Influence of School Principal's Attributes and 21st-Century Leadership Skills on Teachers’ Performance
DOI:
Abstract
This study aimed to determine the influence of school principals' attributes and 21st Century Leadership skills on teachers' performance. The study is as follows. The teachers in the northern part of the National Capital Region are female, teacher I position, have rendered 5 – 14 years of service, and pursued higher studies after college. The teacher's attribute that influences the teacher's job performance is openness. The School Head always comes up with new ideas. They have an active imagination; creative is a deep thinker and values artistic experiences. He is dependable, organized, and persevering, which means they will accomplish their professional goals. The 21st Century Leadership Skills of the school principal that dominantly influence the teacher's job performance is the communication skills. The school head is approachable, gives clear and accurate information and instructions both in oral and written communication, discusses issues and feedback in school, listens to and appreciates teachers' ideas and suggestions, and communicates with his/her staff regularly. The teachers' performance is very satisfactory as perceived by their school heads during 2019 – 2020. There is a significant difference in the attributes, 21st-century leadership skills of school heads and teachers, job performance when grouped according to schools division office, and years in service. Significant relationships exist between the principals' attributes, 21st-century leadership skills, and teachers' job performance. Personal attributes and 21st-century leadership skills of the school principals significantly influence the teachers' job performance
Downloads
Views : 811
Downloads : 549
References
C. Bahadur Bhujel, “The role of principal in improvement of School Performance: A qualitative study in community school of Nepal,” Research Journal of Education, no. 71, pp. 1–10, 2021.
R. Mestry, “Empowering principals to lead and manage public schools effectively in the 21st Century,” South African Journal of Education, vol. 37, no. 1, pp. 1–11, 2017.
M. Sowell, “It's what principals do: Influencing teachers to support students,” ResearchGate. [Online]. Available: https: //www.researchgate.net/publication/344307802_It's_what_ principals_do_Influencing_teachers_to_support_students. [Accessed: 19-Jun-2022].
N. Goolamally and J. Ahmad, “Attributes of school leaders towards achieving sustainable leadership: A factor analysis,” Journal of Education and Learning, vol. 3, no. 1, 2014.
J. M. Asio and S. A. Bayucca, “Spearheading education during the COVID-19 rife: Administrators level of digital competence and schools readiness on distance learning,” Journal of Pedagogical Sociology and Psychology, vol. 3, no. 1, pp. 19–26, 2021.
J. M. R. Asio, “Effect of performance review and faculty development to organizational climate,” International Journal of Management, Technology, and Social Sciences, vol. 5, no. 2, pp. 1–10, 2020.
J. M. R. Asio and E. C. Jimenez, “Professional Development, organizational climate, supervisory rapport and overall satisfaction of employees: An attitudinal study,” SSRN, 07- Jul-2020. [Online]. Available: https: //papers.ssrn.com/sol3/papers.cfm?abstract_id=3624812. [Accessed: 20-Jun-2022].
J. M. R. Asio, E. E. Riego de Dios, and A. M. E. Lapuz, “Professional skills and work ethics of selected faculty in a local college,” SSRN, 21-Sep-2019. [Online]. Available: https: //papers.ssrn.com/sol3/papers.cfm?abstract_id=3452971. [Accessed: 20-Jun-2022].
J. M. R. Asio and E. C. Jimenez, “Teachers’ sleep, religious tasks, and Suicidal thoughts: A preliminary assessment,” International Journal of Multidisciplinary: Applied Business and Education Research, vol. 2, no. 1, pp. 8–16, 2021.
J. M. R. Asio, “Students bullying teachers: Understanding and behavior of college students from a higher education institution,” Journal of Pedagogical Research, vol. 3, no. 2, pp. 11–20, 2019.
J. M. R. Asio and E. d. Gadia, “Students' perception on instructor bullying in a local college in Zambales, Philippines,” SSRN, 16-Dec-2019. [Online]. Available: https: //papers.ssrn.com/sol3/papers.cfm?abstract_id=3495293. [Accessed: 20-Jun-2022].
E. C. Jimenez, “Emotional quotient, work attitude and teaching performance of Secondary School Teachers,” Journal of Pedagogical Sociology and Psychology, vol. 2, no. 1, pp. 25–35, 2020.
