PRINCIPALS LEADERSHIP STYLE AND

TEACHERS PERFORMANCE IN SAN

FRANCISCO DISTRICT, DIVISION OF SAN
PABLO CITY

A THESIS TITLE
Presented to the Faculty of
Graduates Studies and Applied Research
Laguna State Polytechnic University
San Pablo City

In Partial fulfilment
Of the requirements for the Degree
Master of Arts in Education
Major in Educational Management

JENALUZ P. MENDOZA
September 21, 2016

RATIONALE

The school as an organization or institution has a goal that needs to achieve every year,
but that goal is easy to achieve if all the elements such as the principal, teachers, students and
stakeholders function very well. The school is one of the most important institution in our nation
building.
Education is a very important foundation. The principal and teachers have a big role
because teachers can change the lives of the students. Teaching gives life to the pupils because
when we teach we transfer life to them. Teacher gives what they all have from learning down to
moral values and character. A teacher can change the mind set of pupils. A hopeless belief down
to a bright future. A teacher guides pupils destiny without a teacher a pupils dim life could never
be change.
The performance of the public elementary school principal plays a vital role in building
and developing a strong school. The progress of ones school seems to depend largely upon the
professional leadership of the principal. The principal has a big responsibility for the efficient
performance and proper implementation of his/her system of management practices,
administration and supervision.
This study will focus on the Principals Leadership Styles and Teachers Performance in
San Francisco District, San Pablo City.
Specifically, this study is sought to answer the following questions: What is the profile of
the teacher-respondents in terms of: Educational attainment, number of seminars attended, length
in Service, Salary and Position? What is the perception of the teacher-respondents on the
principals styles in terms of the following leadership styles: autocratic, bureaucratic,
collaborative, cooperative, democratic and participative?

What is the performance rating of the

teacher-respondents in terms of the Individual Performance Commitment Review Forms

(IPCRF)? What are the achievements/awards of the teachers in both academic and non-academic
activities for the last two years?

Conceptual Framework
The independent variables are the teachers related factors including some personal
information such as age, sex, civil status, educational attainment, seminars attended, length of
service, salary and position.
The principals leadership styles include the following: autocratic, cooperative,
bureaucratic, participative, democratic, and collaborative. Likewise the perception of the teachers
on leadership style of the principal and performance were also considered towards achieving
high performance rating and achievements of the teachers, principals and the school.

Research Paradigm
INDEPENDENT VARIABLES

DEPENDENT VARIABLES
PERFORMANCE OF THE TEACHERS

Teachers- related variables

1. Personal Profile
1.1 age
1.2 gender
1.3 civil status
1.4 education attainment
1.5 seminars attended
1.6 length in service
1.7 salary and
1.8 position

1. PERFORMANCE RATING
1.1 Individual Performance
Commitment Review
(I.P.C.R.)
Teaching Learning Process
Pupils/Students Outcomes
Community Involvement

2. Principals Style
2.1 autocratic
2.2 bureaucratic
2.3 collaborative
2.4 cooperative
2.5 democratic
2.6 participative

2. ACHIEVEMENTS / AWARDS
Number of awards received in both
academic and non-academic

Recognition

Figure1. The research paradigm shows the relationship between the independent and dependent
variables.

Statements of the Problem

This study aimed to determine the principals leadership style, and teachers performance in San
Francisco District, Division of San Pablo City.
Specifically, it also sought to answer the following questions:
1. What is the profile of the teacher-respondents in terms of
1.1 age;
1.2 gender;
1.3 civil status;
1.4 education attainment;
1.5 seminars attended;
1.6 length in service;
1.7 salary and;
1.8 position?
2. What is the perception of the teachers-respondents on the principals styles in terms of the
following:
2.1 autocratic;
2.2 bureaucratic;
2.3 collaborative;
2.4 cooperative;
2.5 democratic and;
2.6 participative?
3. What is the performance rating of the teacher in terms of Individual Performance
Commitment Review Form (I.P.C.R.F.)?
4. What are the achievements/ awards of the teachers in both academic and non-academic
activities (last year present)
5. Is there a significant relationship between the performance of the teachers and the abovementioned teacher person-related variables?
6. Is there a significant relationship between the perceived principals styles and performance of

the teachers?

Hypothesis
This study formulated the following hypothesis as stated below:
1. There is no significant relationship between the performance of the school teachers and of the
following teacher person-related variables:

a. age;

b.
c.
d.
e.
f.
g.
h.

gender;
civil status;
education attainment;
seminars attended;
length in service;
salary and;
position?

2. There is no significant relationship between the principals leadership style and performance of
the teachers.

Significance of the Study

The researcher at present teaches at Fernando A. Quisumbing Elementary School, San
Francisco District, Division of San Pablo City and as a future school principal, this study aimed
to serve as a preparation for the higher responsibilities and task that the researcher will be facing
and also for the other aspirants and present principals to be aware of the effective and efficient
style of the principal.
This is study is therefore, significant because to a certain extent it measures the
leadership styles and teachers performance of the school principals in terms of practicing human
skills that build cooperation within attitudes and communication, individual and group interest.
Principals or future principals will use this study to evaluate their performance and
improve their leadership styles for better performance output and achievements.
This study significantly benefits the teachers and students to improve their performances
in the school because if the principal performs better therefore the teachers and the students
performs better too.

Scope and Limitation of the Study

This study will be conducted in San Francisco District, Division of San Pablo City. The
focus of this study is to determine the principals leadership style, and teachers performance in
San Francisco District, Division of San Pablo City and how it is affected by the profile of

respondents. This also includes 11 principals and 165 teachers from 11 schools as the
respondents of the study.