Perceptions of responsibility, authority, delegation of authority and teacher variables of a school in a contemporaneous situation

• Main Author: Bautista, Oscar Roque
• Format: text
• Language: English
• Published: Animo Repository 1979
• Subjects: School management and organization, Teacher-principal relationships; Educational Administration and Supervision
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/685
• Institution: De La Salle University

The study is an assessment of the state of relationships among teachers personal characteristics, teacher personality factors, and the teachers' perceptions of their principal's responsibility, authority, and delegation of authority when the boys high department of the university under study started to shift from educational to co-educational in school year 1978-1979. The study is a descriptive research employing the correlational survey technique. The RAD Index Scales and the Bernreuter Personality Inventory(BPI) were used as research instruments. Descriptive statistical tools employed were the percentage, proportion, standard deviation, arithmetic mean, biserial coefficient of correlation, point-biserial correlation, Pearson product-moment coefficient of correlation, and tests of significance. The following conclusions were drawn: 1. The teachers of this study were found to be old, more female than male in population, less experienced, more educationally qualified than basically required, and they tended to be emotionally stable, low in self-sufficiency, extroverted, dominant, wholesomely self-confident, and sociable. 2. These teachers perceived their principal to be a little above average on his responsibility functions, above average on his delegation of authority function. 3. When this school was shifting from educational to co-educational, it was found that: 3.a. there was negative correlation between age and the perceived principal's responsibility function. 3.b. there was negative correlation between educational qualifications and the perceived principal's responsibility function. 3.c. there was negative correlation between educational qualifications and the perceived principal's delegation of authority function. 3.d. there was negative correlation between emotional stability and the perceived principal's delegation of authority function. 3.e. the principal's authority and the teachers' teaching experience were of relative and negative correlation. 3.f. there were almost zero correlation between: introversion and principal's responsibility function extroversion and the principal's responsibility function dominance and principal's authority high sociability and the principal's authority and age and the principal's delegation of authority function. 4. The shift from educational to co-educational of the school under study is a contemporaneous or an unfavorable s