Adversity Quotient, Leadership Style and Performance of Secondary ...

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Republic of the Philippines University of St. La Salle

Bacolod City

APPROVAL SHEET

This dissertation of Jessie B. Aquino, entitled “Adversity Quotient, Leadership Style and Performance of Secondary School Heads and Commitment to Organizational Values of Teachers in the Province of Tarlac”, which is prepared and submitted in partial fulfillment of the requirements for the degree Doctor of Education is hereby accepted.

NIÑO B. CORPUZ, Ed. D., RGC Adviser

DISSERTATION COMMITTEE

NICANOR C. CAINGAT, Ph. D. Chairman

ELENA A. HAMSILANI, Ph. D. MYRNA Q. MALLARI, DBA Member Member

Accepted and approved in partial fulfillment of the requirements for the degree Doctor of Education.

Comprehensive Examination passed.

DR. MYRNA Q. MALLARI Academic Administrator

Date: ____________________

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ADVERSITY QUOTIENT, LEADERSHIP STYLE AND PERFORMANCE OF SECONDARY SCHOOL HEADS AND COMMITMENT TO

ORGANIZATIONAL VALUES OF TEACHERS IN THE PROVINCE OF TARLAC

A Dissertation Presented to the Faculty of Graduate School

University of St. La Salle Bacolod City

In Partial Fulfillment of the Requirements for the Degree

Doctor of Education

JESSIE B. AQUINO 2013

ABSTRACT

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Title: ADVERSITY QUOTIENT, LEADERSHIP STYLE AND PERFORMANCE OF SECONDARY SCHOOL HEADS AND COMMITMENT TO ORGANIZATIONAL VALUES OF TEACHERS IN THE PROVINCE OF TARLAC

Researcher:

Jessie B. Aquino

Degree: Doctor of Education

Institution: University of St. La Salle, Bacolod City

This study was conducted to determine the relationship of adversity quotient,

leadership style and performance of secondary school heads and commitment to

organizational values of teachers in the Province of Tarlac. The following concerns were

looked into: the school heads’ adversity quotient, leadership styles and performance,

commitment of teachers to organizational values and the relationship among these

variables; the influence of adversity quotient and leadership style to performance and

commitment and; a model showing the nature of influence of adversity quotient and

leadership to performance and commitment.

The descriptive-correlational research design which made use of three sets of

questionnaire was utilized in this study. Questionnaires include the adversity quotient

profile (Stoltz, 2013), the Multi Leadership Questionnaire (Bass & Avolio, 2002) and the

Organizational Commitment Questionnaire (Celep, 2003). The respondents of the study

were the 62 secondary school heads 328 teachers of the Division of Tarlac Province.

Frequency count, percentage, weighted mean, and mean score were used to interpret the

collected data. The Statistical Package for the Social Sciences (SPSS v. 16) and excel

(MS 2010) were used to generate descriptive data. Multiple Linear Regressions were

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used in testing the hypotheses. Structural Equation Modeling (SEM) was employed to

establish the validity of the proposed model.

Findings showed that secondary school heads have significantly little control and

influence in adverse situations. Their leadership styles as to transformational and

transactional have the same descriptive level. However, the computed grand mean for

transformational leadership is higher than in the transactional leadership.

In terms of the performance in National Achievement Test (NAT), the overall

computed mean were on the average level.

Generally, commitment to school, teaching work, teaching occupation and work

group work of teachers were above average. Overall level of commitment of teachers to

organizational values is relatively high.

Endurance of the school head was significantly and positively related to idealized

influence – behavior, inspirational motivation. Intellectual stimulation was significantly

and positively related to critical thinking and overall NAT. There was a significant

negative relationship between school heads’ ownership and teachers’ commitment to

work group and overall commitment. Ownership negatively influenced performance in

Mathematics, English, Science and overall NAT. As to transformational leadership,

intellectual stimulation positively influenced performance in all components of as well as

in the overall NAT. In terms of transactional leadership, contingent reward negatively

influenced performance in Mathematics, Science and overall NAT.

Ownership negatively influenced teachers’ commitment to school, commitment to

work group and overall commitment, but Endurance positively influenced teachers’

commitment to school.

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ACKNOWLEDGMENT

The researcher gratefully acknowledges the guidance, encouragement, inspiration

and other forms of assistance of all those who, in one-way or the other, contributed to the

realization of this research work.

Ambassador Eduardo M. Cojuangco Jr., who has cheerfully shared his

generosity for the professional and intellectual development of teachers and

administrators in the Province of Tarlac through the ECF Project Free Program;

Tarlac State University, the host institution for choosing highly competent

faculty of instruction;

The University of St. La Salle Bacolod for being the granting institution;

The Department of Education of Tarlac for being an active partner of the

project;

Dr. Niño B. Corpuz, the researcher’s adviser, for his ceaseless encouragement,

genuine interest, incomparable assistance and intellectual support throughout all the stage

of the preparation of this dissertation. Also much appreciation is given to him for the

advice to measure the outcome of a successful work and most of all his patience and

understanding during and after the preparation of the manuscript;

Dr. Elsie M. Canlas, his critic, who gave full encouragement and self-confidence

that he needed in the defense of his dissertation

Dr. Nicanor C. Caingat, Chairman of the Dissertation Committee for his

intellectual support and valuable comments needed to have a comprehensive and

informative research study;

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Dr. Myrna Q. Mallari, Member of the Dissertation Committee, for sharing her

expertise and giving valuable insights and suggestion, which greatly made a difference to

the research work;

Dr. Elena A. Hamsilani, Member of the Dissertation Committee, for her bright

suggestions and guidance;

Dr. Paul G. Stoltz, the author of adversity quotient profile and the CEO of PEAK

Learning Inc., for allowing the researcher to use the instrument on adversity quotient;

Miss Katie Martin, the researcher’s consultant from PEAK Learning Inc. on

adversity quotient for her intellectual assistance and generosity in the completion of the

study;

The Respondents, for their participation and cooperation;

His good friends and fellow teachers of Villa Aglipay High School, Ma’am Tess,

Ma’am Ellen, Ma’am Dang, Ma’am Alma, and Ma’am Au for assisting the researcher

in the distribution of questionnaires and whose encouraging assistance and moral support,

inspired him to push through the research;

To Madam Clarita C. Reyla, the principal of Villa Aglipay High School, for her

unselfish support and help in the distribution of the questionnaires;

To his best friend Nelvin R. Nool for helping him in the analysis of data and for

inspiring him to continue dreaming and believing to finish his degree;

To all the members of his family, for their understanding and much needed moral

support;

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To all the members of Pitombayog Christian Community Church, headed by Rev.

Edison T. Sanchez, for their ceaseless prayers and encouragement, special mention to

JR Paulo for showing that life should be relaxed and easy;

To all his students who are the main and ultimate reason for pursuing higher level

of education; and

To the Lord Jesus Christ, his ultimate inspiration, who provided all the needed

wisdom and strength towards the completion of this study.

-jess-

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DEDICATION

This work is wholeheartedly dedicated

to those who have been my INSPIRATION.

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TABLE OF CONTENTS Page

APPROVAL SHEET ……………………………………………………..………….. 1 TITLE PAGE ………………………………………..……………………………….. 2 ABSTRACT …………………………………………...……………………………… 3 ACKNOWLEDGMENT ……………………………………………….……………. 5 DEDICATION ………………………………………..……………………………… 8 TABLE OF CONTENTS ……………………………………………….…………… 9 LIST OF TABLES …………………………………………………………………… 11 LIST OF FIGURES …………………………………………………………..………

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Chapter 1 THE PROBLEM AND ITS BACKGROUND …………………………............. 14

Introduction …………………………………………………………………... 14 Statement of the Problem …………………………………………………….. 18 Null Hypotheses ……………………………………………………………… 19 Significance of the Study …………………………………………………….. 20 Scope and Delimitation of the Study…………………………………………. 21 Definition of Terms …………………………………………………………... 22

2 REVIEW OF RELATED LITERATURE AND STUDIES …………………… 25

Related Literature ……………………………………………………………. 25 Related Studies ………………………………………………………………. 51 Foreign Studies ………………………………………………………………. 51 Local Studies ……………………………………………………..................... 84 Conceptual Framework ………………………………………………………. 98

3 METHODS OF STUDY AND SOURCES OF DATA ………………………… 102

Research Design ……………………………………………………………… 102 Locale of the Study …………………………………………………………... 102 Respondents of the Study …………………………………………………...... 104 Research Instruments …………………………………………………............ 106 Data Gathering Procedure …………………………………………………..... 113 Statistical Treatment …………………………………………………………. 114

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA …………………………………………………………………………..

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Adversity Quotient of Secondary School Heads …………………………….. 115 Leadership Style ……………………………………………………………… 125 Performance ……………………………………………………….................. 136 Commitment to Organizational Values of Teachers …………………………. 139

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Relationship of the School Heads’ Adversity Quotient, Leadership Style and Performance, and Teachers’ Commitment to Organizational Values ….........................................................

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Proposed Model of School Heads’ Adversity Quotient, Leadership Style and Performance, and Teachers’ Commitment to Organizational Values ………………………………………

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5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS …………………………………………………………

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Summary of Findings ………………………………………………………… 181 Conclusions …………………………………………………………………... 188 Recommendations ………………………………………………..................... 191

BIBLIOGRAPHY ……………………………………………………………………. 178

APPENDICES ..............................................................................................................

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A. Letter Request to the Superintendent …………………………………….. 196 B. Letter Request to the Principal …………………………………………… 197 C. PEAK Learning Official Research Agreement …………………………... 198 D. Adversity Quotient Profile ……………………………………………….. 199 E. Leadership Style Survey Questionnaire for School Heads ………………. 200 F. Organizational Commitment Questionnaire for Teachers ……………….. 202 G. Adversity Quotient Scores of School Heads ……………………………... 204 H. Transformational Leadership Scores of School Heads …………………... 206 I. Transactional Leadership Scores of School Heads ………………………. 208 J. School Performance in Terms of NAT …………………………………… 210 K. Organizational Commitment Scores of Teachers …………………………

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CURRICULUM VITAE……………………………………………………………… 219

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LIST OF TABLES Table Page

1 Distribution of Teacher Respondents ….... …..…………..…………… 104

2 Reliability Estimates of the Adversity Quotient Profile …………………………. …..…………..…………… 107

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Overall Equivalent of Adversity Quotient …………………………….. 109

4 Dimensions of Adversity Quotient Profile Score Equivalents ……………………….. …………………………….. 110

5 Level of Adversity Quotient of Secondary School Heads in Terms of Control ……… ………………………….…. 117

6 Level of Adversity Quotient of Secondary School Heads in Terms of Ownership …... …………………………….. 118

7 Level of Adversity Quotient of Secondary School Heads in Terms of Reach ……….. …………………………….. 120

8 Level of Adversity Quotient of Secondary School Heads in Terms of Endurance …... …………………………….. 121

9 Overall Adversity Quotient of the Secondary School Heads ………………... …………………………….. 122

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Means of Adversity Quotient of Secondary School Heads with its Four Dimension ……………………………….. …………………………….. 124

11 Leadership Style of Secondary School Head – Transformational ………………... …………………………….. 127

12 Leadership Style of Secondary School Head – Transactional ……………………. …………………………….. 132

13 Comparison of Leadership Style of Secondary School Heads ………………... …………………………….. 134

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Performance of Secondary School Heads in Terms of National Achievement Test (NAT) Results …………………………… …………………………….. 137

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15 Teachers’ Commitment to Organizational Values…………………………………….

……………………………..

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16 Correlation between School Heads’ Adversity Quotient and Leadership Style... …………………………….. 146

17 Correlation between School Heads’ Adversity Quotient and Performance …… …………………………….. 147

18 Correlation between School Heads’ Leadership Style and Performance ……… …………………………….. 148

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Multiple Regression Analysis of Model 1 . …………………………….. 151

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Correlation between School Heads’ Adversity Quotient and Teachers’ Commitment to Organizational Values …. …………………………….. 166

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Correlation between School Heads’ and Leadership Style and Teachers’ Commitment to Organizational Values …. …………………………….. 167

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Multiple Regression Analysis of Model 10 …………………………….. 174

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Correlation between Teachers’ Commitment to Organizational Values and School Heads’ Performance …………

..…………………………..

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LIST OF FIGURES

Figure Page

1 Paradigm of the Study …………………... …………………………….. 101 2

Proposed Model Describing the Nature of the Adversity Quotient, Performance of Secondary School Heads and Teachers’ Commitment to Organizational Values …. …………………………….. 177

3 Proposed Model Describing the Nature of

the, Leadership Style and Performance of Secondary School Heads and Teachers’ Commitment to Organizational Values …. …………………………….. 178

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Life in the 21st century is an era of relentless and unforcastable change. The

relationship between the human race and the planet that sustain it has undergone an

enormous transformation. The world is a dynamic entity that poses quite powerful

challenges to educational managers. Major changes are happening right before their eyes

and they are aware of the implications of these rapid, fundamental and structural changes

(Ferrer, 2009).

The leadership role of school administrator is demonstrated in all aspects of the

general duties of the school administration. Leadership has to do with the initiation,

organization, motivation and direction of the actions of the members of a group in a

specific situation towards the achievement of the objectives of group. These roles must be

concerned with the quality of instruction as well as the students’ welfare, the moral and

spiritual tone of the school and the maintenance of discipline.

