms. The MLQ was used to measure the factors that distinguish
transactional and transformational leadership. The MLQ consists of 45 items with the
newer form reflecting item refinement. The MLQ places each item on a 5-point Likert
type scale. The scale is utilized as: 0) Not at all; 1) once in a while; 2) sometimes; 3)
fairly often; 4) frequently, if not always.
An Organizational Commitment Questionnaire composed of 28 items was given
to teacher respondents to describe their feelings on the organization that they are
presently working. There were four dimensions of the questionnaire which includes
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commitment to school consisting of 9 items, commitment to teaching works consisting of
7 questions, commitment to teaching occupation composed of 6 questions and
commitment to work group with 6 questions as well. This was adapted from Celep
(2003), however, modifications were made to some items and were validated by experts.
The discriminate coefficients of 28 items were determined in one dimensional structure in
order to ascertain the reliability of the scale. The cronbach alpha coefficient of reliability
of 28 items of the organizational commitment scale in educational organizations was
determined as .88. The cronbach alpha coefficients of reliability of the factors were found
out as commitment to school is .80; commitment to teaching work is .75; commitment to
teaching occupation is .78; commitment to work group is .81.
It was found out also that the questionnaire is high in terms of its reliability and
validity on the studies conducted by Celep (2003) and Ross & Gray (2006). Furthermore,
the OCQ is found to be a good instrument in measuring the level of commitment of
teachers to organizational values as supported in the studies of Dullah et. al. (2011), Ross
& Gray (2006), and Tabuso (2007).
Data Gathering Procedures
Two survey questionnaires were prepared. One for the school heads and another
is for the teachers. A survey questionnaire composed of three parts will be given to
school heads respondents. Part I describes personal information; Part II is the Adversity
Quotient Profile developed by Dr. Paul Stoltz of Peak Learning Global Resilience. The
Adversity Quotient will determine how the respondents are measured in terms of their
Control, Ownership, Reach and Endurance as they practice their duties and
114
responsibilities as school managers and; Part III describes the Leadership Style using the
Multifactor Leadership Questionnaire (MLQ) developed by Bass and Avolio (2002). This
is to determine the extent of practice on the leadership style they employ as school
managers in their institution. An organizational commitment questionnaire (Celep, 2003)
was also given to teacher respondents to measure their level of commitment to
Before the beginning of the research, the researcher seeks permission from Dr.
Paul Stoltz of the Peak Learning Inc. Global Resilience at California USA to use the
latest online version of the Adversity Quotient Profile. An official research agreement
was then provided and sent to the researcher. It contains the prerequisites, the terms and
conditions, and the legalities of using the Adversity Quotient Profile.
Permission from the division superintendent of Tarlac province is sought also to
float the questionnaires among the school heads and teachers as the primary respondents
of the study. Since not all schools are provided with internet connections, the researcher
asked permission from PEAK Learning Inc. the online questionnaire to have it printed
and distributed to the secondary school head respondents to answer it manually. After the
approval obtained both from the division superintendent and the PEAK Learning Inc., the
distribution of the questionnaires consisting of two sets, one for the school head and
another, for the teacher respondents followed.
Statistical Treatment
The data were analyzed using the Statistical Package for the Social Science
version 16 (SPSS 16) and Microsoft Office Excel 2010 to generate descriptive data
115
(means, standard deviation and percentage distributions) and comparative statistics. The
Adversity Quotient Profile of the principal was tabulated including their four dimensions:
Control, Ownership, Reach and Endurance.
Inferential statistics was used in determining the relationship between AQ and
leadership styles; AQ with performance and performance with commitment to
organizational values of teachers. Multiple linear regressions were run to determine if
school heads’ adversity quotient significantly influences their leadership styles and
performance and teachers’ organizational commitment. All computations were done
using Statistical Package for Social Sciences 16 (SPSS 16). Structural Equation Modeling
(SEM) was employed to establish the validity of the proposed model. SEM used
regression analysis for measuring the relations among variables; factor analysis to
improve the measurement of the variables; and causal modeling combined with
regression to yield a way to picture and test regression models called path analysis.
116
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter shows the data that were collected in the study. Answers in the
problems presented earlier are illustrated in an item by item way to make it logical and
clear.
1. Description of the Secondary School Heads
One of the primordial concerns of this study is to describe the secondary school
heads in terms of their adversity quotient which composed of the four dimensions namely
control, ownership, reach and endurance.
1.1 Adversity Quotient
In the daily routine of a school administrator, they cannot escape from adverse
situations which sometimes affect them in the delivery of their performance and
responsibilities as school managers.
The latest online version of adversity quotient (AQP v. 8.1) develop by Stoltz
(2013) which is the only known standard instrument for adversity quotient was used in
measuring the adversity quotient of the sixty-two (62) secondary school heads of the
Division of Tarlac Province.
1.1.1 Control
The first dimension of the adversity quotient is control. This dimension
determines the extent to which someone perceives they can influence whatever happens
117
next. It often asks the question: How much control do you perceive that you have
overcome an adverse event? It determines resilience, health and tenacity.
Table 5 shows the distribution of the secondary school heads’ adversity quotient
in control dimension.
Table 5
Level of Adversity Quotient of Secondary School Heads in Terms of Control
LEVEL
High
(49 – 50)
Above Average
(45 – 48)
Average
(38 – 44)
Below Average
(34 – 37)
Low
(10 – 33)
TOTAL
FREQUENCY
(f)
PERCENTAGE
(%)
0
0
0
0
21
33.87
13
20.97
28
45.16
62
100
As seen in Table 5, many secondary school heads (45.16%) fall under low level of
adversity quotient in terms of control. There were 21 (33.87%) of them in the average
level and 13 (20.97%) in the below average level. This means that many of the school
heads have a little degree of control over a difficult event. This further implies that the
respondents may easily give up on adversities that they might be facing and find much
difficulty to be in control especially when situation gets worse. They only have low level
of control which indicated that mostly have a very little control over adverse event or
situation. They tend to have very little motivation to achieve if they feel they just have little
control over some aspects of their work. Even in situations that appear overwhelming or
118
out of their hands, many of them cannot find some facet of the situation they can
influence and have little or no control and often give up.
1.1.1 Ownership
Ownership refers to the leader’s imperative to communicate and specify how each
person’s perception of ownership impacts the outcome. It is the likelihood that someone
will actually do anything to improve the situation regardless of their normal
responsibilities. It usually asks the question: To what degree do I own the outcome of
adversity? This dimension of adversity quotient determines accountability, responsibility,
action and engagement.
Table 6 presents the distribution of respondents’ adversity quotient in terms of
ownership.
Table 6
Level of Adversity Quotient of Secondary School Heads in Terms of Ownership
LEVEL
High
(50)
Above Average
(48 - 49)
Average
(43 - 47)
Below Average
(39 - 42)
Low
(10 - 38)
TOTAL
FREQUENCY
(f)
PERCENTAGE
(%)
1
1.61
3
4.84
6
9.68
15
24.19
37
59.68
62
100.00
119
The table displays the level of Adversity Quotient® of the respondents in terms of
Ownership. It can be gleaned from the table that 37 of the secondary school heads fall on
the low level of adversity quotient in terms of ownership dimension, 15 of them are in the
below average level, 6 in the average, 3 in above average, and 1 with high level of
ownership. This shows that majority of the respondents has low level of ownership which
constitutes 59.68%. This means that the respondents do not extent or account themselves
responsible for the outcomes of adversity.
The result showed further that most of the respondents have a tendency to
sometimes blame others and deflect accountability for dealing with challenges and
adversities. They may step back when others step up. In one way, they may be unwilling
to go above and beyond to solve a problem unless prodded to do so. This can have a
negative effect on others. According to Stoltz (2009), the low scores in this dimension of
adversity quotient could be attributed to the school heads who disown outcome of the
problem regardless of their cause. People with low level of ownership avoid holding
themselves accountable for working to solve any adverse situation and that they already
feel overloaded (Enriquez, et. al., 2009)..
1.1.2 Reach
Reach measures the extent to which someone perceives an adversity will “reach
into” and after other aspects of the situation or beyond. This dimension identifies burden,
stress, energy, and effort, and tends to have cumulative effect. This answers the question:
How far will the adversity reach into other areas of my life.
120
Table 7 shows the distribution of the secondary school heads’ level of adversity
quotient in terms of reach dimension.
Table 7
Level of Adversity Quotient of Secondary School Heads in Terms of Reach
LEVEL
High
(40 - 50)
Above Average
(35 - 39)
Average
(29 - 34)
Below Average
(24 - 28)
Low
(10 - 23)
TOTAL
FREQUENCY
(f)
PERCENTAGE
(%)
1
1.61
9
14.52
25
40.32
17
27.42
10
16.13
62
100.00
It can be noted from the table that many of the respondents constituting 40.32% of
the total respondents has an average level of adversity quotient in terms of reach. There
were 17 of them in the level of below average, 10 in low level and 9 and 1 in above
average and high level respectively. This shows that many of the school heads respond to
adverse events as somewhat specific. When they are faced with adverse situations or
events, they can become intense, prolong and complicated (Canivel, 2010). They use to
manage the adversities that they encounter and do not affect much of their lives through
applied open communication, dialogue and consultation with parents, teachers, and
students. However, they may occasionally let adversity reach into other areas of their
lives. In weaker moments, they may succumb to the temptation to turn setbacks into
121
disasters, but relying others to pull them out of their emotional pit. Furthermore, when
challenges mount and situations become complex, or when they are fatigued, they do not
let the adversity bleed over into other areas, causing stress and a sag in motivation which
could affect their performance as school managers.
1.1.3 Endurance
Another dimension of adversity quotient is endurance. Endurance is the length of
time the individual perceives the situation/ adversity will last or endure. It determines
hope, optimism, and willingness to persevere. The endurance dimension determines hope,
optimism, and willingness to persevere and ask the questions: How long will the
adversity lasts? And how long will the cause of adversity last?
Table 8 illustrates the distribution of the secondary school heads’ adversity
quotient in endurance dimension.
Table 8
Level of Adversity Quotient of Secondary School Heads in Terms of Endurance
LEVEL
High
(43 - 50)
Above Average
(39 - 42)
Average
(34 - 38)
Below Average
(29 - 33)
Low
(10 - 28)
TOTAL
FREQUENCY
(f)
PERCENTAGE
(%)
15
24.19
14
22.58
20
32.26
10
16.13
3
4.84
62
100.00
122
It can be inferred from the table that many of the respondents (32.26%) are within
the average level of endurance of their adversity quotient. This implies that respondents
handle adverse events and situations and their causes as somewhat enduring. They do
well with relatively small challenges but their spirit weakens with larger setbacks.
Whenever they are confronted with minor or a bit higher level of challenges, they have
the ability or the capacity to handle it effectively by doing necessary action to move
forward and do things in the normal set up and phase and most importantly have the will
and determination to move ahead despite of these little adversities (Ferrer, 2009).
Table 9 shows the distribution of the secondary school heads’ overall adversity
quotient. Scoring of the overall adversity quotient of the respondents is done by adding
their individual scores in each of the four dimensions.
Table 9
Overall Adversity Quotient of the Secondary School Heads
DESCRIPTIVE LEVEL
High
(177 - 200)
Above Average
(165 - 176)
Average
(145 - 164)
Below Average
(134 - 144)
Low
(40 - 133)
TOTAL
FREQUENCY
(f)
PERCENTAGE
(%)
1
1.61
0
0.00
19
30.65
20
32.26
22
35.48
62
100.00
123
Referring to the data tabulated, it can be seen that many of the respondents fall in
the low level of adversity quotient with 35.48%, followed by below average with
32.26%, 30.65% are in the average level, and only one respondent falls in the high
category of adversity quotient.
As seen in the table most of the respondents in this study have tendency to give up
and lose hope easily when they are confronted or experienced adverse situations. They
have low levels of motivation, energy, performance, and persistence and tend to
‘catastrophize’ events. They abandon their dreams if they believe they will encounter
hardship in the pursuance of such dreams for they have very restricted ability or tolerance
under stress and have no self-confidence to act independently (Macasaet, 2012). People
with low level of adversity quotient are the people who just stand at the foot of the
mountain and watch other climbers go up the mountain (Stoltz, 2002). So unlike the
climbers, they will never enjoy the beautiful view that could only be seen from the top.
It can be inferred further that most of the respondents are not challenged but
threatened by the tough tasks assigned to them. They consider change as an enemy.
Findings of this study show weak potential of many secondary school heads to cope with
obstacles and difficulties, and they have tendency to give up easily.
Table 10 shows the computed means of the adversity quotient of the secondary
school heads and its four dimensions; the control, ownership, reach, and endurance.
The computed mean score of the adversity quotient of the secondary school head
is 137.89. Based on the AQ description in Table 3, it shows that the school heads have
below average adversity quotient. This AQ score indicated that secondary school
principals in the division of Tarlac province have below average capacity of resolving
124
challenges, difficulties, setbacks and demands. They don’t have enough initiative to exert
extra effort to overcome them so as not to affect others work. According to Stoltz (2000),
AQ begins with individual but goes beyond as one is exposed to an organization gaining
various experiences.
Table 10
Adversity Quotient of Secondary School Heads with its Four Dimensions
Descriptive
Statistics
Control Ownership Reach Endurance
Overall Adversity
Quotient
Mean Computed
33.81
36.42
29.10
38.56
137.89
Mean Standard
41
45
32
36
154
In general, by comparing the computed mean for each of the four core dimensions
of the adversity quotient, it is only endurance dimension that is higher than the standard
mean. However, computed mean for the control and ownership dimensions were on
below average level. This means that secondary school head respondents have
significantly little control and influence in adverse situations. Even in situations that
appear overwhelming or out of their hands, they are not able to find some facet of the
situation they can influence. They respond as if they have little or no control and often
give up. Moreover, they tend to exempt holding themselves accountable for dealing with
adverse situations regardless of their cause. They often deflect accountability and most
often feel victimized and helpless.
On the other hand, reach and endurance dimensions fall in the average level. This
means that the secondary school head respondents are able of keeping the fallout under
125
control and limiting the reach of adversity is essential for efficient and effective problem
solving. They have the capacity to keep setbacks and challenges in their place, not letting
them infest the healthy areas of their work and lives (Canivel, 2010), though working it
harder is needed. They believed that seeing beyond even enormous difficulties is an
essential skill for maintaining hope. They also have the ability to see past, the most
interminable difficulties and maintain hope and optimism.
1.1. Leadership Style
Education is an important aspect of human life. How we receive and translate it
into our daily way of life is quite largely dependent upon the way it gets passed on.
Leadership in education has been studied over years to address long-standing concern of
students, educators, and society as a whole. As the need to understand which style of
leadership will work best, alone or in combination, it is imperative to understand these
types individually in regards to their methods and what they offer (Rajeev, 2011).
With an eye for reform, many educationists have either supported or criticized
certain leadership styles, however, which style suits and works best is subjected to a
matter of opinion. Educational leadership styles are based on the understanding that
certain characteristics, such as physical energy and/or social interaction play a part in the
way education is imparted. Effective leadership is about strengthening the performance of
education leaders, primarily the educators, to improve student achievement. Hence,
effective leadership is crucial for teachers and students to enhance performance at the
highest level.
126
There is no denying the fact, that there is no single best way to lead and inspire in
the field of education. Each educator, as well as schools, view leadership strategies
differently, as certain situations, features and actions seem far more favorable than others
at different levels and times.
Another objective of this study is to describe the leadership style of the secondary
school heads as to transformational or transactional. It made use of the Multi Leadership
Questionnaire developed by Bass & Avolio (2002).
1.2.1 Transformational Leadership
Transformational leadership as defined and described by Sullivan and Decker
(2001) is a leadership style focused on effecting revolutionary change in organizations
through a commitment to the organization’s vision. Transformational leadership redefines
people’s missions and visions, renews their commitment, and restructures their systems
for goal accomplishment through a relationship of mutual stimulation and elevation that
converts followers into leaders and leaders into moral agents. It composed of four
dimensions; idealized influenced, inspirational motivation, intellectual stimulation, and
individual consideration.
Table 11 illustrates the transformational leadership style according to dimension,
of secondary school heads in the division of Tarlac Province.
127
Table 11
Frequently
or Always
Fairly
Often
Sometimes
Once in a
While
Not at All
Leadership Style of Secondary School Heads (Transformational)
Talks about others’ most important values
and issues.
24
18
10
8
2
2.87 1.17 Fairly Often
Specifies the importance of having a strong
sense of purpose.
28
31
0
3
0
Considers the moral and ethical
consequences of decisions.
30
28
2
2
0
Emphasizes the importance of having a
collective sense of mission.
31
21
5
5
0
Statement
Mean SD
Description
Idealized Influence - Behavior
Overall
Idealized Influence - Attributed
Instills pride to others for being associated
with me.
10
24
14
10
4
2.42 1.14
Goes beyond self-interest for the good of
the others.
28
21
11
2
0
Acts in ways that builds others’ respect.
29
29
4
0
0
Displays a sense of power and confidence.
18
34
8
2
0
Overall
Sometimes
Inspirational Motivation
Talks optimistically about the future.
Talks enthusiastically about what needs to
be accomplished.
Articulates a compelling vision of the
future.
Expresses confidence that goals will be
achieved.
Overall
21
26
12
3
0
24
27
2
9
0
23
33
4
2
0
36
24
2
0
0
3.55 0.56
Frequently or
Always
128
Frequently
or Always
Fairly
Often
Sometimes
Once in a
While
Not at All
Table 11. continued
Re-examines critical assumptions to
question whether they are appropriate.
26
28
8
0
0
Seeks differing perspectives when solving
problems.
18
25
15
4
0
Gets others to look at problems from many
different angles.
21
24
16
0
1
Suggests new ways of looking at how to
complete assignments.
30
28
4
0
0
Statement
Mean SD
Description
Intellectual Stimulation
Overall
Individual Consideration
Spends time mentoring and coaching.
23
31
5
1
2
Closely monitors the teachers to ensure they
36
are performing correctly.
16
9
1
0
Considers others as having different needs,
abilities, and aspirations from others.
26
24
10
2
0
Helps others to develop their strengths.
33
17
10
2
0
Overall
From Table 11, it can be gleaned that secondary school heads fairly often consider
the moral and ethical consequences of their decisions which gives a mean of 3.39 and a
standard deviation of 0.71. Fairly often than not, they use to specify the importance of
having a strong sense of purpose in the workplace and having collective sense of mission
– teaching. They also act in ways that builds others’ respect by going beyond self –
129
interest for the good of others fairly often. However, answers on talking about others’
most important values and issues obtained the highest standard deviation. This further
means that there is a great variation in the responses of the school heads.
Idealized influenced characterized by charismatic way of leading is categorized
into two; behavior and attributed. The computed mean of these two categories were 3.22
and 3.03 respectively. This means that the secondary school heads fairly often include
engendering trust, admiration, loyalty, and respect amongst followers through application
of charismatic vision and behavior when leading their subordinates. They articulate fairly
often a vision and explain how to attain the vision in an appealing manner, lead by
example act confidently and optimistically, share risks with followers, emphasize values
and reinforce them by symbolic action and display an above average level of ethical and
moral conduct (Hoerr, 2006).
In the dimension of inspirational motivation, the school heads frequently or
always express confidence that the goals they have set will be achieved (3.55). They are
positive that their targets and the things that they have planned will be realized. They
fairly often articulate a compelling vision of the future by talking enthusiastically about
what are the things need to be accomplished. Overall, secondary school heads in terms of
inspirational motivation has a computed mean of 3.23. This means that school leaders
fairly often inspire followers toward the new ideas or goals through inspirational
motivation by articulation of a clear and appealing view of the future. Development of a
shared vision in both economic and ideological terms is often done also so that the
subordinates see meaning in their work. They often make sure of each follower’s role in
the fulfillment of the shared vision, and setting high standards for the followers to attain
130
objectives and encourage followers to integrate and become part of the overall
organizational culture and environment (Kim, 2002). The result also showed that
responses of the school heads on talking enthusiastically what needs to be accomplished
in the organization are widely dispersed (sd = 1.01).
Intellectual stimulation on the other hand aimed at self-reflective change of values
and beliefs. Based on the table, secondary school heads fall on the “fairly often” level of
suggesting new ways of looking at how to complete a job or assignments in school (3.42)
and get their subordinates and stakeholders to look at problems from many different
perspectives. The overall computed mean for this dimension of transformational
leadership is 3.17 which is also in the level of “fairly often” category. This would mean
that the secondary school heads fairly often raise their subordinates’ awareness regarding
problem. They often helped develop their subordinates’ capability to solve such problems
in many ways like fostering a climate that favors critical examination of commonly held
notions, beliefs, and the status quo, creating an environment conducive to the creation
and sharing of knowledge, encouraging innovation and creativity, heightening sensitivity
to environmental changes, encouraging the suggestion of radical and controversial ideas
without fear of punishment or ridicule. Also they are often fair at displaying
empowerment and imposition of their idea only in the absence of viable ideas from the
followers.
The last dimension of transformational leadership is individual consideration.
Findings of the study showed that secondary schools heads are often fair at monitoring
the teachers closely to ensure that they are performing correctly. They often help the
teachers to develop their strengths by considering that they have different needs, abilities,
131
and aspirations from others. Generally, from the computed overall mean of individual
consideration (3.27), secondary school heads were on the “fairly often” level of treating
each subordinate as a “whole” individual rather than as an employee, and considers the
individual’s talents and levels of knowledge to decide what suits him or her to reach
higher levels of attainment. Furthermore, they use to be fair at listening to each
subordinate’s needs and concerns, expressing words of thanks or praise as a means of
motivation and making public recognition of achievements and initiatives. They are also
good in making private notes of congratulations to boost self-confidence, ensuring fair
workload distribution and undertaking individualized career counseling and mentoring.
1.2.2 Transactional
Transactional leadership on the other hand is a type of leadership which espouses
behaviors which are associated with transactions between leaders and followers. This is
often associated with compliance in attaining a certain task or behavior (Antonakis,
Avolio, & Sivasurbramaniam, 2003). Like transformational, it has dimensions also which
constitute contingent reward and management by exception (active and passive). This
type of leadership style assumes that people are motivated by reward and punishment.
The social systems work best with a clear chain of command. When people have agreed
to do a job, a part of the deal is that they cede all authority to their manager. The prime
purpose of a subordinate is to do what their manager tells them to do.
Table 12 shows the score of secondary school heads’ transactional leadership
style in each dimension.
