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8/8/2019 Leadership Attributes of School Administrators and Their Effectiveness
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Emelyn Ferrer Galon
8/8/2019 Leadership Attributes of School Administrators and Their Effectiveness
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IntroductionChallenges of Educational Leadership
y internal pressure from rapid technology development
y
continuously fast pace of changey Globalization
y Quality assurance (AQ) movement
School administrators are urgently demanded to be efficientand effective in the performance of their functions. They have to show attributes and skills which will enable theirfaculty and ultimately their school to offerquality education.
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Research Questions-to determine the significant diff erence in the leadership
attributes of school administrators and their eff ectiveness
1. W hat is the level of leadership attributes of schooladministrators as perceived by the respondents interms of the following:
1.1 Management Skills
1.2 Personal Characteristics
1.3 Social Characteristics?
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Cont.2. W hat is the level of effectiveness of
school administrators as perceivedby the respondents in terms of thefollowing:
2.1 Planning and Implementation2.2 Monitoring and Evaluation?
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Cont.3. Is there a significant difference in the leadership
attributes of school administrators as perceived by the
respondents when analyzed according to:3.1 Gender
3.2 Age
3.3Teaching experience
3.4 Academic qualification?
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4. Is there a significant difference in the leadershipattributes of school administrators as perceived by the
respondents when analyzed according to:4.1 Gender
4.2 Age
4.3 Teaching experience
4.4 Academic qualification?
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HypothesesHo1: There is no significant difference in the leadership
attributes of school administrators as perceived by the
respondents when analyzed according to:y Gender
y Age
y Teaching experience
y Academic qualification.
Ho2: There is no significant relationship between theleadership attributes and effectiveness of schooladministrators as perceived by the respondents.
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Administrators
Effectiveness
Planning and
Implementation
Monitoring and
Evaluation
1.Age
2.Gender
3.Academic
qualification
4.Teaching Experience
Leadership Attributes
Management Skills
Personal Characteristics
Social Characteristics
. Conceptual Framework of the Study
Independent
Dependent
Demographic Factors
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Statistical Toolsy W eighted Mean-used to determine the level of the
leadership attributes of the school administrators asan answer to research question no. 1
y
T-test- used to determine the significant difference in theleadership attributes when analyzed by gender and asan answer to research question no. 2
y ANOVA -used to determine the significant difference in theleadership attributes of school practitioners as an
answer to research question no. 3y Pearson r. -used to determine the significance of the
relationship between leadership attributes andadministrators effectiveness of school practitioners asan answer to research question no. 4
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Results
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Table 2
Level of Leadership Attributes in Terms of Management Skills
Indicators for Management Skills Mean
Descriptive
Equivalent
1. Collaborates with others; co-develop tactics and strategies for achieving
organizational objectives.4.03 High
2. Establishes effective and efficient procedures for getting work done in an
orderly manner. 3.83High
3. acilitates the development of cohesiveness and cooperation among the
people at work.3.88 High
4. Develops cooperative relationships within and outside of the organization. 3.87 High
5. Schedules own work activities to meet deadlines and accomplish work goals
on time.4.02 High
6. Identifies, analyzes, and resolves difficulties and uncertainties at work
effectively.3.68 High
7. Identifies, collects, organizes, and analyzes the essential information needed
by the organization. 3.80 High
8. Holds self answerable for work and willing to admit mistakes. 3.79 High
9. Assigns authority and responsibilities appropriately and effectively. 3.89 High
10. Brings conflict into the open and uses it to arrive at constructive solutions. 3.24 High
Overall Mean 3.80 High
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Table 3
Level of Leadership Attributes in Terms of Personal Characteristics
Indicators for Personal Characteristics MeanDescriptive
Equivalent
1. Reflects on the relationship among events and grasps the meaning of complex issues
quickly.3.79 High
2. Makes timely decisions that are in the best interest of the organization by analyzing
all available information, distilling key points, and drawing relevant conclusions.
3.78 High
3. Shows commitment to achieving goals and strives to keep improving performance. 3.80 High
4. Assumes higher level duties and functions within the organization willingly.
4.20 High
5. Thinks positively, approaches new tasks with excitement, and deals with challenges
as opportunities.3.92 High
6. Appears secure about abilities and recognizes shortcomings. 3.89 High
7. Approaches task with great energy and works long hours when necessary. 4.17 High
8. Introduces new ideas frequently. 3.78 High
9. Looks to the future and creates new ways in which organization can prosper. 3.89 High
1 . Continues to act on beliefs despite unexpected difficulties. 3.86 High
11. Tries out new ideas willingly in spite of possible loss or failure. 3.78 High
Overall Mean 3.90 High
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Table 4
Level of Leadership Attributes in Terms of Social Characteristics
Indicators for Social CharacteristicsMean
Descriptive
Equivalent
1. Works for the entire organizations, not just self. 4.19 High
2. Speaks frankly and honestly and practices espoused values. 4.08 High
3. Shows genuine concern for the feelings of others and regard for them as individuals. 4.12 High
4. Displays a sense of humor and a stable temperament even in stressful situations. 3.63 High
5. an be counted on to follow through to get the job done 4.00 High
6. Acts consistently with principles of fairness and right or good conduct that can stand the test of
close public scrutiny.