Stoltz (2008) stressed the importance of conducting researches among school

leaders to find out how they respond to different issues that are carried along with their

responsibility and role as school managers. This means that the way the school head deals

with the adversities brought about by both external and internal factors could greatly

affect his multi-faceted role as school manager which could result to inability of fulfilling

his potential which in consequence, lowers his performance in terms of resourcefulness,

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adjustment to change with new ideas, problem solving, decision making, optimism and

healthiness.

Educational leadership roles according to Law and Glover (2000) take the form of

being leading professionals. Researches show that principals are the linchpins in the

enormously complex working environment, both physical and human, of a school. The

job calls for a staggering range of roles: psychologist, teacher, facilities manager,

philosopher, police officer, diplomat, social worker, mentor, PR director, coach,

cheerleader and others. The principalship is both lowly and lofty. In one morning, he

might deal with a broken window and a broken home; a bruised knee and a bruised ego; a

rusty pipe and a rusty teacher. The job of a principal can indeed be staggering in its

demands, particularly in the context of school reform. At present, educational institutions have been facing different issues and

adversities that school managers have to deal with effectively and efficiently. Adversities

such as poor academic performance of students that affects the performance of the school

as a whole, increasing dropout rates, drug addiction, early marriage, parental problems,

bullying, and discipline are the most common. These adversities could greatly affect the

entire school when not responded accordingly. As cited in the study of Canivel (2010),

advances and changes in technology, science, values, environment, and international

relationship also hold a varied assortment of challenges and adversities in education.

How a leader responds to these adversities not only affects the leader’s performance but

also the performance of those being lead.

Schlechty (2000) stressed out how education has attempted to keep pace with our

changing society. But according to him, the society’s unrealistic expectations and plans

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have not influenced the core of our educational system. The continued pressure for

educational reform places an ever – increasing demands on both resources and personnel.

This increased emphasis on accountability and achievement places additional pressure on

teachers to perform, students to learn, and principals to lead. The education community’s

attempts at reinventing itself encompass a level of adversity with which school personnel

must effectively handle. How principals, as educational leaders, respond to this adversity

will likely be mirrored in local educational settings by teachers and students. A principal

responding positively to modern educational adversity lessens the negative impact it may

have on student achievement. That’s why it is imperative that the principal as a leader –

the school manager should learn how to deal with the different adversities he may

encounter upon the assumption and delivery of his role for this is also an essential

element of having effective leadership skills which contribute much on the success of the

school community.

On the other hand, teacher commitment has been identified as one of the most

critical factors for the future success of education and schools. It has been a truly

significant factor that the commitment of teachers is closely connected to teachers work

performance and their ability to make innovations in the teaching environment and as a

result, they are able to integrate new ideas into their own practice. Teacher commitment

plays a vital role in eliciting positive response among the students to perform well and

achieve more in their studies. It also affects students’ attitudes toward school.

The level of teachers’ commitment is considered to be a key factor in the success

of any educational undertaking as it heavily influences teachers’ willingness to engage in

cooperative and critical practice. To sustain energy and enthusiasm for the work, teachers

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need to maintain their personal commitment to the job. This concept of ‘commitment’, as

investment of personal resources, has long been associated with the professional

characteristics of a teacher. At a time when education is in constant flux, teachers are

expected to incorporate reforms on a number of levels into their daily practice.

The present challenge in the educational environment requires that those who

wish to survive and thrive must become involved in an increased rate of personal

adaptation and professional development (Day, 2000). This shows that teachers’

commitment to organizational values has a lot to do in the attainment of the

organization’s mission. It is an important aspect that will contribute a lot in the

realization of the goals and objectives of the organization.

Tabuso (2007) believed that teachers who are committed are those who devote

themselves wholly to the teaching profession and to the educational organization. They

exert effort to the optimum level. Organizationally-committed teachers are satisfied

teachers who display punctuality and loyalty. They have a good record of attendance and

are willing to adhere to school policies. Since the educational system stresses that

educational organization should create an environment quality of instruction,

administrators should always keep abreast with the factors that affect teaching

performance and organizational commitment. They should keep an eye to the behavior of

their teachers because teachers’ needs may change from time to time. Their concern

should be focused on the level of satisfaction and dissatisfaction, for them to know if the

teachers are likely to be more committed or less committed. Lower-level commitment of

teachers may create a dilemma that could affect negatively the effectiveness of an

educational organization and may cause teachers to be less efficient in their professional

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performance or to leave the profession. The less committed teachers may create

difficulties and cause deviations in respect of the educational aims of the school.

This research attempted to study as to what extent school administrators rise and

respond quickly from defeats, frequent frustrations, stress, and setbacks as they perform

their duties and responsibilities. The researcher would also like to find out the

relationship of adversity quotient to leadership styles, performance and the level of

commitment of teachers to organizational values. The author believes that knowledge of

these factors may help develop school managers who are self-motivated, assertive, and

decisive when it comes to challenging situations since these factors play a very

significant role in achieving the school’s ultimate vision; that is providing quality

education accessible to all.

Statement of the Problem

The study aimed to determine the relationship of the adversity quotient, leadership

style and performance of secondary school heads and commitment of teachers to

organizational values in the Division of Province of Tarlac, school year 2012 – 2013.

Specifically, this study aimed to answer the following questions:

1. How are the secondary school heads described in terms of the following

1.1 Adversity Quotient

1.1.1 Control

1.1.2 Ownership

1.1.3 Reach

1.1.4 Endurance

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1.2 Extent of Practice of Leadership Style

1.2.1 Transformational

1.2.2 Transactional

1.3 School Performance in NAT

2. How are the teachers’ organizational values described in terms of

2.1 commitment to school

2.2 commitment to teaching work

2.3 commitment to teaching profession

2.4 commitment to work group

3. Is there a significant relationship between the following variables:

3.1 adversity quotient and leadership style

3.2 adversity quotient and performance

3.3 leadership style and performance

3.4 adversity quotient and commitment to organizational values;

3.5 leadership style and commitment to organizational values

3.6 commitment to organizational values and performance

4. What models can be proposed to describe the nature of relationship of

school heads’ adversity quotient and leadership style to their performance

and teachers’ commitment to organizational values?

Hypotheses

1. There is no significant relationship between the following variables:

a. school heads’ level of adversity quotient and leadership style.

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b. school heads’ level of adversity quotient and performance.

c. school heads’ leadership style and performance.

d. school heads’ level of adversity quotient and teachers’ commitment to

organizational values.

e. school heads’ leadership style and teachers’ commitment to organizational

values.

f. teachers’ commitment to organizational values and school heads’

performance.

Significance of the Study

The study looked into the relationship of the secondary school heads’ adversity

quotient, leadership style and performance and commitment of teachers to organizational

values.

The result of this study will help both the teachers and the school head to be

encouraged and put their best foot forward to maximize their performance and

capabilities as primary individuals in the realization of the school’s vision and mission

and thus, in the attainment of success of the organization.

Findings of the study will help develop an informed conceptualized model of

teacher commitment. Data obtained from this undertaking could be used in developing a

deeper understanding of teacher commitment since it is critical in the knowledge of

economy where education is in a constant state of evolution, impacting considerably on

the expectations and workload of the teaching workforce.

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For school administrators, this will provide them the necessary and clear ideas

in enhancing their potentials and leadership skills. As considered to be an academic

leader, they are the primary beneficiaries of this study for results of this will help them

understand better on how to cope with the adversities that they usually encounter in the

performance of their job as school managers. This will provide them valuable

information to come up with an alternative solution and effective approach on how to

remedy it and be able to establish a strong understanding on their weaknesses and

strength as leaders in the academe. Furthermore, it will give them the opportunity to

improve their personality to respond effectively on any adversity that will arise in the

deliverance of their duties and responsibilities in managing and supervising their

subordinates in the workplace that affects teachers’ commitment to organizational values

under their care.

Also, higher authorities could be benefited by the results of this study. The data

obtained from this study will provide them real leadership by projecting calmness and

competence, keeping the organization and its staff and volunteers focused on the future,

communicating well, providing emotional support, and involving people in resolving the

problems that have led to the current situation.

Scope and Delimitation of the Study

This study was conducted to determine the relationship of leadership style and the

performance to adversity quotient of the secondary school heads and commitment of

teachers to organizational values in the Division of Tarlac Province.

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The respondents of this study were the secondary school heads of the Division of

Tarlac Province and selected teachers determined by a stratified random sampling

through the Slovin’s formula during the school year 2012 – 2013. The study made use of

the Adversity Quotient Response Profile® which was developed by Dr. Paul G. Stoltz.

The Multifactor Leadership Questionnaire (MLQ, Bass & Avolio 2002) was used to

collect data regarding leadership practices of secondary school heads. The said

instrument determines the extent of practice of leadership styles of the school head as to

transformational or transactional.

Teacher commitment to organizational values was measured by an Organizational

Commitment Questionnaire consisting of responses to a survey of Likert items with a 5-

point response scale anchored by strongly disagree and strongly agree.

The teachers’ organizational commitment was explained under the headings of

commitment to the school, the work group, the teaching profession and the teaching

itself. The teachers’ organizational commitment questionnaire developed by Celep (2003)

was used in this study. However, modifications had been made for the questions that

were quite broad. The said questionnaire was then validated by experts.

Definition of Terms

The following terms are operationally defined for clarification purposes.

Adversity. Adversity is more likely to be an ongoing unfavorable condition. It

may or may not set you back, but it often makes it harder to move forward. This may be

in a form of distress, misery, suffering, trouble, misfortune, disaster, problem or

challenges.

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Adversity Quotient (AQ). The total score obtained by an individual/respondent

from the Adversity Response Profile.

Commitment. Defined as a high level of attachment of an individual to

organization or activity. In this study, it refers to the teacher’s high level of attachment

and involvement in the teaching profession and in the academic organization as a whole.

Control. The first dimension of the adversity quotient profile which measures the

degree of control a person perceives that he or she has when adverse events happened.

Endurance. This refers to the fourth dimension of the adversity quotient profile.

This is a measure of the perception of time over which good or bad events and their

consequences will last or endure.

Intellectual Stimulation. A dimension of transformational leadership that

stimulates individuals to be able to be creative and excellent by introducing ideas and

early solutions to problems. It highlights rationality and new approaches for followers to

follow.

Leadership. The ability of an individual to lead and influence other people (e. g.

subordinates/staff) for purpose of empowering them.

Leadership Style. It refers to the particular leadership style employed by those

who are in positions.

Organizational Commitment. Organizational commitment is constitutively

defined as the teacher’s identification with and involvement in a particular organization.

This commitment can be characterized by at least three factors: (a) a strong belief in and

acceptance of the organization’s goals and values, (b) a willingness to exert considerable

effort on behalf of the organization, and (c) a strong desire to maintain membership in the

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organization. Organizational commitment is operationally defined by teacher responses to

the Organizational Commitment Questionnaire (OCQ).

Ownership. The second dimension of the adversity quotient profile that measures

the extent to which a person owns, or takes responsibility for the outcomes of adversity or

the extent to which a person holds himself or herself accountable for improving the

situation.

Performance. Something that is carried out or accomplished (Microsoft®

Encarta® Premium Suite, 2005). In this study it refers to the school’s Mean Percentage

Score (MPS) in the National Achievement Test (NAT) during the school year 2011 -

2012.

Principal. An academic position given to a person who has executive authority in

managing a school.

Reach. The third dimension of the adversity quotient profile. This dimension

measures the degree to which a person perceives good or bad events reaching into other

areas of life.

School Head. A general term used to address an individual who manages the

school. It can be a principal, a head teacher or an officer – in – charge exercising the

authority as the school administrator.

Transactional Leadership. A type of leadership that occur when a principal or

school head rewards or disciples the teachers depending on the adequacy of the teachers’

performance. It depends on contingent reinforcement, either positive contingent reward

or the more negative active or passive forms of management-by-exception. Also, the

principal or school head assigns or gets agreement on what needs to be done and

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promises rewards or actually rewards others in exchange for satisfactorily carrying the

assignment.

Transformational Leadership. It is a style of leadership that occurs when a

school head broadens and elevates the interests of his/her teachers when he/she generates

awareness and acceptance of purposes and mission of their organization/institution, and

when he/she stirs his/her teachers to look beyond self-interest for the good of the

organization.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature, concepts, ideas and comprehensive researches

which are related to this study. They were well-chosen to support best the knowledge,

ideas, and insights included in this paper for better and meaningful improvement. Both

local and foreign studies on adversity quotient, leadership and commitment of teachers to

organizational values have been considered which the researcher thinks have bearing

with the present study.

Related Literature

Individuals today face change constantly–-in the work they do, how they perform

work, where work is performed, and with whom they work. Changes within the

organization represent only part of the challenge; employees who have more

responsibilities for dealing directly with suppliers and customers increasing face external

changes (Maddi & Khoshaba, 2005; Mallak, 1998; Reivich & Satte, 2002). And it is

believed that these changes can affect one’s adversity that could also affect one’s

performance in his work.