132
Table 12
Once in a
While
Not at All
Statement
Sometimes
Frequently
or Always
Fairly
Often
Leadership Style of Secondary School Heads (Transactional)
30
16
13
3
0
20
30
6
5
1
18
41
1
2
0
42
18
2
0
0
3.65 0.55
Mean
SD
Description
Contingent Reward
Provides assistance for others in exchange
for their efforts.
Discusses in specific terms for who is
responsible for achieving performance
targets.
Makes himself/herself clear what can one
expect to receive when performance goals
are achieved.
Expresses satisfaction when he/she meets
expectations.
Overall
Frequently or
Always
Management by Exception - Active
Focuses his/ her attention on irregularities,
mistakes, exceptions, and deviations from
standards.
Concentrates his/ her full attention on
dealing with mistakes, complaints, and
failures.
6
29
15
8
4
2.40 1.05
Sometimes
7
27
11
11
6
2.29 1.18
Sometimes
Keeps track of all mistakes of others.
8
14
17
17
6
2.02 1.19
Sometimes
Directs his/ her attention toward failures to
meet standards.
11
25
15
8
3
Overall
2.31 1.14
Sometimes
Management by Exception - Passive
Fails to interfere until problem becomes
serious.
Waits for things to go wrong before taking
actions
Shows that she/ he is a firm believer in “if
it’s not broken, don’t fix it”.
Treats others as an individual, rather than
just a member of the group.
Overall
2
15
17
17
11 1.68 1.13
Sometimes
6
6
8
8
34 1.06 1.40
Once in a
While
4
19
27
7
5
2.16 0.99
20
25
12
5
0
1.97 1.32
Sometimes
Sometimes
133
As seen in Table 12, it can be deduced that secondary school heads transactional
leadership style on contingent reward practice it fairly often. They often express
satisfaction when expectations are met (mean = 3.65). They make themselves clear on
what one can expect to receive when performance goals are achieved and provide
assistance for their subordinates in exchange for their efforts. Furthermore, they are fairly
often at discussing in specific terms for who is responsible for achieving performance
targets.
The overall computed mean for this dimension of transactional leadership style
was 3. 26, with a standard deviation of 0.81. Based on the result, it can be concluded that
secondary school heads practice fairly often contingent reward as a way of leading their
subordinates. They work through creating and giving clear structures whereby
subordinates are required to follow. When leaders of this type allocate work to
subordinates, they are considered to be fully responsible for it, whether or not they have
the resources or capability to carry it out (Nayab, 2010). When things go wrong, then the
subordinate is considered to be personally at fault, and is punished for their failure (just
as they are rewarded for succeeding).
Management by exception, active and passive is also another dimension of
transactional leadership. Management by exception – active is about leader’s observing
employees performance and correcting their mistakes (Cemaloglu, 2012). Based on the
data obtained, it shows that secondary school heads’ transactional leadership style in
terms of management by exception is in the average level. It means that, they sometimes
focus their attention on irregularities, mistakes, exceptions, and deviations from what is
standard and fairly often direct their attention toward failure to meet the said standard.
134
The computed overall mean for this dimension was found out to be 2.31, which means
that the school heads sometimes employ this type of leadership. They sometimes use
management by exception, by working on the principle that if something is operating to
defined (and hence expected) performance then it does not need attention. They actively
seek deviations from standard procedures and takes action when irregularities occur.
Management by exception – passive is characterized by leaders who only take
actions after deviations and irregularities occurred. As seen in the table, secondary school
heads fairly often practice treating their subordinates as an individual rather than a
member of the group (mean = 2.97). They sometimes fail to interfere until problems
become serious. And once in a while, they wait things to go wrong before taking actions.
The overall computed mean for this dimension is 1.97 which falls in the category
of “sometimes”. This further means that the secondary school heads sometimes employ
management by exception – passive in leading their teachers and the whole school
organization. Sometimes, they only take actions when things go wrong and when
standards are not met.
Table 13 shows the overall mean of the secondary school heads’ leadership style
as to transformational and transactional.
Table 13
Comparison of Leadership Style of Secondary School Heads
Leadership Style
Grand Mean
Description
Transformational
3.18
Fairly Often
Transactional
2.51
Fairly Often
135
It can be noted from Table 13 that both transformational and transactional
leadership have the same descriptive level. Secondary school heads fairly often employ
transformational and transactional leadership styles. However, the computed grand mean
for transformational leadership (3.18) is higher than in the transactional leadership (2.51).
This means that the respondents employ transformational leadership style more often
than transactional. They believe that interacting with their subordinates in ways that
enhance their creativity and motivation to perform well in the organization is important.
They fairly often make their subordinates be disposed to deal with problems and
difficulties they encounter by providing them autonomy to increase their performance
and efficiency in the workplace (Bass, Avolio, Jung & Berson, 2003). In addition, they
fairly often employ transformational leadership also as a leadership style for purpose of
meeting the needs of their subordinates by being sensitive to differences of the people
they lead.
Transactional leadership style is also being practice by the secondary school
heads. Though it is of the same descriptive level (fairly often), it is on a lesser degree
since the computed grand mean for transactional leadership (2.51) is less than the
transformational leadership (3.18). School heads fairly often practice transactional
leadership style because they believe that motivating their subordinates and making them
to do the works with the help of external motivators such as organizational rewards can
improve their efficiency of their performance (Bass, 2007). They often work with the
focus on continuing the works of the past and transferring them to future (Tengilimoglu,
2005). Nguni, Sleengers, and Danessen (2006) suggest that transactional leaders are not
interested in subordinate’s personal development. They prefer a policy which is about
136
preserving the current situation. In the case of the respondents, they fairly often believe of
the idea that leader – follower relations are based on a series of exchange of implicit
bargains between leaders and followers. This means that when the job and the
environment of the followers fail to provide the necessary motivation, direction and
satisfaction, the leader, through his or her behavior, will be effective by compensating for
the deficiencies.
1.2. School Performance in NAT
Another objective of this study is to describe the secondary school heads school
performance in the National Achievement Test (NAT) during the school year 2011-2012.
The NAT result is used as basis of the secondary school heads’ performance since this is
the only standardized test given by the DepEd - National Education Testing and Research
(NETRC) to measure the achievement level of the students (school) in five learning
areas namely: Filipino, Mathematics, English, Science, and Araling Panlipunan, and the
Critical Thinking test.
Table 14 shows the distribution of NAT Mean Percentage Scores (MPS) of the 62
secondary schools in the Division of Tarlac Province during the school year 2011-2012.
From Table 14, it is evident that no one from the 62 secondary schools reached
“mastered” level of achievement of their MPS in all learning areas. All the schools’ MPS
in Filipino were on the average level with a mean of 51.42. Its highest mps (maximum)
was 61.82 and the lowest value (minimum) was 40.45 with a standard deviation of 6.38.
137
Table 14
National Achievement Test Results of Secondary Schools
in the Division of Tarlac Province (SY 2011 – 2012)
Descriptive
Equivalent
MPS
96 – 100
Mastered
Closely
86 – 95 Approximating
Mastery
Moving
66 – 85
Towards
Mastery
Filipino
Math
English
Science
Aral.
Pan.
Critical
Thinking
Overall
MPS
f
%
f
%
f
%
f
%
f
%
f
%
f
%
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3
4.84
0
0
0
0
0
0
0
0
0
0
0
0
22 35.48 20 32.26 10 16.13 17 27.42
62 100 31
50
7
11.29 11 17.74
42 67.74 46 74.19 45 72.58 53
85.48 51 82.26
35 – 65
Average
15 – 34
Low
0
0
6
9.68
0
0
6
9.68
0
0
2
3.23
0
0
5 – 14
Very Low
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0–4
Absolutely No
Mastery
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total
62 100 62 100 62
100
62
100
62
100
62
100
62 100
Mean
51.42
57.68
58.51
50.55
59.19
47.84
54.89
SD
6.38
7.02
6.96
6.04
7.51
3.05
26.72
Maximum
61.82
89.3
83.51
74.59
83.81
75.25
73.64
Minimum
40.45
30.39
36.69
28.86
38.7
33.56
36
N = 12, 410
In Mathematics, three schools (4.84%) fell on the “closely approximating
mastery” level and twenty-two of them (35.48%) were in “moving towards mastery”
level. Fifty percent (31) were on the average level while 9.68% reached the “low” level
of description. The overall computed mean for mathematics was 57.68. The maximum
value is 89.30 while the minimum value was 30. 39. This shows that 57.68% of the total
138
tests in math were mastered by the students with a great dispersion of responses as
reflected with a standard deviation of 7.02.
English results were on “average” and “moving towards mastery” level
respectively. There were 42 (67.74%) of the schools obtained an mps that ranged from 35
– 65 and 20 or 32.26% were within the mps of 66 – 85. The computed overall mean in
English was 50.55 with a standard deviation of 6.04. From the computed mean, it can be
concluded that the students mastered 58.51% of the competencies included in the item
tests in English. The highest mps obtained was 83.51 and the lowest was 36.69.
Science reflected the lowest mean of the mps of the five learning areas. Majority
of the school respondents 74.19%) obtained a mean percentage score that is within the
“average” level of mastery. There were 6 of them (9.68%) fell in the “low” level of
mastery. The computed mean of all the mps in science was 50.55. This means that the
students mastered 50.55% of the competencies of the items included in the test. The
standard deviation of 6.04 shows a closer variability of the schools’ mps. Also, it can be
inferred in the table that the highest mps obtained was 74.59 while the lowest mps was
28.86.
Similar to English, Araling Panlipunan mps results were on “average” and
“moving toward mastery” level in terms of the mps of the schools. Majority of the
schools which constitute a total of 45 schools (72.58%) were within the “average” level
of achievement. A total of 17 schools on the other hand were found to be in the level of
“moving towards mastery”. The maximum value obtained was 83.81 while the minimum
value was 38.70. Furthermore, the computed mean for this test was 59.19 with a standard
139
deviation of 7.51. It means that 59.19% of the items included in Araling Panlipunan were
the most mastered skills of the students who took the test.
Another part of the test other than the five learning areas is the inclusion of
critical thinking test. Based on the table, the critical thinking ability of the students in 62
schools of the division of Tarlac province was on the average level as reflected in the
computed mean of 47.84.
Overall, majority of the 62 secondary schools NAT performance was within the
“average” level. There were 51 (82.26%) of them belong to a mean percentage score
range of 36 – 65 and 11 or 17.74% were in the level of “moving towards mastery”. The
obtained maximum value was 73.64 while 36.00 for the minimum. The computed grand
mean of all the tests in NAT is found to be 54.89. This means that the overall
performance of the 62 schools as the respondents of this study was on the “average”
level. This further shows that the students were able to master 54.89% of all the
competencies and skills included in the five learning areas and the critical thinking ability
test in the NAT.
2. Commitment of Teachers to Organizational Values
Another objective of this study is to describe the level of commitment of teachers
to organizational values. The teachers’ organizational commitment is explained under the
headings of commitment to the school, the work group, the teaching occupation and the
teaching works.
Table 15 shows the responses of teacher respondents in terms of organizational
commitment.
140
Table 15
Description
2. I am willing to handle other subjects not
related to my specialization in order to stay in
this school.
75 123 91
22
17 3.66 1.06
3. I am proud of the school where I teach now.
228 76
16
6
2
4. I am frustrated with my school head’s
attitudes, unreasonable demands and lack of
support, encouragement and appreciation.
32
82
64
99 2.55 1.32
5. I prefer working at this school even though I
have opportunities to work at other school.
107 112 71
31
7
3.86 1.05
Agree
6. The appreciation displayed by the school
motivates me to do my best to contribute to my 106 185 26
school development.
8
3
4.17 0.75
Agree
7. I am satisfied with the kind of relationships
existing among the school head, teachers and
other personnel.
128 143 50
7
0
4.20 0.77
Agree
8. I am concerned and interested with the future
of this school.
197 116 14
0
1
4.55 0.61
Strongly
Agree
9. I consider this school as the best one among
the others.
150 141 34
2
1
4.33 0.71
Agree
4.05 1.06
Agree
SD
0
Mean
Strongly
Disagree
0
Agree
1. I work hard for the best interests of this school. 183 131 14
Strongly
Agree
Disagree
Statement
Neutral / Not
Applicable
Teachers’ Organizational Commitment
Commitment to School
Overall
51
4.52 0.58
4.59 0.72
Strongly
Agree
Agree
Strongly
Agree
Neutral /
Not
Applicable
141
Description
3
1
4.14 0.71
Agree
11. I look for opportunities to conduct remedial
teaching or extension classes when regular class
hour is not enough for students to master the
lesson.
65 225 31
5
2
4.05 0.64
Agree
12. I make sure that my classes start and end on time. 152 155 18
2
1
4.39 0.65
Agree
13. I accomplish my job with enthusiasm.
177 137 14
0
0
4.50 0.58
Strongly
Agree
14. I get information about my students’ family
background, needs and interests.
125 182 21
0
0
4.32 0.59
Agree
15. I try to do my best to help the low performing
students.
156 163
9
0
0
4.45 0.55
Agree
16. I enjoy teaching.
204 112 11
0
1
4.58 0.59
Strongly
Agree
4.35 0.64
Agree
Strongly
Agree
SD
103 174 47
Mean
Strongly
Disagree
10. I spend time with the students on subjects /
activities related to the lesson even outside the
classroom.
Statement
Agree
Disagree
Neutral / Not
Applicable
Table 15. continued
Commitment to Teaching Work
Overall
Commitment to Teaching Profession
17. I consider the choice of becoming a teacher as the
182 135 10
best decision in my life.
1
0
4.52 0.57
Strongly
Agree
18. I am proud of being a teacher.
245 76
7
0
0
4.73 0.49
Strongly
Agree
19. I regard the values of teaching profession more
important than those of other professional values.
183 121 23
1
0
4.48 0.64
Agree
20. I consider teaching profession as the best for
working life.
196 104 22
4
2
4.49 0.73
Agree
21. I desire to be well-known in the teaching
profession.
123 159 43
2
1
4.22 0.71
Agree
22. I like to continue teaching even though I don’t
need to work for money.
90 168 59
9
2
4.02 0.79
Agree
4.41 0.70
Agree
Overall
142
Description
4
1
4.26 0.70
Agree
24. I am proud of my fellow teachers in this school.
127 178 20
3
0
4.31 0.63
Agree
25. I think the other teachers in this school regard me
as a close friend.
106 192 26
4
0
4.22 0.64
Agree
26. I consider the other teachers in this school as my
best friends.
116 180 32
0
0
4.26 0.62
Agree
27. I have a close relationship with the teachers out of
the school.
87 187 52
1
1
4.09 0.68
Agree
28. I feel myself as the other teachers’ close friend in
this school.
79 198 51
0
0
4.09 0.62
Agree
4.20 0.65
Agree
Strongly
Agree
SD
127 165 31
Mean
Strongly
Disagree
23. I am pleased in interacting with other teachers
during break/lunch time.
Statement
Agree
Disagree
Neutral / Not
Applicable
Table 15. continued
Commitment to Work Group
Overall
It can be gleaned from Table 15 that majority of the teachers (228) strongly agree
that they are proud of the school where they are working, are concerned and interested
with the future of the school (mean = 4.55). They consider the school as the best one
among the others (mean = 4.33) and work hard for the best of the school (mean = 4.52).
Results also showed that they were never frustrated with their school head’s attitudes,
unreasonable demands and lack of support, encouragement and appreciation as reflected
with a mean of 2.55 (Not Applicable). This means that they are still optimistic on the
assumption of their job as a teacher despite of the unfairness of their school heads. They
143
agreed also that the appreciation displayed by the school motivates them to do their best
in order to contribute to school development.
Generally, commitment to school of teachers was above average with a mean of
4.05. As the responses of the questions were taken into consideration, it was seen that the
teachers exerted great efforts on behalf of the school , they had a proper pride to belong
to such a school, they perceived their schools as the best school and they dealt with the
future of their schools. They do not even bother themselves with the kind of attitude
displayed by their principal. In that case, it is possible to state that the teachers have
stronger psychological ties to their professions than to the school they are working for
(Celep, 2003).
Commitment to teaching work is another dimension of organizational
commitment of teachers. As seen in the table, most teachers (204 or 62.2%) strongly
agree that they enjoy the work of teaching (mean = 4.58) and accomplish their job with
great enthusiasm (53.96%).
The computed overall mean for this dimension was 4.35 with a standard deviation
of 0.64 which shows less dispersion of teachers’ responses. This value represents an
above average level of commitment of teachers to teaching work. As reflected in the
table, teachers agreed that when routine class-time was not sufficient for the planned
lessons, they tried to find ways to help the students to cope up with the lessons by
teaching them beyond class time (vacant hours). They also had the responsibility of
taking the classes on the time; and they struggled more for the unsuccessful students.
Besides, they tended to get information about the students’ achievement and attitudes;
144
and also the teachers had the internal management of the classes and the teachers had the
responsibility of taking the classes before the class (exact) time.
The third dimension of teachers’ organizational commitment in this study is on
commitment to teaching profession. Commitment to Teaching Profession is defined as
teachers’ attitudes towards their occupation. Commitment to Teaching Profession (CTO)
was formulated in accordance with the concepts that are professional commitment, career
orientation, career commitment and career salience (Celep, 2003).
Based on the results tabulated, 74.7% strongly agreed (mean = 4.73) that they are
proud of being a teacher and considered it as the best decision they had ever made in their
lives. They also agreed that teaching profession is the best for working life. It was
pointed out that the level of teachers’ commitment to teaching occupation was
determined as high also in respect of arithmetic means (overall mean = 4.41). The lowest
arithmetic mean (4.02) was determined for the statement about “I like to continue
teaching even though I don’t need to work for money”. The main reason for this may be
the low salary received by the teachers. It was obvious that in some cases, the social
respect of teaching occupation has got decreased and the teachers could not afford for
daily lives because of the low salaries. However, teachers are still agreeable that they
value teaching profession more important than those of other professional values.
The last dimension of teachers’ commitment to organizational values is on
commitment to work group. Teachers’ commitment to work group was focused on with
the factors of being pleased with the other teachers in the lesson breaks, having a proper
pride of her/his friends, perceiving the teachers as his/her close friends, feeling
145
himself/herself as the best friend of other teachers, and having the same close relationship
with the teachers out of the school.
Based on the table, results showed that teachers agreed of being proud with their
fellow teachers in the school (mean = 4.31). According to the highest arithmetic mean of
the responses of these factors, it can be seen that the teachers were pleased with being
with the other teachers in the breaks, had a proper pride of their friends, perceived each
other as close friends, and had the same relationship with each other out of the school and
therefore, it is possible to claim that this situation reveals close and friendly relationship
of teachers in the school.
It can be concluded further that the level of commitment of teachers to
organizational values is relatively high (mean = 4.25). This means that teachers generally
have a strong belief in and acceptance of the organization’s goals and values, a
willingness to exert considerable effort on behalf of the organization, regard the values of
teaching more important than anything else and have a strong desire to maintain a
conducive working environment with his/her fellow teachers in the organization.
3. Relationship of the School Heads’ Adversity Quotient, Leadership Style and
Performance, and Teachers’ Commitment to Organizational Values
Most of the studies dealt with the functions of the school heads, particularly their
responsibility over the success and failure of the educational system. This study focused
not only on the functions, leadership style as to mention, but also on other variables like
adversity quotient, performance and even the commitment of teachers to organizational
values.
146
3.1. Relationship between School Heads’ Adversity Quotient and Leadership Style
The relationship between the school heads’ adversity quotient and leadership style
is presented in Table 16.
Table 16
Correlation between the School Heads’ Adversity Quotient and Leadership Style
Adversity
Quotient
Transformational Leadership
IS
IC
Transactional Leadership
IIB
IIA
IM
Overall
CR
MEA
MEP
Overall
Control
0.003
0.006
0.07
-0.067 0.086
0.027
0.186
-0.132
-0.068
-0.040
Ownership
0.082
0.011
0.003
-0.032 -0.164 -0.029
-0.101
-0.098
-.270*
-0.199
Reach
-0.034
-0.071
-0.091 -0.108
-0.131 -0.216*
-0.01
-0.068
-0.102
Endurance
0.329*
0.203
0.279* 0.352* 0.216* 0.349*
0.205
0.208
0.1
0.215*
Overall
0.199
0.083
0.138
0.047
-0.02
-0.166
-0.068
-0.2
0.082 -0.025 0.118
Note:
IIB = Idealized Influence Behavior; IIA = Idealized Influence Attributed; IM = Inspirational Motivation; IS
= Intellectual Stimulation; IC = Individual Consideration; CR = Contingent Reward; MEA = Management
by Exception Active; MEP = Management by Exception Passive
*Correlation is significant at the .05 level (2-tailed)
Table 16 shows that endurance is the only dimension of adversity quotient that is
significantly related to transformational leadership at 0.05 level of significance. The
positive relationship of endurance to idealized influence behavior (r = 0.329),
inspirational motivation (r = 0.279), intellectual stimulation (r = 0.352), individual
consideration (r = 0.216), and overall transformational leadership (r = 0.349) indicates
that the higher the endurance of the school heads, the more frequent they exhibit
excellent behavior and might sacrifice their own needs to improve the objectives of their
workgroup, state a vision that is attractive and encouraging to followers, stimulate their
147
followers’ endeavors to be innovative and creative, and provide support, encouragement,
and coaching to followers. Conversely, school leaders with lower level of endurance tend
to seldom demonstrate idealized influence behavior, inspirational motivation, intellectual
stimulation, individual consideration, and other transformational leadership practices.
3.2. Relationship between School Heads’ Adversity Quotient and Performance
Table 17 displays the relationship between the school heads’ adversity quotient
and performance.
Table 17
Correlation between the School Heads’ Adversity Quotient and Performance
Adversity
Quotient
Filipino Mathematics
English
Science
Araling
Panlipunan
Critical
Thinking
Overall
NAT
Control
0.028
-0.102
-0.13
-0.221*
-0.104
-0.028
-0.141
Ownership
-0.066
-0.239
-0.167
-0.281*
-0.145
-0.014
-0.223*
Reach
0.045
0.126
0.058
0.087
0.072
-0.065
0.086
Endurance
0.046
0.054
0.146
0.051
0.039
0.194
0.095
Overall
0.016
-0.11
-0.063
-0.209
-0.085
0.05
-0.115
Table 17 presents that control is significantly but negatively related to Science
achievement (r = -0.221). This implies that school heads who demonstrate higher level of
control tend to produce lower achievement in Science. On the other hand, school heads
who have lower level of control tend to yield higher achievement in Science.
