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LEADERSHIP STYLE OF SCHOOL ADMINISTRATORS IMPLEMENTING

SENIOR HIGH SCHOOL PROGRAMS OF K-12 CURRICULUM IN
THE DIVISION OF QUEZON: IMPLICATION TO INITIAL
IMPLEMENTATIONOF THE PROGRAM OFFERING

A Master Thesis
Presented to the School of Advanced Education
Marinduque State College
for
Eastern Quezon College
Gumaca, Quezon

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management

DENNIS S. AGUDO
January 2016
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APPROVAL SHEET

In partial fulfillment of the requirements for the Master of Arts in Education

Major in Educational Management, this graduate thesis entitled, THE LEADERSHIP
STYLE OF SCHOOL ADMINISTRATORS IMPLEMENTING SENIOR HIGH
SCHOOL PROGRAMS OF K-12 CURRICULUM IN THE DIVISION OF
QUEZON:IMPLICATION TO INITIAL IMPLEMENTATIONOF THE PROGRAM
OFFERING has been prepared and submitted by DENNIS S. AGUDO is hereby
recommended for oral examination.

COMMITTEE ON ORAL EXAMINATION

HOMER L. MONTEJO, Ed. D.

Chairman

RENATO O. LORICA, Ph. D LEODEGARIO M. JALOS JR, Ed. D.

Adviser Member

JULIETA L. GO, Ph. D. RODRIGO G. MONTEREY Sr., Ph. D.

Member Statistician

ROSALINDA M. NUNEZ, A.B.

Editor

ACCEPTED in partial fulfillment of requirements for the Degree of Master of

Arts in Education (Educational Management).

HOMER L. MONTEJO, Ed.D.

Dean of School of Advanced Education
Date: _______________________
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DEDICATION

This piece of work is lovingly dedicated to

My late Father- Dioscoro;
My late Mother- Vicenta;
My Sisters- Evelyn, Editha, Elsa, Mayette
My Brothers- Johnard and Alex

and to

The Faculty of Holy Child Jesus College; and

Faculty of Villa Perez National High School

Who are my guiding light and

inspiration to
achieve my goals.

--DSA
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ACKNOWLEDGMENT

The researcher wishes to recognize all the persons who contributed to the efficacious

accomplishment of this study:

GOD, the author of all things and the source of his knowledge;

Marinduque State College, for bridging the needs of teachers and school

administrators for continuing education;

MSC-EQC Extension Program, for non-stop levelling of better education in the

third and fourth district of the province of Quezon;

Dr. Renato O. Lorica, Dean of Extension Program, for the valuable suggestions in

the success of this study, being his thesis adviser;

Dr. Leodegario M. Jalos Jr.,MSC Vice President for Academic Affairs, for his

untiring support to the success of this study;

Dr. Homer L. Montejo, Dean of School of Advanced Education, for his endeavour

in extending graduate school services to the clientele in the province of Quezon;

Dr. Julieta L. Go, his professor and panelist, for her helpful suggestions in

theimprovement of this study;

Dr. Rodrigo Monterey Sr., his statistician andprofessor of the Graduate Studies

Extension Program for EQC, for sharing his ideas and expertise in Statistics;

Ms. Dimple Miñas, SAEd Secretary, for rendering assistance among the graduate

school students;
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The faculty and students of Villa Perez National High School, for their push and

effort to let him pursue this study; and

The Division of Quezon School Heads and Department Heads, for sharing their

knowledge on the effects of reforms in education program to their leadership.

--DENNIS S. AGUDO
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ABSTRACT

This study entitled the Leadership Style of School Administrators

Implementing Senior High School Programs of K-12 Curriculum in the Division of

Quezon: Implication to Initial Implementation of the Program Offering was conducted

to determine the leadership style of school administrators in selected high schools in the

division of Quezon. Specifically, this study sought to answer the following questions: (1)

What is the demographic profile of school administrators among the selected implementing

senior high school programs of K-12curriculum in the division of Quezon in terms of

length of service, highest educational attainment, position in the school, and location of

assignment?; (2) What is the leadership style of the school administrators of selected

implementing senior high school programs of K-12 curriculum in the division of Quezon

when grouped into demographic profile?; (3) Is there a significant difference on the

leadership style of the school administrators when grouped into demographic profile?; (4)