Change itself is no longer a source if competitive advantage, according to Stoltz

(2000). True competitive advantage is determined by the speed, magnitude, and direction

with which an organization can change. Speeding up the change cycle is entirely

dependent on the readiness of the participants. If the people are not on board, no amount

of speeches and meetings can change a thing.

Stoltz (2000) argues that an organization’s resilience to adversity or Adversity

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Quotient (AQ) is the determining variable in speeding up and strengthening change. First,

a high AQ organization can greatly reduce the depth and width of the transition phase.

This reduces the individual trauma caused by change as well as how long it takes to get to

the other side.

The second advantage is that a high AQ organization can raise the bar on where it

merges at the New Beginnings. People who perceive change as possible and something

they can influence are going to invest far greater and more sustained energy into the

process, increasing their chances of success. A high AQ individual’s automatic perception

that the transition phase will pass and will not necessarily ruin everything also keeps this

or her enthusiasm and energy strong.

Individuals with high AQ scores are more likely to embrace, drive, and persist

through change. A high AQ response to change also creates the moment and

organizational fortitude necessary to successfully navigate incessant change. A high AQ

individual’s automatic perception that the transition phase will pass and will not

necessarily ruin everything also keeps this or her enthusiasm and energy strong. High AQ

individuals are simply more likely to embrace, drive, and persist through change.

The survival of most organizations rests on their ability to withstand and overcome

continuous and mounting adversity. The greatest source if adversity for most

organizations is the constant avalanche of change. An organization is only as strong as its

AQ, regardless of its talents and capacity. To be a true high-performance team it must

have high-performance CORE operating systems, one that will sustain agility, innovation,

problem solving, and strategic thinking in adversity-rich times.

The factors related to adversity are numerous, complex, and multidirectional.

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Adversity research draws heavily from studies in the area of cognitive psychology. One

of the most import components of adversity is the theory of learned helplessness.

Learned helplessness attempts to explain why some individuals succeed in the

face of adverse conditions while others stop or even retreat. What Seligman and others

have since discovered is that people are capable of acquiring this trait. Learned

helplessness is internalizing the belief that what you do does not matter; it is about the

loss of perceived control over adverse events.

Stoltz provides a summary of conclusions taken from the works of Martin

Seligman, Christopher Peterson, Steven Maier, Carol Dweck and others on learned

helplessness: (a) learned helplessness explains why people give up, (b) learned

helplessness is a definitive barrier to empowerment, (c) once learned, it is easy to justify

one’s helplessness, (d) people can be immunized against helplessness, (e) the immunized

against helplessness never give up, (f) the upsurge in depression is caused by an epidemic

of learned helplessness, (g) optimists respond differently to adversity than do pessimists,

(h) males and females are taught differently and, as a result, tend to respond differently to

adversity, (i) learned helplessness can be taught to others and reinforced later in life.

The means through which AQ improves adversity response was built on the work

of Albert Ellis and his ABC model. This rational-emotive model of behavior is based on

the notion that it is one’s belief about an event rather than the events themselves that

generate reactions and feelings. The importance of these models in cognitive psychology

is that unlike most training which loses its impact overtime is the effect of cognitive

disputation skills that seem to take on a life of its own, expanding and growing long after

the training. AQ alters how individuals view adversity and their response to it, both in

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current circumstances and in the future.

Adversity Quotient is the nutrient rich soil, the key, foundational factor of

success that can determine how, if, and to what degree a person’s attitudes, abilities,

and performance are manifested in the world. Like the composition of the soil in the

garden. AQ can be enriched and strengthened. It is here that begin to truly grasp the

practical implications of AQ.

The result of 19 years of research and 10 years of application is a major

breakthrough in understanding of what it takes to succeed. A person’s success in his

work and lifestyle is largely determined by his Adversity Quotient. AQ tells one how

well he would be able to withstand adversity and his ability to surmount it. AQ

predicts who will overcome adversity and who will be crushed. Also, AQ predicts

who will exceed expectations of their performance and potential and who will fall

short and AQ also predicts who gives up and who prevails. Adversity Quotient is

comprised of four CORE dimensions. CORE is an acronym for control, ownership,

reach, and endurance. These dimensions will determine a person’s overall AQ.

As stated in the article written by Darwin (2007), Adversity Quotient (AQ): An

Emerging Determinant of Success and Superior Performance, many years have been

spent by many researchers who have devoted a great deal of their studies to Intelligence

Quotient (IQ) and Emotional Quotient (EQ), which are considered to be determinants of

success and superior accomplishment. A decade ago, Paul Stoltz introduced a new yet

interesting & intriguing concept – Adversity Quotient (AQ), which tells how well one

withstands adversity and his ability to triumph over it. In fact, more researches recently

have shown that measurement of AQ is a better index in achieving success than IQ,

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education or even social skills.

According to him, by understanding the concept of AQ one can better understand

how he and others react to challenge and adversity in all aspects of his life. In fact, how

people respond to adversity is a strong indicator of ability to succeed in many endeavors.

AQ is rooted in three sciences: psychoneuroimmunology, neurophysiology, and

cognitive psychology. They are its building blocks. Hundreds of research studies lend

support to the role AQ plays in determining one’s ability to triumph over obstacles.

To measure AQ, Stoltz developed an assessment instrument called Adversity

Response Profile (ARP).

The Adversity Response Profile is the only scientifically-grounded tool in

existence for measuring how effectively one deals with adversity, or one’s AQ. AQ,

according to him, is a valid predictor of one’s success, stress-threshold, performance,

risk-taking, capacity for change, productivity, perseverance, improvement, energy, and

health.

The ARP is a highly valid assessment instrument based on 25 years of research

and more than 1000 studies at more than 150 universities and organizations worldwide.

Unlike IQ, AQ can be improved.

Adversity and resiliency are strongly related. Siebert (2005) defines resiliency as

the ability to adapt to life‘s changes & crises. It is the key to a healthy and productive life.

Siebert believes that there is a science of resiliency and his research explains how and

why some people are more resilient than others & how resilience can be learnt at any age.

Siebert‘s book, The Resiliency Advantage, details five levels of resiliency and provides a

program of activities to increase resilience. The character traits at the two ends of the

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continuum - resilience vs. vulnerability, such as resisting change vs. embracing change,

acting morally vs. living morally, emotional stupidity vs. emotional intelligence,

following role instructions vs. being an author of one‘s life story etc., are listed, and the

path to bringing about that transformation is charted out. The author relies extensively on

a reflective approach in the activities suggested.

Reivich and Shatte (2002), vice-presidents for research and development at

Adaptive Learning Systems which offers Resilience Training, in their book, The

Resiliency Factor -7 Keys to Finding your Inner Strength and Overcoming Life’s

Hurdles, based on their research over fifteen years, outline the seven skills required, to

becoming resilient. They emphasize that it is not what happens to a person but how he

reacts to it that affects the trajectory of his life. The book provides a test to measure RQ

(Resilience Quotient) and reaffirms that RQ can be increased.

The seven skills for resilience, according to Reivisch and Shatte, are emotion

regulation, impulse control, causal analysis, optimism, empathy, self-efficacy and

reaching out.

The book is a guide to mastering these seven skills. It provides exercises for

practice and opportunities for reflection, to hone these skills. The authors help one

understand one‘s own thinking style, and propose that resilience can be increased by

learning to circumvent a faulty thinking style, and become more realistic in assessing

what the adversity does to one.

At its most basic, AQ is the precise, measurable, unconscious pattern of how

you respond to adversity. But AQ is much more than a measure. It contributes a vital

piece to what is becoming a grand unification theory of human behavior, drawing

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from nearly four decades of wisdom and scientific research from some of the world’s

top thinkers. Once you get a picture of how AQ works, you will be able to apply the

following science to unravel some of the fundamental mysteries of individual and

collective endeavor. (Stoltz, 2000)

According to Chang (2001), the Adversity Quotient model dedicates a

dimension to control with the assumption that the more perceived control a person

has, the more resilient they will be. In this model the control and ownership

dimensions are inextricably linked in that the more one takes ownership when

adversity strikes, meaning they don’t deflect accountability by attributing the cause

of the bad event to something external or outside of themselves, the more perceived

control they have. This is in contrast to the Explanatory Style model where the

assumption is that attributions for negative events that are internal (as well as stable

and global) will be regarded as uncontrollable.

In the field of education, the characteristics of an organizational setting that

allow for its successful or unsuccessful response to adversity are called school culture.

As an educational leader, the principal is responsible for guiding and directing faculty

and students through challenging events and times. A leader’s understanding of

adversity both current and emerging, its aspects and influences, and an effective means

with which to overcome adversity, both personally and as a leader, will influence

teachers and students toward success.

AQ applies to institutions as well as individuals. The ability of individuals within

an educational setting to withstand and effectively manage adversity will greatly

influence its success. AQ affects an organization’s agility, resilience, persistence,

33

creativity, productivity, longevity, motivation, risk-taking, stamina, health, and success

(Stoltz, 1997).

Williams (2003) stressed that school leaders must adjust and respond to the

adversity that exists on all three levels: from personal family, to events occurring

outside the community’s boundaries, to the stress placed on education both nationally

and locally for increased accountability and student achievement. He emphasized

further that adversity is a part of educational life for students, teachers, and

principals. An individual’s response to adversity is determined by personal

characteristics and environmental setting. These responses can be measured and

altered. If educational leaders realize that they do not respond to adversity in the most

effective way, improvements can be made that will help not only the individual but

also the institution as a whole. Principals, through the development of personal

resilient behaviors and attitudes coupled with the development and implementation

of resilient environment setting, can increase personal and professional response to

adversity and thereby student achievement.

The issue of leadership is very center to management especially human resources

developments and application. The art of leadership is as old as age itself, and covers all

aspect of life may it be simple one unit or extended family, social and religious

organization, business, small or large industrial firms, politics and others.

Research evidence and benefit of practice have shown that there are many ways

approaching the subject, leadership. Lord Seift, in Ronald Egwuonwu (2000) says

“…leadership is the moral and intellectual ability to visualize and work for what is better

for the company and its employees…” The most vital thing the leader does is to create

34

team spirit around him and near him, not in a school boy sense, but in realistic terms of

mature adults. The function of leadership pervades all organizations. A good leader

therefore is one who is capable of persuading others to move enthusiastically towards the

achievement of group goals.

Ciulla (2004) emphasized that leadership is a distinct kind of moral relationship.

According to him, leaders cannot empower people unless they have the moral courage to

be honest with themselves. On the other hand, people want leaders who are honest,

forward looking, competent and inspiring.

Ade (2003) defined leadership as a social influence process in which the leader

seeks the voluntary participation of subordinated in an effort to reach organizational

objectives. In this definition “voluntary” is the operative word indicating that effective

leadership does not connote the use of absolute power or authority alone. Indeed,

successful leaders need to back up any authority and power rested in them with their

personal attributes and social skills.

Fapojuwo (2002) sees leadership as the ability to guide, conduct, direct or

influence the followership for the purpose of achieving common goals or task the leader

thus possess the ability to influence others to achieve result. Leadership is concerned with

the execution of those policies and decisions which help to direct the activities of an

organization towards its specific goals. Leadership is a status of dominance and prestige

acquired by ability to control, initiate or set the pattern of behavior for others. The school

administrator is essentially a leader of the staff and students of the school.

The leadership role of school administrator is demonstrated in all aspects of the

general duties of the school administration. Leadership has to do with the initiation,

35

organization, motivation and direction of the actions of the members of a group in a

specific situation towards the achievement of the objectives of group. These roles must

concern with the quality of instruction as well as the students’ welfare, the moral and

spiritual tone of the school and the maintaining of discipline.

The Institute of Educational Leadership (2000) after citing a long list of the

principal’s traditional managerial responsibilities went on to add, principals today must

also serve as a leaders for students learning. They must know academic content and

pedagogical techniques. They must work with teachers to strengthen skills. They must

collect, analyze and use data in ways that fuel excellence. They must rally students,

teachers, parents, local and health and family service agencies, youth development group,

local businesses and other community residents and partners around the common goal of

raising student performance. And they have the leadership skills and knowledge to

exercise the authority to pursue these strategies.

Stolp (2000) in his article Leadership for School Culture said that successful

leaders have learned to view their organizations' environment in a holistic way. This

wide-angle view is what the concept of school culture offers principals and other leaders.

It gives them a broader framework for understanding difficult problems and complex

relationships within the school. By deepening their understanding of school culture, these

leaders will be better equipped to shape the values, beliefs, and attitudes necessary to

promote a stable and nurturing learning environment.

The most effective change in school culture happens when principals, teachers,

and students model the values and beliefs important to the institution. The actions of the

principal are noticed and interpreted by others as "what is important." A principal who

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acts with care and concern for others is more likely to develop a school culture with

similar values. Likewise, the principal who has little time for others places an implicit

stamp of approval on selfish behaviors and attitudes.

Deal and Peterson (2000) suggest that principals should work to develop shared

visions--rooted in history, values, beliefs--of what the school should be, hire compatible

staff, face conflict rather than avoid it, and use story-telling to illustrate shared values.

Finally and most important, principals must nurture the traditions, ceremonies, rituals,

and symbols that already express and reinforce positive school culture.

Sullivan and Decker (2001) define transformational leadership as a leadership

style focused on effecting revolutionary change in organizations through a commitment

to the organization’s vision.