Likewise, ownership is significantly but negatively related to Science achievement
(r = -0.281) and overall NAT (r = -0.223). School heads who show higher level of
148
ownership tend to produce lower achievement in Science and overall NAT. Conversely,
school heads who practice lower level of ownership tend to promote higher achievement
in Science and overall NAT.
3.3. Relationship between School Heads’ Leadership Style and Performance
The relationship between the school heads’ leadership style and performance is
shown in Table 18.
Table 18
Correlation between the School Heads’ Leadership Style and Performance
Leadership
Style
Filipino
Mathematics
English
Science
Araling
Panlipunan
Critical
Thinking
Overall
NAT
IIB
0.113
-0.111
0.004
-0.018
0.075
0.190
0.008
IIA
-0.116
-0.001
0.107
-0.015
0.022
0.121
0.025
IM
-0.099
-0.009
-0.008
-0.037
-0.010
0.109
-0.018
IS
0.119
0.138
0.202
0.197
0.187
0.299*
0.218*
IC
0.035
-0.048
0.046
-0.061
-0.019
0.128
-0.009
Overall
0.058
-0.138
0.042
-0.053
0.070
0.090
-0.013
CR
-0.123
0.060
0.123
0.125
0.057
0.090
0.087
MEA
-0.191
-0.052
-0.153
0.048
-0.149
-0.172
-0.103
MEP
0.016
-0.011
0.088
0.014
0.063
0.214*
0.055
Overall
-0.130
-0.035
0.009
0.068
-0.014
-0.001
-0.005
Transformational
Transactional
IIB =Idealized Influenced Behavior; IIA = Idealized Influenced Attributed; IM = Inspirational Motivation;
IS = Intellectual Stimulation; IC = Individual Consideration; CR = Contingent Reward; MEA =
Management-by-Exception Active; MEP = Management-by-Exception Passive
149
Similarly, management-by-exception passive is the only dimension of
transactional leadership that is significantly related to critical thinking (r = 0.214). This
means that school heads who often wait for deviances, mistakes, and errors to happen and
then take corrective action tend to promote critical thinking skills. Management-byexception passive leaders do not actively seek out deviations from desired performance
and only take corrective action when problems occur (Pounder, 2001). This type of leader
avoids describing agreements, explaining expectations and standards to be achieved by
subordinates, but will intervene after particular problems become apparent.
Intellectual stimulation is the only dimension of transformational leadership that
is significantly correlated to critical thinking (r = 0.299) and overall NAT (r = 0.218).
Results suggest that school leaders who often stimulate their teachers to be innovative
and creative tend to increase students’ critical thinking skills and overall NAT.
Conversely, school heads who seldom nurture their teachers’ creativity tend to produce
students with low critical thinking skills and overall NAT.
To determine the dimensions of school heads’ adversity quotient and leadership
style that influence the school performance, multiple regression analyses were performed.
From Table 19 to Table 25 and Table 28 to Table 30, three sections of each table are
presented: (a) Model Summary, (b) Analysis of Variance (ANOVA), and (c)
Coefficients.
The dimensions of adversity quotient (control, ownership, reach and endurance),
and leadership style (idealized influence behavior, idealized influence attributed,
inspirational motivation, intellectual stimulation and individual consideration for
transformational leadership; and contingent reward, management-by-exception active,
150
management-by-exception passive for transactional leadership) were used as independent
or predictor variables, while performance was used as dependent or criterion variable.
Tables 19 through 25(a, b, c) present the results of regression analysis using SPSS.
Influence of the school heads’ leadership style to performance in Filipino
Table 19a shows that the degree of association, indicated by the multiple
correlation R, between the dimensions of the school heads’ leadership style namely:
Inspirational Motivation, Intellectual Stimulation and Management-by-Exception
Passive, and their performance in terms of Filipino is 0.363. The coefficient of
determination R2 (labeled as R square) is 0.132, which means that 13.2% of the variation
of the school heads’ performance is explained by the dimensions of leadership style.
Model 1, this value indicates the proportion of the variance in the dependent variable
which is accounted for by the set of independent variables. This is a measure of how
good a prediction of the school heads’ performance can be made by knowing their levels
in the mentioned dimensions leadership style. However, R2 tend to somewhat
overestimate the success of Model 1 when used for predicting school heads’
performance, so an Adjusted R Square value is calculated which takes into account the
number of variables in the model and the number of respondents Model 1 is based on.
Furthermore, Model 1 has accounted for 8.7% of the variance in the school heads’
performance. The value of the Standard Error of Estimate denotes an estimate of the
standard deviation of the actual performance values around the regression line, that is, it
is a measure of variation around the regression line. This is interpreted as the standard
151
deviation of the prediction errors of Model 1. Thus the absolute size of error when Model
1 is used for predicting school heads’ performance is 4.812.
Table 19 (a, b, c)
Multiple Regression Analysis of Model 1
Table 19a. Model Summary
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
1
0.363
0.132
0.087
4.812
Table 19b. ANOVA
Model
1
Sum of Squares
df
Mean Square
F
Sig.
Regression
203.713
3
67.904
2.933
0.041
Residual
1342.733
58
23.151
Total
1546.445
61
Table 19c. Coefficients
Model 1
b
Std. Error
Intercept (Constant)
53.581
4.621
TF-IM
-3.149
1.565
TF-IS
3.868
TS-MEP Management-by-Exception Passive
-2.156
I
Beta
T
Sig.
11.596
0.000
-0.306
-2.012
0.049
1.599
0.386
2.418
0.019
0.964
-0.291
-2.237
0.029
Table 19b shows the analysis of variance which provides the statistical test for the
overall model fit of Model 1 in terms of the F ratio. The total sum of squares (1546.445)
is the squared error that would occur if only the mean of school heads’ performance is
used to predict the level for performance. Using the values of the school heads’ ratings in
152
the dimensions of leadership style reduces this error by 13.17% (203.713 ÷ 1546.445).
This reduction is deemed statistically significant with an F ratio of 2.933 and a p-value of
less than .05. Thus, Model 1 is statistically significant in predicting performance levels
when values in the dimensions of leadership style are known. Therefore, the dimensions
of the school heads’ leadership style namely: Inspirational Motivation, Intellectual
Stimulation and Management-by-Exception Passive significantly influenced their
performance in terms of Filipino subject.
Table 19c displays the regression coefficients b and Beta which both reflect the
change in the performance level for each unit change in the dimensions of leadership
style. For example, the value –3.149 is the regression coefficient b for Inspirational
Motivation, and its standardized regression coefficient Beta is –0.306 calculated from the
standardized data. The Beta value of the Inspirational Motivation can be used to compare
its effect to the effect of other independent variables on the school heads’ performance at
each stage, because it converts the regression coefficient b to a comparable unit, the
standards deviations. The predicted value for each observation in Model 1 is the intercept
53.581 plus the regression coefficients multiplied by the corresponding values of each
dimension included.
The regression coefficients b and Beta of Model 1 whose predictors are
Inspirational Motivation, Intellectual Stimulation and Management-by-Exception
Passive, all of which have coefficients that are statistically significant at 95% confidence
level. Thus, the regression equation of Model 1 is:
PF = 53.581 – 3.149(TF-IM) + 3.868(TF-IS) – 2.156(TS-MEP),
153
where: PF is the predicted performance in Filipino; TF-IM is the observed value of
Inspirational Motivation; TF-IS is the observed value of Intellectual Stimulation and TSMEP is the observed value of Management-by-Exception Passive.
Influence of the school heads’ adversity quotient and leadership style to
performance in Mathematics
Table 20a shows that the degree of association, given by the multiple correlation
R, between the dimensions of the school heads’ adversity quotient and leadership style,
and their performance in terms of mathematics is 0.485. The coefficient of determination
R2 is 0.236, which means that 23.6% of the variation of the school heads’ performance is
explained by dimensions of the school heads’ adversity quotient and leadership style. In
Model 2, this value indicates how good a prediction of the school heads’ performance can
be made by knowing their levels in each dimension of adversity quotient and leadership
style. An adjusted R2 value of 0.167 indicates that Model 2 has accounted for 16.7% of
the variance in the school heads’ performance considering both the sample size and
number of independent variables. The absolute size of the error when Model 2 is used for
predicting levels of performance is given by the standard error of estimate, 14.246.
Table 20b presents the analysis of variance which provides the statistical test for
the overall model fit of Model 2 in terms of the F ratio. The total sum of squares
(14870.30) is equal to the total sum of squares of Model 2, the amount of error that would
occur if only the mean of the school heads’ performance is used to predict the level of
performance. Using only the values of the school heads’ scores in the adversity quotient
and leadership style reduces this error by 23.57% (3505.07 ÷ 14870.30). This reduction is
still statistically significant with an F ratio of 3.454 and a p-value of less than .05. Thus,
154
Model 2 is statistically significant in predicting performance levels when values in the
adversity quotient and leadership style are known. Therefore, the school heads’ adversity
quotient and leadership style significantly influenced their performance in terms of
Mathematics subject.
Table 20 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
2
0.485
0.236
0.167
14.246
Table 20b. ANOVA
Model
2
Sum of Squares
df
Mean Square
F
Sig.
Regression
3505.07
5
701.013
3.454
.009
Residual
11365.20
56
202.950
Total
14870.30
61
Model 2
b
Std. Error
Beta
T
Sig.
3.67
0.001
I
75.753
20.643
AQ-O
Ownership
-0.901
0.287
-0.402
-3.143
0.003
AQ-R
Reach
0.650
0.406
0.201
1.604
0.115
TF-IS
13.241
4.585
0.426
2.888
0.006
TS-CR
Contingent Reward
-13.001
4.944
-0.400
-2.63
0.011
TS-MEA Management-by-Exception Active
5.264
2.918
0.273
1.804
0.077
TS-MEP
-8.060
3.542
-0.351
-2.276
0.027
Management-by-Exception Passive
155
Finally, Table 20c shows the regression coefficients b and Beta of Model 2 whose
predictors are Ownership, Reach, Inspirational Motivation, Contingent Reward,
Management-by-Exception Active and Management-by-Exception Passive. However,
Reach and Management-by-Exception Active have coefficients that are not statistically
significant at 95% confidence level. Thus, the regression equation of Model 2 is:
PM = 75.753 – 0.901(AQ-O) + 13.241(TF-IS) – 13.001 (TS-CR) – 8.060(TS-MEP),
where: PM is the predicted performance in Mathematics; AQ-O is the observed value of
ownership; TF-IS is the observed value of Intellectual Stimulation, TS-CR is the
observed value of Contingent Reward and TS-MEP is the observed value of
Management-by-Exception Passive.
performance in English
Table 21a reveals that the degree of relationship, given by the multiple correlation
R, between the dimensions of the school heads’ adversity quotient and leadership style,
and their performance in terms of English is 0.516. The coefficient of determination R2 is
0.266, which means that 26.6% of the variation of the school heads’ performance is
explained by dimensions of the school heads’ adversity quotient and leadership style. An
adjusted R2 value of 0.201 indicates that Model 3 has accounted for 20.1% of the
variance in the school heads’ performance considering both the sample size and number
of independent variables. The absolute size of the error when Model 3 is used for
predicting levels of performance is given by the standard error of estimate, 10.851.
the overall model fit of Model 3 in terms of the F ratio. The total sum of squares
156
(8988.893) is the squared error that would occur if only the mean of school heads’
performance is used to predict the level for performance. Using the values of the school
heads’ ratings in the dimensions of adversity quotient and leadership style reduces this
error by 26.65% (2395.271 ÷ 8988.893). This reduction is statistically significant with an
F ratio of 4.069 and a p-value of less than .05. Thus, Model 3 is statistically significant in
predicting performance levels when values in the dimensions of adversity quotient and
leadership style are identified. Therefore, the dimensions of the school heads’ adversity
quotient and leadership style significantly influenced their performance in terms of
English subject.
Table 21 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
3
0.516
0.266
0.201
10.851
Table 21b. ANOVA
Model
3
Sum of Squares
df
Mean Square
F
Sig.
Regression
2395.271
5
479.054
4.069
.003
Residual
6593.622
56
117.743
Total
8988.893
61
Model 3
b
Std. Error
Beta
T
Sig.
5.307
0.000
I
70.809
13.342
AQ-O
Ownership
-0.467
0.208
-0.268
-2.245
0.029
TF-IM
-6.835
3.546
-0.275
-1.928
0.059
157
TF-IS
10.701
3.613
0.442
2.962
0.004
5.438
2.153
0.363
2.525
0.014
-10.002
2.748
-0.56
-3.64
0.001
TS-MEP
Lastly, Table 21c shows the regression coefficients b and Beta of Model 3 whose
predictors
are
Ownership,
Management-by-Exception
Inspirational
Active
and
Motivation,
Intellectual
Stimulation,
Passive.
All
predictors have coefficients that are statistically significant at 95% confidence level.
Thus, the regression equation of Model 3 is:
PE = 70.809 – 0.467(AQ-O) – 6.835(TF-IM) + 10.701(TF-IS)
+ 5.438(TS-MEA) – 10.002(TS-MEP),
where: PE is the predicted performance in English; AQ-O is the observed value of
ownership; TF-IM is the observed value of Inspirational Motivation; TF-IS is the
observed value of Intellectual Stimulation; TS-MEA is the observed value of
Management-by-Exception Active and TS-MEP is the observed value of Managementby-Exception Passive.
performance in Science
Table 22a reveals that the degree of association between the dimensions of the
school heads’ adversity quotient and leadership style, and their performance in terms of
Science is 0.412. The coefficient of determination R2 shows that 17.0% of the variation
of the school heads’ performance is explained by the dimensions of their adversity
quotient and leadership style. An adjusted R2 value of 0.127 indicates that Model 4 has
158
accounted for 12.7% of the variance in the performance considering both the sample size
and number of independent variables. The absolute size of the error when Model 4 is
used for predicting performance is given by the standard error of estimate, 12.065.
Table 22 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
4
.412
0.170
0.127
12.065
Table 22b. ANOVA
Model
4
Sum of Squares
df
Mean Square
F
Sig.
Regression
1730.682
3
576.894
3.963
.012
Residual
8442.572
58
145.562
Total
10173.254
61
Model 4
b
Std. Error
Beta
T
Sig.
I
67.187
14.631
4.592 0.000
AQ-O
Ownership
-0.555
0.223
-0.299
-2.489 0.016
TF-IS
9.196
3.789
0.357
2.427 0.018
TS-CR
Contingent Reward
-7.831
3.981
-0.291
-1.967 0.045
the dimensions of adversity quotient and leadership style reduces this error by 17.01%
159
(1730.682 ÷ 10173.254). This reduction is statistically significant with an F ratio of 3.963
and a p-value of less than .05. Thus, Model 4 is statistically significant in predicting
performance levels when values in the dimensions of adversity quotient and leadership
style are known. Therefore, the dimensions of the school heads’ adversity quotient and
leadership style significantly influenced their performance in terms of Science subject.
Finally, Table 22c presents the regression coefficients b and Beta of Model 4
whose predictors are Ownership, Intellectual Stimulation and Contingent Reward. All
PS = 67.187 – 0.555(AQ-O) + 9.196(TF-IS) – 7.831(TS-CR),
where: PS is the predicted performance in Science; AQ-O is the observed value of
ownership; TF-IS is the observed value of Intellectual Stimulation; and TS-CR is the
observed value of Contingent Reward.
performance in Araling Panlipunan
Table 23a presents that the degree of association between the dimensions of the
Araling Panlipunan is 0.446. The coefficient of determination R2 shows that 19.9% of the
variation of the school heads’ performance is explained by the dimensions of their
adversity quotient and leadership style. An adjusted R2 value of 0.128 indicates that
Model 5 has accounted for 12.8% of the variance in the performance considering both the
sample size and number of independent variables. The absolute size of the error when
160
Model 5 is used for predicting performance is given by the standard error of estimate,
9.262.
Table 23 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
5
0.446
0.199
0.128
9.262
Table 23b. ANOVA
Model
5
Sum of Squares
df
Mean Square
F
Sig.
Regression
1193.628
5
238.726
2.783
.026
Residual
4803.610
56
85.779
Total
5997.238
61
Model 5
b
Std. Error
Beta
T
Sig.
6.005
0.000
I
68.390
11.388
AQ-O
Ownership
-0.333
0.178
-0.234
-1.876
0.066
TF-IM
-5.122
3.026
-0.253
-1.692
0.096
TF-IS
8.186
3.084
0.414
2.655
0.010
3.100
1.838
0.253
1.687
0.097
TS-MEP
-6.924
2.345
-0.475
-2.952
0.005
161
leadership style significantly influenced their performance in terms of Araling Panlipunan
subject.
Finally, Table 23c reveals the regression coefficients b and Beta of Model 5
whose predictors are Ownership, Inspirational Motivation, Intellectual Stimulation,
Management-by-Exception Active and Management-by-Exception Passive. However,
Ownership, Inspirational Motivation and Management-by-Exception Active have
coefficients that are not statistically significant at 95% confidence level. Thus, the
regression equation of Model 5 is:
PAP = 68.39 + 8.186(TF-IS) – 6.924(TS-MEP),
where: PAP is the predicted performance in Araling Panlipunan; TF-IS is the observed
value of Intellectual Stimulation; and TS-MEP is the observed value of Management-byException Passive.
Influence of the school heads’ leadership style to performance in critical thinking
Table 24a shows that the degree of relationship between the dimensions of the
school heads’ leadership style and their performance in terms of critical thinking is 0.463.
The coefficient of determination R2 shows that 21.4% of the variation of the school
162
heads’ performance is explained by the dimensions of their leadership style. An adjusted
R2 value of 0.173 indicates that Model 6 has accounted for 17.3% of the variance in the
performance considering both the sample size and number of independent variables. The
absolute size of the error when Model 6 is used for predicting performance is given by
the standard error of estimate, 10.137.
Table 24 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
6
0.463
0.214
0.173
10.137
Table 24b. ANOVA
Model
6
Sum of Squares
df
Mean Square
F
Sig.
Regression
1622.574
3
540.858
5.263
.003
Residual
5959.918
58
102.757
Total
7582.492
61
Model 6
b
Std. Error
Beta
T
Sig.
3.211
0.002
I
27.303
8.504
TF-IS
8.341
2.722
0.376
3.064
0.003
3.730
1.997
0.271
1.868
0.067
TS-MEP
-7.358
2.433
-0.449
-3.025
0.004
163
the dimensions of leadership style reduces this error by 21.40%. This reduction is
statistically significant with an F ratio of 5.263 and a p-value of less than .05. Thus,
Model 6 is statistically significant in predicting performance levels when values in the
dimensions of leadership style are known. Therefore, the dimensions of the school heads’
leadership style significantly influenced their performance in terms of critical thinking.
Lastly, Table 24c reveals the regression coefficients b and Beta of Model 6 whose
predictors
are
Intellectual
Stimulation,
Active
and
Management-by-Exception Passive. However, Management-by-Exception Active has
coefficient that is not statistically significant at 95% confidence level. Thus, the
regression equation of Model 6 is:
PCT = 27.303 + 8.341(TF-IS) – 7.358(TS-MEP),
where: PCT is the predicted performance in critical thinking; TF-IS is the observed value
of Intellectual Stimulation; and TS-MEP is the observed value of Management-byException Passive.
performance in overall NAT
Table 25a presents that the degree of association between the dimensions of the
overall NAT is 0.509. The coefficient of determination R2 shows that 25.9% of the
variation of the school heads’ performance is explained by the dimensions of their
Model 7 has accounted for 19.2% of the variance in the performance considering both the
sample size and number of independent variables. The absolute size of the error when
164
Model 7 is used for predicting performance is given by the standard error of estimate,
8.321.
Table 25 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
7
0.509
0.259
0.192
8.321
Table 25b. ANOVA
Model
7
Sum of Squares
df
Mean Square
F
Sig.
Regression
1352.819
5
270.564
3.907
.004
Residual
3877.563
56
69.242
Total
5230.382
61
Model 7
b
Std. Error
Beta
T
Sig.
6.528
0.000
I
68.253
10.455
AQ-O
Ownership
-0.444
0.161
-0.334
-2.764
0.008
TF-IS
8.636
2.715
0.468
3.181
0.002
TS-CR
Contingent Reward
-6.453
2.879
-0.334
-2.241
0.029
3.890
1.723
0.340
2.257
0.028
TS-MEP
-6.335
2.098
-0.465
-3.020
0.004
165
leadership style significantly influenced their performance in terms of overall NAT.
Finally, Table 25c reveals the regression coefficients b and Beta of Model 7
whose predictors are Ownership, Intellectual Stimulation, Contingent Reward,
Active
and
Passive.
All
PNAT = 68.253 – 0.444(AQ-O) + 8.636(TF-IS) – 6.453(TS-CR)
+ 3.890(TS-MEA) – 6.335(TS-MEP),
where: PNAT is the predicted performance in overall NAT; AQ-O is the observed value of
Ownership; TF-IS is the observed value of Intellectual Stimulation; TS-CR is the
observed value of Contingent Reward; TS-MEA is the observed value of Managementby-Exception Active; and TS-MEP is the observed value of Management-by-Exception
Passive.
3.4. Relationship between School Heads’ Adversity Quotient and Teachers’
Table 26 presents the relationship between the school heads’ adversity quotient
and teachers’ commitment to organizational values.
166
Table 26 shows that school heads’ ownership is significantly but negatively related
to teachers’ commitment to work group (r = -0.224) and overall commitment (r = -0.248).
This means that school heads who display higher level of ownership tend to promote
lower commitment to work group and overall commitment among the teachers. On the
other hand, school heads who have lower level of ownership tend to yield higher
teachers’ commitment to work group and overall commitment.
Table 26
Correlation between the School Heads’ Adversity Quotient
and Teachers’ Commitment to Organizational Values
Adversity
Quotient
Commitment
to School
Commitment to
Teaching Work
Commitment to
Teaching Profession
Commitment
to Work Group
Overall
Control
-0.184
0.118
0.044
0.013
-0.002
Ownership
-0.191
-0.149
-0.209
-0.224*
-0.248*
Reach
-0.095
-0.18
-0.098
-0.044
-0.131
Endurance
0.283*
0.063
0.124
0.096
0.179
Overall
-0.096
-0.07
-0.077
-0.093
-0.107
On the other hand, endurance is significantly positively related to commitment to
school (r = 0.283). School leaders who demonstrate higher level of endurance tend to
produce higher teachers’ commitment to school. Conversely, school heads who practice
lower level of endurance tend to promote lower commitment to school.
167
3.5. Relationship between School Heads’ Leadership Style and Teachers’ Commitment to
Organizational Values
The relationship between the school heads’ leadership style and teachers’
commitment to organizational values is presented in Table 27.