4.00 High
7. Helps people to develop knowledge and skills for their work assignment. 4.05 High
8. Uses a variety of approaches to influence and lead others. 3.84 High
9. Models and demonstrates belief in the basic values of the organization. 3.94 High
10. Learns quickly, and knows how and when to apply knowledge. 4.02 High
11. Acts calmly and patiently even when things don¶t go as planned. 3.97 High
12. Deals effectively with the tension of high pressure work situations. 3.88 High
13. Encourages and accepts suggestions and constructive criticism for co-workers, and is willing to
modify plans.4.02 High
14. Listens closely to people at work, and organizes and clearly presents information both orally and in
writing.3.97 High
15. reates an environment in which people want to do their best. 3.88 High
16. Handles comfortably vague and difficult situations where there is neither simple answer nor
prescribed method of proceeding.3.89 High
Overall Mean 3.97 High
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Table 5
Summary of Leadership Attributes of School Administrators as
Perceived by the Respondents
Indicators for Leadership
Attributes
Mean Descriptive
Equivalent
1. Management Skills 3.80 High
2. Personal Characteristics 3.91High
3. Social Characteristics 3.97High
Overall Mean 3.89 High
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Table 7
Level of Effectiveness of School Administrators as Perceived by the Respondents
in Terms of Monitoring and Evaluation
I i t r ri ti
i l t
1. E erts influence outside of the organization inorder to set the right conte t for the organization.
4.55 Very Effective
2.Establishes an environment conducive to learning. 4.56 Very Effective
3. Satisfies the job-related needs of the members or
the organization as individuals.
3.83 Slightly Effective
4. Evaluates effectively school programs as basis for
designing school reforms and initiatives.
4.20 Very Effective
Overall 4.29 Very Effective
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Table 8
Summary of Level of Effectiveness of School Administrators as Perceived
by the Respondents
Indicators MeanDescriptive
Equivalent
1. Planning and Implementation 3.94 Slightly Effective
2. Monitoring and Evaluation 4.29 Very Effective
Overall 4.12 Very Effective
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Table 9
Significance of the Difference in the Effectiveness of Administrators as
Perceived by the Respondents When Analyzed by Age
Indicators
Age Level
Computed F-
Ratio
P-Value Decision
Ho
20-29
Years old
N= 32
30-39 Years
old
N=34
40- above
N=31
1. Planning andImplementatio
n
3.86 3.94 3.95 .184 .907 Accepted
2. Monitoring and
Evaluation4.33 4.26 4.26 .997 .398 Accepted
Overall Mean 4.12 4.12 4.12 .413 .744 Accepted
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Table 9
Significance of the Difference in the Effectiveness of Administrators
as Perceived by the Respondents When Analyzed by Age
I i t r
l
t
- ti
- l i i20-29
Y r
l
N= 32
30-39
Y r l
N=34
40-
b
N=31
1. Planning and
Implementation3.86 3.94 3.95 .184 .907 Accepted
2. Monitoring and
Evaluation4.33 4.26 4.26 .997 .398 Accepted
Overall Mean 4.12 4.12 4.12 .413 .744 Accepted
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Table 9
Significance of the Difference in the Effectiveness of Administrators as
Perceived by the Respondents When Analyzed by Age
I i t r Age L evel ted
-R ti
- l e Deci i
20-29
Year ld
N= 32
30-39
Year
ld
N=34
40-
ab ve
N=31
1. lanning and
I lementati n3.86 3.94 3.95 .184 .907 Accepted
2. nit ring and
val ati n4.33 4.26 4.26 .997 .398 Accepted
Overall Mean 4.12 4.12 4.12 .413 .744 Accepted
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Table 10
Significance of the Differences in the Leadership Effectiveness of
the School Administrator When Analyzed by Gender
Indicators
Gender
Mean
Difference
Computed
t-value
P-value Decision
on Ho
Male
N=58
Female
N=40
1. Planning andImplementation
3.953. . . 5 . 95 Accepted
2. Monitoring and
Evaluation .29 .2 . 3 .335 . 39 Accepted
Over ll . . . . . 6 epted
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Table 11
Significance of the Difference in the Effectiveness of Administrators as
Perceive
d b
y the Respond
ents When Ana
lyzed
b
y Acad
emic
Qua
lifica
tion
Indicators
Academic Qualification
Compu-
ted F-
Ratio
P-Value Decision
Ho
Bachelor
of Arts
N=32
Bachelor
of
Education
N=35
Master of
Education
N=31
Planning and
Implementation3.77 4.05 3.96 3.71 .028
ejecte
d
Monitoring and
Evaluation4.21 4.32 4.34
.88 .416 Accepte
d
Overall Mean 4.01 4.20 4.172.51 .087 Accept
ed
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Table 12
Significance of the Difference in the Effectiveness of School
Administrators as Perceived by the Respondents Grouped
According to Teaching Experience
Indicators Teaching Experience Computed
F-Ratio
P-
Value