Transformational leadership redefines people’s missions and visions, renews their

commitment, and restructures their systems for goal accomplishment through a

relationship of mutual stimulation and elevation that converts followers into leaders and

leaders into moral agents.

The concept of transformational leadership was initially introduced by leadership

expert and presidential biographer James MacGregor Burns. According to Burns,

transformational leadership can be seen when "leaders and followers make each other to

advance to a higher level of moral and motivation." Through the strength of their vision

and personality, transformational leaders are able to inspire followers to change

expectations, perceptions and motivations to work towards common goals.

Later, researcher Bernard M. Bass expanded upon Burns original ideas to develop

what is today referred to as Bass’ Transformational Leadership Theory. According to

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Bass, transformational leadership can be defined based on the impact that it has on

followers. Transformational leaders, Bass suggested, garner trust, respect and admiration

from their followers.

Transformational leaders are change agents (Shani & Lou, 2000). They influence

the mission and objectives to make way for a brighter future for the organization. It

commonly involves the actions of leader’s influence on followers. People in these

organizations follow the leader because they so desire. They are motivated to do more

than is originally expected because of their feelings of trust, admiration, loyalty, and

respect for the leader. They want to go the extra mile because of the deep sense of

satisfaction they derive doing so. The leader motivates the subordinates by making them

more aware of the importance of values of task outcomes, and by helping subordinates

think beyond their own self-interest to the work team and organization, and by activating

higher order needs such as creative expression and self- actualization. Transformational

leaders have charisma, but this is not the only factor needed to bring about change. They

sometimes go down to the trenches with their followers as they also perform the roles of

coach, trainer and mentor.

Chekwa (2001) in his paper Searching for African American Transformational

Leaders described individuals who are transformational leader. Transformational leaders

are those represent people who succeeded in the face of difficult circumstances.

Transformational leaders are passionate at helping develop and groom other

transformational leaders. They believe that the principles of transformational leadership

can be taught and they seem to be doing their utmost best to grow future transformational

leaders.

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Transformational leadership (TL) is one of the most prevalent leadership theories

in organizational psychology. Transformational leaders stimulate and inspire their

followers to achieve extraordinary outcomes and, in the process, develop their followers’

own leadership capacity. These leaders help followers to grow and develop by

responding to followers’ individual needs by empowering them and aligning the

objectives and goals of the individual followers, the leader, the group, and the larger

organization (Bass & Riggio, 2006).

A recent government white paper, Students at the Heart of the System (2011)

stated that the primary goal of upcoming education reforms is to improve the quality of

students’ academic experience and to increase their educational gain.

Cotton (2003) argues that while it is evident that a fundamental connection

between the principal’s leadership style and school performance in terms of student

achievement exists, research on this relationship begins and ends with that concept.

Harris (2004) and Storey (2004) add that although the leadership field is replete

with often largely descriptive studies of effective leadership, these studies have rarely

tracked or explored, with sufficient rigor, the relationship between leadership and school

performance. Harris (2004) states that

We do not know, for example, exactly what forms of leadership result in [high performing]schools, across different school contexts, and in different types of schools. We do not know what particular combination of experience, training, and professional development most benefits leaders wishing to improve their schools. Of most concern is the fact that we have very few studies that have explored the relationship between leadership and student learning outcomes in any depth. The correlational nature of the research evidence that does exist inevitably masks the exact patterning and nature of the relationship between leadership and enhanced student learning (p. 4).

39

Transactional leadership, on the other hand, is based on the reciprocal exchange

of duty and reward that are controlled by the principal. Transactional leadership is

defined by Avolio and Bass (2004) as setting up and defining agreements or contracts to

achieve specific work objectives, discovering individuals’ capabilities, and specifying the

compensation and rewards that can be expected upon successful completion of the tasks.

Transactional leaders focus on the basic needs of their staff (Bass, 2004), but they are not

interested in providing high level motivation, job satisfaction, or commitment. Bass and

Avolio (2004) describe three forms of transactional leadership: passive management-by-

exception, active management-by-exception, and constructive transactional. Passive

management-by-exception involves setting standards but waiting for major problems to

occur before exerting leadership behavior. Leaders who demonstrate active management-

by-exception pay attention to issues that arise, set standards, and carefully monitor

behavior. They believe that they should not take risks or demonstrate initiative. A

constructive transactional leader sets goals, clarifies desired outcomes, exchanges

rewards and recognition for accomplishments, suggests and consults, provides feedback,

and gives employees praise when it is deserved.

The most immediate benefit of leadership as a collaborative effort is that

principals not only share the lead, but share the load. However, collaboration of this

nature is not merely delegation (Trail, 2000). C. Cryss Brunner (2003) discusses

collaboration versus delegation in a list of tips developed for superintendents. The

concept can apply to all leaders, though. In the collaboration process, principals “do not

turn decisions over to individuals or groups. Instead, they remain active in the decision

making process, giving themselves one vote when the decision is made.” While it can be

40

difficult to trust in the decision making ability of others and to give up some of the power

of the position, there is also a kind of freedom in the process. The weight of important

decisions is carried more easily by many shoulders. Another reason that shared leadership

is critical lies in its potential for engaging stakeholders, especially teachers, more fully in

the reform process. Linda Lambert (2000) explains:

“When we equate the powerful concept of leadership with the behaviors of one person, we are limiting the achievement of a broad based participation by a community or a society. School leadership needs to be a broad concept that is separated from person, role, and a discrete set of individual behaviors. It needs to be embedded in the school community as a whole. Such a broadening of the concept of leadership suggests shared responsibility for a shared purpose of a community.”

Lastly, when leadership is embedded in the school community as a whole, there is

a much greater potential for long-term sustainability of reform. By taking a collective

responsibility for leadership, the school’s staff can help prevent a collapse of the reform

program in the face of shifting personnel, even through a change of principal. The

strength that comes from this kind of collaboration is much like the strength of fabric

woven from many different threads. Individually, those threads are easily broken, but as

an integrated whole, the cloth is strong and not likely to unravel from the loss of one

thread. The overwhelming demands of being a principal sometimes make the strength

that comes from shared leadership a vital resource. And in facing the demands that go

along with implementing school reform, strength may be the most important

characteristic for a principal to have.

According to Trail (2000), a principal typically takes a particularly strong

leadership role when initiating shared leadership within a school. Although implementing

shared leadership takes effort and planning, spending time discussing how to accomplish

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this goal may not make much sense to busy teachers. Frequently, it is more effective to

let teachers see the value of sharing leadership firsthand by identifying an issue or a

problem and using a collaborative approach to solve it. As the group becomes

comfortable with the logistics of sharing leadership, the principal often moves out of the

supervisory role and into the role of colleague, while still facilitating dialogue, supporting

the group, synthesizing information, and continually focusing the group on the school’s

vision.

Shared leadership should also extend beyond the school walls. Parents, students,

and community members provide important perspectives, particularly in discussing major

school initiatives. They can also offer unique and valuable technical assistance,

expanding the resources and pool of knowledge available to the school. Relationships

within this diverse community of leaders must be nurtured through respectful dialogue

and shared responsibility. There should be an active and involved group of parents who

work and train along with staff members. She believes that parents are the experts and

they know more about their children than they do. Both communication and information

play important roles in building trust and nurturing relationships among all the

stakeholders of a reform program.

Commitment is a sense of fidelity and adherence (Asares, 2012). The sense of

belonging in the core of commitment concept causes a constitution of a kind of

connection between organization and individual and makes the individuals gather round a

common value, aim and culture.

Commitment is one of the most important factors influencing their work and

student performance in schools. Teacher commitment indicates that teachers with high

42

levels of commitment work harder, demonstrate stronger affiliation to their schools, and

show more desire to carry out the goals of teaching than teachers with low levels of

commitment. More importantly, students of highly committed teachers are more likely to

learn material and develop a positive attitude toward school than those of teachers with

low levels of commitment.

Teacher commitment is a key factor influencing the teaching-learning process. It

is the psychological identification of the individual teacher with the school and the

subject matter or goals, and the intention of that teacher to maintain organizational

membership and become involved in the job well beyond personal interest. According to

this view, the higher the teacher’s psychological identification is, the higher his or her

sense of commitment will be.

According to Razak, Darmawan, Keeves, (2009), teachers play an important role

in educating the future members of a society through their work in schools. Furthermore,

teachers in institutions of higher education, in technical training colleges and in centers of

lifelong learning and recurrent education play a critical part in advancing economic and

technological development as well as sustaining the well-being of the societies they

serve. Consequently, the factors influencing the levels of commitment of the teachers in

schools and in the wider education systems must necessarily be the focus of an important

field of research leading to the introduction of reform and change within classrooms and

lecture theatres, schools, institutions and learning centers, and national systems of

education. Teacher commitment should be observed at all levels of education, not only

with conceptualizing teacher commitment and with the dimensions or different types of

commitment, but also with the influences of leadership and working conditions on

43

teacher commitment as well as with the development and maintenance of high levels of

commitment among teachers.

Organizational commitment, which is defined as the relative capacity of an

employee to attach to and be identified with the organization (Bogler and Somech, 2004

& Yousef, 2000), is a term studied within the scientific discipline of organizational

behavior.

The progress of a country depends upon the quality of its teachers and for this

reason, teaching is the noblest among all professions and the teachers are called the

nation builders. But, a teacher cannot perform his or her multifarious tasks and

responsibilities until he or she is not updated professionally and personally. So, like

various other professions, teacher education has assumed special significance. Teacher

education is not only meant for teaching the teacher, how to teach but also to kindle his

initiative to keep it alive to minimize evils of the “Hit and Miss” process and to save

time, energy and money of the teachers and the taught. It would help the teacher to

minimize his/her trouble and to discharge his/her responsibilities with efficiency and

effectiveness. Teacher education is no longer a training process but an education strategy

for enabling teachers to teach and concern for their well-being.

NCTE (2005) has pointed out that teacher education programs shall focus on

competencies and commitment in much greater magnitude. It calls for bringing out a

transformation in teacher preparation strategies as well as in behavioral challenges in

pupils under their charge. A sound program for professional education of teachers is

essential for the qualitative improvement of education. To improve the quality of teacher

education, one should not only see that what type of students are selected but it is of vital

44

importance that competent and committed teacher educators are given due place for this

pious task of preparing future teachers. It is of vital importance that teacher educators

should internalize their changing role and make themselves ready for this change. It is the

role of teacher educators to prepare future teachers to be lifelong learners and educational

workers to create a learning society. But, teacher educators can play such type of role

effectively only if their own education is better and is imparted in a proper manner. Since

the role of teacher educators is of prime importance for effective implementation of

teacher education curriculum, they need to be given suitable in-service and orientation

education.

Effective school education anticipates effective teacher education Sood & Anand

(2011). In making teacher education truly effective and functional, the role of teacher

educators is most crucial. It is universally recognized that the onus of the quality of

education of teachers rests squarely on the teacher educators. From the available

literature on professional commitment of teachers and of teacher-educators, nothing is

clear-how teacher-educators stand in terms of their commitments as teachers. No verified

knowledge comes to hand on the actual nature of professional commitment of the teacher

educators from the study of said kind of literature. The need for the improvement and

enhancement of professional commitment of teacher-educators is now universally

emphasized and highlighted in educational circles and forums. How to effect its

improvement to the optimum desirable degree is the formidable problem which teachers

and educationists face.

Based on previous research of school effectiveness, teachers’ commitment

emerges as a significant factor towards school effectiveness. Several researchers

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consistently have shown that teachers’ commitment has positive relationship with

organizational performance. Two types of commitment regularly discussed in school

effectiveness research (i.e. individual commitment and organizational commitment).

Organizational commitment can be described as the teachers’ effort towards the school.

These efforts will have a positive impact on students.

Organizational commitment is defined as the relative strength of an individual’s

identification with and involvement in an organization. It is characterized by a strong

belief in and acceptance of the organization’s goals and values, willingness to exert

considerable effort on behalf of the organization, and a strong desire to remain with the

organization

Meyer and Herscovitch (2001) defined commitment as the incentive that sustains

a line of behavior toward one or more objectives. Organizational commitment is

imperative to the effective functioning of the workplace (Meyer et al. 2002).

Organizational commitment reflects a sense of belonging, fidelity, and adherence

between an individual and an organization and makes the individuals gather round a

common value, aim, and culture of the organization. Existing theoretical and empirical

studies demonstrate that commitment has direct implications on individuals and an

overall influence on organizations (e.g. Herscovitch and Meyer 2002).

There is evidence that stronger organizational commitment is associated with

higher productivity and more willingness to assume larger responsibilities; however,

weaker organizational commitment often points to lower productivity, occupation flow

out, absence and poor performance (e.g. Ward and Davis 1995). Organizational

46

commitment is closely related to organizational culture. Collective organizational

commitment also reflects the levels of commitment of school members toward a school.

Thurlow (2003) in Bush and Middlewood (2005) noted that the organizational

performance of schools in respect of their prime functions (teaching and learning)

generally needs substantial improvement. They further emphasized that the key resource

for improvement is the people who work in them. The improvement and the people's

contributions in it need to be managed properly. For that, the effective leadership type

will be identified in relation to ensure the commitment and contributions of the people in

it. They believed that effective leadership will help the school managers to practice

suitable leadership style in order to get teacher's commitment. A good leadership style

will ensure teachers who are committed and responsible in their work.