Table 27
Correlation between the School Heads’ Leadership Style
and Teachers’ Commitment to Organizational Values
Leadership
Style
Commitment Commitment to
Commitment to
Commitment
Overall
to School Teaching Work Teaching Profession to Work Group
Transformational
IIB
0.169
0.188
-0.049
0.091
0.066
IIA
0.078
0.032
0.006
0.243*
-0.046
IM
-0.071
0.090
-0.031
0.133
-0.047
IS
0.138
0.225*
0.173
0.020
0.163
IC
0.024
0.153
0.009
-0.157
0.002
Overall
0.086
0.176
0.026
0.164
0.035
CR
-0.043
0.162
0.082
0.029
0.074
MEA
0.192
0.087
0.077
0.117
0.150
MEP
0.270*
0.087
0.163
0.074
0.188
Overall
0.204
0.133
0.136
0.102
0.182
Transactional
IIB = Idealized Influence Behavior; IIA = Idealized Influence Attributed; IM = Inspirational
Motivation; IS = Intellectual Stimulation; IC = Individual Consideration; CR = Contingent
Reward; MEA = Management-by-Exception Active; MEP = Management-by-Exception Passive
168
As shown in Table 26, idealized influence attributed is significantly correlated to
commitment to work group (r = 0.243). This suggests that school leaders who often
receive trust and respect tend to promote higher commitment to work group among
teachers. Conversely, school heads who are seldom trusted and respected tend to decrease
teachers’ commitment to work group.
In addition, intellectual stimulation is significantly related to commitment to
teaching work (r = 0.225). This means that school heads who often ignite their teachers’
creativity tend to promote higher teachers’ commitment to teaching work. On the other
hand, school leaders who stimulate their teachers’ creativity tend to reduce teachers’
commitment to teaching work.
Furthermore, management-by-exception passive is significantly related to
commitment to school (r = 0.270). This means that school heads, who often avoid
describing agreements, explaining expectations and standards to be achieved by
subordinates, but will intervene after particular problems become apparent, tend to
promote teachers’ commitment to school.
Another concern of this study is to find out what influences from the identified
variables which are the adversity quotient and leadership style the level of commitment
of teachers to organizational values. Table 28 (a, b, c) to Table 30 (a, b, c) present the
results of regression analysis using SPSS.
Influence of the school heads’ adversity quotient and leadership style to teachers’
commitment to school
Table 28a reveals that the degree of relationship between the dimensions of the
school heads’ adversity quotient and leadership style, and teachers’ commitment to
169
school is 0.449. The coefficient of determination R2 shows that 20.1% of the variation of
the teachers’ commitment to school is explained by the dimensions of the school heads’
Model 8 has accounted for 14.5% of the variance in the teachers’ commitment to school
considering both the sample size and number of independent variables. The absolute size
of the error when Model 8 is used for predicting teachers’ commitment to school is given
by the standard error of estimate, 0.283.
Table 28 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
8
0.449
0.201
0.145
0.283
Table 28b. ANOVA
Model
8
Sum of Squares
df
Mean Square
F
Sig.
Regression
1.153
4
0.288
3.596
.011
Residual
4.570
57
0.080
Total
5.723
61
Model 8
b
Std. Error
Beta
t
Sig.
11.361
0.000
I
3.928
0.346
AQ-O
Ownership
-0.011
0.005
-0.254
-2.121
0.038
AQ-E
Endurance
0.016
0.006
0.320
2.510
0.015
TF-CIB
Idealized Influence – Behavior
0.143
0.085
0.246
1.691
0.096
TF-IM
-0.184
0.089
-0.294
-2.057
0.044
170
the overall model fit of Model 8 in terms of the F ratio. The total sum of squares (5.723)
is the squared error that would occur if only the mean of teachers’ commitment to school
is used to predict the level of their commitment to school. Using the values of the school
heads’ ratings in the dimensions of adversity quotient and leadership style reduces this
error by 20.15% (1.153 ÷ 5.723). This reduction is statistically significant with an F ratio
of 3.596 and a p-value of less than .05. Thus, Model 8 is statistically significant in
predicting teachers’ commitment to school when values in the dimensions of adversity
quotient and leadership style are known. Therefore, the dimensions of the school heads’
adversity quotient and leadership style significantly influenced teachers’ commitment to
school.
Lastly, Table 28c shows the regression coefficients b and Beta of Model 8 whose
predictors are Ownership, Endurance, Idealized Influence – Behavior and Inspirational
Motivation. However, Idealized Influence – Behavior has coefficient that is not
statistically significant at 95% confidence level. Thus, the regression equation of Model 8
is:
CS = 3.928 – 0.011(AQ-O) + 0.016(AQ-E) – 0.184(TF-IM),
where: CS is the predicted commitment to school; AQ-O is the observed value of
Ownership; AQ-E is the observed value of Endurance; and TF-IM is the observed value
of Inspirational Motivation.
171
Influence of the school heads’ adversity quotient and leadership style to teachers’
commitment to work group
Table 29a reveals that the degree of relationship between the dimensions of the
school heads’ adversity quotient and leadership style, and teachers’ commitment to work
group is 0.398. The coefficient of determination R2 of 0.158 shows that 15.8% of the
variation of the teachers’ commitment to work group is explained by the dimensions of
the school heads’ adversity quotient and leadership style. An adjusted R2 value of 0.098
indicates that Model 9 has accounted for 9.8% of the variance in the teachers’
commitment to work group considering both the sample size and number of independent
variables. The absolute size of the error when Model 9 is used for predicting teachers’
commitment to work group is given by the standard error of estimate, 0.337.
overall model fit of Model 9 in terms of the F ratio. The total sum of squares (7.568) is
the squared error that would occur if only the mean of teachers’ commitment to work
group is used to predict the level of their commitment to work group. Using the values of
the school heads’ ratings in the dimensions of adversity quotient and leadership style
reduces this error by 15.82% (1.197 ÷ 7.568). This reduction is statistically significant
with an F ratio of 2.629 and a p-value of less than .05. Thus, Model 9 is statistically
significant in predicting teachers’ commitment to work group when values in the
dimensions of adversity quotient and leadership style are known. Therefore, the
dimensions of the school heads’ adversity quotient and leadership style significantly
influenced teachers’ commitment to work group.
172
Table 29 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
9
0.398
0.158
0.098
0.337
Table 29b. ANOVA
Model
9
Sum of Squares
df
Mean Square
F
Sig.
Regression
1.197
4
0.299
2.629
.044
Residual
6.371
56
0.114
Total
7.568
60
Model 9
b
Std. Error
Beta
t
Sig.
7.717
0.000
I
4.336
0.562
AQ-C
Control
0.009
0.009
0.153
1.084
0.283
AQ-O
Ownership
-0.013
0.006
-0.263
-2.111
0.039
AQ-E
Endurance
0.015
0.009
0.263
1.807
0.076
TF-CIA
Idealized Influence – Attributed
-0.209
0.090
-0.295
-2.338
0.023
Finally, Table 29c presents the regression coefficients b and Beta of Model 9
whose predictors are Control, Ownership, Endurance and Idealized Influence Attributed.
However, Control and Endurance have coefficients that are not statistically significant at
95% confidence level. Thus, the regression equation of Model 9 is:
CWG = 3.928 – 0.013(AQ-O) – 0.209(TF-IIA),
where: CWG is the predicted commitment to work group; AQ-O is the observed value of
Ownership; and TF-IIA is the observed value of Idealized Influence – Attributed.
173
Influence of the school heads’ adversity quotient to teachers’ overall commitment to
organization values
Table 30a shows that the degree of association between the dimensions of the
school heads’ adversity quotient and teachers’ overall commitment to organizational
values is 0.329. The coefficient of determination R2 of 0.108 shows that 10.8% of the
variation of the teachers’ overall commitment is explained by the dimensions of the
school heads’ adversity quotient. An adjusted R2 value of 0.078 indicates that Model 10
has accounted for 7.8% of the variance in the teachers’ overall commitment considering
both the sample size and number of independent variables. The absolute size of the error
when Model 10 is used for predicting teachers’ commitment to work group is given by
the standard error of estimate, 0.241.
the overall model fit of Model 10 in terms of the F ratio. The total sum of squares (3.827)
is the squared error that would occur if only the mean of teachers’ overall commitment to
organizational values is used to predict the level of their overall commitment. Using the
values of the school heads’ ratings in the dimensions of adversity quotient reduces this
error by 10.79% (0.413 ÷ 3.827). This reduction is statistically significant with an F ratio
of 3.570 and a p-value of less than .05. Thus, Model 10 is statistically significant in
predicting teachers’ commitment to work group when values in the dimensions of
adversity quotient are identified. Therefore, the dimensions of the school heads’ adversity
quotient significantly influenced the teachers’ overall commitment to organization.
174
Table 30 (a, b, c)
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
10
0.329
0.108
0.078
0.241
Table 30b. ANOVA
Model
10
Sum of Squares
df
Mean Square
F
Sig.
Regression
0.413
2
0.207
3.570
.034
Residual
3.414
59
0.058
Total
3.827
61
Model 10
b
Std. Error
Beta
t
Sig.
17.551
0.000
I
4.230
0.241
AQ-O
Ownership
-0.010
0.004
-0.278
-2.241
0.029
AQ-E
Endurance
0.009
0.005
0.217
1.750
0.085
Lastly, Table 30c reveals the regression coefficients b and Beta of Model 10
whose predictors are Ownership and Endurance. However, only Ownership has
coefficient that is statistically significant at 95% confidence level. Thus, the regression
equation of Model 10 is:
COM = 4.230 – 0.010(AQ-O),
where: COM is the predicted overall commitment to organization; and AQ-O is the
observed value of Ownership.
175
3.6. Relationship between Teachers’ Commitment to Organizational Values and School
Heads’ Performance
Table 31 shows the relationship between the teachers’ commitment to
organizational values and school heads’ performance.
Commitment to teaching work is the only dimension of teachers’ organizational
commitment that is significantly related to achievement in Mathematics (r = 0.223),
critical thinking (r = 0.230) and overall NAT (r = 0.227). Results show that teachers who
enjoy their work and accomplish their job with great enthusiasm tend to increase their
students’ achievement. On the contrary, teachers who, fail to find ways to help the
students to cope with the lessons and to get information about the students’ achievement
and attitudes, tend to keep their performance at minimum level.
Table 31
Correlation between Teachers’ Commitment to Organizational Values
and School Performance in NAT
Organizational
Commitment
Commitment to
School
Commitment to
Teaching Work
Commitment to
Teaching Profession
Commitment to
Work Group
Overall
Filipino
Mathematics
English
Science
Araling
Panlipunan
Critical
Thinking
Overall
NAT
0.076
0.116
0.055
0.120
-0.032
0.107
0.090
-0.059
0.223*
0.005
-0.048
-0.075
0.230*
0.227*
-0.070
0.163
-0.038
0.061
-0.191
0.157
0.021
-0.028
0.031
0.085
0.109
0.076
-0.034
0.070
-0.028
0.147
0.037
0.080
-0.067
0.131
0.068
176
4. Proposed Model of School Heads’ Adversity Quotient, Leadership Style and
This section intended to present a picture of how secondary school heads’
adversity quotient and leadership style associate together whether they affect their
performance and teachers’ commitment to organizational values.
Combining all the ten previously analyzed models, an integrated model showing
the nature of the influence of the independent to the dependent variables is developed and
displayed in Figure 2. In this model, the independent variables or predictors are school
heads’ adversity quotient and leadership style and the dependent or criterion variables are
school heads’ performance and teachers’ commitment to organizational values. A solid
line indicates that the independent variable exerts a positive influence on the dependent
variable, while a broken line denotes that the predictor poses a negative influence the
criterion variable.
It can be seen in Figure 2 that the Ownership dimension of adversity quotient
negatively influences school heads’ performance in terms of Mathematics, English,
Science and overall NAT, and teachers’ commitment to school, commitment to work
group and overall commitment. This means that high levels of ownership among school
heads result to low performance in Mathematics, English, Science and overall NAT,
and low teachers’ commitment to school, commitment to work group and overall
1
LEGEND:
- positively correlated
Filipino
- negatively correlated
Mathematics
English
Control
Science
Araling
Panlipunan
Ownership
Performance
Critical
Thinking
Adversity
Quotient
Overall NAT
Reach
To school
To Teaching
Work
Endurance
To Teaching
Profession
To Work Group
Overall
Figure 2
A Model of School Heads’ Adversity Quotient and Performance, and Teachers’ Commitment
Commitment
2
LEGEND:
- positively correlated
- negatively correlated
Filipino
Mathematics
Idealized Influence
Behavior
English
Idealized Influence
Attributed
Transformational
Leadership
Style
Transactional
Science
Araling
Panlipunan
Critical
Thinking
Individual Consideration
Overall NAT
Contingent Reward
To school
Performance
To Teaching
Work
Management-byException Active
To Teaching
Profession
Management-byException Passive
To Work Group
Overall
Figure 3
A Model of School Heads’ Leadership Style and Performance, and Teachers’ Commitment
Commitment
179
commitment. On the other hand, low levels of ownership among school heads promote
high performance in Mathematics, English, Science and overall NAT, and high teachers’
commitment to school, commitment to work group and overall commitment.
The Endurance dimension of school heads’ adversity quotient positively
influences teachers’ commitment to school. School leaders with high levels of endurance
foster teachers’ commitment to school. Conversely, low levels of endurance among the
school heads result to low teachers’ commitment to school.
As regards school heads’ leadership style, the dimension Idealized InfluenceAttributed of transformational leadership negatively affects teachers’ commitment to
work group. This means that school leaders who often demonstrate Charisma
Individualized Attributed decrease teachers’ commitment to work group. On the contrary,
school heads who seldom practice Idealized Influence- Attributed increase teachers’
commitment to work group.
Similarly, the dimension Inspirational Motivation of transformational leadership
negatively influences school heads’ performance in terms of Filipino and teachers’
commitment to school. School leaders who often demonstrate Inspirational Motivation
produce low performance in Filipino and low teachers’ commitment to school.
Conversely, school heads who seldom practice Inspirational Motivation yield high
performance in Filipino and high teachers’ commitment to school.
On the other hand, the dimension Intellectual Stimulation of transformational
leadership positively affects performance in all components of NAT namely: Filipino,
Mathematics, English, Science, Araling Panlipunan and Critical Thinking, as well as in
180
the overall NAT. School heads who often demonstrate Intellectual Stimulation behaviors
produce high performance in all areas of the NAT, whereas those who seldom exhibit
these practices generate low performance.
In terms of transactional leadership, the dimension Contingent Reward negatively
influences performance in Mathematics, Science and overall NAT. School heads who
often demonstrate Contingent Reward behaviors produce low performance in
Mathematics, Science and overall NAT. Conversely, school leaders who seldom practice
Contingent Reward yield high performance in Mathematics, Science and overall NAT.
Likewise, the dimension Management-by-Exception Passive negatively affects
performance in Filipino, Mathematics, English, Araling Panlipunan, Critical Thinking
and overall NAT. School leaders who often demonstrate Management-by-Exception
Passive behaviors produce low performance in the mentioned areas, whereas those who
seldom show these behaviors yield high performance in the said components.
On the contrary, the dimension Management-by-Exception Active positively
influences performance in Mathematics and overall NAT. School leaders who often
demonstrate Management-by-Exception Active behaviors produce high performance in
Mathematics and overall NAT. Conversely, school heads who seldom exhibit
Management-by-Exception Active practices yield low performance in Mathematics and
overall NAT.
181
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings derived from the study.
Conclusions were then drawn and from these, recommendations were given.
Summary of Findings
1. Description of Secondary School Heads
One of the objectives of this study is to describe the secondary school heads in
terms of the level of their adversity quotient, extent of practice of their leadership style
and their school performance in NAT.
1.1 Adversity Quotient of many secondary school heads in the Division of Tarlac
Province in terms of control dimension is low with 45.16% (28 out of 62), 21 who had
average level of control and 13 with below average level.
Majority of the school heads had low average level (37 or 59.68%) of ownership.
There were 15 (24.19%) with ownership score of below average, 6 with above average
level of ownership, 3 and 1 for above average and high level of ownership respectively.
Reach dimension of secondary school heads showed that 40.32% of them
obtained a score within the range of average level. There were 17 (27.42%) below
average level and 10 (16.13%) who had low level of reach. Also, 9 of them obtained a
score range of above average and only a single respondent who has a high level of reach.
In terms of endurance, many of secondary school heads (20 or 32.26%) are within
the average level. There were also quite large number of school heads who had high level
of endurance (15 or 24.19) and 14 (22.58%) with an above average level of endurance.
182
On the other hand, there were only 3 (4.84%) of them who got a score pertaining to low
level of endurance.
Generally, overall rating of adversity quotient of the secondary school heads is
low which constitutes 22 (35.48%) school head respondents. There were 20 (32.26%) of
them who had below average level of AQ and 19 (30.65) with average level. Only one
respondent obtained an overall AQ score which falls under high level of AQ.
Also, the computed mean of each of the dimension of AQ except endurance were
below the computed mean and the overall mean of their AQ is found to be 137.89 which
is likewise below the standard mean (moderately low).
1.2 Leadership style of secondary school head respondents showed that the two
dimensions – transformational and transactional were fairly often practice by them.
The computed mean for idealized influence categorized into behavior and
attributed was 3.22 and 3.03 respectively.
Inspirational motivation lets the school heads frequently/ always express
confidence that the goals they have set will be achieved (mean = 3.55) with an overall
mean of 3.23.
Intellectual stimulation on the other hand obtained an overall mean of 3.17 (fairly
often). Also, the dimension individual consideration with a computed mean of 3.27 was
fairly often employed by the school head believing that they would help develop their
teachers closely to ensure that they are performing well.
Secondary school heads transactional leadership style on contingent reward
practice it fairly often with a computed mean of 3.26.
183
It also shows that secondary school heads’ transactional leadership style in terms
of management by exception - active is in the average level. The computed overall mean
for this dimension was found out to be 2.31, which means that the school heads
sometimes employ this type of leadership.
Management by exception – passive is also fairly often practice by the school
head. The overall computed mean for this dimension is 1.97 which falls in the category of
“sometimes”.
Overall computed mean for transformational and transactional leadership style
were 3.18 and 2.51 respectively. This indicated that the two leadership styles were fairly
often practiced by the school heads. Though they were of the same level of description, it
is evident that transformational leadership is practiced at a greater extent (3.18) than
transactional leadership.
1.3 Performance as used in this study is limited on the school mean percentage
score (MPS) in the National Achievement Test (NAT) during the school year 2011-2012.
Results showed that no one from the 62 secondary schools reached “mastered” level of
achievement of their MPS in all learning areas.
All the schools’ MPS in Filipino were on the average level with a mean of 51.42.
Its highest mps (maximum) was 61.82 and the lowest value (minimum) was 40.45 with a
standard deviation of 6.38.
In Mathematics, three schools (4.84%) were on the “closely approximating
mastery” level and twenty-two of them (35.48%) were in “moving towards mastery”
level. Fifty percent (31) were on the average level while 9.68% reached the “low” level
184
of description. The overall computed mean for mathematics was 57.68. The maximum
value is 89.30 while the minimum value was 30. 39.
English results were on “average” and “moving towards mastery” level
respectively. There were 42 (67.74%) of the schools obtained an mps that ranged from 35
– 65 and 20 or 32.26% were within the mps of 66 – 85. The computed overall mean in
English was 50.55 with a standard deviation of 6.04.
Science reflected the lowest mean of the mps of the five learning areas. Majority
of the school respondents (74.19%) obtained a mean percentage score that is within the
“average” level of mastery. There were 6 of them (9.68%) fell in the “low” level of
mastery. The computed mean of all the mps in science was 50.55.
Araling Panlipunan mps results were on “average” and “moving toward mastery”
level in terms of the mps of the schools. Majority of the schools which constitute a total
of 45 schools (72.58%) were within the “average” level of achievement. A total of 17
schools on the other hand were found to be in the level of “moving towards mastery”.
Furthermore, the computed mean for this test was 59.19 with a standard deviation of
7.51.
The critical thinking ability of the students in 62 schools of the division of Tarlac
province was on the average level as reflected in the computed mean of 47.84.
Overall, majority of the 62 secondary schools NAT performance was within the
“average” level. The computed grand mean of all the tests in NAT is found to be 54.89.
185
2. Teacher Commitment
Majority of the teachers (228) strongly agree that they are proud of the school
where they are working, are concerned and interested with the future of the school (mean
= 4.55). They consider the school as the best one among the others (mean = 4.33) and
work hard for the best of the school (mean = 4.52). Generally, commitment to school of
teachers was above average with a mean of 4.05.
Commitment to teaching work shows that most teachers (204 or 62.2%) strongly
agree that they enjoy the work of teaching (mean = 4.58) and accomplish their job with
great enthusiasm (53.96%).
The computed overall mean for this dimension was 4.35 (above average level of
commitment to teaching work) with a standard deviation of 0.64
Commitment to teaching profession results tabulated that 74.7% strongly agreed
(mean = 4.73), they are proud of being a teacher and considered it as the best decision
they had ever made in their lives. Teachers’ commitment to teaching profession was
determined as high also in respect of arithmetic means (overall mean = 4.41).
Commitment to work group showed that teachers agreed of being proud with their
fellow teachers in the school (mean = 4.31) and found out that the overall level of
commitment of teachers to organizational values is relatively high (mean = 4.25).
3. Relationship of the School Heads’ Adversity Quotient, Leadership Style and
3.1 There was a significant positive relationship between endurance and idealized
influence-behavior (r = 0.329), inspirational motivation (r = 0.279), intellectual
186
stimulation (r = 0.352), individual consideration (r = 0.216), and overall
transformational leadership (r = 0.349).
3.2 There was a significant negative correlation between control and performance in
Science (r = -0.221). Similarly, there was a significant negative relationship
between ownership and performance in Science (r = -0.281) and overall NAT (r
= -0.223).
3.3 Intellectual stimulation was the only dimension of transformational leadership
that was significantly related to critical thinking (r = 0.299) and overall NAT (r
= 0.218). Likewise, management-by-exception passive was the only dimension
of transactional leadership that was significantly correlated to critical thinking (r
= 0.214).
3.4 There was a significant negative relationship between school heads’ ownership
and teachers’ commitment to work group (r = -0.224) and overall commitment
(r = -0.248). On the contrary, there was a significant positive correlation
between endurance and commitment to school (r = 0.283).