E. C. Jimenez, “Adversity and emotional quotients of public elementary school heads amidst the covid-19,” International Journal of Didactical Studies, vol. 2, no. 2, pp. 101460–101460, 2021.
J. M. R. Asio, “Effects and relationships of working environment, teamwork, and diversity to organizational satisfaction,” Interdisciplinary Research Review. [Online]. Available: https: //ph02.tci-thaijo.org/index.php/jtir/article/view/242200. [Accessed: 20-Jun-2022].
J. M. R. Asio, “Working Environment, team work, and diversity: Perspectives and relationship to organizational satisfaction,” Global Journal of Business, Economics and Management: Current Issues, vol. 11, no. 2, pp. 109–118, 2021.
J. M. R. Asio, S. A. Bayucca, and E. C. Jimenez, “Child protection policy awareness of teachers and responsiveness of the school: Their relationship and implications,” Shanlax International Journal of Education, vol. 9, no. 1, pp. 1–10, 2020.
E. C. Jimenez, “Impact of mental health and stress level of teachers to learning resource development,” Shanlax International Journal of Education, vol. 9, no. 2, pp. 1–11, 2021.
J. M. R. Asio, “Research designs in the new normal: A brief overview,” Academia Letters, 2021.
O. P. John, R. W. Robins, and L. A. Pervin, Handbook of personality: Theory and research. New York: Guilford Press, 2010.
K. V. Petrides, Technical manual for the Trait Emotional Intelligence Questionnaires. London: London Psychometric Laboratory, 2009.
R. Benson, C. Fearon, H. McLaughlin, and S. Garratt, “Investigating trait emotional intelligence among school leaders: Demonstrating a useful self-assessment approach,” School Leadership & Management, vol. 34, no. 2, pp. 201–222, 2013.
E. Papanastasiou and C. Angeli, “[PDF] evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3): Semantic scholar,” Semantic Scholar. [Online]. Available: https: //www.semanticscholar.org/paper/Evaluating-the-Use-of-ICT-in-Education%3A-Properties-Papanastasiou-Angeli/7adee1317d9d656e1836d01fe5e82061bf4bb547.
[Accessed: 20-Jun-2022].
K. A. Dhammika, “Visionary leadership and organizational citizenship behavior: An assessment of impact of sectarian difference,” Academia.edu, 27-Nov-2017. [Online]. Available:https: //www.academia.edu/35262411/Visionary_Leadership_and_Organizational_Citizenship_Behavior_An_Assessment_of_Impact_of_Sectarian_Difference.
[Accessed: 20-Jun-2022].
I. F. Manafa, “Communication skills needed by principals for effective management of secondary schools in Anambra State,” ONLINE JOURNAL OF ARTS, MANAGEMENT & SOCIAL SCIENCES. [Online]. Available: http: //www.gojamss.net/journal/index.php/OJAMSS/ article/view/374/373. [Accessed: 20-Jun-2022].
Van N. Molly and B. Johan, “Value-based leadership approach: A way for principals to revive the value of values in schools,” Educational Research and Reviews, vol. 12, no. 3, pp. 133– 142, 2017.
J. M. R. Asio and E. E. Riego de Dios, “The college students perspective on what makes an educator well-qualified,” Journal of Pedagogical Research, vol. 3, no. 3, pp. 126–138, 2019.
J. M. R. Asio and E. E. Riego de Dios, “21st century attributes and skills of a teacher in the perspective of college students,” ERIC. [Online]. Available: https: //files.eric.ed.gov/fulltext/ ED594675.pdf. [Accessed: 20-Jun-2022].
M. Sexton and C. Orchard, “Understanding Healthcare Professionals’ self-efficacy to resolve interprofessional conflict,” Journal of Interprofessional Care, vol. 30, no. 3, pp. 316–323, 2016.
M. Bitterová, A. Hašková, and M. Pisoňová, “School leader's competencies in Management Area,” Procedia - Social and Behavioral Sciences, vol. 149, pp. 114–118, 2014.