In the article of Gul (2003), organizational commitment is the adoption of

organizational objectives, values, and goals by the followers, volunteer efforts, and desire

for the continuous presence in the organization. As seen in the definitions, identification

with the current organization forms the core of organizational commitment. In literature,

he showed that organizational commitment consists of at least three elements: (1) strong

belief and acceptance for the objectives and values of the organization, (2) will to make

considerable efforts for the organization, (3) strong will to remain a member of the

organization.

Gul (2003) further categorized two commitment types – attitudinal and behavioral

are mentioned in organizational commitment researches. Attitudinal commitment means

identification with the organization’s goals and individual’s disposition in these goals.

Behavioral commitment is a process originating from the binding effect of actions on

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individuals. In this context, behavioral commitment is a psychological situation reflecting

the relationship between the employees and organization. Thus, organizational

commitment was used as the commitment of employees in attitude level.

Affective commitment is described as the identification of employees with their

organization with sympathy. In this context, affective commitment reflects the

identification and commitment situation where the employees stay in the organization

with their own will (Cheng et al. 2003). Affective commitment is attitudinal based and in

this situation the employee sees himself as a part of the organization. Therefore, it is very

important for the organizations to have employees feeling affective commitment since

strong affective commitment means employees willing to stay in the organization and

accepting its objectives and values. Affective commitment is a strong belief and feeling

of acceptance for organization’s objectives and values, the employee’s feeling of

affective commitment towards his organization, and identification of himself with it and

his participation into it.

Continuance commitment on the other hand is a commitment situation originating

from the needs of employees. In continuance commitment, the employees consider the

disadvantages of leaving the organization and avoid quitting. Thus, the employee keeps

his organization membership thinking it might cost him too much to leave the

organization (Mowday et al. 2003). Continuance commitment is not a negative situation

though it is considered to be a negative commitment type by the organizations.

Continuance commitment is the situation where employees stay in the organization

considering the costs of leaving. However, the organizations definitely prefer affective

commitment for affective commitment is the situation where organization’s employees

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willingly stay in the organization and identify themselves with it along with an affective

connection.

Celep (2003) stated that the interaction among the teachers in the school, the

communication between the teachers and the students, the quality of procedures and the

level of the teachers’ apprehension of their profession all affect the teachers’ level of

organizational commitment.

Lower commitment creates the dilemmas that both affect badly the effectiveness

of school and cause teachers to be less successful in their professional performance or to

leave the profession. According to him, the less committed teachers may both create

difficulties and cause the deviations in respect of the educational aims of the school, for

example in the classroom, the teachers may struggle to direct the students to behave in

accordance with different aims separated from the aims of the school. Those types of

negative attitudes may not be recognized and prevented at the proper time. The reason of

this may be the difficulty faced for evaluating the outcome objectively. Since education is

a long-time process, it is not possible to observe the attitudinal outcome of the students

momentarily, and the results of the students’ negative attitudes may actually be

recognized after so many years.

Newstrom and Davies (2002) define employee commitment as the degree to

which an employee identifies with the organization and wants to continue actively

participating in it. Like a strong magnetic force attracting one metallic object to another,

it is a measure of the employees’ willingness to remain with a firm in the future. It often

reflects the employees’ belief in the mission and goals of the firm, willingness to expend

effort in their accomplishment, and intentions to continue working there. Commitment is

49

usually stronger among longer-term employees, those who have experienced personal

success in the organization, and those working with a committed employee group. In

other words, this commitment is an attitude about employees’ loyalty to their

organization and is an ongoing process through which organizational participants express

their concern for the organization and its continued success and well-being.

Pareek (2004) defines organizational commitment as a person’s feeling with

regard to continuing his or her association with the organization, acceptance of the values

and goals of the organization, and willingness to help the organization achieve such goals

and values.

According to Madigan, Norton and Testa (2002), committed employees would

work diligently, conscientiously, provide value, promote the organization’s services or

products and seek continuous improvement. In exchange, they expect a work

environment that fosters growth and empowerment, allows for a better balance of

personal and work life, provides the necessary resources to satisfy the needs of customers

and provides for their education and training as well as that of their co-workers.

Hellriegel (2001) emphasized that organizational commitment goes beyond

loyalty to include an active contribution to accomplishing organizational goals.

Organizational commitment represents a broader work attitude than job satisfaction

because it applies to the entire organization rather than just to the job. Further,

commitment typically is more stable than satisfaction because day-to-day events are less

likely to change it.

Interestingly, McGrath, Nobel and Smith (2010) also added that teachers’

organizational commitment greatly affect school’s transformation into a happy school.

50

Happy schools are passionately good, academically can be productive, which makes

schools to be vastly different from one another. They emphasized that appreciation of

schools with full features and requirement for both teacher commitment and student

learning come in all styles and ideologies. This is relatively important to school’s age and

history, to the constituency the school serves, and to school’s professed goals. Unhappy

schools, on the other hand are often unhappy in similar ways. Schools which function as

focused communities where unique values are important; schools where caring for each

other is the norm; schools where academic matters count; and schools where social

covenants are established to bring parents, teachers, students and others together in a

shared commitment to the common goal and good are able to use the values of the life

world in their work, as a result, do surprisingly well in enhancing student achievement.

Considering the levels of teacher’s commitment and attitudes to work, which

invariably is the personality of the teachers and this count on the teacher and students

relationship, burned out teachers are less sympathetic towards students, have low

tolerance for frustration in the classroom, and feel more anxious and exhausted. They

develop fewer plans to improve the academic quality of their instruction and are less

likely to challenge authority when faced with rules that keep them from teaching in ways

they define as effective (Marshal, 2004).

Apparently, committed teachers may have strong psychological ties to their

school, their students or their subject areas. Committed teachers should be internally

motivated. Teacher commitment may be directed towards a number of entities; for

example, to the occupation of teaching, to student success, to specific programs, or to the

school as an organization (Alfassi, 2004; Smith, 2010). Of these, the teachers’

51

commitment to their schools as organizations served as the focus of the present study.

Schools can become effective when there are committed teachers. Thereby, creating a

positive school climate (Peterson & Skiba, 2001) that can be a great help to build

committed teachers. School heads and administrators need to know the factors that affect

the teachers’ commitment to organizational values. Thus, school management should be

responsible in playing a neutral role in creating a pleasant working environment for the

teachers; hence, it would lead to improvement of students’ behavior and scholastic

achievement.

Related Studies

Foreign

An interesting study on the Result of a Positive Thinking Program to the

Adversity Quotient of Matthayomsuksa VI Students has been undertaken in Thailand

by Deesom (2010). The purposes of this research were to 1) study the result of using

a Positive Thinking Program to the Adversity Quotient of Matthayomsuksa VI

students and 2) compare the Adversity Quotient between students who participated in

this program to other students. The Sample group for this research was 20

Matthayomsuksa VI students from Muangphonpittayakom School, Phon District,

Khon Kaen Province during the first semester of 2010 academic year. They all had a

low score in the Adversity Quotient and were divided into 2 groups: 10 persons for

the experimental group and 10 persons for the control group.

The Experimental group was trained during 12 sessions in a Positive Thinking

Program (3 sessions per week and about 50 minutes per session). The researcher was

52

the group leader. The control group was not trained during this program. The

research instruments consisted of the Adversity Quotient scale and the Positive

Thinking Program. Data was analyzed by using the statistic of the Wilcoxon Signed -

Rank Test and the Mann- Whitney U Test. The results revealed that the scores of the

Adversity Quotient of the experimental group were statistically higher before the

experiment than those of the control group at the .05 level of significance.

A research of Family Relationship and Adversity Quotient, and Prevention of

Commit Suicide At-Risk of Public University Students was carried out in Thailand by

Uraisa and Rungsayatorn (2009). This research aimed to investigate the relationship

between family relationship and adversity quotient, and prevention of commit suicide at-

risk of public university students in Bangkok. A questionnaire was employed to gather

data from 450 public university students, selected by multi-stage random sampling. The

finding showed that the students as a whole rated their family relationship at a rather high

level, and performed their all aspects of relationships at a rather high level. The results

revealed that the students as a whole indicated their adversity quotient at a high level.

When considering each factor, it was found that students rated "Control: C", "Origin and

Ownership: O"2 and "Reach: R" at a moderate level, but at a high level for Endurance: E.

Almost all students performed prevention of commit suicide at-risk behavior for

themselves and for others at a high level. The relationship between family relationship

and adversity quotient, and prevention of commit suicide at-risk showed that family

relationship and adversity quotient were positively correlated with prevention of commit

suicide at-risk. The results also showed that "family tie, love, and unity" was positively

correlated with and influenced prevention of commit suicide at-risk. The adversity

53

quotient aspect that positively correlated with and influenced prevention of commit

suicide at-risk was "Control: C ".

Almeida (2009) conducted a study on the Development of a Program for

Enhancing the Adversity Quotient of Junior College Students which made used of the

Non-probability type of sampling called Incidental Sampling. This technique was

implemented with respect to the feasibility and availability of students for the longer

duration of time, for which the researcher had to depend on the permission of the

head authority of the college in which research activity was conducted.

A sample of 50 students in each group, namely 50 students in experimental

group and 50 students in control group were chosen from Thomas Baptista Junior

College and Vartak College respectively.

The researcher analyzed the data descriptively and inferentially. She

calculated the Percent Mean of the each dimension of AQ, scored on the AQ Profile.

She illustrated the difference in the scores of each group, on each dimension, using

Bar Graphs. She tested the null hypothesis using the Non-Parametric statistical

technique of ANCOVA (Analysis of Co-Variance) and appropriate inferences were

drawn out. She found out that there is a significant difference in the post-test means

of AQ, of junior college students, of the experimental and control group.

Timmerman (2008) in his study tested a structural model of voluntary employee

turnover intention that included personality and situational variables in addition to

frequently studied antecedents of employee turnover (i.e., job satisfaction, work stress,

and organizational commitment). The personality variable is Individual Resiliency and

the situational variable is Leader Trustworthiness. Individual Resiliency is comprised of

54

Positive Self-Concept (PSC) and Assertive Action (AA). PSC is comprised of four

dispositional traits: self-esteem, generalized self-efficacy, emotional stability, and

optimism. AA is comprised of locus of control and pro activity. Thus, resilient

individuals view themselves as good, worthy, and capable, believe that they are in control

of their outcomes, expect positive things will happen to them, and take initiative to solve

problems. The data, collected through an Internet-based survey from 293 employees of a

human capital management firm, were used to test a hypothesized model via covariance

structure analysis. Results supported the model in which Individual Resiliency had a

negative impact on work stress and a positive impact on job satisfaction. Work stress also

had a negative influence on organizational commitment and job satisfaction while job

satisfaction had a positive impact on organizational commitment. In turn, job satisfaction

and organizational commitment both had a negative impact on turn over intentions. In

addition, leader trustworthiness had a negative influence on work stress and turn over

intentions. The hypothesized impact of individual resiliency and leader trustworthiness

interaction on turn over intentions was not supported. Preference for work intensity and

employees with stable vs. unstable work histories moderated the proposed structural

model. Individual Resiliency's positive influence on job satisfaction and negative impact

on work stress demonstrate that employees are not simply reacting to their job situation;

rather they are actively creating their situation in such a way that they perceive their work

more favorably and the demands as less formidable. Thus, Individual Resiliency is

viewed as an important addition to models of voluntary employee turnover intentions.

In the study of Le Thi (2007), Adversity Quotient in Predicting Job

Performance Viewed through the Perspective of the Big Five, she theoretically and

55

empirically investigated a theory labeled the Adversity Quotient (AQ). Its claim of

being able to predict all facets of human capacity and performance is being tested by

comparing it with the more established Five Factor Model (also known as the Big

Five). Data for this study were obtained from Det Norske Veritas and from CORE

Learning. A total of 98 participants were recruited (41 females, 57 males). Results

indicated that the total score of AQ’s measurement tool (ARP) does not predict job

performance better than the BFI, a measurement of the Big Five. However, there

seemed to be theoretical support for the AQ framework.

A study of Adversity Quotient of Secondary School Students in Relation to

Their School Performance and the School Climate was carried out by Rochelle

D’Souza (2006). The sample comprised of students from SSC, ICSE and CBSE

schools. The sample size from each school board was decided keeping in mind the

ratio of SSC schools to ICSE and CBSE schools. The number of SSC schools is

greater than that of ICSE and CBSE schools. Thus sample size decided for each

school board was approximately 400, 100 and 100 respectively. In order to obtain

this sample size, 8 schools of SSC and 3 schools each of ICSE and CBSE were

selected. These schools were chosen from different zones in Greater Mumbai to

obtain a representative sample. The researcher thus collected data from eight SSC,

three ICSE and three CBSE schools. 413, 105 and 123 tools were administered to the

students of SSC ICSE and CBSE schools respectively. Thus a total of 641 tools were

administered to secondary school students. However when the data was processed,

tools that were found to be incomplete were disregarded and not considered for the

study. This comprised of 14.5% of the total tools administered. After disregarding

56

these tools, the actual sample size for the study from SSC, ICSE and CBSE schools

was 358, 92 and 98 respectively and the total size was 548.

