A study of the teachers' behavior in Holy Cross Academy as perceived by their students and its relation to their professional growth and socio-economic status

• Main Author: Uy, Maria Luz
• Format: text
• Language: English
• Published: Animo Repository 1978
• Subjects: Teachers > Psychology; School management and organization; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/515
• Institution: De La Salle University

v. 1. This study examines teacher behavior of the faculty of Holy Cross Academy (HCA) as perceived by their students and its relation to their socio-economic status and professional growth. The descriptive normative survey method was used in this study to facilitate the gathering and analysis of data. The subjects of the study were the twelve high school teachers of Holy Cross Academy whose ages ranged from 24 to 51 years. Their length of service ranged from six months to sixteen years. According to civil status, eleven were married and one was single. There were two males and 10 females. Although the direct subjects of this study were the teachers, it made use of 762 high school students to rate the teachers in teacher behavior. The respondents were first to fourth year students. There were two sets of questionnaire used to yield data of the three variables. The instruments include the teacher behavior questionnaire based on Kendel Tang's Teacher Behavior Inventory and a questionnaire devised to obtain the data needed for socio-economic status and professional growth of the teachers, which used the PAASCU socio-economic questionnaire and the questionnaire used for the survey of the socio-economic profile of NDEA principals, as basic references. Statistical tools used were the mean and the Spearman Rank-Order (RHO) Correlation. On the basis of the findings of this study concerning teacher behavior of the HCA faculty and its relationship to their socio-economic status and professional growth, the conclusions drawn were: 1) Students perceived points both strong and not strong teacher behavior. 2) As a group, the faculty is very good in teaching skills, motivational skills, management and disciplinary skills, and in character and personality. 3) The faculty of HCA is not poor. The fall under the category of middle class family. 4) There is a positive relationship between their behavior and their socio-economic status, although not significant. 5) The relationship between the teacher behavior and professional is negative and slight and therefore not significant. 6) The professional growth of the teachers is substantially related to their socio-economic status although not significant. 7) Seventy-five percent of the faculty members pursue a professional program which can be described qualitatively as average. v. 2. This paper investigates the functions of the principal in three different schools by comparing them to a model in terms of delegation. This study was pursued in order to find ways and means of improving the administration of school operations and activities by a proposed organizational structure model as regards delegation designed for one of the three schools. The descriptive-survey method was utilized by the researcher with the use of a questionnaire prepared by Educational Management Center of De La Salle University. Interviews were conducted which enabled the researcher to obtain personal and other pertinent data needed in this study. A questionnaire was given to the principals of the three high schools under study. It consisted of the different activities that principals do in the area of planning, decision making, reporting and supervision with the purpose of getting information on whether the activities were performed by the principal or by other personnel in the school organization. The study provided firmer evidence of the inefficiency of the organizational structure of the three schools. It supported the fact that delegation of functions is determined by different factors and conditions affecting the school. It provided additional support for the need of a real understanding of the managerial functions and the determinants of effective organization. Findings point to the following as vital and crucial to the three schools studied: development of a practical and effective organizational structure which will bring out a high level of efficiency and effectiveness to school management and administration. v. 3. The case exemplifies various aspects of the managerial functions of a school administrator. The following are the salient facts of the case: 1) The feeling of insecurity on the part of the administrator of what may happen during the year because of the critical condition of Ormoc. 2) The lack of sufficient income that will maintain the operations of the school throughout the year. 3) The strong demand of the faculty for salary increases. 4) The problem of the classroom and teachers' program which were disapproved by the Department of Education and Culture (DEC) because of the sub-standard salary of teachers and the need of a qualified physics teacher. 5) The problem of laying off some teachers who were already under contract with the school. 6) The extra textbooks and the payment demanded by the Philippine Book Company within 30 days. 7) The lack of communication between the administration and the teachers regarding policies and financial aspects of the school which resulted to the misunderstanding and indifference of the faculty toward the present situation of the school. 8) The lack of professional approach of the teachers who were leaving the school for better jobs outside. 9) The difficulty of getting teachers in that place. The following are the suggested alternative actions: 1) To involve the faculty in the process of making or preparing the Program-Budget Proposal of the school so that they may have a better understanding of the financial status of the school thus developing in them a better knowledge and proper attitude towards the problems of the school and the administrators. 2) In the case of the new teachers, the administrator may tell them to wait for the next school year. If they insist to be taken in, the principal may distribute the subject among the teachers and delegate some of her duties so that she will have more time for planning. 3) For the disapproved classroom and teachers' program, the principal has to go personally to the DEC Regional office and explain to them the problems of the school considering the critical situation in Ormoc. 4) Regarding the teachers who were leaving, the principal must increase their salary so that they will stay and it will relieve the problem of looking for new teachers qualified to handle their subjects.