3.5 There was a significant relationship between idealized influence - behavior and
commitment to work group (r = 0.243); intellectual stimulation and
commitment to teaching work (r = 0.225); and management-by-exception
passive and commitment to school (r = 0.270).
3.6 There was a significant positive relationship between commitment to teaching
work and performance in Mathematics (r = 0.223), critical thinking (r = 0.230)
and overall NAT (r = 0.227).
187
4. Influence of the School Heads’ Adversity Quotient and Leadership Style to their
School Performance
4.1 Intellectual Stimulation positively influenced performance in Filipino, but
Inspirational Motivation and Management-by-Exception Passive negatively
influenced performance in Filipino.
4.2 Ownership, Contingent Reward and Management-by-Exception Passive
negatively influenced but Inspirational Motivation positively influenced
performance in Mathematics.
4.3 Ownership and Management-by-Exception Passive negatively influenced but
Intellectual Stimulation and Management-by-Exception Active positively
influenced performance in English.
4.4 Ownership and Contingent Reward negatively influenced but Intellectual
Stimulation positively influences performance in Science.
4.5 Intellectual Stimulation positively influenced but Management-by-Exception
Passive negatively influenced performance in Araling Panlipunan.
4.6 Intellectual Stimulation positively influenced but Management-by-Exception
Passive negatively influenced performance in Critical Thinking.
4.7 Ownership, Contingent Reward and Management-by-Exception Passive
negatively influenced but Intellectual Stimulation and Management-byException Active positively influenced overall performance in NAT.
5. Influence of the School Heads’ Adversity Quotient and Leadership Style to
Teachers’ Commitment to Organizational Values
5.1 Ownership and Management-by-Exception Passive negatively influenced but
188
Endurance positively influenced teachers’ commitment to school.
5.2 Ownership and Idealized Influence – Attributed negatively influenced teachers’
commitment to work group.
5.3 Ownership negatively influenced teachers’ overall commitment to organizational
values.
6. Proposed Model of School Heads’ Adversity Quotient, Leadership Style and
Two models showing the nature of the influence of the school heads’ adversity
quotient and leadership style to their performance and teachers’ commitment to
organizational values were developed. In the first model, the independent variable or
predictor was school heads’ adversity quotient and the dependent or criterion variables
were school heads’ performance and teachers’ commitment to organizational values.
Also, a solid line indicates that the independent variable exerts a positive influence on the
dependent variable, while a broken line denotes that the predictor poses a negative
influence the criterion variable. In the second model, the predictor was school heads’
leadership style and the criterion variables were school heads’ performance and teachers’
commitment to organizational values.
Conclusions
1. Secondary school head respondents have significantly little control and influence in
adverse situations. They often deflect accountability and most often feel victimized
and helpless.
2. Reach and endurance dimensions of secondary school heads fall in the average level.
189
3. Secondary school heads leadership style of transformational and transactional have
the same descriptive level. However, the computed grand mean for transformational
leadership is higher than in the transactional leadership which means that the
respondents employ transformational leadership style more often than transactional.
4. No one from the 62 secondary schools reached “mastered” level of achievement of
their MPS in all learning areas in National Achievement Test. The overall computed
mean for all the five learning areas including critical thinking test were on the average
level.
5. Generally, commitment to school, teaching work, teaching profession and work group
of teachers was above average. Overall level of commitment of teachers to
organizational values is relatively high. Teachers generally have a strong belief in and
acceptance of the organization’s goals and values, a willingness to exert considerable
effort on behalf of the organization, regard the values of teaching more important than
anything else and have a strong desire to maintain a conducive working environment
with his/her fellow teachers in the organization.
6. Endurance was significantly and positively related to idealized influence - behavior,
inspirational motivation, intellectual stimulation, individual consideration, and overall
transformational leadership. There was a significant negative relationship between
control and performance in Science, and between ownership and performance in
Science and overall NAT. Intellectual stimulation was significantly and positively
related to critical thinking and overall NAT. Management-by-exception passive was
also significantly and positively correlated to critical thinking. There was a significant
190
negative relationship between school heads’ ownership and teachers’ commitment to
work group and overall commitment, but there was a significant positive correlation
between endurance and commitment to school. There was a significant relationship
between idealized influence - behavior and commitment to work group; intellectual
stimulation and commitment to teaching work; and management-by-exception
passive and commitment to school. There was a significant positive relationship
between commitment to teaching work and performance in Mathematics, critical
thinking and overall NAT.
7. Among the dimensions of adversity quotient, Ownership negatively influenced school
heads’ performance in terms of Mathematics, English, Science and overall NAT. As
regards school heads’ leadership style, the dimension Inspirational Motivation of
transformational leadership negatively influenced school heads’ performance in terms
of Filipino. On the other hand, the dimension Intellectual Stimulation positively
influenced performance in all components of NAT namely: Filipino, Mathematics,
English, Science, Araling Panlipunan and Critical Thinking, as well as in the overall
NAT. In terms of transactional leadership, the dimension Contingent Reward
negatively influenced performance in Mathematics, Science and overall NAT.
Likewise, the dimension Management-by-Exception Passive negatively influenced
performance in Filipino, Mathematics, English, Araling Panlipunan, Critical Thinking
and overall NAT. However, the dimension Management-by-Exception Active
positively influenced performance in Mathematics and overall NAT.
8. Ownership negatively influenced teachers’ commitment to school, commitment to
191
work group and overall commitment, but Endurance positively influenced teachers’
commitment to school. Idealized influence - attributed and Ownership negatively
influenced teachers’ commitment to work group and commitment to school,
respectively.
9. The two proposed models displayed the nature of the influence of the school heads’
adversity quotient and leadership style to their performance and teachers’
commitment to organizational values.
Recommendations
1. School heads should find ways on how to possess low levels of ownership dimension
of adversity quotient since it negatively influences their performance and teachers’
commitment.
2. School heads should develop high levels of endurance in order to enhance their
teachers’ commitment to school.
3. Since intellectual stimulation behaviors positively influence performance, school
heads should often demonstrate these practices in order to raise their performance.
4. School heads should refrain from exhibiting management-by-exception passive
behaviors because these practices negatively influence their performance and
teachers’ commitment. Instead, they have to often demonstrate management-byexception active behaviors in order to raise their performance.
5. Researches should be conducted to further verify the validity of the models developed
in this study.
192
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196
APPENDICES
APPENDIX A
Letter Request to the Superintendent
Bacolod City
February 8, 2013
DR. ANTONIETA B. TIOTUICO
Schools Division Superintendent
Division of Tarlac Province
San Roque, Tarlac City
Madam:
I am a Doctor of Education, Major in Educational Management and I am currently
writing my dissertation paper entitled “Adversity Quotient, Leadership Styles and
Performance of Secondary School Heads and Commitment to Organizational Values of
Teachers in the Province of Tarlac”.
Relative to this, I would like to seek permission from your good office to allow me to
float the survey questionnaires to the secondary school heads and selected teachers in the
Division of Tarlac Province.
I believe with your kind heart, I will be able to examine their responses with utmost
fairness and confidentiality and be able to give recommendations that will help improve the
school heads’ leadership style, and performance based on their adversity quotient which could be
of big help in improving the teachers’ level of commitment to organizational values.
Thank you for your favorable response regarding my request.
Very truly yours,
Jessie B. Aquino
Researcher
Noted:
Dr. Niño B. Corpuz
Research Adviser
Approved:
ANTONIETA B. TIOTUICO, Ph. D., CESO V
Schools Division Superintendent
197
APPENDIX B
Letter Request to the Principal
Bacolod City
February 15, 2013
THE PRINCIPAL
________________
________________
Sir/Madam:
I am a Doctor of Education and I am currently writing my dissertation paper
entitled “Adversity Quotient, Leadership Styles and Performance of Secondary
School Heads and Commitment to Organizational Values of Teachers in the
Province of Tarlac”.
Relative to this, I humbly ask your cooperation to answer the survey
questionnaires needed for my study. There are two sets of questionnaires, one for the
school head and the other one is for the teachers.
I believe with your kind heart, I will be able to examine your responses with
utmost fairness and confidentiality and could gain comprehensive information on the
school heads’ leadership style, and performance based on their adversity quotient which
could be of big help in improving the teachers’ level of commitment to organizational
values.
Thank you very much for your cooperation.
Very truly yours,
Jessie B. Aquino
D. Ed. Student
198
APPENDIX C
Official Research Agreement
199
APPENDIX D
Adversity Quotient Profile
Log on to http://www.peaklearning.com/aquinojessie
200
APPENDIX E
Leadership Style Survey Questionnaire for School Heads
Name: ______________________________
School: _________________________
Directions:
This questionnaire contains statements about leadership style beliefs. Next to each
statement, circle the number that represents how strongly you feel about the statement by
using the following scoring system:
Once in a
While
Not at All
I provide assistance for others in exchange for their
efforts.
2. I re-examine critical assumptions to question
whether they are appropriate.
3. I fail to interfere until problem becomes serious.
4. I focus my attention on irregularities, mistakes,
exceptions, and deviations from standards.
5. I avoid getting involved when important issues
arise
6. I talk about others’ most important values and
issues.
7. I make absence when needed.
8. I seek differing perspectives when solving
problems.
9. I talk optimistically about the future.
10. I instill pride to others for being associated with
me.
11. I discuss in specific terms for who is responsible
for achieving performance targets.
12. I wait for things to go wrong before taking actions.
Sometimes
1.
Fairly
Often
Descriptive Statement
Frequently
or Always
Frequently or Always
–
4
Fairly Often
–
3
Sometimes
–
2
Once in a While
–
1
Not at All
–
0
Think of your experience leading a staff/team. Be honest about your choices as there are
no right or wrong answers - it is only for your own self-assessment. The word “others” may
mean your followers, subordinates, teachers, clients, or group members.
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
5
4
3
2
1
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
201
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
APPENDIX E. Continued
I talk enthusiastically about what needs to be
accomplished.
I specify the importance of having a strong sense of
purpose.
I spend time mentoring and coaching.
I make myself clear what one can expect to receive
when performance goals are achieved.
I show that I am a firm believer in “If it’s not
broken, don’t fix it.
I go beyond self-interest for the good of the others.
I closely monitor the teachers to ensure they are
performing correctly.
I treat others as an individual rather than just as a
member of the group.
I act in ways that builds others’ respect.
I concentrate my full attention on dealing with
mistakes, complaints, and failures.
I consider the moral and ethical consequences of
decisions.
I keep track of all mistakes of others.
I display a sense of power and confidence.
I articulate a compelling vision of the future.
I direct my attention toward failures to meet
standards.
I avoid making decisions.
I consider others as having different needs,
abilities, and aspirations from others.
I get others to look at problems from many
different angles.
I help others to develop their strengths.
I suggest new ways of looking at how to complete
assignments.
I delay responding to urgent questions.
I emphasize the importance of having a collective
sense of mission.
I express satisfaction when I meet expectations.
I express confidence that goals will be achieved.
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
4
4
3
3
3
2
2
2
1
1
1
0
0
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
4
3
3
2
2
1
1
0
0
202
APPENDIX F
Organizational Commitment Questionnaire
Name: ____________________________________________________________________________
School: ___________________________________________________________________________
Position: ___________________________________ No. of Years in the Service: _______________
PART I: ORGANIZATIONAL COMMITMENT
With regard to your own feelings about the school for which you are now working, please
indicate the degree of your agreement or disagreement with each statement by circling the number that
best represents your response.
Descriptive Statement
1. I work hard for the best interests of this school.
2. I am willing to handle other subjects not related to
my specialization in order to stay in this school.
3. I am proud of the school where I teach now.
4. I am frustrated with my school head’s attitudes,
unreasonable demands and lack of support,
encouragement and appreciation.
5. I prefer working at this school even though I have
opportunities to work at other school.
6. The appreciation displayed by the school
motivates me to do my best to contribute to my
school development.
7. I am satisfied with the kind of relationships
existing among the school head, teachers and other
personnel.
8. I am concerned and interested with the future of
this school.
9. I consider this school as the best one among the
others.
10. I spend time with the students on subjects /
activities related to the lesson even outside the
classroom.
11. I look for opportunities to conduct remedial
teaching or extension classes when regular class
hour is not enough for students to master the
lesson.
12. I make sure that my classes start and end on time.
13. I accomplish my job with enthusiasm.
14. I get information about my students’ family
background, needs and interests.
15. I try to do my best to help the low performing
students.
16. I enjoy teaching.
17. I consider the choice of becoming a teacher as the
best decision in my life.
18. I am proud of being a teacher.
Strongly
Neutral/Not
Strongly
Agree
Disagree
Agree
Applicable
Disagree
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
203
APPENDIX F. Continued
19. I regard the values of teaching profession more
important than those of other professional values.
20. I consider teaching profession as the best for working
life.
21. I desire to be well-known in the teaching profession.
22. I like to continue teaching even though I don’t need to
work for money.
23. I am pleased in interacting with other teachers during
break/lunch time.
24. I am proud of my fellow teachers in this school.
25. I think the other teachers in this school regard me as a
close friend.
26. I consider the other teachers in this school as my best
friends.
27. I have a close relationship with the teachers out of the
school.
28. I feel myself as the other teachers’ close friend in this
school.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
204
APPENDIX G
School Heads’ Adversity Quotient Scores
School
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Anao HS
Anastacio Yumul HS
Aringin HS
Balaoang HS
Balaoang HS Annex
Bamban HS
Bilad HS
Birbira HS
BS Aquino HS
Buenavista HS
Buenlag HS
Caanamongan HS
Calangitan HS
Calipayan HS
Caluluan HS
Camiling School for Home Industry
Capas HS
Cardona HS
Comillas HS
Corazon Aquino HS
Cristo Rey HS
Dapdap HS
Dueg HS
Eduardo Cojuangco HS
Estipona HS
Estipona HS Annex
Gerona Western Public HS
Guevarra HS
Lapaz National HS
30 Lawy HS
31 Mababanaba HS
34
29
38
39
36
28
39
41
25
36
37
26
42
39
33
31
35
31
36
36
43
27
34
23
38
40
39
40
26
27
40
41
38
35
26
38
36
32
39
35
29
40
40
42
37
40
41
39
29
44
33
45
46
33
28
38
36
40
26
36
22
23
32
35
29
27
21
29
30
27
27
32
34
21
31
29
31
28
30
35
32
37
27
25
30
26
35
38
41
43
41
34
49
32
28
44
41
36
37
32
48
38
43
33
40
41
35
36
40
34
47
34
38
36
31
49
Adversity
Quotient
125
146
144
141
137
138
138
132
122
145
138
119
141
159
147
132
139
141
147
128
153
135
145
153
132
131
143
133
150
38
42
34
48
27
41
39
49
138
180
205
APPENDIX G. Continued
School
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
Malacampa HS
Marawi HS
Maungib HS
Moncada HS
Nambalan HS
O'Donnel HS
Padapada HS
Pilpila HS
Pitombayog HS
Quezon HS
Ramos HS
Sacata HS
San Bartolome HS
San Bartolome HS Annex
San Felipe HS
San Jose HS
San Julian - Sta. Maria HS
San Pedro HS
San Roque HS
Sapang HS
Sta. Ines HS
Sta. Juliana HS
Sta. Lucia HS
Tagumbao HS
Tarlac National HS
Vargas HS
Victoria National HS
Victoria National HS Annex
Villa Aglipay HS
Villa Aglipay HS Annex I (Iba)
Villa Aglipay HS Annex II
62
(Moriones)