Through statistical analysis, the researcher found that: There is no significant

difference in the relationship between school performance and school climate for the

different school types. The ‘r’ values for both school types do not differ. This

indicates that the relationship between school performance and school climate for

these school types does not differ significantly. Findings showed that there is a

significant relationship between adversity quotient and school performance of

secondary school students for the total sample, SSC, and CBSE school types. It

implies that students who are able to overcome adversities will be able to perform

well academically. This is because adverse situations like deleting an important

message or meeting being a total waste of time are related to school performance

indirectly. Also, there is no significant relationship between adversity quotient and

school performance of secondary school students in the case of ICSE schools. This

maybe because even ICSE students are perceived better to have control over

adversities; these do not correlate to requirements of success in school. Success in

school for the students may be determined by their higher socio-economic status.

Haller (2005) conducted a study entitled “Adversity and Obstacles in the Shaping

of Prominent Leaders: A Hermeneutic Phenomenological Inquiry” which involved nine

primary participants, two current U.S. Senators, are tired U.S. Army Special Forces Major

General, a President of a large educational foundation who previously was Chancellor of

one major University and President of another, a well-known author and motivational

speaker, and the Chairman and Chief Executives Officers of four major companies. The

57

primary participants selected for the study prior to becoming prominent leaders had

experienced various degrees of adversity in their youth and adult lives. These participants

were interviewed to collect data. He found out that the adversity in the participants’ early

lives was not the most important influence and they viewed the obstacles or events in

their adult lives as opportunities disguised as challenges. The findings also revealed that

overcoming challenges or obstacles strengthened leaders. This study is significant as it

demonstrates the qualities of a successful leader with respect to AQ.

Johnson (2005) concluded in her study on “Optimism, Adversity and

Performance: Comparing Explanatory Style and AQ” that there was a significant

relationship between AQ and performance for short term employees. She determined the

relationship between Explanatory Style and AQ and examined the existence of

correlations between each of the constructs and performance in a high-adversity

occupation, sales. The study involved 112 western area sales region of a leading Fortune

500 company in the computer hardware industry. She employed the Attributional Style

Questionnaire (Peterson et.al.), ARP (Stoltz) and a demographic data sheet to collect data.

The findings further revealed that optimism, adversity and performance provide

evidence of relationship among working professionals like sales personnel who work in a

very demanding environment.

Private corporations have conducted studies also on the relationship of

adversity to improving the performance of employees. An AQ Performance Study

was carried out at Bellsouth (2005). The main objective of the study was to turn

around sales, performance and customer service by equipping associates and their

leaders to respond more effectively to all forms of adversity, challenges and

58

obstacles. The study was conducted on a sample of 76 sales associates and AQ

training was conducted for the outbound sales call center, during September 2004.

The analysis was based on the quantitative-revenue outcomes and the qualitative

leader and employee feedback, following the Program. The quantitative results of the

study indicated that AQ correlated with performance and sales, showing an increase

in revenue and the attrition were 25% lower among those who completed the

Program, compared to those who did not. The qualitative results suggested an

improved overall engagement in work and peer accountability, better attitude towards

change and an improved morale, energy and optimism.

A study was conducted on 151 senior and executive level leaders of a Major

Global Technology Company (2004). The purpose of the study was to measure several

variables namely AQ, perceived stress, level of engagement, perceived control, and one's

ability to cope with adversity. A one-day AQ program was conducted followed by a 90-

day, weekly web-based AQ reinforcement program. The results of the study revealed that

an increase in the mean AQ score for group rose from a 151.9 to a 168.5. It also indicated

significant correlation between one or more of the CORE dimensions of AQ and decrease

in stress on the job, coping with adversity, stress management, control over factors that

affect stress, stress associated with greatest challenge.

Another study examined the extent to which AQ or its CORE dimensions

predicted sales performance in adverse times. It also assessed the extent to which training

improved AQ and CORE, as well as the relationship between improvement and overall

performance. The study used two methods to measure performance – a general rating

scale and sales as a percentage of quota. It involved 120 account executives and sales

59

managers from the western U.S. of Sun Microsystems (2004). The results indicated that

AQ is a robust predictor and driver of performance and sales resilience. They further

showed that AQ training substantially improved overall AQ and CORE profiles and that

AQ helped drive sales results, especially in demanding markets/industries.

A study involving top 60 company leaders of MP Water Resources, Florida

(2003) was conducted to determine the relationship between AQ and performance. In this

study, leaders had their AQs measured and then received training to enhance their AQ

and performance. There were three follow-up measures of AQ. The initial AQ training

was 1.5days. Phase Two training was 6 months later and lasted one-half day. The findings

indicated that AQ correlated with and predicted performance at MP Water Resources.

In the study of Williams (2003) entitled “The Relationship Between Principal

Response to Adversity and Student Achievement”, he examined the relationship between

principal’s response to adversity and student achievement, the relationship between

principal and teacher’s response to adversity, and principals’ perceptions of adversity in

education. He employed an expost facto non- experimental research design. The study

involved 17 principals and 79 teachers from the Flag staff Unified School District of

Arizona. The researcher compared AQ scores to standardized student achievement data

from the past two years. He also gathered additional qualitative data through five

principal interviews. The results of the study indicated that students attained higher

achievement scores in schools with principals with high AQ. He found out that the

teachers’ perceived control over their work environment influenced principal/teacher

relationships and student achievement.

A study was conducted by Deloitte and Touche (2003), LLP, Great Lakes region

60

to assess the relationship of AQ and performance, to improve the performance and

retention of its new hires, and to determine if higher-AQ professionals tend to be

promoted soon. The study involved 124 new experienced hires. A four-tier performance-

rating system was used for all employees. The findings of the study revealed that AQ

correlated positively with, and was a predictor of, performance and promotion. It also

showed that higher-AQ individuals out performed and were more likely to be promoted

than their lower-AQ counterparts.

Sharksnas (2002) conducted a study on the relationship between resilience and job

satisfaction in mental health care workers. Participants were asked to complete the

Adversity Response Profile (ARP), which measured resilience; the Job Descriptive Index

(JDI) Revised and the Job in General Scale (JIG), which measured job; satisfaction and a

demographic questionnaire. A total of 94 mental health care workers working at a

community mental health center in Northeastern Pennsylvania completed the survey

packets. Pearson product moment correlation analyses, a simple regression, and a

multiple regression were completed to assess the research hypotheses. The researcher

could not reject initial null hypotheses. However, the results indicated that there were

significant positive correlations between tenure, JDI sub-scales and the four CORE

(Control, Ownership, Reach and Endurance) scales of the Adversity Response profile.

Several aspects of this study are ground breaking and will provide a base for additional

inquiry. The future investigations will solidify the critical need for assisting mental

healthcare workers in finding and developing the strengths they possess so that they can

provide the very best care for their patients.

Markman (2000) conducted a study on “Adversity Quotient: The Role of Personal

61

Bounce-Back Ability in New Venture Formation”. He assessed the Adversity Quotient

(AQ) of 199 patent inventors. The findings revealed that AQ, particularly with respect to

perceived control over adversities and perceived ownership over the outcomes of

adversities, reliably differentiated between technical inventors who build new

organizations and those who merely work for organizations. The study indicated that the

higher patent inventors’ AQ, which is an acquirable skill, the more financially successful

they were.

At Diversified Collection Services, Inc. (2000), a study was conducted to

determine the extent to which AQ predicted performance. The study involved 450

employees at three different locations. A rating system was created for employees, rating

each person from 1–4 on overall performance, based on some tight definitions for each

category. Top performers were assigned a “1”; the lowest performers were rated as “4.”

The findings revealed that AQ predicted performance lower performers.

A study of Schmidt (2002) compared the adversity response scores of leaders in

education to leaders in business and industry. Her study transferred the concepts related

to adversity responses of business leaders to the educational realm and provides the

leaders with information and support to make changes in the current system. Areas of

research investigated and discussed were hardiness, resiliency, learned helplessness, self-

efficacy, attribution theory and the individual responses to challenges and how these

areas of study relate to leadership effectiveness. Findings revealed that business and

industry leaders scored high on ARP and can be interpreted that the business and industry

leaders respond more effectively to adverse conditions than their education leaders’

counterparts. Furthermore, it indicated that business and industry leaders are honed to

62

address adversity for they react positively and are more hardy and resilient leaders.

In the past two decades, much emphasis on school researches has showed the

relationship between the leadership behavior of school principals and the enhancement of

organizational performance. Studies have highlighted the mediating role of principals

between teachers and learners.

Interestingly, results from these studies have suggested that principals particularly

their leadership skills have the ability to indirectly effect student achievement and

teachers’ efficiency and effectiveness by improving the tone or learning environment of

a school (Johnson, Livingston, Schwartz and Slate, 2000).

The research paper of Helstad and Moller (2013) addressed leadership as

relational work, traced in interactions between a principal and a group of teachers

operating within the context of a school-improvement project in a Norwegian upper

secondary school. The analysis explored how the participants position themselves and

others through negotiations in meetings while the participants discuss the conditions of

the project. The findings showed how leadership positions and power relations are

constituted, challenged and changed in interaction amongst the participants over time.

Thus, this study provided insight into leadership as an interactive process and the

dynamics of power and trust in developing leadership actions. The main argument is that

risks and opportunities are significant parts of leadership work, and that relational work

affects the ever-changing status of the division of authority.

Although fostering trust has been given more emphasis in recent research on

school leadership, less research sheds light on the tensions between power and trust and

how collective interactions related to leadership evolve in school settings.

63

In a study, Managing Educational Change: A Case of Two Leadership

Approaches conducted by Chow (2012), she investigated the ways in which heads of

subject departments managed the development and application of new assessment

strategies in one secondary school in Hong Kong. The data of the study were gathered

through participant observation and interviews with 12 teachers who participated in an

assessment for learning project in the school. The results showed variation in the

leadership approaches adopted by the department heads, highlighting the dichotomy

between managerial accountability and professional empowerment as their perceived

mandate, and techno-instrumentalism and autonomous explorations as their visions for

school-based renewal initiatives. The findings of the study highlighted the subcultures

within subject departments resulting from the different leadership styles enacted by the

subject leaders, and point to the need for further investigations into the mediating roles of

culture of subject disciplines and contextual variables that shape the dynamics of

educational management.

Beatty (2010) examined the emotionality of educational leadership by exploring

administrators' recall of key junctures in their lives as leaders, and was designed to begin

to investigate the associations between an individual's philosophy of leadership and

his/her experience of emotionality in leadership. Employing an interview method, he

conducted a study on The Emotions of Educational Leadership: Breaking the Silence,

used stimulated recall of emotional experiences associated with leadership work. An

assessment of the situations that evoked emotions, patterns associated with the emotions

themselves and the act of reflection, led to noteworthy conclusions that may hold

important implications for further research in the sociology of emotions and educational

64

leadership theory and practice. Emerging findings supported the position that the

understanding of the role of the emotions may be fundamental to a fuller appreciation of

the intra- and inter-subjective realities of life in schools, in general, and of educational

leadership in particular.

Givens (2008) has also studied the Transformational Leadership: The Impact on

Organizational and Personal Outcomes. The research has demonstrated that

transformational leadership has a direct influence on organizational citizenship

behavior/performance, organizational culture, and organizational vision. Research studies

have also shown that transformational leadership impacts certain characteristics related to the

follower such as empowerment, commitment, self-efficacy beliefs, job satisfaction, trust, and

motivation. Although the organizational and personal behaviors examined in this study have

been shown to be heavily influenced by transformational leadership, this study does not

provide an exhaustive discussion of all the ways these behaviors are influenced by

transformational leadership.

The research has concluded that there exists a positive relationship between

transformational leaders and organizational vision. The transformational leader has inspired

organizational employees to believe in new visions that have new opportunities. Further

research in this area could investigate the ways in which transformational leaders positively

affect the organizational vision and if there are any mediators between the leader and the

vision Transformational leadership is positively related to a subordinate’s perceptions of

leader effectiveness and higher levels of motivation. Studies have found that followers of

transformational leaders report high satisfaction and motivation. Further research could

include an investigation of the transformational leader’s motivation of followers and the

65

effects of this motivation which could include increased commitment to the vision and

mission articulated by the leader.

The particular leadership style utilized by leaders in organizations has a profound

impact on the organizational and personal outcomes of the follower. The findings from this

study related to the influence of transformational leadership on organizational and personal

(follower) outcomes showed positive outcomes for the organization and follower. Further

research and analysis of findings related to transformational leadership and the organizational

and personal outcomes investigated in this study may assist organizations in selecting leaders

who have leadership qualities which would be an asset to the future growth and development

of the organization as well as the future growth and development of the followers.

A study conducted by Ngunee, Sleegers and Denessen (2007) examined the

effects of transformational and transactional leadership on teachers' job satisfaction,

organizational commitment, and organizational citizenship behavior in the context of

schools in a specific developing country context, that of Tanzania. It was done by testing

a model of such effects using a set of data collected from a sample of Tanzanian primary

school teachers. Regression analyses showed transformational leadership dimensions to

have strong effects on teachers' job satisfaction, organizational commitment, and

organizational citizenship behavior. Transformational leadership had significant add-on

effects to transactional leadership in prediction of job satisfaction, organizational

commitment, and organizational citizenship behavior. Job satisfaction appeared to be a

mediator of the effects of transformational leadership on teachers' organizational

commitment and organizational citizenship behavior. Implications and directions for

future research are discussed.