From the identified leadership styles, what are the most and least factors practiced by the

school administrators when grouped into demographic profile?; (5) Is there a significant

difference on the factors practiced by the school administrators when grouped into

demographic profile?; and (6) What implications could be derived from the results of this

study on the initial implementation of senior high school under K-12 program?
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This study used standardized questionnaire of Avolio and Bass (1999) to

determine the leadership style of the school administrators. The tracer instruments were

administered through distribution of hard copies. Frequency and percentage were used in

describing the data gathered. This also used Analysis of Variance (ANoVa) to determine

the significant difference between the leadership stylesof the school administrators.

The study showed that among school administrator-respondents, most of them

belong to bracket 25-29 years with frequency of 38 or 29% in their length of service and

that, most currently undertake units of masterate in administration/ curriculum with the

frequency of 48 or 36%. Moreover, it also showed that most of them are curriculum year

advisers/ subject coordinators with the frequency of 63 or 47% while further, with the

frequency of 39 or 29%,are mostly assigned in fourth congressional district.

The study revealed that prior to the implementation of senior high school under

the K-12 program, most of the school administrators practicedtransformational leadership

style rather than transactional leadership style whengrouped into length of service andin

terms of highest educational attainment, there were 55 respondents who practiced

transactional leadership style and 78 for transformational leadership style in the selected

implementing schools in the division of Quezon. When grouped into position in their

school, it is clear that most of them practiced transformational leadership and in terms of

location of assignment, majority practiced transformational leadership style.

The study deduced that the most leadership factor practiced by the school

administrators aged 30 years and above with 25-29 years in the length of service is

“Individual Consideration” and that the most common leadership factor practiced as to
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their highest educational attainment is “Contingent Reward”. The present study confirms

that school administrators such as principal IV, Principal II, and Principal I/OIC/TIC had

the same most common leadership factor which is the contingent reward as revealed in

Table 14.a. while principal III exercised laissez- faire prior to the implementation of senior

high school under K-12 program. It also showed that the most common factor practiced is

also intellectual stimulation.

The null hypothesis that there is no significant difference between the leadership

styles of the school administrators when grouped into demographic profile is accepted. The

study reveals that leadership style does not differ significantly from each other; whereas,

demographic profiles vary significantly. The interaction between leadership style and the

demographic profile is not statistically significant.

Finally, the null hypothesis that there is no significant difference between the

leadership factor of the school administrators and their demographic profile is not accepted

due to lack of evidences. It implies that in the highest educational attainment and highest

position in the school, the more they practice contingent reward, individual consideration,

laissez-faire, and intellectual stimulation. On the contrary, they least practice management-

by-exemption. There is no significant difference between the length of service and highest

educational attainment, length of service and position in the school, length of service and

location of assignment, highest educational attainment and location of assignment, and

position in the school and location of assignment as far as the leadership factors are

concerned.

This investigation is the first local study that attempted to formally investigate
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the leadership style of the school administrators implementing senior high school

programs. This study showed that most of the school administrators are transformational

leaders but some of them practice transactional leadership style. In the case of Philippine

setting, both leadership styles are essential in the implementation of senior high school

programs. Transactional leadership may be used to discipline students, employees, and

staff while transformational leadership style may be used to develop students, teachers, and

staff progressively and holistically.

In short, both leadership styles were practiced by the school administrators in the

Division of Quezon but demographically, almost of the school heads practiced

transformational leadership style and the least practiced transactional leadership style.
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TABLE OF CONTENTS

TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
TABLE OF CONTENT ix
LIST OF FIGURES xi
LIST OF TABLES xii
LIST OF APPENDICES xiv

Chapter 1- THE PROBLEM AND ITS BACKGROUND

Background of the Study 1
Statement of the Problem 3
Significant of the Study 5
Scope and Delimitation of the Study 6

