The managerial role of the secondary school principal in the Dominican-owned schools in region VI: An assessment

• Main Author: Zambra, Ma. Ascencion A.
• Format: text
• Language: English
• Published: Animo Repository 1985
• Subjects: School management and organization; High school principals; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/100
• Institution: De La Salle University

This study assesses the performance of the principals in the Dominican-owned secondary schools in Region VI on their managerial role in terms of two dimensions, namely organizational orientation dimension and interpersonal orientation dimension. The study utilized the descriptive evaluative method of research. The instrument used in the study was patterned after the evaluative instrument used by Jovellano (1982) which aimed to gather data on the teachers' and principals' assessment regarding the effectiveness of the principals' managerial performance. The respondents were 9 principals and 91 teachers. The selected principal respondents have served in the position for at least a year and the selected teacher respondents have taught under the supervision of the principal respondents for at least a year. The principal and teacher respondents were both divided into small and large schools. Based on the findings of the study, it was concluded that the principals and teachers in the Dominican-owned secondary schools in Region VI perceived that the principals were performing effectively in their managerial roles as reflected in two dimensions, namely, organizational and interpersonal orientation dimensions. The teachers in small and large schools did not differ in their assessments of the principals' performance of their managerial roles. In the performance of the principals in the organizational and interpersonal orientation dimensions, the principals of small schools perceived themselves as more effective than what was perceived by the teachers. In large schools, the teachers perceived their principals as performing more effectively than what their principals perceived themselves to be in the performance of their roles in the organizational orientation dimension. In large schools, the teachers and principals agreed in their perceptions of the principals performance in the interpersonal dimension.