Decision
Ho1- 10
years
N= 33
11-
20
years
N=34
21-
years
above
N=30
1. Planning and
Implementation
3.81 3.85 4.11 5.388 .006Accepted
2. Monitoring and
Evaluation
4.25 4.01 4.45 5.791 .004Accepted
Overall Mean 4.0 3.94 4.30 .981 .001 Accepted
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Table 13
Significance of the Relationship Between the Leadership
Attributes and an Overall Effectiveness of School Administrators
as Perceived by the Respondents
Indicators of r-values p-values Decision on
Ho
1. Management.72 .045 ejected
2. Personal .69 .049 ejected
3. Social Characteristics .83 .035 ejected
Overall .73 .047 Rejected
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Summary of Findings1. Overall Mean for Leadership Attributes of School
Administrators- 3.90 or high
Management Skills - 3.90 or high
Personal Characteristics - 3.91 or high
Social Characteristics - 3.97 or high
2. Overall Mean for Leadership Effectiveness of School Administrators- 4.12 or very effective
Planning &-
3.94 or slightly effectiveImplementation
Monitoring & - 4.29 or very effective
Evaluation
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Cont.
3. Overall Computed F- ratio (Group By AGE)
--
.4 13 or not significant .7 44
F -ratio P -value
Planning & - .184 .907
Implementation or not significant
Monitoring & -997 .398
Evaluation or not significant
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Cont. of No. 3
3. Overall Computed F- ratio (Group By GENDER)
--.575 or not significant .567
F -ratio P
-value
Planning & - .685 .495
Implementation or not significant
Monitoring & -335 .739
Evaluation or not significant
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Cont. No. 33. Overall Computed F- ratio (Group By A cademic Qualification)
--.251 or not significant .087
F -ratio P -value
Planning & - .371 .028
Implementation or significant
Monitoring & -.88 .416
Evaluation or not significant
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Cont. No.33. Overall Computed F- ratio (Group By Teaching Experience)
-6.981 or not significant .001
F -ratio P -value
Planning & - 5.388 .006
Implementation or significant
Monitoring & -5.791 .004
Evaluation or not significant
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4. Overall Computed R-value for the Correlation
Between Leadership Attributes and LeadershipEff ectiveness = .73 or significant
Between Management Skills& .72
Leadership Effectiveness - or significant
Bet. Personal Characteristics & .69
Leadership Effectiveness or significant
Bet. Social Characteristics & .83
Leadership Skills or significant
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Conclusions
1. School administrators of Muang, Nakhon SriThammarat, Thailand have attributes of leadershiphighly observed in the areas of management skills,personal characteristics, and social characteristics.
2. The school administrators are very effective in planningand implementing, and monitoring and evaluating
school programs.
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3. The computed t- value for planning and implementation
indicator is .184 with the p- value of .907; the t- value formonitoring and evaluation is .997 with the p- value of .398; and the overall computed t- value for the perceivedleadership effectiveness of the school administrator is .413 with the p- values of .744.
4. The age, gender, academic qualification and teachingexperience, are not factors of difference in the perceivedleadership effectiveness of the school administrators.
5.The correlation between the leadership attributes andeffectiveness of the School Administrators of Muang,Nakhon Sri Thammarat, Thailand is high as perceived by the respondents.
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Recommendations
1. The school administrator should enhance their leadershipattributes through strong professional developmentprograms.
2. The school administrators should increase their
effectiveness in planning, implementing, monitoring, andevaluating programs to extremely effective level.
3. The school administrators should demonstrate always theirleadership attributes in management skills, personalcharacteristics, and social characteristics to increase theirlevel of effectiveness in planning, implementing,monitoring, and evaluating school programs to extremely effective level since the leadership attributes havesignificant influence to their performance.
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4. The school administrators should continue todemonstrate always social skills in planning,implementing, monitoring, and evaluating schoolprograms for this boost their effectiveness.
5. The researchers could replicate this study using otherleadership attributes and effectiveness usingindicators not included in this study .
---------------Thank you --------------------