66

The effects of principals’ transformational leadership practices on teachers’

commitment to change are examined in this study in Hong Kong primary schools (Yu,

Leithwood & Jantzi, 2002). Mediating variables in this study included school culture,

strategies for change, school structure, and the school environment. Results suggested

strong significant effects of transformational leadership on mediating variables and weak

but significant effects on teachers’ commitment to change. In comparison with other

relevant evidence, it is suggested that the pattern of transformational leadership effects is

similar in both North America and Hong Kong, but the magnitude of these effects is far

less in Hong Kong.

A study on Transformational Leadership and Teacher Commitment by Ross & Gray

(2006) examined the mediating effects of teacher efficacy by comparing two models derived

from Bandura’s social-cognitive theory. Model A hypothesized that transformational

leadership would contribute to teacher commitment to organizational values exclusively

through collective teacher efficacy. Model B hypothesized that leadership would have

direct effects on teacher commitment and indirect effects through teacher efficacy. Data

from 3,074 teachers in 218 elementary schools in a cross-validation sample design

provided greater support for Model B than Model A. The study revealed that

transformational leadership had an impact on the collective teacher efficacy of the school;

teacher efficacy alone predicted teacher commitment to community partnerships; and

transformational leadership had direct and indirect effects on teacher commitment to

school mission and commitment to professional learning community.

In the study made by Barnet (2003), which is on The Impact of Transformational

Leadership Style of the School Principal on School Learning Environments and Selected

67

Teacher Outcomes: A Preliminary Report investigated the relationships between the

transformational and transactional leadership behaviors of school principals in New

South Wales State secondary schools and some selected teacher outcomes and school

learning environment constructs.

A survey was carried out in 52 randomly selected schools involving 458 teachers

from across New South Wales. The Multifactor Leadership Questionnaire Form 5X

(Short) developed by Bass and Avolio was used to measure leadership behavior, while,

the School Learning Environment Questionnaire developed by Fraser was used to assess

school learning environment. Factor analysis was used to determine the validity of the

leadership model developed by Bass and Avolio. A factor analysis of leadership items

suggested that one transformational factor (vision), one transformational/transactional

hybrid factor (individualized consideration) and one non-leadership factor (laissez-faire)

factor were evident.

Kelly (2002) as cited in the study of Ferrer (2009) described in her study that

shifting work patterns and increasing organizational cooperation have led to

electronically integrated “unbounded” organizations and virtual teams. This study is

pivotal in exploring the project manager’s leadership style and control in managing

changing project boundaries and permeable interfaces. A survey of clinical research

projects indicates that project managers are not overly affected by internal market

mechanisms or constraints on face-to-face interactions. However, certain project

variables such as project objectives, team size, frequency of team changes and project

duration play significant roles in the relationship between the project leader and his/her

68

perception of project difficulties. The study’s observations and conclusions are useful to

the project owner/sponsor as well as the project manager; either might seek to select

situations that would best match the manager’s inclination or style and to avoid projects

that are likely to present him/her with situations that are counter to his/her default

preference.

Teacher commitment has traditionally been understood as the desire to remain

loyal and true with an organization. However, if teacher commitment is conceptualized

more broadly as the desire to continue to grow and learn within a professional community

of colleagues, the connection between teacher commitment and sustainable learning

communities becomes quite clear. Sustaining vibrant learning communities requires more

than teachers’ commitment to remain with the organization - it requires a commitment to

continued growth and learning that is shared with colleagues.

In a qualitative study of Mkumbo, (2012), he examined teachers’ commitment to,

and experiences of, the teaching profession in six regions of Tanzania. The study used

focus group discussions as research method and data collection tool. Twenty four groups

were conducted, with group membership ranging from five to nine participants. The

results showed that the teachers’ commitment to the teaching profession was

devastatingly low, with the majority of teachers expressing that they did not choose the

teaching profession as their choice, but were compelled by the easiness to get the job and

lack of qualifications to join other professions of their liking and choice. Teachers

highlighted poor working environment and poor government and community attitudes

towards the teaching profession as the main de-motivating factors for the teaching

profession. He further recommended that the Government of Tanzania and other

69

stakeholders should improve the teachers working conditions, including provision of

housing facilities and social welfare services, in order to raise teachers’ commitment to

the teaching profession, which is an important contributor to the students’ academic

achievement.

Tayraukham (2012) developed and examined the validity of the causal model of

teaching commitment, and to study the influences of school climate, job satisfaction and

organizational citizenship behavior on teaching commitment. The samples were 1,058

teachers from 19 provinces of Northeastern Educational Office were chosen by

multistage random sampling. The tools used for the study were the measurements of

teaching commitment, job satisfaction, organizational citizenship behavior and School

climate which had reliabilities at .810, .937, .898and .885 respectively. Data were

analyzed by Path Analysis of Structural Equation Modeling (SEM) with Latent trait.

The results indicated that the variable that carried the direct effect to teaching

commitment at .01 statistical significance was organizational citizenship behavior and the

variables that took the indirect one to teaching commitment at .01 statistical significance

were job satisfaction and school climate. All variables could explain the variance of the

teaching commitment at 64.90 percent.

Shah’s (2012) presented her research study on the impact of teachers’ collegiality

on their organizational commitment in high- and low-achieving secondary schools in

Islamabad, Pakistan. The study also examined the differences in teacher collegiality and

teacher organizational commitment in the two school-types. The study surveyed 364

public secondary school teachers from 17 schools in Islamabad. Data were analyzed

using structural equation modeling (SEM) with AMOS 16.0 and latent mean structure

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statistics. The analyses confirmed that teacher collegiality positively affected their

organizational commitment, but the differences in teacher collegiality were found to be

non-significant between the two school-types.

Yusof (2012) on his study, School Climate and Teachers’ Commitment: A Case

Study of Malaysia, analyzed the relationships, between school climate and teachers’

commitment. The study investigated the predictability of key dimensions of school

climate in related to collegial leadership, professional teacher behavior, achievement

press and institutional vulnerability towards teacher commitment. The study consisted of

teachers from 5 National Primary Schools (NPS) in the Island of Penang, Malaysia.

Quantitative data was collected using two[Organizational Climate Index (OCI) and

Teachers Organizational Commitment (TOC) adopted instruments which were modified

to form the Questionnaire for this study and its validity and reliability was established.

The data were analyzed to determine the overall openness of school climate in selected

National primary schools in Penang, Malaysia and to find out the commitment level of

their teachers. The study found that the level of school climate openness and overall

teachers’ commitment of the selected 5 primary school was high. As for correlation

between school climate dimensions, the result showed that there was a positive

correlation with teachers’ commitment. The regression analysis showed that only

professional teacher behavior made a significant contribution to teachers’ commitment.

Kiplagat, Role, and Makewa (2012) examined the phenomenon of teacher

commitment and its relationship with pupil’s academic performance in primary school

mathematics. The study was conducted in western region of Kenya where 280 class 8

pupils and 74 mathematics teachers participated. The researchers made use of causal-

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comparative research design. Stratified, random and purposive sampling techniques were

used to get the sample for the study. Data collection was done using a self-constructed

questionnaire which had been validated and subjected for a pilot study and its reliability

determined. Each subscale of the questionnaire yielded a Cronbach’s alpha reliability

coefficient of 0.60 and higher and data analysis was done using descriptive and

inferential statistics (t-test). The study revealed that the majority of mathematics teachers

in public day primary schools of western region of Kenya were trained with a teaching

experience of between 11–20 years. However, there was an average rating on the

following variables believed to be related to teacher commitment: teacher preparations,

teachers’ use of learning resources, teaching strategies and assessment methods. Further,

teachers from high performing schools rated assessments in mathematics, teacher

preparations, teachers’ use of learning resources and teaching strategies, higher than the

low performing schools.

According to Cherkowski (2011), he argued that one of the important, and

underexplored, avenues to tapping into a heightened sense of commitment to professional

growth and learning for teachers may be through a more fully human experience in the

school. He said that educators should be encouraged—through the actions, words, and

attitudes of the school leader and others in the professional community—to bring deep

human emotions of, for example, love, joy, and compassion into their work in the school,

instead of leaving it at the door at the beginning of the day, to be picked up at the end of

the day on their way home. Rather, teachers would infuse their work with all of the rich

aspects of their emotional lives; school leaders might encourage and support this

wholeness though modeling, infusing their own work with authentic emotional

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expressions, as well as personal and meaningful connections with learning community

members.

The findings from the qualitative case study of Cherkowski (2011) revealed how a

principal’s demonstration of compassion and deep care towards his teachers was

influential in the participants’ renewed desire for a greater commitment to and

improvement of their craft. He found out that understanding how school leaders nourish

and sustain passion and commitment is an essential area of research on learning

communities. Exploring the impact of emotions in leadership is highlighted as an

important consideration for fostering conditions for sustainable learning communities.

Moradi (2011), in his study Evaluation of the Relationship between

Organizational Commitment and the Teacher's Organizational Behavior in Iran Primary

School examined the structure of organizational commitment in relation to the teacher's

organizational behavior in Iranian primary schools. The data were gathered through a

questionnaire returned by a sample of 225 teachers of primary schools in Mazandaran

province. In the survey model study, answers to given questions were sought. Data were

gathered by using "Teachers Organizational Scale" and "Organizational Commitment

Scale". Results showed the teachers' positive perceptions about organizational behavior

and organizational commitment. There was a meaningful relationship between the

teachers' organizational behavior and organizational commitment.

Sood and Anand (2011) studied the level of professional commitment of teacher

educators serving in secondary teacher training institutions of Himachal Pradesh. The

data were gathered through ‘Scale for Professional Commitment of Teacher Educators’

from 135 teacher educators of 25 B. Ed. colleges of Himachal Pradesh. Results showed

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that the level of professional commitment of B. Ed. teacher educators in Himachal

Pradesh is moderate. Significant differences were found in professional commitment of

B. Ed. teacher educators with regard to gender, marital status and teaching experience.

However, NET qualified and Non-NET qualified teacher educators were found to have

similar level of commitment towards their profession. The paper discusses certain

suggestions for enhancing the professional commitment level of B. Ed. teacher educators.

Zhu, Devos and Li (2010) in their study on teacher perceptions of school culture

and their organizational commitment and well-being in a Chinese school, they analyzed

and validated the dimensions and specific features of a school culture in a Chinese

context. A sample of 181 teachers from a Chinese primary and secondary school in

Beijing participated in a survey that measures school organizational cultural

characteristics and teacher organizational commitment and well-being as outcomes of

school culture. Specific cultural characteristics of this school and their impact on teacher

organizational commitment and well-being were identified. The findings provided

important information for understanding a school culture in the Chinese context. It

enriches the theory related to school culture and the research findings that have been

identified in the Western settings.

More specifically, the study contributed to the literature of school culture and

school administration. Important dimensions of school culture as defined or based in the

relevant literature were validated in this study. During the research design, they consulted

Chinese researchers to verify whether the selected dimensions based on Western

empirical studies were relevant for the Chinese context. The results in this specific

context revealed that it is also important to view school culture in these dimensions as

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identified in Western contexts, including goal orientation, leadership, participative

decision-making, and innovation orientation. Furthermore, a new dimension, shared

vision, was suggested to be typical in the Chinese context, as in a ‘‘collectivist culture’’

the recognition of the collective vision is considered an important component. This study

tested and verified it as an important factor in school culture. This concept has been

raised in recent studies that identify the importance of a shared sense of purposes and

values (e.g. Fullan 2001). It has to be noted that the dimension informal relations was a

weak one, at least for the sample in this study. Nevertheless, the present study confirmed

that leadership is a very important dimension of school culture as identified in previous

studies, and school leaders need to play an important role in transforming or reshaping

school culture in order to ensure in an efficient way that it is supportive and motivating

for teacher professional development and student learning (Fullan 2007; Leithwood and

Louis 2002).

The study also revealed some specific features of school culture of a Chinese

school. In general, the school features a rather high goal orientation, innovativeness, and

formal relations among teachers. The teachers reported a relatively higher score for

shared vision, organizational commitment, and well-being at this school; however, the

scores for teacher participation in decision-making and informal relations among teachers

were relatively lower.

Finally, the impacts of school culture on teacher organizational commitment and

well-being were analyzed. The results indicated that three main factors, namely goal

orientation, leadership, and shared vision, affect teacher organizational commitment to a

large degree. In other words, the more a school has clear goals, stronger leadership, and

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shared vision within the school, the more likely the teachers are to be committed to the

school. As identified in this study, leadership plays a very important role shaping the

school culture and influencing teacher organizational commitment and well-being.

Therefore, school principals play an important role in influencing the quality of school

culture and through it on teachers’ performances. As for teacher well-being, the study

found out that teachers feel more attached to a school in a school culture that features

clear goal orientation, positive formal relations, and shared vision. The results are

consistent with other findings that suggest the presence of a clear goal and shared vision

promote increased teacher involvement and commitment. Furthermore, the findings

confirmed that positive collegial relationships are very important as a healthy school

culture should be built upon a collaborative activity among teachers, students, parents,

staff, and the school leaders.