E. K. Mocheche, J. Bosire, and P. Raburu, “Influence of gender on job satisfaction of secondary school teachers in Kenya,” International Journal of Advanced and Multidisciplinary Social Science. [Online]. Available: http: //article.sapub.org/10.5923.j.jamss.20170302.02.html. [Accessed: 20-Jun-2022].
P. Guramatunhu-Mudiwa and L. L. Bolt, “Does the gender of school personnel influence perceptions of leadership,” School Leadership & Management, vol. 32, no. 3, pp. 261–277, 2012.
H. Fitria, M. Mukhtar, and M. Akbar, “The effect of organizational structure and leadership style on teacher performance in private Secondary School,” IJHCM (International Journal of Human Capital Management). [Online]. Available: https: //doi.org/10.21009/IJHCM.01.02.12. [Accessed: 20-Jun-2022].
P. S. Angelle and C. A. DeHart, “Teacher perceptions of teacher leadership,” NASSP Bulletin, vol. 95, no. 2, pp. 141–160, 2011.
B. D. Baker and B. S. Cooper, “Do principals with stronger academic backgrounds hire better teachers? Policy implications for improving high-poverty schools,” Educational Administration Quarterly, vol. 41, no. 3, pp. 449–479, 2005.
M. Baptiste, “No teacher left behind: The impact of principal leadership styles on teacher job satisfaction and student success,” ERIC. [Online]. Available: https: //files.eric.ed.gov/fulltext/EJ1212519.pdf. [Accessed: 20-Jun-2022].
J. Y. Hong, “Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses,” Teachers and Teaching, vol. 18, no. 4, pp. 417–440, 2012.
S. S. Ali, A. Azizollah, A. Zaman, A. Zahra, and A. Mohtaram, “Relationship between personality traits and performance among school principals,” ERIC. [Online]. Available: https: //files.eric.ed.gov/fulltext/EJ1080896.pdf. [Accessed: 20-Jun-2022].
D. Kartini, M. Kristiawan, and H. Fitria, “The influence of Principal's leadership, academic supervision, and professional competence toward teachers' performance,” International Journal of Progressive Sciences and Technologies, 2020. [Online]. Available: https: //ijpsat.ijsht-journals.org/index.php/ijpsat/article/view/1730. [Accessed: 20-Jun-2022].
M. Dogaru and I. Neacsu, “The characteristic of innovator school principal as a leader: The case from Romania,” European Scientific Journal, 2014. [Online]. Available: https: //eujournal.org/index.php/esj/article/download/3146/2943. [Accessed: 20-Jun-2022].
J. B. Cullen, S. D. Levitt, E. Robertson, and S. Sadoff, “What can be done to improve struggling high schools?,” Journal of Economic Perspectives, vol. 27, no. 2, pp. 133–152, 2013.
K. Nyongesa, “Influence of head teacher's leadership traits on students academic performance: A survey of private primary schools in Nyali Sub County,” Afribary, 2021. [Online]. Available: https: //afribary.com/works/influence-of-head-teacher-s-leadership-traits- on-students-academic-performance-a-survey-of-private-primary-schools-in-nyali-sub-county. [Accessed: 20-Jun-2022].
N. Kaso, N. Aswar, F. Firman, and D. Ilham, “The relationship between principal leadership and teacher performance with student characteristics based on local culture in senior high schools,” Kontigensi : Jurnal Ilmiah Manajemen, 2019. [Online]. Available: https: //jurnal.dim-unpas.web.id/index.php/JIMK/article/view/129. [Accessed: 20-Jun-2022].
A. Balyer, “Transformational leadership behaviors of school principals: A qualitative research based on teachers' perceptions,” Academia.edu, 26-Apr-2022. [Online]. Available: https: //www.academia.edu/77652918/Transformational_Leadership_Behaviors_of_School_Principals_A_Qualitative_Research_Based_on_Teachers_Perceptions. [Accessed: 20-Jun-2022].
M. Agustina, M. Kristiawan, and T. Tobari, “The influence of Principal's leadership and school's climate on the work productivity of vocational pharmacy teachers in Indonesia,” International Journal of Educational Review, vol. 3, no. 1, pp. 63–76, 2020.
H. E. Price, “Principal–teacher interactions,” Educational Administration Quarterly, vol. 48, no. 1, pp. 39–85, 2011.