39
30
29
24
26
37
29
50
31
38
41
40
34
31
24
28
32
28
35
31
35
33
48
44
41
50
36
37
Adversity
Quotient
146
137
143
134
151
138
132
38
31
23
36
29
37
33
34
31
31
24
31
43
43
34
28
25
31
40
33
25
41
39
26
46
32
38
37
32
33
45
46
39
30
28
37
17
37
31
41
28
20
42
32
29
50
29
32
33
30
35
28
29
30
32
34
27
33
26
17
30
35
28
22
20
34
21
23
25
33
41
49
34
48
27
30
37
41
44
37
31
36
42
32
36
46
32
40
42
41
25
36
126
150
137
138
149
124
125
146
150
148
118
123
142
119
133
130
140
113
120
151
119
118
150
41
48
23
35
147
206
APPENDIX H
School Heads’ Transformational Leadership Scores
TRANSFORMATIONAL LEADRESHIP
School
Charisma Individualized
Behavior
Attributed
Inspirational
Intellectual
Individual
Motivation
Stimulation
Consideration
5 12 21 30 9 16 19 23 7 11 24 32 2 6 27 29 13 17 26 28
1 Anao HS
4 4
3
4
0
1
3
3 2 3
4
4 2 3 3
3
3
4
2
3
2 Anastacio G. Yumul HS
4 3
4
4
1
3
4
3 3 3
3
4 3 2 2
4
3
4
3
3
3 Aringin HS
1 4
4
4
2
3
4
4 3 4
4
4 2 2 4
4
4
4
4
4
4 Balaoang HS
4 3
3
4
2
4
3
3 3 1
4
4 4 2 3
3
4
4
3
4
5 Balaoang HS Annex
3 3
4
3
3
3
4
3 3 3
3
3 4 3 2
3
3
2
4
4
6 Bamban HS
3 4
3
3
3
3
3
4 3 4
3
3 3 2 2
3
3
3
3
3
7 Bilad HS
4 3
3
3
2
4
3
3 3 3
3
4 3 2 4
4
3
4
4
4
8 Birbira HS
4 4
4
4
3
4
4
3 2 3
3
4 4 3 4
4
4
4
2
4
9 BS Aquino
3 4
4
4
3
3
4
4 3 3
4
4 4 3 4
4
4
4
4
4
10 Buenavista HS
1 3
4
4
1
4
3
3 4 3
3
4 3 4 4
4
3
4
4
4
11 Buenlag HS
4 3
3
4
2
3
3
1 2 3
3
3 2 3 3
4
3
2
3
3
12 Caanamongan HS
4 3
3
2
1
4
3
3 3 3
3
2 3 2 2
2
3
4
2
2
13 Calangitan HS
4 1
4
4
4
4
4
3 3 1
3
3 3 3 2
4
3
4
4
4
14 Calipayan HS
3 4
4
4
1
4
4
4 4 4
4
3 4 4 4
4
4
4
4
4
15 Caluluan HS
3 1
4
4
4
4
3
3 3 1
3
4 3 3 2
2
4
4
2
2
16 Camiling School for Home Ind.
4 4
4
3
1
3
4
4 2 4
3
4 3 3 3
4
4
4
3
4
17 Capas HS
2 3
3
3
3
3
3
3 3 3
3
3 3 2 3
3
3
3
2
3
18 Cardona HS
3 4
4
4
3
4
4
3 4 3
3
4 3 3 4
3
2
2
4
3
19 Comillas HS
4 4
3
1
3
3
3
3 4 4
3
4 3 3 2
4
3
4
3
2
20 Corazon Aquino HS
4 4
4
4
4
4
3
4 3 4
4
4 4 3 4
4
4
4
4
4
21 Cristo Rey HS
4 4
3
4
3
3
3
4 4 4
4
4 3 4 4
3
3
2
4
4
22 Dapdap HS
2 1
1
2
1
1
2
2 2 1
1
2 2 2 2
2
1
2
2
2
23 Dueg HS
1 4
4
4
1
3
4
3 2 3
4
3 3 1 3
3
3
4
3
4
24 Eduardo Cojuanco Voc. Sch.
2 4
4
3
3
4
4
4 4 4
4
3 4 4 2
3
3
4
4
4
25 Estipona HS
1 3
3
4
2
4
3
2 3 1
3
4 2 2 2
3
4
4
4
2
26 Estipona HS - Annex
4 3
4
4
1
4
4
3 4 3
3
4 3 4 4
4
3
4
4
4
27 Gerona Western Public HS
0 4
3
4
3
2
3
2 1 4
2
4 2 2 4
4
3
3
4
3
28 Guevarra HS
3 3
3
1
4
4
3
3 4 3
3
4 3 3 3
4
3
4
3
4
29 Lapaz HS
4 4
1
3
3
4
2
2 4 4
1
3 4 4 3
3
3
2
3
4
30 Lawy HS
2 4
3
3
2
4
3
3 1 4
3
3 4 1 2
3
4
3
3
3
31 Mababanaba HS
3 4
4
4
3
3
4
4 4 3
3
4 3 3 3
3
3
4
3
3
207
APPENDIX H. Continued
TRANSFORMATIONAL LEADRESHIP
School
Charisma Individualized
Behavior
Attributed
Inspirational
Intellectual
Individual
Motivation
Stimulation
Consideration
5 12 21 30 9 16 19 23 7 11 24 32 2 6 27 29 13 17 26 28
32 Malacampa HS
4 4
3
1
2
3
3
3 3 4
3
4 3 4 3
4
4
3
3
3
33 Marawi HS
4 4
4
4
2
4
4
4 3 4
4
4 4 4 4
3
4
4
4
4
34 Maungib HS
4 4
4
4
2
4
4
3 3 4
4
4 4 4 4
4
4
4
1
4
35 Moncada National HS
4 3
4
3
4
4
4
4 3 3
4
3 4 3 3
3
3
4
2
3
36 Nambalan HS
0 4
4
4
3
4
4
4 2 4
4
4 4 4 4
4
2
4
4
4
37 O'Donnel HS
3 3
3
1
1
4
3
4 2 2
4
3 4 4 0
3
0
3
4
4
38 Padapada HS
4 4
3
3
3
3
3
3 4 4
4
3 3 4 3
3
3
3
2
4
39 Pilipila HS
1 3
2
1
3
2
4
2 4 4
3
4 4 2 3
4
4
3
3
3
40 Pitombayog HS
3 3
3
3
2
2
3
2 3 3
2
3 3 3 2
3
3
3
3
3
41 Quezon HS
1 4
3
4
2
3
4
3 2 3
3
3 4 3 3
3
4
4
3
4
42 Ramos HS
3 3
3
3
4
3
3
3 4 4
3
4 3 2 3
4
3
4
3
4
43 Sacata HS
4 4
4
4
0
4
4
4 4 4
4
4 3 4 3
4
4
4
4
4
44 San Bartolome HS
1 3
3
3
1
2
3
3 2 3
3
3 3 1 2
3
2
2
3
3
45 San Bartolome HS - Annex
4 3
3
3
3
3
3
3 3 3
3
3 3 3 3
3
2
3
3
3
46 San Felipe HS
3 3
2
4
3
4
2
1 3 1
4
4 3 2 4
4
4
4
4
3
47 San Jose HS
3 3
3
3
3
3
2
3 2 2
3
3 4 3 3
3
0
2
1
1
48 San Julian Sta. Maria HS
3 3
4
4
3
2
4
3 4 3
3
4 4 4 4
4
3
3
4
4
49 San Pedro HS
2 3
4
3
0
4
4
4 1 4
4
3 4 1 3
4
4
4
3
4
50 San Roque HS
1 4
3
2
3
2
3
3 4 4
2
3 2 3 3
2
4
3
3
2
51 Sapang HS
2 3
4
2
0
2
3
3 3 1
2
3 2 3 3
4
4
1
3
2
52 Sta. Ines HS
4 4
3
3
4
4
4
3 4 4
4
4 4 4 3
3
4
4
4
4
53 Sta. Juliana HS
2 3
3
3
3
3
3
3 2 3
3
3 3 3 2
3
2
3
3
2
54 Sta. Lucia HS
3 3
4
3
3
2
3
4 3 1
4
3 4 3 4
4
3
3
4
4
55 Tagumbao HS
3 4
4
4
3
3
4
3 4 4
4
4 4 4 4
4
3
4
4
4
56 Tarlac National HS
2 3
3
3
2
3
3
2 3 3
3
3 3 4 3
3
3
3
3
3
57 Vargas HS
4 3
3
4
4
4
4
3 4 3
3
4 4 4 4
4
3
4
4
4
58 Victoria National HS
4 4
4
4
2
4
4
4 3 4
4
4 4 2 4
4
4
4
2
4
59 Victoria National HS - Annex
2 3
4
2
2
4
4
2 3 1
4
4 4 3 4
3
4
4
2
1
60 Villa Aglipay Annex I (Iba HS)
3 3
4
4
4
2
4
4 4 3
3
4 3 3 3
4
3
4
4
4
61 Villa Aglipay Annex II (Moriones) 3 3
4
4
4
2
4
3 3 3
3
4 4 3 2
3
3
3
4
2
62 Villa Aglipay HS
3
3
3
2
3
3 4 3
3
4 3 2 2
3
3
2
3
2
2 3
208
APPENDIX I
School Heads’ Transactional Leadership Scores
TRANSACTIONAL LEADERSHIP
School
Management by Exception
Contingent Reward
Active
Passive
1
9
14
31
4
20
22
25
3
10
15
18
1
Anao HS
2
1
4
4
0
0
2
1
0
0
1
4
2
Anastacio G. Yumul HS
3
3
3
4
3
2
1
3
1
0
1
4
3
Aringin HS
1
3
3
4
2
1
0
2
0
0
0
4
4
Balaoang HS
4
3
4
4
3
2
2
2
3
0
3
3
5
Balaoang HS Annex
4
3
3
4
3
0
1
3
3
0
1
4
6
Bamban HS
3
3
3
4
3
2
2
3
3
2
3
3
7
Bilad HS
2
4
3
4
3
1
1
4
2
3
4
1
8
Birbira HS
4
3
4
4
2
2
1
0
3
1
0
4
9
BS Aquino
4
4
4
4
3
4
4
4
3
3
3
4
10
Buenavista HS
3
3
3
4
2
3
4
4
2
0
2
4
11
Buenlag HS
4
3
1
4
3
4
2
3
2
0
2
2
12
Caanamongan HS
3
3
3
2
3
3
2
3
1
0
2
3
13
Calangitan HS
2
1
3
4
2
3
1
3
2
2
3
3
14
Calipayan HS
4
4
4
4
1
0
0
2
0
0
0
4
15
Caluluan HS
3
1
4
4
3
3
4
4
1
2
3
3
16
Camiling School for Home Ind.
4
3
3
4
3
3
1
3
2
0
2
4
17
Capas HS
2
3
3
3
3
3
2
3
2
0
2
3
18
Cardona HS
3
3
3
4
3
0
1
3
1
0
2
4
19
Comillas HS
2
2
3
4
3
1
1
3
2
0
1
1
20
Corazon Aquino HS
4
1
3
4
2
3
4
1
3
4
3
4
21
Cristo Rey HS
3
3
3
4
0
3
3
4
0
2
2
2
22
Dapdap HS
1
2
1
2
1
2
2
1
1
2
2
2
23
Dueg HS
3
3
3
4
2
2
2
4
2
0
1
3
24
Eduardo Cojuanco Voc. Sch.
2
2
3
4
2
1
0
1
0
0
2
4
25
Estipona HS
1
3
4
4
2
0
0
3
0
0
3
3
26
Estipona HS - Annex
4
4
3
4
4
3
3
2
1
0
3
3
27
Gerona Western Public HS
3
0
3
4
0
3
1
2
3
4
2
3
28
Guevarra HS
4
4
3
4
2
3
2
3
2
0
2
3
29
Lapaz HS
4
2
3
3
3
2
2
2
3
0
2
2
30
Lawy HS
4
4
3
3
1
3
2
2
1
0
3
3
31
Mababanaba HS
3
3
3
4
2
2
1
2
1
0
1
3
209
APPENDIX I. Continued
TRANSACTIONAL LEADERSHIP
School
Management by Exception
Contingent Reward
Active
Passive
1
11
16
35
4
22
24
27
3
12
17
20
32
Malacampa HS
4
3
3
4
4
1
1
1
1
0
0
3
33
Marawi HS
4
4
4
4
3
1
3
2
0
0
3
4
34
Maungib HS
4
3
4
4
3
3
2
4
3
0
2
4
35
Moncada National HS
2
1
3
3
2
1
3
2
0
0
3
4
36
Nambalan HS
2
4
4
4
4
4
2
4
0
0
3
4
37
O'Donnel HS
4
3
3
4
1
3
2
1
1
0
3
2
38
Padapada HS
3
3
3
3
3
2
2
2
2
2
2
3
39
Pilipila HS
4
3
4
4
2
3
3
2
2
0
2
2
40
Pitombayog HS
2
3
3
3
3
3
1
2
1
1
2
3
41
Quezon HS
4
3
4
4
3
3
4
3
1
0
3
2
42
Ramos HS
2
4
3
4
3
3
2
3
2
0
2
3
43
Sacata HS
4
4
4
3
4
4
4
4
0
4
4
4
44
San Bartolome HS
3
2
3
3
2
1
1
3
2
1
2
1
45
San Bartolome HS - Annex
2
4
3
3
4
3
3
3
3
2
3
3
46
San Felipe HS
3
3
4
4
3
4
3
3
1
4
3
3
47
San Jose HS
4
3
3
3
3
3
3
3
3
1
3
3
48
San Julian Sta. Maria HS
4
4
3
4
3
2
1
3
3
3
2
4
49
San Pedro HS
4
2
3
3
1
3
3
3
1
0
4
3
50
San Roque HS
3
3
4
3
3
2
3
3
2
3
2
2
51
Sapang HS
4
3
4
3
3
1
4
3
1
2
2
2
52
Sta. Ines HS
4
4
4
4
3
4
4
3
4
4
3
3
53
Sta. Juliana HS
3
3
3
3
1
1
1
1
1
1
2
3
54
Sta. Lucia HS
4
3
3
3
3
3
3
2
3
4
2
3
55
Tagumbao HS
4
4
4
4
3
3
2
4
3
1
2
4
56
Tarlac National HS
3
3
3
3
0
0
0
3
0
0
1
3
57
Vargas HS
4
4
3
4
4
4
3
4
4
3
4
4
58
Victoria National HS
4
4
3
3
1
3
1
0
2
0
3
2
59
Victoria National HS - Annex
2
4
3
3
2
3
1
0
2
1
2
1
60
Villa Aglipay Annex I (Iba HS)
4
4
2
4
2
1
0
1
2
0
0
1
61
Villa Aglipay Annex II (Moriones)
4
4
3
4
3
3
3
2
3
3
2
2
62
Villa Aglipay HS
2
4
3
4
1
3
3
3
1
1
2
2
210
APPENDIX J
School Heads’ Performance in terms of NAT
SCHOOL
N
Critical Overall
Thinking
NAT
SD MPS SD MPS SD MPS SD MPS SD MPS SD
Filipino Mathematics English
MPS SD MPS
Science
A. P.
1 Anao HS
140 61.82 7.90 65.36 7.09 58.54 6.13 64.17 6.46 66.46 8.54 60.32 2.78 63.01 26.41
2 Anastacio G. Yumul HS
130 51.71 7.47 69.48 7.77 52.03 4.72 54.99 6.22 65.58 10.09 52.88 3.51 58.03 26.30
3 Aringin HS
116 46.42 8.17 39.28 6.18 43.41 8.79 50.30 5.52 40.07 7.87 35.30 2.93 43.49 28.92
4 Balaoang HS
128 49.18 7.11 33.25 5.88 49.88 8.00 32.12 3.37 50.91 8.37 42.50 3.40 43.35 25.47
5 Balaoang HS Annex
95 60.19 5.37 59.01 5.65 69.54 4.62 73.19 7.22 72.04 8.15 38.53 3.10 65.22 21.92
6 Bamban HS
85 53.37 7.47 65.06 7.27 60.06 3.69 60.49 4.23 57.98 8.51 47.00 3.44 58.41 25.62
7 Bilad HS
223 53.14 7.08 53.49 9.24 45.90 8.14 43.27 6.60 55.09 8.61 41.95 3.26 49.54 29.39
8 Birbira HS
129 60.04 5.68 65.05 4.10 78.97 3.37 69.50 3.62 71.71 6.55 50.54 2.92 67.99 14.34
9 BS Aquino
919 41.56 8.02 38.63 7.91 45.34 11.81 38.47 9.03 42.44 10.17 42.63 3.64 41.46 37.58
10 Buenavista HS
99 61.09 5.40 86.04 5.15 71.30 5.30 65.96 4.05 71.58 4.98 64.14 2.49 70.26 17.89
11 Buenlag HS
100 61.45 5.68 89.30 5.59 75.80 7.35 64.45 5.77 80.00 5.56 73.05 3.80 73.64 24.70
12 Caanamongan HS
45 56.85 5.01 76.49 6.47 76.04 2.43 61.74 3.80 66.56 3.36 53.00 2.23 66.31 12.97
13 Calangitan HS
37 51.08 6.19 70.97 4.57 57.88 4.14 50.68 2.85 56.71 3.24 65.14 1.64 57.52 14.89
14 Calipayan HS
35 55.86 8.42 69.77 5.38 60.33 5.62 38.67 4.20 62.71 7.94 67.29 1.29 57.71 24.81
15 Caluluan HS
312 61.71 9.11 66.16 8.46 70.98 8.18 52.77 5.08 66.08 10.88 60.35 3.64 63.25 33.43
16 Camiling School for Home Ind. 111 50.24 7.16 38.61 7.72 45.29 7.08 38.75 6.47 51.98 7.80 38.65 2.75 44.74 30.24
17 Capas HS
759 40.45 7.74 33.04 8.26 37.64 9.13 28.86 5.44 38.70 10.01 38.43 3.36 36.00 30.92
18 Cardona HS
69 46.47 5.79 34.61 5.99 44.01 8.74 42.25 8.19 51.30 7.64 43.99 3.09 44.04 30.57
19 Comillas HS
111 42.36 6.42 69.01 7.79 63.77 5.70 50.35 4.19 63.48 8.20 49.77 3.71 56.91 21.28
20 Corazon Aquino HS
215 47.88 5.83 71.36 8.23 53.63 7.12 54.42 8.16 60.37 8.00 36.53 2.91 55.73 25.97
21 Cristo Rey HS
519 55.22 7.46 64.71 10.14 83.51 7.48 57.98 12.07 76.15 8.71 66.43 4.15 67.53 30.46
22 Dapdap HS
469 50.12 8.03 63.64 9.13 59.56 10.58 55.77 12.10 51.44 10.89 41.99 3.40 54.95 36.83
23 Dueg HS
14 44.17 4.65 32.43 3.68 56.62 1.50 32.26 3.91 70.24 1.99 41.07 2.58 46.45 12.94
24 Eduardo Cojuanco Voc. Sch.
265 53.18 6.07 59.68 13.24 56.38 6.29 36.04 4.87 62.16 8.30 41.62 3.20 52.52 28.99
25 Estipona HS
229 52.69 6.52 63.45 6.01 52.10 7.32 36.03 5.62 61.34 7.82 45.44 3.41 52.29 23.99
26 Estipona HS - Annex
74 49.71 6.75 45.98 7.35 49.14 8.11 42.70 7.42 55.05 9.47 56.69 2.56 49.11 29.57
27 Gerona Western Public HS
92 49.89 7.36 56.50 8.52 55.38 9.58 41.72 5.68 55.07 8.55 39.57 2.73 50.77 31.10
28 Guevarra HS
314 53.45 4.80 80.00 5.32 76.86 7.37 70.58 6.19 69.16 5.32 64.27 2.95 69.32 69.32
29 Lapaz HS
159 56.59 4.93 85.69 8.11 71.79 5.77 72.03 6.35 61.30 9.28 56.26 3.68 68.11 23.39
30 Lawy HS
109 47.91 7.84 47.32 9.73 59.76 10.00 45.78 8.93 48.91 8.65 44.36 3.76 49.66 31.91
31 Mababanaba HS
178 47.21 6.71 44.06 7.62 53.08 8.33 35.36 5.07 45.50 8.35 41.38 3.16 44.84 29.09
32 Malacampa HS
137 55.29 7.71 69.20 9.14 56.69 9.10 60.02 7.71 59.26 6.98 61.79 4.42 59.91 34.37
211
APPENDIX J. Continued
SCHOOL
N
Critical Overall
Thinking
NAT
SD MPS SD MPS SD MPS SD MPS SD MPS SD
Filipino Mathematics English
MPS SD MPS
Science
A. P.
33 Marawi HS
134 54.79 4.14 70.63 5.66 71.12 5.91 50.41 3.94 62.86 5.46 64.07 2.19 61.82 20.10
34 Maungib HS
73 51.23 4.45 66.14 6.03 67.76 6.65 53.88 5.29 70.87 7.09 37.26 3.38 60.25 22.87
35 Moncada National HS
154 52.42 7.33 80.90 7.78 74.06 7.99 68.83 7.16 64.50 6.09 68.67 2.38 67.76 34.65
36 Nambalan HS
99 51.63 6.13 70.20 9.20 71.03 7.89 47.93 8.19 59.75 6.97 49.04 3.28 59.07 28.33
37 O'Donnel HS
230 48.80 5.31 63.29 5.40 63.75 7.50 47.69 5.12 65.52 7.69 40.39 3.98 56.51 22.67
38 Padapada HS
199 52.92 4.24 66.48 5.89 60.04 8.09 71.79 6.19 68.59 5.93 47.24 3.11 62.81 23.07
39 Pilipila HS
33 47.37 4.39 67.64 7.48 64.60 10.40 64.04 7.77 60.20 8.54 41.52 3.04 59.31 32.62
40 Pitombayog HS
111 50.48 6.73 45.23 7.34 50.86 10.19 47.39 10.54 47.42 7.55 35.30 2.91 47.55 29.18
41 Quezon HS
52 57.98 3.31 47.19 2.07 76.06 2.46 66.28 2.83 80.38 1.37 58.08 1.51 65.69 6.27
42 Ramos HS
240 51.72 6.46 41.83 12.06 60.86 10.84 38.41 8.15 63.32 9.35 45.27 3.16 51.15 34.52
43 Sacata HS
44 47.65 5.14 50.73 7.29 65.08 7.47 58.56 5.63 57.35 9.20 42.27 3.02 55.16 25.48
44 San Bartolome HS
59 50.37 5.63 53.83 7.50 55.40 7.19 43.25 5.04 50.93 9.13 33.56 2.78 49.55 49.55
45 San Bartolome HS - Annex