Chapter 2- REVIEW OF RELATED LITERATURE AND STUDIES 7

Definition of Leadership 7
Principle of Leadership 8
Seven Qualities of Leadership 10
Personality of a Leader 11
Behavior of a Leader 13
General Functions of a Leader 14
The School Administrator as Learning Leader 15
The School Administrator as Curriculum Leader 16
The School Administrator as Planner for School Improvement 17
The School Administrator as Manager and Leader of
Disruptive Innovations 17
Factors Affecting Leadership Style of School Administrators 19
Length of Service 19
Highest Educational Attainment 20
Position in the School 20
Location of Assignment 21
Leadership Style of School Administrators 22
Transformational Leadership 22
Transactional Leadership 25
Leadership Style in the Implementation of K-12 Curriculum 31
School Leadership 32
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Theoretical Framework 36
Research Paradigm 41
Research Hypothesis 42
Definition of Terms 43

Chapter 3- RESEARCH METHODOLOGY 45

Research Design 45
Research Locale 46
Population and Sample Size 48
Data Gathering Instrument 50
Data Gathering Procedures 50
Statistical Treatment 51

Chapter 4- PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA 55

Demographic Profile of Respondents 55
Leadership Style of School Administrators when Grouped
into Profile 59
Significant Difference in the Leadership Style of School
Administrators as to their Demographic Profile 64
Most and Least Common Leadership Factor Practiced by the
School Administrators as to their Demographic Profile 68
Significant Difference in the Leadership Factor of School
Administrators as to their Demographic Profile 78
Implications of the Study 83

Chapter 5- SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 84

Summary of Findings 86
Conclusions 94
Recommendations

BIBLIOGRAPHY 96
APPENDICES 103
CURRICULUM VITAE 108
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LIST OF FIGURES

Figure 1: Research Paradigm 41

Illustration 1: Respondent Schools in First Congressional District 46

Illustration 2: Respondent Schools in Second Congressional District 47

Illustration 3: Respondent Schools in Third Congressional District 47

Illustration 4: Respondent Schools in Fourth Congressional District 48

Figure 2: Graph of the Interaction Effects of Demographic Profile and the

Leadership Style 66

Figure 3: Graph of the Interaction Effects of Demographic Profile and the

Leadership Factors 80
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LIST OF TABLES

Table 1.1. Distribution of Respondents in Terms of Length of Service 55

Table 1.2. Distribution of Respondents in Terms of Highest Educational Attainment 56

Table 1.3. Distribution of Respondents in Terms of Position in the School 57

Table 1.4.Distribution of Respondents in Terms of Location of Assignment 58

Table 2.1.Leadership Style of the Respondents in Terms of Length of Service 59

Table 2.2.Leadership Style of the Respondents in Terms of Highest

Educational Attainment 60

Table 2.3.Leadership Style of the Respondents in Terms of Position in the School 62

Table 2.4.Leadership Style of the Respondents in Terms of Location of Assignment 63

Table 3.a. Two-Way Table of Mean of Leadership Style as to the

Demographic Profile 64

Table 3.b. Analysis of Variance for the Significant Difference in the Leadership
Style as to Demographic Profile 65

Table 3.c. Scheffes Test t Determine the Significant Difference in the

Demographic Profile 65

Table 4.1.a.Two-way Table of Mean of Most and Least Common Leadership Factor
of School Administrators of as to the Length of Service 68

Table 4.1.b. Leadership Factor Most and Least Practiced by the Respondents in
Terms of Length of Service 68
Table 4.2.a. Two-way Table of Mean as to the Highest Educational Attainment
of School Administrators 71

Table 4.2.b. Leadership Factor Most and Least Practiced by the Respondents in
Terms of Highest Educational Attainment 71

Table 4.3.a. Two-way Table of Mean as to the Position in the School 74

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Table 4.3.b. Leadership Style of the Respondents in Terms of Position in the School 74

Table 4.4.a. Two-way Table of Mean as to the Location of Assignment of

School Administrators 76

Table 4.4.b. Leadership Factor Practiced by the Respondents in Terms of

Location of Assignment 76

Table 5.a. Two-way Table Mean of the Leadership Factor of School Administrators
According to Demographic Profile 78

Table 5.b. Two-way Analysis of Variance for the Significant Difference between
Leadership Factors and Demographic Profile 79

Table 5.c. Scheffes Test to Determine the Significant Difference in the

Demographic Profile 79
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LIST OF APPENDICES

Appendix 1: Survey Questionnaire 103

Appendix 2: Transmittal Letters 106