The relationships among the principals' leadership styles, faculty morale, and job satisfaction in the nine Dominican-owned schools in the Visayas, 1988-1989

• Main Author: Pamplona, Mary Dorothea L.
• Format: text
• Language: English
• Published: Animo Repository 1989
• Subjects: Teachers > Job satisfaction; Teacher morale; Educational leadership; Teacher-principal relationships; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/108
• Institution: De La Salle University

This study analyzes and determines the interrelationships among the principals' leadership styles, faculty morale, and job satisfaction in the nine Dominican-owned schools in the Visayas during the school year 1988-1989. The descriptive-correlational method of research was used in this study. It provided normative data regarding the principals' leadership styles and the teachers' levels of morale and job satisfaction and analyzed their degree of intercorrelations. The total number of respondents were 83 secondary school faculty members from the nine Dominican-owned schools in the Visayas. The three instruments used in the study were: the Staff Morale Questionnaire (SMQ), originally developed by Smith (1966) and adapted for use in the Philippine setting by Mercado (1983) the Educational Administrative Style Diagnosis Test or EASDT (Reddin, 1979), adapted by Faypon (1988) for use in the Philippine setting and used to place the respondents into one of the eight leadership style categories and the Job Satisfaction Questionnaire, originally developed by Miguel (1981) and adapted by Galacio (1985).Pearson r was used to determine the relationships between the principals' leadership styles and each of the dependent variables: teachers' job satisfaction and levels of morale. Corresponding prediction equations were determined by the use of simple and multiple regression analyses. A level of significance of .05 was observed in testing for the significance of the computed correlation coefficients. From the findings of the study, it was derived that the teachers were generally satisfied with their jobs. Since the teachers derived satisfaction from the motivators: achievement, recognition, responsibility, growth and advancement, but were neither satisfied nor dissatisfied with the hygiene factors: salary, administration and supervision, it may be concluded that Herzberg's theory applied to the teachers of the respondent schools. It was also concluded that the teachers' level of job satisfaction can be predicted to some extent by the principals' leadership styles. The hypotheses stating that there is a positive significant relationship between the principals' leadership styles and the teachers' level of morale and that there is a positive significant relationship between the principals' leadership styles and the teachers' level of job satisfaction were both conditionally accepted. Since the principals' leadership styles explained little of the variance in the teachers' levels of morale and job satisfaction, there were other variables not included in the study which could better explain the variance in the aforementioned teacher-related variables.