31 46.13 5.36 30.39 3.96 38.06 5.92 32.42 4.24 48.17 6.99 33.71 2.87 38.97 22.10
46 San Felipe HS
161 47.34 6.63 37.59 7.29 36.69 6.57 31.80 4.69 47.41 7.63 35.84 2.82 39.97 26.03
47 San Jose HS
60 47.00 4.48 61.83 5.17 52.72 4.06 62.67 4.38 63.17 6.10 45.67 3.07 56.58 17.95
48 San Julian Sta. Maria HS
145 55.21 9.33 36.87 6.46 40.28 7.50 51.28 9.91 50.79 8.37 40.03 3.37 46.77 30.86
49 San Pedro HS
181 46.75 5.61 62.83 8.12 70.90 7.11 74.59 9.10 62.28 7.84 46.41 3.18 62.39 27.01
50 San Roque HS
477 46.47 8.14 78.32 7.65 39.51 8.18 43.87 4.75 44.30 10.55 39.31 3.31 48.88 27.83
51 Sapang HS
89 60.04 6.07 61.66 3.12 66.50 4.61 47.83 3.68 64.85 6.56 50.56 3.45 59.51 17.86
52 Sta. Ines HS
91 50.00 6.50 51.49 7.46 49.76 7.50 38.10 5.28 57.07 8.05 35.55 2.76 48.33 27.15
53 Sta. Juliana HS
66 47.90 6.75 38.39 7.50 37.22 7.19 34.29 6.10 49.49 8.86 35.38 2.91 41.17 29.21
54 Sta. Lucia HS
117 47.91 6.24 65.85 7.11 61.65 6.03 63.60 5.90 60.83 9.12 38.55 2.55 58.40 25.01
55 Tagumbao HS
81 54.12 5.24 69.14 10.81 66.98 3.43 51.98 4.65 54.34 5.12 75.25 2.24 60.02 19.97
56 Tarlac National HS
2082 48.88 7.49 52.18 9.16 58.78 9.63 45.40 7.43 53.57 9.72 48.18 3.56 51.52 32.80
57 Vargas HS
63 49.95 5.69 78.57 4.70 74.10 5.07 73.49 3.21 65.34 6.41 67.70 2.84 67.92 16.52
58 Victoria National HS
674 48.69 7.65 33.64 7.59 41.84 8.84 31.59 5.80 49.37 8.48 41.48 3.35 41.29 34.94
59 Victoria National HS - Annex
52 55.48 5.35 56.23 3.18 72.31 3.17 49.01 2.14 83.81 2.04 51.54 3.50 62.83 10.75
60 Villa Aglipay Annex I (Iba HS)
67 55.47 6.59 52.42 5.27 56.00 7.80 48.83 6.80 55.75 6.26 41.87 2.71 52.97 24.25
61 Villa Aglipay Annex II (Moriones) 47 48.09 6.51 32.13 6.31 50.53 6.45 37.62 8.25 51.38 6.93 37.23 2.95 43.90 21.94
62 Villa Aglipay HS (Main)
81 47.20 6.97 45.73 7.90 41.73 8.55 35.39 6.18 48.70 7.47 36.48 2.76 43.22 29.57
212
APPENDIX K
Teachers’ Organizational Commitment Scores
1 Anao HS (4)
2 Anastacio G. Yumul HS (3)
3 Aringin HS (3)
4 Balaoang HS (4)
5 Balaoang HS Annex (1)
6 Bamban HS (2)
7 Bilad HS (5)
8 Birbira HS (3)
9 BS Aquino (30)
Commitment to
Teaching Work
SCHOOL
1
5
3
4
3
5
5
4
4
4
4
4
3
5
5
4
5
5
4
4
4
4
4
3
5
4
4
5
5
5
5
4
4
5
4
5
4
5
5
5
5
4
4
5
4
4
5
4
4
4
4
2
5
5
5
4
3
5
5
5
3
3
5
4
3
5
5
5
5
5
5
3
3
5
4
3
3
4
3
3
5
3
3
3
3
4
3
3
3
3
5
3
3
3
3
3
3
3
4
5
5
3
3
5
1
2
4
5
5
5
5
3
5
2
4
5
5
5
5
5
5
5
3
5
2
4
5
5
5
5
5
5
5
5
5
5
5
5
3
5
5
5
5
5
5
5
5
5
5
5
5
5
3
4
1
4
4
5
1
1
1
3
3
2
4
5
1
1
1
1
1
1
3
3
2
4
5
1
3
4
1
1
1
1
3
3
3
4
1
3
1
1
1
1
3
3
1
3
3
3
4
1
3
3
5
5
4
4
5
5
5
5
4
4
4
4
5
5
5
5
5
5
5
4
4
4
4
5
3
2
4
3
3
5
3
2
2
4
4
3
4
3
3
5
3
2
2
3
2
2
4
4
5
4
4
6
5
4
5
4
5
5
4
4
3
5
5
4
5
5
4
5
5
4
4
3
5
5
4
5
4
4
4
4
5
5
4
4
4
4
4
3
4
4
5
5
4
4
5
4
4
4
4
4
4
3
7
5
4
5
4
5
5
4
4
3
3
5
4
5
5
4
5
5
4
4
3
3
5
4
5
4
5
5
5
5
5
4
4
4
5
5
3
5
5
5
5
4
4
5
4
4
4
5
4
4
3
8
5
4
5
4
5
5
5
5
3
4
5
4
5
5
5
5
5
5
5
3
4
5
4
5
5
4
5
5
5
5
5
5
4
4
5
3
5
5
5
5
5
5
5
5
5
4
4
5
5
3
9
5
4
3
4
5
5
3
4
4
4
3
4
5
5
3
5
5
3
4
4
4
3
4
5
4
4
5
5
5
5
4
4
4
5
4
4
5
5
5
5
4
4
5
4
4
4
5
3
4
4
10
4
5
3
3
4
5
4
4
3
5
3
3
4
5
4
5
5
4
4
3
5
3
3
5
4
4
5
5
5
5
4
4
4
5
4
3
5
5
5
5
4
4
5
4
4
4
5
4
4
3
11
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
5
4
4
4
4
4
4
4
4
4
5
4
4
4
4
4
4
4
4
4
4
4
12
5
4
5
4
5
5
5
4
3
4
5
4
5
5
5
4
3
5
4
5
5
5
4
5
4
4
5
5
5
5
4
4
4
5
4
3
5
5
5
5
4
4
5
4
4
4
5
5
4
3
13
5
4
4
4
5
5
4
4
4
3
4
4
5
5
4
3
4
4
4
5
5
4
3
5
5
4
5
5
5
5
5
5
5
5
5
4
5
5
5
5
5
5
5
5
5
5
5
4
4
4
14
5
5
5
4
5
4
4
4
3
4
5
4
4
4
3
4
3
5
4
4
4
3
4
5
5
4
4
4
5
5
5
5
5
4
5
3
4
4
5
5
5
5
5
5
5
5
4
4
4
3
15
5
4
5
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
4
5
5
5
5
5
4
5
5
5
4
5
5
4
5
5
5
5
4
4
4
Commitment to
Commitment to
Teaching Profession
Work Group
16
5
5
4
5
5
5
4
5
3
5
5
5
4
5
3
5
5
5
5
4
5
3
5
5
5
4
5
5
5
4
5
5
5
5
5
5
5
5
5
4
5
5
4
5
5
5
5
5
5
4
17
5
5
4
5
5
5
5
5
4
4
5
5
5
5
4
4
5
5
5
5
5
4
4
5
5
4
4
4
5
4
5
5
5
4
5
5
4
4
5
4
5
5
4
5
5
5
4
5
5
4
18
5
5
3
5
5
5
5
5
4
5
5
5
5
5
4
5
5
5
5
5
5
4
5
5
5
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
19
5
5
5
5
5
5
4
5
4
4
5
5
4
5
4
5
4
5
5
4
5
4
5
5
4
4
4
4
5
5
5
5
4
4
5
5
4
4
5
5
5
5
5
5
5
4
4
5
5
4
20
5
5
4
5
5
5
4
5
4
4
5
5
4
5
4
5
4
5
5
4
5
4
5
5
3
4
5
5
5
5
5
5
3
5
5
5
5
5
5
5
5
5
5
5
5
3
5
5
5
4
21
5
4
5
3
4
4
4
5
4
4
4
4
4
5
4
5
4
5
4
4
4
4
5
4
3
5
4
4
5
5
4
4
3
4
4
5
5
5
4
4
3
4
4
4
4
5
5
5
4
4
22
4
4
4
3
5
4
3
4
4
3
4
4
4
3
5
4
4
4
4
3
4
4
5
3
4
5
5
5
5
5
3
3
4
5
3
4
5
5
3
3
4
5
3
5
3
4
5
4
4
3
23
5
4
4
4
5
4
3
4
3
5
5
4
4
4
5
5
3
4
3
5
5
4
5
5
4
5
4
4
5
5
5
5
4
4
5
5
5
5
5
5
4
4
5
4
5
5
5
5
4
4
24
5
4
4
4
5
4
4
4
4
4
5
4
4
4
5
5
4
4
4
4
5
4
4
4
4
4
4
4
5
5
4
4
4
4
4
5
5
5
4
4
4
4
4
4
4
5
5
5
4
5
25
5
4
4
4
5
4
4
4
4
4
5
4
4
4
5
5
4
4
4
4
5
4
4
4
3
4
4
4
5
4
4
4
3
4
4
5
5
4
4
4
3
4
4
4
4
5
5
5
4
5
26
5
4
3
4
5
4
3
4
4
4
5
4
3
4
5
4
4
4
4
4
5
4
4
4
4
4
4
4
5
5
4
4
4
4
4
5
5
5
4
4
4
4
4
4
4
5
5
5
4
4
27
4
4
5
5
3
4
3
3
4
5
4
4
5
5
3
4
5
3
4
5
4
4
5
4
4
4
4
4
5
5
4
4
4
4
4
4
5
5
4
4
4
4
4
4
4
4
5
4
4
4
28
4
4
4
5
3
4
3
3
4
4
4
4
4
5
3
4
4
3
4
4
4
4
5
4
3
4
4
4
5
5
4
4
3
4
4
4
5
5
4
4
3
4
4
4
4
4
5
4
4
4
213
APPENDIX K. Continued
10 Buenavista HS (3)
11 Buenlag HS (2)
12
13
14
15
Caanamongan HS (1)
Calangitan HS (1)
Calipayan HS (1)
Caluluan HS (8)
16 CSHI (4)
17 Capas HS (22)
18 Cardona HS (2)
19 Comillas HS (3)
Commitment to
Teaching Work
SCHOOL
1
4
5
5
3
4
5
5
5
4
5
4
5
5
5
4
5
3
5
4
5
3
5
4
5
5
4
5
5
5
5
5
3
4
5
5
4
4
5
4
5
5
5
5
4
4
5
4
5
5
5
4
4
2
3
5
3
4
4
4
3
5
5
3
3
4
5
4
4
5
3
4
4
5
3
5
4
3
3
4
4
5
5
5
3
4
4
4
5
4
4
4
4
3
3
5
3
3
3
3
4
5
3
3
3
3
3
5
5
5
4
4
4
5
5
5
5
4
5
4
5
5
5
4
5
5
5
4
5
4
5
5
5
5
5
5
5
5
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
2
5
2
3
4
5
1
1
1
3
3
2
2
1
2
3
4
1
2
3
4
1
2
1
1
3
2
5
5
5
2
3
4
5
4
5
1
4
4
1
1
1
1
3
3
3
4
1
1
1
3
3
5
4
5
4
3
4
4
3
5
4
3
3
4
2
5
4
4
4
5
4
4
4
5
4
5
5
4
5
5
5
5
4
3
4
4
4
4
4
4
4
3
3
5
3
2
2
4
4
5
3
3
2
2
6
5
5
4
3
4
3
4
5
4
3
4
4
2
5
4
4
3
5
4
4
3
5
4
5
5
5
4
5
5
5
4
3
4
3
5
4
4
4
4
4
4
5
5
4
4
4
4
4
4
5
4
4
7
3
5
4
4
4
3
5
5
5
5
4
4
2
5
4
4
3
5
4
4
3
3
4
5
4
4
4
5
5
5
4
4
4
3
5
4
4
4
5
5
5
5
5
4
4
4
5
5
5
5
4
4
8
4
5
5
3
4
4
5
5
4
5
4
5
5
5
5
4
4
5
5
4
4
5
4
5
5
5
4
5
5
5
5
3
4
4
5
4
4
4
4
5
5
5
5
5
5
4
4
5
5
5
5
5
9
4
5
4
3
4
4
5
5
4
5
5
4
5
5
3
4
4
5
3
4
4
5
4
5
5
5
4
5
5
5
4
3
4
4
5
4
4
4
4
5
5
5
5
4
4
4
5
5
5
5
4
4
10
5
5
3
3
4
4
5
5
4
5
5
4
5
5
4
4
4
5
4
4
4
4
4
4
4
4
4
5
5
5
3
3
4
4
4
4
4
4
4
5
5
5
5
4
4
4
5
4
4
5
4
4
11
4
5
4
4
4
4
4
5
4
4
4
4
5
4
4
4
4
4
4
4
4
3
4
4
4
4
4
5
5
5
4
4
4
4
4
4
4
4
4
4
4
5
4
4
4
4
4
4
5
4
4
4
12
4
5
4
4
4
3
5
5
4
4
5
4
5
5
4
4
4
5
4
4
4
4
4
4
4
5
5
5
5
5
4
4
4
3
4
4
4
4
4
5
5
5
5
4
4
4
5
5
5
5
4
4
13
3
4
4
4
4
4
5
5
4
4
4
4
4
5
4
4
4
5
4
4
4
5
4
5
5
5
5
5
5
5
5
4
4
4
5
4
4
4
4
5
5
5
5
5
5
5
5
4
5
5
5
5
14
4
4
5
4
4
5
4
5
4
4
4
5
5
5
4
5
4
5
4
5
4
4
4
4
4
4
4
5
5
5
4
3
4
4
4
5
4
4
4
4
4
5
5
5
5
5
4
5
5
5
5
5
15
4
4
5
5
4
5
5
5
5
5
3
4
5
5
4
4
5
5
4
4
5
4
4
5
5
4
4
5
5
5
4
4
4
4
4
5
4
4
5
5
5
5
4
5
5
5
5
5
5
4
5
5
Commitment to
Commitment to
Teaching Profession
Work Group
16
3
4
5
5
4
5
4
5
5
5
4
5
5
5
4
5
4
5
4
5
4
4
4
5
5
5
4
5
5
5
5
4
4
3
4
4
4
4
5
5
4
5
5
5
4
5
4
5
5
4
5
5
17
4
5
4
4
4
4
5
5
4
5
4
4
5
5
4
5
5
5
4
5
4
4
4
5
5
5
4
5
5
5
5
4
4
4
5
4
5
4
5
5
5
5
5
4
4
5
4
5
4
4
4
5
18
3
4
4
5
4
5
3
4
5
5
4
5
5
5
4
5
4
5
5
5
4
4
4
5
5
5
5
5
4
5
5
4
4
3
4
4
4
5
5
5
5
5
5
5
5
5
5
5
5
4
5
5
19
3
4
4
5
5
5
3
4
5
4
4
5
5
5
5
5
4
5
5
4
4
4
2
5
5
4
3
4
4
5
5
3
4
3
4
5
4
3
5
5
4
5
5
4
5
4
3
4
4
5
5
5
20
4
4
5
5
5
5
4
4
4
5
4
5
5
5
5
5
5
5
4
5
4
4
4
5
5
5
5
4
4
5
5
4
4
4
5
4
3
4
5
5
4
5
5
4
5
5
5
5
5
5
5
5
21
4
5
5
4
5
5
4
3
4
4
3
5
4
5
4
4
5
5
4
4
3
4
4
5
4
3
4
4
4
5
5
4
4
4
4
4
5
4
4
4
4
5
4
4
3
3
4
4
4
5
5
5
22
4
4
5
4
5
5
4
5
4
5
4
2
5
3
4
4
3
5
3
5
3
3
4
5
3
4
4
4
4
5
5
4
3
4
4
4
4
4
5
4
3
4
4
4
3
4
4
2
5
5
5
5
23
3
4
5
5
5
5
4
4
5
5
4
3
5
4
4
3
4
5
4
4
2
3
4
5
4
4
4
4
4
5
5
4
4
3
4
4
4
4
5
4
3
5
4
4
4
4
4
5
4
5
5
5
24
3
4
5
5
5
4
4
4
4
5
4
3
2
5
5
4
4
4
4
4
3
4
4
5
4
4
4
4
4
5
5
4
5
3
5
4
3
4
5
4
4
5
4
4
4
4
4
5
4
5
4
5
25
4
4
5
5
5
4
4
5
5
5
4
4
4
5
5
4
4
5
4
4
2
3
4
4
4
4
4
4
4
5
5
4
5
4
5
4
4
4
5
4
4
5
4
4
3
4
4
4
4
5
4
5
26
4
4
5
5
5
4
4
5
4
4
4
4
4
5
4
4
5
5
5
4
3
3
4
4
4
5
4
4
4
5
5
4
4
4
4
4
3
4
5
4
3
5
4
4
3
5
4
5
3
5
4
5
27
5
4
5
5
5
4
4
5
5
4
4
3
4
5
4
3
4
5
4
4
4
3
4
4
4
4
4
4
4
5
5
3
4
5
4
4
4
3
3
4
3
4
4
4
3
4
4
5
3
5
4
5
28
4
4
5
5
5
4
5
5
4
4
4
3
3
5
4
4
4
5
4
4
3
3
4
4
4
4
4
4
4
5
5
3
4
4
4
4
4
4
3
4
3
4
4
4
3
4
4
5
3
5
4
5
214
20 Corazon Aquino HS (6)
21 Cristo Rey HS (12)
22 Dapdap HS (9)
23 Dueg HS (1)
24 Eduardo Cojuangco NVHS
25 Estipona HS (6)
26 Estipona HS - Annex (1)
27 Gerona Western Public HS (3)
28 Guevarra HS (7)
29 Lapaz HS (5)
Commitment to
Teaching Work
SCHOOL
1
5
5
4
4
5
5
5
4
5
3
4
4
3
4
4
5
5
4
4
5
5
5
5
5
5
5
5
4
5
5
5
5
5
5
4
4
4
4
5
5
5
5
5
5
4
4
5
4
4
4
4
4
2
4
4
4
2
5
5
2
4
4
3
3
3
5
4
4
4
4
4
4
4
4
5
5
5
5
5
5
3
3
3
3
5
4
4
1
3
1
3
3
4
5
4
5
5
5
2
3
4
3
5
5
5
3
5
4
4
4
5
5
4
4
5
2
5
3
5
4
3
4
4
4
4
5
4
4
5
4
5
4
5
4
5
5
5
5
5
5
3
3
4
5
5
5
5
5
4
5
4
5
5
4
4
5
5
5
4
2
4
1
3
1
1
5
4
2
3
3
4
5
2
5
3
3
3
4
3
4
5
4
4
4
4
4
2
3
3
3
1
5
3
2
4
3
3
2
3
1
5
5
1
4
2
2
3
2
5
4
5
5
4
5
4
4
5
5
3
3
3
2
2
3
4
3
3
3
3
3
4
3
4
4
4
4
4
4
4
4
4
3
3
3
5
2
3
4
1
3
2
4
5
5
5
5
4
2
2
4
3
5
5
5
6
4
4
5
4
5
5
4
3
4
4
5
4
4
4
4
4
4
4
4
3
4
4
4
4
5
4
4
4
4
4
4
5
4
1
4
3
4
4
4
4
5
5
5
5
4
4
4
4
4
5
5
5
7
4
4
4
3
5
5
3
3
3
3
3
4
3
4
3
3
3
4
4
5
5
4
4
5
5
4
5
2
5
4
4
5
4
5
4
3
3
5
5
4
5
4
5
5
4
4
4
3
3
5
5
4
8
5
4
4
4
5
5
4
3
5
3
5
4
4
4
5
4
4
4
4
5
4
4
4
5
5
4
5
4
4
5
5
5
5
4
4
4
4
5
5
5
5
4
5
5
4
5
5
4
4
5
5
5
9
5
4
4
4
5
5
4
3
5
3
4
3
5
4
4
3
3
4
4
5
4
4
4
4
5
4
5
4
4
4
4
5
5
5
4
3
4
4
4
5
5
4
5
5
4
5
5
4
4
5
5
5
10
4
3
5
4
5
5
4
4
4
3
4
3
2
4
3
4
4
4
4
3
4
4
4
4
4
4
4
2
4
4
4
5
5
4
4
3
4
4
4
5
5
5
5
5
5
3
4
3
3
5
4
4
11
5
4
4
3
4
4
5
4
4
3
4
3
3
4
4
4
4
4
4
3
4
4
4
4
4
4
5
4
5
4
4
4
4
4
4
3
4
5
4
5
5
5
4
5
4
4
4
4
4
4
5
4
12
5
5
5
4
5
5
5
3
5
4
5
4
5
4
5
4
4
4
4
3
4
4
4
4
4
4
4
4
5
5
5
5
5
4
4
4
4
5
5
5
5
5
5
5
3
5
5
5
4
4
4
4
13
5
4
5
3
5
5
5
3
5
3
5
4
4
4
5
4
4
4
4
3
4
4
4
4
4
4
4
4
4
5
5
5
5
4
4
4
4
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
14
5
4
5
3
4
5
4
4
4
4
4
4
5
4
5
4
4
4
4
3
4
5
4
4
5
4
4
4
4
4
4
4
4
5
3
3
4
5
4
5
5
5
5
5
3
5
4
4
5
5
5
4
15
5
4
5
4
5
5
5
4
4
3
4
3
4
4
5
4
4
4
4
3
4
5
5
4
5
5
5
4
4
4
4
4
5
5
4
4
4
5
5
5
5
4
5
5
3
5
5
4
4
4
4
4
Commitment to
Commitment to
Teaching Profession
Work Group
16
5
5
5
4
5
5
5
3
5
4
5
3
4
4
5
4
4
3
4
5
4
5
5
4
5
5
5
4
4
4
4
5
5
5
4
4
5
5
5
5
5
4
5
5
4
4
4
4
4
3
4
4
17
5
4
4
4
4
5
4
3
4
4
5
2
3
4
5
3
3
3
4
4
5
4
4
4
4
5
4
3
5
4
4
5
5
4
3
4
5
5
5
5
5
4
5
5
4
4
5
4
4
4
5
4
18
5
5
5
5
5
5
4
4
5
4
5
4
4
4
5
4
4
4
4
5
4
4
5
4
5
5
4
4
5
5
5
5
5
5
4
3
5
5
5
5
5
5
5
5
4
5
4
4
4
5
5
5
19
5
5
4
5
4
5
4
3
4
4
4
4
3
4
4
3
3
4
5
5
4
4
5
5
5
5
4
4
5
5
5
5
5
5
4
4
5
5
5
5
5
5
5
5
5
4
5
4
5
5
5
5
20
5
5
4
5
5
5
4
4
4
4
5
4
4
4
4
3
3
3
5
5
4
5
5
5
5
5
4
3
4
5
5
5
5
4
4
3
5
5
5
5
5
4
4
5
5
5
5
4
4
5
5
5
21
5
4
4
3
5
4
5
3
5
4
5
4
4
4
5
3
3
2
4
4
5
5
4
5
5
5
5
3
4
4
4
5
5
4
3
4
5
3
5
5
5
5
5
5
5
4
5
5
5
5
4
5
22
5
4
4
3
4
4
4
3
5
3
3
4
3
4
5
2
2
4
4
4
4
5
4
5
5
5
5
3
4
4
4
5
5
4
3
3
5
4
4
5
5
5
5
4
4
4
5
5
5
5
5
5
23
5
5
4
4
5
4
5
4
4
4
3
5
4
4
4
3
3
4
4
4
4
5
5
5
5
5
5
4
4
4
4
4
5
5
3
4
4
4
5
5
5
5
5
5
5
4
5
5
5
5
5
3
24
5
4
4
4
5
3
5
3
4
4
3
4
3
4
4
4
4
4
5
5
4
5
5
5
4
5
5
4
4
4
4
5
5
4
4
4
4
4
5
4
5
5
5
5
5
4
5
5
5
5
4
4
25
4
4
4
3
5
4
3
3
4
4
4
4
4
4
4
4
4
4
5
5
4
5
5
5
4
5
5
4
4
4
4
5
5
3
4
4
4
4
4
4
5
5
5
4
4
5
5
5
4
4
4
5
26
5
4
4
3
5
4
4
4
4
4
4
3
4
4
4
4
4
4
5
5
4
5
5
5
4
5
5
4
4
4
4
5
4
4
4
4
5
4
4
5
5
5
5
4
5
5
5
4
4
4
4
4
27
5
4
4
3
4
5
4
3
4
4
4
4
4
4
5
4
4
4
5
5
4
5
5
5
4
5
5
4
4
4
4
5
5
5
4
4
3
4
4
5
5
5
5
5
5
5
5
4
3
4
4
4
28
4
4
4
3
4
4
3
3
4
4
4
4
4
4
4
4
4
4
5
5
4
5
5
5
4
5
5
4
4
4
4
5
5
3
4
3
4
4
4
4
5
5
5
5
5
4
5
4
3
5
4
4
215
30 Lawy HS (3)
31 Mababanaba HS (5)
32 Malacampa HS (3)
33 Marawi HS (4)
34 Maungib HS (2)
35 Moncada National HS (1)
36 Nambalan HS (3)
37 O'Donnel HS (6)
38 Padapada HS (5)
39 Pilipila HS
40 Pitombayog HS (4)
41 Quezon HS (2)
42 Ramos HS (5)
43 Sacata HS (2)
44 San Bartolome HS (2)
Commitment to
Teaching Work
SCHOOL
1
4
4
4
4
4
4
5
4
3
4
5
5
4
5
4
5
5
4
5
5
4
5
3
5
3
5
4
4
4
5
4
5
5
4
3
4
4
4
5
4
5
5
4
4
5
4
4
4
4
5
5
5
2
5
4
4
4
3
2
2
3
1
3
4
4
2
3
4
2
5
4
4
4
4
5
3
4
3
4
5
4
4
5
4
4
2
2
3
2
4
5
3
3
4
5
5
2
3
4
3
3
3
5
4
4
3
5
4
4
4
4
4
3
4
5
4
5
5
5
5
4
5
5
5
5
5
5
5
4
5
4
5
4
5
4
5
3
4
2
1
3
2
3
5
5
4
5
5
4
5
5
4
4
4
5
5
4
5
4
5
4
5
4
3
2
2
2
1
2
3
3
2
2
3
4
3
3
2
1
2
3
4
4
4
2
2
2
1
1
2
2
2
1
4
2
2
1
3
3
2
1
4
2
2
3
2
1
1
5
2
2
5
5
4
4
5
4
4
3
4
1
4
3
3
2
2
4
5
5
5
4
5
4
4
4
5
5
3
4
4
3
3
4
4
5
5
4
2
3
4
3
3
4
5
4
2
2
4
3
3
3
5
3
4
6
5
4
5
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
5
5
4
4
3
5
5
4
4
4
5
5
4
2
2
1
5
5
3
4
3
4
4
5
4
4
4
4
4
4
4
5
4
4
7
5
4
5
5
4
4
4
4
4
4
4
4
4
4
3
5
4
4
4
5
4
4
3
5
5
2
3
3
3
3
3
5
3
5
5
4
3
5
5
4
4
5
4
4
4
3
3
4
4
5
3
4
8
5
5
5
5
5
5
4
4
3
4
5
5
5
5
4
4
5
5
5
5
5
4
4
5
5
4
5
5
5
5
4
4
3
4
3
1
4
4
5
4
5
5
4
5
5
4
4
4
5
5
5
4
9
5
4
5
4
4
4
3
4
4
4
3
3
5
5
4
4
4
5
4
5
3
4
4
5
5
3
4
5
4
4
4
5
3
4
3
1
4
4
5
5
4
5
4
5
5
4
4
5
4
5
3
4
10
5
2
5
5
4
3
3
4
3
4
4
4
3
4
3
4
4
4
3
5
4
4
4
5
3
4
4
5
4
5
4
5
5
4
4
1
4
4
5
5
4
5
5
3
4
3
3
3
4
5
4
4
11
5
4
4
3
4
4
3
4
2
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
4
3
2
1
4
1
4
4
4
4
4
5
4
4
4
4
4
4
4
5
4
5
12
3
3
5
4
4
4
4
4
4
4
5
5
5
5
4
4
5
5
5
5
4
4
4
4
4
4
4
5
4
5
4
2
2
1
3
4
4
4
4
5
4
5
3
5
5
5
4
4
5
5
5
5
13
4
4
4
3
5
4
5
4
4
4
5
5
5
5
4
4
5
5
5
5
4
4
4
4
4
4
5
5
4
5
4
3
5
5
3
3
4
4
4
4
4
5
4
4
4
4
4
5
5
5
5
5
14
5
4
3
4
4
4
4
4
3
4
4
4
5
5
4
4
5
4
5
5
4
5
4
3
4
4
4
4
4
4
4
5
4
5
3
4
3
4
4
4
4
5
3
5
4
4
5
4
5
5
4
5
15
4
4
5
4
4
5
5
4
4
4
5
5
5
5
4
4
5
5
5
5
4
4
5
4
5
4
4
5
4
5
4
5
4
3
3
4
4
5
4
4
4
5
3
5
5
4
4
4
4
5
4
5
Commitment to
Commitment to
Teaching Profession
Work Group
16
4
4
5
5
5
5
4
4
5
5
5
5
5
5
4
5
5
5
5
5
4
5
4
4
5
5
5
5
4
5
4
5
3
4
4
1
5
5
5
4
5
5
4
4
4
4
4
4
5
5
4
5
17
4
4
5
4
4
5
3
4
5
4
5
5
4
5
4
5
5
5
4
5
4
5
5
5
5
5
5
5
4
5
3
5
5
3
4
4
5
5
5
4
5
5
4
4
5
4
4
4
4
5
4
5
18
4
5
5
5
5
5
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
5
4
5
4
4
3
4
5
5
5
5
5
5
4
5
4
4
4
5
5
5
5
5
19
4
5
5
3
5
5
4
3
5
3
4
4
5
5
4
5
5
5
5
5
4
5
4
5
4
3
5
5
4
5
4
3
3
4
3
4
5
4
5
5
3
5
5
5
4
4
4
4
5
5
4
5
20
5
5
5
3
4
5
3
4
5
3
4
4
4
5
2
5
5
4
4
5
2
5
5
5
3
3
4
5
4
5
3
3
2
1
3
1
5
5
5
4
4
5
5
5
5
4
4
4
4
5
5
5
21
5
3
5
4
4
5
5
3
4
4
4
4
4
4
4
4
4
5
4
5
4
4
3
4
4
2
4
3
4
4
3
3
3
1
3
4
5
5
3
4
3
5
4
4
5
4
4
5
3
5
4
4
22
4
4
5
4
4
5
4
4
1
4
3
3
4
4
4
4
4
4
4
3
3
5
4
4
4
4
5
5
3
4
3
4
2
4
4
4
5
4
4
4
4
3
4
4
3
2
3
3
5
5
3
4
23
4
3
5
4
4
4
4
4
1
4
5
5
3
4
4
4
4
4
4
4
4
4
3
4
5
4
4
4
4
4
4
4
4
4
4
4
5
4
4
5
4
4
4
3
4
3
3
3
2
5
3
4
24
4
4
3
4
4
5
4
4
4
4
4
4
4
4
5
5
5
5
4
5
4
3
4
5
5
4
4
4
4
4
4
5
4
3
4
3
4
5
5
5
4
5
5
4
4
4
4
4
4
5
3
4
25
4
5
3
4
4
4
4
4
4
4
4
4
4
4
4
5
5
4
4
5
4
3
4
5
5
3
4
4
4
3
3
4
4
3
2
3
4
4
3
4
4
5
5
4
4
3
3
4
4
5
4
5
26
4
5
4
4
4
4
4
4
4
4
5
5
4
4
4
5
4
4
4
5
4
3
3
4
4
3
4
4
4
4
3
3
5
5
5
3
4
4
4
5
4
5
4
4
5
4
4
3
5
5
3
5
27
4
5
3
4
4
4
4
4
3
4
5
5
4
4
4
1
4
4
3
5
4
3
3
5
3
3
4
3
3
4
3
3
3
4
3
4
3
4
4
3
4
5
4
3
4
3
4
3
5
5
4
4
28
4
5
3
4
4
4
4
4
3
4
5
5
4
4
4
4
4
4
4
5
4
3
3
5
4
3
4
4
3
3
3
3
5
4
4
3
3
4
4
4
4
5
4
4
4
4
4
4
3
5
4
4
216
45 San Bartolome HS - Annex (1)
46 San Felipe HS (4)
47 San Jose HS (2)
48 San Julian Sta. Maria HS (3)
49 San Pedro HS (7)
50 San Roque HS (11)
51 Sapang HS (3)
52 Sta. Ines HS (2)
53 Sta. Juliana HS (1)
54 Sta. Lucia HS (3)
55 Tagumbao HS (4)
56 Tarlac National HS (55)
Commitment to
Teaching Work
SCHOOL
1
5
5
4
5
5
5
5
5
5
4
5
5
4
5
5
5
5
4
4
4
4
4
5
5
5
5
5
4
4
4
4
4
5
4
4
5
5
5
4
5
4
5
5
5
5
5
5
5
5
5
5
5
2
4
5
2
3
4
4
2
4
5
3
4
4
4
5
1
3
4
3
3
3
1
3
3
4
4
5
3
4
3
2
2
4
4
4
4
4
4
4
5
4
5
5
1
1
1
4
3
5
3
1
5
4
3
5
3
5
5
3
5
5
5
5
3
5
5
4
5
5
5
5
5
5
3
4
5
5
5
5
5
5
5
4
5
5
5
5
4
4
5
5
5
5
5
4
5
5
5
5
5
5
5
5
5
5
5
4
3
5
1
2
3
2
2
1
2
2
1
1
2
4
2
1
2
3
3
4
3
3
2
3
2
1
1
3
1
2
2
5
4
1
2
3
3
1
4
1
4
5
1
1
1
1
3
1
1
1
1
4
5
3
1
4
5
3
5
5
4
4
2
4
5
4
4
3
5
4
3
3
4
1
3
2
4
4
3
3
3
4
5
5
5
5
3
2
5
5
1
4
3
3
5
5
5
5
5
4
5
5
5
3
2
6
4
1
4
3
4
4
5
4
4
4
5
5
5
5
3
5
5
4
4
3
4
4
4
4
5
2
2
4
4
4
4
5
4
4
3
4
4
5
4
4
4
5
5
5
5
5
4
5
5
5
4
5
7
3
3
4
4
3
5
4
5
4
3
5
4
4
5
5
5
4
5
5
3
3
5
5
4
5
5
4
5
4
5
5
5
5
4
4
4
4
4
4
4
4
5
5
5
5
5
3
5
5
5
5
5
8
4
5
4
4
5
5
5
5
4
4
5
5
4
5
5
5
5
5
5
4
4
5
5
5
5
5
5
5
4
5
5
4
4
5
3
4
4
5
5
5
4
5
5
5
5
5
5
5
5
5
4
5
9
5
3
4
5
3
5
5
4
4
4
5
5
4
5
4
5
5
4
4
3
4
4
4
5
5
5
4
4
4
5
5
5
5
4
3
4
4
4
4
5
5
5
5
5
5
5
4
5
5
5
5
5
10
4
3
4
5
4
4
5
4
4
3
5
5
4
5
5
5
4
4
4
3
4
4
4
5
4
5
5
4
4
5
5
4
4
3
3
4
4
5
4
4
5
5
4
4
4
4
5
4
5
5
5
5
11
3
3
4
4
3
5
5
3
4
3
5
4
4
5
5
5
4
5
5
3
4
5
4
5
4
5
5
5
4
4
4
5
5
3
3
4
4
4
3
3
5
5
4
4
4
5
4
5
4
5
4
2
12
4
4
4
5
5
5
5
4
4
3
5
5
4
5
5
5
5
5
5
4
4
5
5
5
4
4
5
5
4
4
4
4
4
3
4
4
4
5
4
4
5
5
5
5
5
5
5
5
5
5
5
5
13
4
4
4
5
5
5
5
5
4
3
5
5
4
4
5
5
5
5
5
4
4
5
5
5
4
4
5
5
4
4
4
5
5
5
4
5
5
5
4
4
5
5
5
5
5
5
5
5
5
5
4
5
14
4
4
5
5
4
4
5
4
4
4
5
4
4
5
5
5
5
5
5
3
4
5
4
5
5
5
5
5
4
5
5
4
4
4
4
5
5
4
4
4
4
5
4
4
4
4
5
5
5
5
4
4
15
4
4
5
4
5
4
5
5
5
3
4
5
4
4
5
5
5
5
5
4
4
5
5
5
4
4
5
5
4
5
5
5
5
4
4
5
4
5
5
4
5
5
5
5
5
5
5
5
5
5
4
4
Commitment to
Commitment to
Teaching Profession
Work Group
16
5
4
5
5
5
3
5
5
5
4
5
5
4
5
5
5
5
5
5
4
5
5
5
5
5
5
5
5
4
5
5
4
4
5
4
5
4
5
5
5
4
5
5
5
5
5
5
5
5
5
5
5
17
5
4
5
5
5
4
5
4
5
4
4
5
4
4
4
5
5
5
5
4
5
5
5
5
4
4
4
5
4
5
5
5
5
5
4
5
4
5
5
5
5
4
5
5
5
5
5
5
5
5
5
5
18
5
5
5
5
5
5
5
5
5
4
5
5
4
5
5
5
5
5
5
3
5
5
5
5
5
5
5
5
4
5
5
4
4
5
4
5
4
5
5
4
5
5
5
5
5
5
5
5
5
5
5
5
19
5
3
4
4
5
5
5
5
4
4
5
5
4
5
4
5
5
4
4
4
5
5
5
5
5
5
5
3
4
5
5
5
5
4
4
5
4
5
5
4
4
5
5
5
5
5
5
3
4
5
4
5
20
5
3
4
4
5
5
5
4
5
4
5
5
4
5
4
5
5
4
4
3
5
5
5
5
4
4
5
4
4
5
5
4
4
4
4
5
5
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
21
5
4
4
4
3
5
5
4
4
3
5
4
3
4
4
5
5
4
4
4
5
3
5
5
4
4
5
4
3
5
5
5
5
4
4
5
4
4
4
4
5
4
5
5
5
5
5
3
5
5
5
4
22
4
3
4
4
3
5
5
3
5
3
4
4
2
4
5
3
4
4
4
3
5
4
4
5
4
4
4
4
4
5
5
4
5
4
2
5
4
4
4
4
4
5
4
4
4
4
4
3
5
5
3
4
23
4
3
4
4
4
5
5
4
4
2
4
5
4
4
3
5
5
4
4
4
4
4
5
5
5
5
5
4
4
5
5
5
5
4
3
5
4
3
4
4
4
5
5
5
5
5
4
5
5
5
5
4
24
4
3
4
4
2
5
4
4
4
3
5
5
4
5
5
5
5
4
4
4
4
4
5
4
5
5
5
4
4
5
5
4
5
4
3
4
4
4
4
5
5
5
5
5
5
5
4
5
5
5
5
5
25
4
4
4
4
2
5
5
4
4
2
5
3
4
5
5
5
5
4
4
4
4
4
4
4
5
5
5
4
3
5
5
5
5
4
4
5
4
4
4
4
4
5
5
5
5
5
5
5
5
5
4
5
26
4
3
4
4
3
5
5
5
4
3
5
3
4
5
5
5
5
4
4
4
5
4
4
5
4
4
5
4
3
5
5
4
4
4
4
5
4
4
4
4
4
5
5
5
5
5
5
5
5
5
4
5
27
3
3
4
4
3
5
5
4
4
4
4
3
4
5
5
5
5
4
4
4
3
4
4
5
5
5
4
4
4
5
5
5
4
4
3
4
4
4
4
4
3
5
5
5
5
5
4
5
5
5
4
5
28
4
3
3
3
4
5
5
4
4
3
4
3
4
5
5
5
5
4
4
3
4
4
4
4
4
4
5
4
3
4
4
4
4
4
3
5
4
4
4
4
4
5
5
5
5
5
4
5
3
5
4
5
217
57 Vargas HS (2)
58 Victoria National HS (17)
Commitment to
Teaching Work
SCHOOL
1
5
5
5
5
5
4
4
4
5
5
5
4
5
4
5
5
5
5
5
4
5
4
4
5
5
5
4
5
4
5
5
5
5
5
5
4
4
4
4
5
4
4
5
5
5
5
4
5
5
5
5
4
2
2
4
1
5
1
3
3
3
2
2
4
4
4
4
4
1
5
4
1
4
4
4
4
4
4
4
5
4
5
5
1
1
1
4
4
3
2
2
4
4
4
4
4
4
4
4
2
4
4
4
4
5
3
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
4
5
5
5
5
5
4
5
5
5
5
5
5
4
5
5
5
5
4
4
5
5
5
5
4
5
5
5
5
5
4
2
3
1
3
1
3
3
2
4
1
1
4
1
1
3
1
3
1
1
5
4
1
2
3
3
1
4
1
4
5
1
1
1
1
1
1
2
2
5
4
1
2
3
3
1
2
3
5
5
1
1
1
5
2
5
5
5
3
4
4
2
5
4
5
4
5
4
3
5
5
5
5
5
5
3
2
5
5
1
4
3
3
5
5
5
5
5
5
4
5
5
5
5
3
2
5
5
1
4
4
5
5
5
5
4
6
5
5
5
4
5
4
4
4
4
5
4
4
5
4
4
4
5
5
4
5
4
4
3
4
4
5
4
4
4
5
5
5
5
5
5
4
4
4
5
4
4
3
4
4
5
5
2
5
5
5
5
5
7
5
5
5
4
5
3
3
4
2
4
4
4
5
4
4
4
3
5
4
5
5
4
4
4
4
4
4
4
4
5
5
5
5
5
5
4
5
5
5
5
4
4
4
4
4
4
2
5
5
5
5
5
8
5
5
5
5
5
5
5
4
4
5
4
5
5
4
4
5
5
5
5
4
4
5
3
4
4
5
5
5
4
5
5
5
5
5
5
4
5
5
4
4
5
3
4
4
5
5
4
5
5
5
5
5
9
5
5
5
5
5
5
5
4
4
5
5
5
5
5
5
5
5
5
5
5
5
4
3
4
4
4
4
5
5
5
5
5
5
5
5
4
5
5
5
5
4
3
4
4
4
5
2
5
5
5
5
5
10
5
5
3
4
4
4
4
4
4
4
4
4
4
4
4
4
3
3
4
4
4
3
3
4
4
5
4
4
5
5
4
4
4
5
5
4
5
5
4
4
3
3
4
4
5
5
4
5
5
5
5
4
11
4
5
3
4
4
4
4
3
4
4
4
4
4
3
4
2
4
4
2
5
5
3
3
4
4
4
3
3
5
5
4
4
4
5
5
4
4
4
5
5
3
3
4
4
4
4
4
5
5
5
5
4
12
5
5
5
5
5
5
5
4
5
5
4
4
5
5
4
5
3
5
5
4
4
3
4
4
4
5
4
4
5
5
5
5
5
4
4
4
4
4
4
4
3
4
4
4
5
5
4
5
5
4
4
5
13
5
5
5
5
5
4
4
4
5
5
4
4
5
5
5
5
3
5
5
5
5
5
4
5
5
5
4
4
5
5
5
5
5
5
5
4
4
4
5
5
5
4
5
5
5
5
4
5
5
5
5
5
14
4
4
3
5
4
4
4
4
5
5
4
3
5
4
5
4
5
5
4
4
4
4
4
5
5
4
4
4
4
5
4
4
4
4
4
4
5
5
4
4
4
4
5
5
4
5
4
4
4
4
4
4
15
4
5
4
4
5
4
4
4
5
5
4
4
5
4
4
4
4
5
4
5
5
5
5
5
4
4
4
5
4
4
5
4
4
4
4
4
5
5
5
5
4
4
5
4
5
5
4
4
4
4
4
5
Commitment to
Commitment to
Teaching Profession
Work Group
16
5
5
5
4
5
4
4
4
5
5
5
4
5
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
5
4
4
4
4
4
5
5
4
4
5
4
5
4
5
5
4
4
4
4
4
5
17
5
5
4
4
5
4
4
4
5
5
4
4
5
4
4
4
5
5
4
5
5
5
5
5
5
5
5
5
4
4
5
5
5
5
5
4
5
5
5
5
5
4
5
4
5
5
4
5
5
5
5
5
18
5
5
5
5
5
4
4
4
5
5
5
4
5
4
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
5
5
4
4
5
4
5
4
5
5
4
5
5
5
5
5
19
5
5
5
4
5
4
4
4
4
5
4
4
5
4
4
4
5
5
4
5
5
3
4
5
4
5
5
5
5
4
5
5
5
5
5
4
5
5
5
5
4
4
5
4
5
5
4
5
5
5
5
4
20
5
5
4
4
5
3
3
4
5
5
4
5
5
4
4
4
5
5
4
5
5
5
5
5
5
5
5
5
4
4
5
5
5
5
5
4
5
5
4
4
4
4
5
5
4
5
2
5
5
5
5
4
21
5
5
3
4
5
3
3
4
5
5
4
4
3
4
4
5
5
3
5
5
5
3
5
5
5
4
5
5
3
4
5
4
4
4
4
3
5
5
5
5
4
4
5
4
4
5
4
4
4
4
4
5
22
5
4
4
4
5
3
3
3
5
5
4
4
3
1
4
4
3
5
4
4
4
3
5
5
3
4
5
4
4
4
5
4
4
4
4
4
5
5
4
5
4
2
5
4
4
5
4
4
4
4
4
4
23
4
4
5
4
4
4
4
5
4
5
4
4
4
4
3
4
4
5
4
5
4
5
5
5
5
4
4
4
5
4
4
5
5
4
4
4
5
5
5
5
4
3
5
4
3
5
2
5
5
4
4
4
24
4
5
5
4
5
4
4
4
4
5
4
4
5
4
4
4
3
5
4
5
4
5
5
5
5
5
4
5
5
4
5
5
5
5
5
4
5
5
4
5
4
3
4
4
4
5
2
5
5
5
5
4
25
4
5
5
4
5
4
4
3
5
4
4
4
3
4
4
4
5
4
4
5
5
4
5
4
5
5
4
5
4
4
3
5
4
4
4
3
5
5
5
5
4
4
5
4
4
5
4
5
5
5
5
4
26
4
5
4
4
5
5
5
3
5
5
4
4
3
4
4
3
3
5
3
5
5
4
5
4
5
4
4
5
5
5
3
5
5
4
4
3
5
5
4
4
4
4
5
4
4
5
4
5
5
5
5
4
27
4
4
4
4
4
4
4
3
5
3
4
4
2
3
4
4
4
4
4
5
5
4
5
4
4
4
4
4
4
4
3
5
3
4
4
4
5
5
5
4
4
3
4
4
4
4
4
4
3
4
4
4
28
4
5
4
4
5
5
5
3
5
4
4
4
4
4
4
4
4
4
4
3
5
4
5
4
5
4
4
5
5
5
3
5
4
4
4
3
4
4
4
4
4
3
5
4
4
4
4
5
5
5
5
4
218
SCHOOL
59
60
61
62
1
5
5
4
4
5
5
4
4
5
5
4
Victoria National HS - Annex (1)
5
Villa Aglipay Annex I (Iba HS) (2)
5
5
Villa Aglipay Annex II (Moriones) (1) 5
Villa Aglipay HS (3)
5
5
5
Commitment to
Teaching Work
2
4
4
3
5
3
4
4
4
5
4
2
1
4
4
3
5
4
3
3
5
5
5
5
5
5
4
4
5
5
4
4
4
5
5
5
4
4
4
3
3
3
3
1
1
1
2
1
5
3
5
3
4
2
3
4
4
5
5
5
4
3
4
5
3
3
5
5
4
4
4
5
3
4
4
4
6
4
4
4
4
2
5
3
4
5
5
2
4
4
5
4
4
3
4
7
4
4
4
4
3
4
4
3
5
5
2
4
4
4
4
4
2
4
8
4
4
4
4
5
5
4
4
5
5
4
4
4
5
5
5
4
4
9
4
4
4
4
5
5
4
3
5
5
2
3
3
4
4
5
4
4
10
4
4
4
4
4
4
4
4
5
5
5
4
5
5
3
4
4
4
11
4
4
4
3
3
4
4
4
5
5
5
4
4
5
4
4
4
4
12
4
4
4
4
5
5
5
4
5
4
4
4
4
5
4
5
4
4
13
5
5
4
4
5
5
4
4
5
4
5
4
5
5
4
5
5
4
14
5
5
4
4
5
4
4
4
5
4
4
4
4
5
5
5
4
4
15
5
5
4
4
5
4
5
4
5
4
4
4
4
5
4
5
4
4
Commitment to
Commitment to
Teaching Profession
Work Group
16
4
4
5
5
5
5
5
4
5
5
4
4
5
4
4
5
5
4
17
4
5
4
4
5
5
5
4
5
4
5
4
4
4
4
4
4
4
18
5
5
5
5
5
5
5
4
5
5
5
4
4
5
5
5
5
4
19
4
4
5
4
5
5
5
4
5
5
4
4
4
5
4
5
5
4
20
5
5
4
4
5
5
5
5
5
5
5
4
4
4
5
4
3
4
21
5
5
4
4
4
4
5
4
5
4
5
4
4
4
4
4
3
4
22
4
4
4
4
5
4
5
4
5
4
4
3
4
5
4
4
3
4
23
5
4
4
4
5
4
5
4
5
5
4
4
3
5
5
4
5
4
24
5
4
5
5
4
4
4
4
5
4
4
4
4
5
5
4
3
4
25
4
4
4
4
4
3
4
4
5
4
4
4
4
5
4
4
4
4
26
5
4
5
5
4
4
5
4
5
4
4
4
3
5
4
4
4
4
27
4
4
4
4
4
3
5
4
5
4
4
4
4
4
3
4
4
4
28
4
4
4
4
4
3
5
4
5
4
4
4
4
4
4
4
3
4
219
CURRICULUM VITAE
JESSIE B. AQUINO
Professional Teacher
PRC License No: 0858999
Address: #371, Pitombayog Mayantoc, Tarlac, 2304, Philippines
Mobile Phone: +639209830463
E-mail: [email protected]
Educational Attainment:
! November, 2010 – July, 2013
University of St. La Salle, Bacolod City
Doctor of Education
Best Dissertation
! June, 2009 – November 2010
Philippine Normal University – NCTE, Manila
Doctor of Philosophy in Mathematics Education (24 units)
! April 2006 – April 2008
Tarlac State University, Tarlac City
Master of Education
Major in Mathematics
! June, 2000- April, 2004
Tarlac College of Agriculture, Camiling, Tarlac
Bachelor of Secondary Education
Major in Mathematics
Cum Laude
Work Experiences:
! September, 2010- Present
Teacher III
Villa Aglipay National High School
San Jose, Tarlac
! July, 2005- August, 2010
Teacher I
Villa Aglipay High School
San Jose, Tarlac
220
Civil Service Eligibility
! Licensure Examination for Teachers (LET)
Rating: 82.80
! Certificate of Eligibility
Honor Graduate
Certificate #: 10030091
PD #: 907
Professional Memberships
! National Organization of Professional Teachers, Inc
! Philippine Society for Education, Research and Training
! Mathematical Society of the Philippines
Personal Data
Date of Birth: November 20, 1982
Height: 165 cm
Weight: 50 kg
Civil Status: Single
Religion: Born Again Christian

1 Republic of the Philippines University of St. La Salle Bacolod City

Transcription

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