Cokluk & Yılmaz (2010) made a study that focused on the relationship between

teachers’ organizational commitment and school administrators’ leadership behavior. In

the survey model study, answers to the given questions were searched. The data were

collected through a scale returned by a sample of 200 teachers in Turkish primary

schools. The data were gathered using “Leadership Behavior Scale” and “Organizational

Commitment Scale”. The study also attempted to determine the relationship between

leadership behavior and organizational commitment. Findings showed that there was a

moderate positive relationship between the teachers’ perceptions about organizational

commitment and supportive leadership behavior of school administrators. There was a

moderate negative relationship between organizational commitment and directive

leadership behavior of school administrators. Significant relationships were also

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determined between sub-dimensions of organizational commitment and directive

leadership behavior of school administrators.

Erawan (2010) compared the results of the curricula of teacher productions on

teaching efficacy, commitment to teaching profession and satisfaction with program

effectiveness of the teacher students under both curricula with different fields.

Participants included 322 Thai teacher students in 12 universities. MANCOVA reveals

that when GPAX score is deleted both curricula the teacher students studied are different

and different fields (science and social sciences) are not correlative. The tests of between-

subjects effects appear that the teacher students under 5 year-program curriculum has

higher in all variables and all majors.

Furthermore, the research indicated that the teacher students under 5 year-

program of teaching profession curriculum have teaching efficacy, commitment to

teaching profession and satisfaction with program effectiveness more than those under

4+1 year-program curriculum.

Douglas (2010) study, examined the relationship of school climate and teacher

commitment in elementary schools in Alabama. A total of 67 elementary schools were

surveyed and 1353 teachers voluntarily participated in the study. The instruments used in

this study were the Organizational Climate Index (OCI) and the Organizational

Commitment Questionnaire (OCQ). The four subtests of the OCI, collegial leadership,

professional teacher behavior, achievement press, and institutional vulnerability, were

examined for their collective and independent relationship to teacher commitment. The

four variables serve as independent variables with commitment serving as the dependent

variable. Commitment was measured using the 9-item version of the OCQ.

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The findings indicated a relationship between school climate and teacher

commitment. The results concluded that the best predictor of teacher commitment is

professional teacher behavior. Furthermore, collegial leadership was also found to be a

predictor of teacher commitment. Achievement press, though not directly related to

teacher commitment, was found to be a good predictor of both professional teacher

behavior and collegial leadership. Institutional vulnerability was found to have no direct

or indirect relationship to teacher commitment.

Yilmaz (2009) on his study on Examining Organizational Commitment of

Primary School Teachers Regarding to Their Job Satisfaction and Their School’s

Organizational Creativity examined the prediction level of primary school teachers’ job

satisfaction and school’s organizational creativity on organizational commitment. The

participants were 315 primary school teachers selected from primary school teachers

working between 2008 and 2009 using random-cluster sampling method. Organizational

Commitment, Organizational Creativity in Schools, and Job Satisfaction scales were used

for data collection. The data were analyzed using statistical methods. Results

demonstrated that there is a significant relationship between organizational ommitment,

job satisfaction and school’s organizational creativity. The compliance, identification,

and internalization dimensions of organizational commitment were explained by primary

teachers’ job satisfaction and schools’ organizational creativity levels.

Karakus & Aslan (2009) study on, Teachers' Commitment Focuses: A Three-

Dimensioned View, determined high school teachers' organizational commitment levels,

their commitment focuses and variables to which their commitments are related. A

survey-based descriptive scanning model was used. The results showed that teachers'

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commitment focuses, their types and levels of commitment to these focuses vary

according to their personal characteristics such as gender, marital status and tenure.

Although female teachers are more affectively and normatively committed to the

teaching profession than their male counterparts, they have low levels of normative

commitment to the work group and low levels of continuance commitment (based on lack

of investments) to the school in which they work. Married teachers are less affectively

and normatively committed to the teaching profession than unmarried ones. However,

married teachers' continuance commitment levels to the teaching profession and to the

school in which they work are higher. As tenure increases, perceptions of investments

having been made in schools increase and therefore teachers' continuance commitment

levels to the focus of the school in which they work increase. Although one-to-five year

tenured teachers have the highest levels of normative commitment to the teaching

profession, they are the least affectively and normatively committed to the focus of work

group.

A study by Smith (2009) examined the relationship between school climate and

teacher commitment. The study focused on elementary schools in Northeast Alabama.

Thirty-four elementary schools consisting of 522 teachers took part in the study. The

teachers completed two survey instruments: the Organizational Climate Index (OCI) and

the Organizational Commitment Questionnaire (OCQ). With the school as the unit of

analysis, the OCI outlined and measured four elements related to school climate

(collegial leadership, teacher professionalism, academic press, and institutional

vulnerability). Those four elements were the independent variables used for the study.

The dependent variable was teacher commitment measured by the 15 items of the OCQ.

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Results indicated that teacher commitment is related to school climate. The study

showed that the most significant predictor of teacher commitment was teacher

professionalism. Collegial leadership and academic press were predictors of teacher

professionalism, while SES was a predictor of academic press.

Chin Wang (2007) conducted a research in which the main objective is to study

the attitude toward organizational reform in relation to school culture and teacher

commitment for a comprehensive high school in our country. The researcher used

“Questionnaire for the Attitude toward Organizational Culture, Organizational

Commitment and Organizational Reform” for high schools in our country and recovered

545 valid questionnaires. One-way ANOVA, Scheffe multiple comparison method,

Pearson product-moment correlation and regression analysis et al. were used to compare

the difference and situation in organizational culture, organizational commitment and

attitude toward organizational reform among different high schools and teachers. The

conclusions show that there was significant difference in organizational culture among

comprehensive high schools of different types, different sizes, public or private. There

was a significant difference in organizational commitment to school by teachers of

different genders, ages, education, service time, present positions. Also, there was

significant difference in the attitude toward organizational reform by teachers of different

genders, ages, service time and present positions. A correlation was established among

organizational culture, organizational commitment by teachers and attitude by teachers

toward organizational change for comprehensive high schools. And finally, there was a

significant influence of organizational commitment by teachers and organizational

culture for comprehensive high schools on the attitude toward organizational reform.

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Ngang (2006) identified the relationship between perceived organizational

support and trust with teachers’ commitment in his study. The study also aimed to

identify the moderation effect of trust on the relationship between the perceived

organizational supports and teachers’ commitment. In relation with this, a total of 418

trained teachers were selected randomly from 65 daily based secondary schools from the

state of Penang as the sample of this study. The questionnaire was utilized as the method

in acquiring response from the respondents. The data collected from the respondents was

analyzed at school level and the testing of hypothesis was conducted using the descriptive

statistic, t-test, Pearson correlation and multiple regression. The findings of the study

indicate that a total of 59 schools (90.8%) have moderate level of trust upon the

organization. Meanwhile 53 schools (81.5%) show a median level of principal’s support

upon the teachers. Thus, there is an existence of significant relationship between

principal’s support with teachers’ organizational commitment (r = 0.756; p = 0.00) with

apparent negative relation with the intention of teachers to leave (transfer) (r = -0.518; p

= 0.00). The findings indicates that there is significant relationship between the perceived

principal’s support with the teachers’ trust on organization (r = 0.751; p = 0.00).

Moreover it was found that there is significant existence of trusts with teachers’

organizational commitment (r = 0.751; p = 0.00). Meanwhile negative relationship

obtained with the intent to leave (r = -0.528; p = 0.00). Lastly, it was found that the

organizational trust functions as moderator in the relationship between organizational

support and teachers’ commitment but not on the teachers’ intention to leave.

Another interesting study on the Relationships Between Educators’

Organizational Commitment, Job Satisfaction, and Administrators’ Gender was

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conducted by Potter (2012). The purpose of this quantitative, causal-comparative study

was to examine the differences between teachers’ mean job satisfaction scores based on

the administrators’ gender and examine the relationship between the administrators’

gender and teachers’ organizational commitment plans in Tennessee middle schools. Job

satisfaction and organizational commitment was measured by the Tennessee Teaching,

Empowering, Leading and Learning (TELL) Survey that was administered online and

completed by Tennessee teachers voluntarily and anonymously. A stratified random

selection of schools based on the administrator’s gender (female, n = 85; male, n = 85)

was selected (N = 170) from those achieving the predetermined response criteria of 50%

return rate. Schools where the principal had been in position for less than three years

were excluded. A multivariate analysis of variance (MANOVA) was used to analyze the

association between the dependent variable, job satisfaction, based on the independent

variable, administrators’ gender. Pearson’s chi-square analysis was used to analyze the

relationship between administrators’ gender and teachers’ organizational commitment

plans in education. Significance was with the implications for increased gender

awareness, teacher commitment and satisfaction, and teacher retention.

Results indicated there was not a significant difference between teachers’ job

satisfaction based on the gender of the building administrator or a significant relationship

between teachers’ organizational commitment plans in education and the administrators’

gender. Teachers with female and male administrators overwhelmingly indicated they

planned to continue teaching in their current school.

Ahmad (2006) made a research that examined the relationships between

leadership, teachers’ commitment, teachers’ competency and school effectiveness. The

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research also described best practices such as information and data analysis and

management practices as moderators in enhancing the relationships between leadership,

teachers’ commitment, teachers’ competency and school effectiveness. The study

employed a sample of 84 secondary schools. School samples have been stratified

randomly according to the cumulative grades of a public examination (Malaysian

Certificate of Education). Pearson correlation, multiple regression and hierarchical

moderated regression analysis have been performed to test the suggested hypotheses. The

findings of the study revealed that multiple regression analysis tended to support the

research hypotheses suggesting a positive association between teachers’ commitment,

teachers’ competency and school effectiveness. Teachers’ commitment appeared to be

the highest contribution among the predictors to the school effectiveness. However, only

the leadership factor had a significant contribution to the school effectiveness when using

information and data analysis as a moderator. The research prepared a theoretical

framework that reflects the determinants factors of school effectiveness.

Chughtai & Zafar (2006) on their study, Antecedents and Consequences of

Organizational Commitment among Pakistani University Teachers determined if selected

personal characteristics, facets of job satisfaction, and the two dimensions of

organizational justice (distributive justice & procedural justice) significantly explained

variance in the organizational commitment of Pakistani university teachers. In addition,

the said study examined the influence of organizational commitment on two

organizational outcomes—job performance and turnover intentions. Data were gathered

from 125 full-time teachers from 33 universities in the three major cities of Pakistan:

Lahore, Islamabad/Rawalpindi, and Peshawar. The results of the study indicated that the

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personal characteristics, facets of job satisfaction and two dimensions of organizational

justice as a group were significantly related to organizational commitment of teachers.

Individually, distributive justice and trust in management were found to be the strongest

correlates of commitment. Moreover, commitment was found to be negatively related to

turnover intentions (- .40) and positively related to a self-report measure of job

performance (.32).

Celep (2005) made a study on Teachers’ Organizational Commitment in

Educational Organizations. In this study, it was tried to determine the teachers’ level of

organizational commitment with regard to the commitment to school, to teaching works,

to work group and to teaching occupation. In the direction of this aim, a scale with four

dimensions including 28 items was administrated for determining the teachers’

organizational commitment. That scale was applied on 302 teachers who are working for

public high schools. Results of the research show that a close relationships of the

variables related to the teacher’s commitment to their schools, the work group, and the

teaching occupation were found out and a direct relationship was discovered between the

teachers’ organizational commitment and having a proper pride to belong to such a

school and work group.

Khoza (2004) conducted a study to compare teacher stress, professional

commitment and school climate in schools with different matric success rates, in an

attempt to uncover some of the reasons behind differing pass rates. The schools were

selected from twelve high schools in the same rural area, same education district and

circuit. The two high schools which performed very badly were matched with two high

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schools which produced a hundred percent pass rate in their recent matric results. A

questionnaire was used as a data collection instrument

The results indicated similarities in terms of the levels and sources of stress

among the teachers from the two school types, as no significant differences between the

schools were found. However, the teachers in schools with excellent matric pass rates

have higher levels of commitment, and perceive their schools more favorably than the

teachers in schools with poor matric pass rates. Significant correlations were also found

to exist between teachers’ professional commitment and organizational climate. These

findings indicated that there was a need in South Africa to seek out ways of improving

the climate of the schools as well as teachers’ professional commitment in order to

produce quality education.

Local

Cornista and Macasaet (2013) focused their study on investigating the Adversity

Quotient® and Achievement Motivation of selected third year and fourth year psychology

students of De La Salle Lipa AY 2012-2013.

Ninety (90) psychology students were included in this study through purposive

sampling technique. The major instrument used in the assessment of the adversity

quotient of the respondents was the AQ Profile® and for achievement motivation was the

Achievement Motivation Profile. The profile variables of the respondents were also

investigated to find out if their adversity quotient and achievement motivation would be

influenced by such factors.

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SPSS computer software was utilized in the calculation of the research data, the

result found out that there was no significant relationship between the adversity quotient

and the profile of the respondents. However, the researchers found that there is a

significant relationship in the ownership dimension of adversity quotient of the

respondents when grouped according to year level. There was no significant relationship

between the achievement motivation and the profile of the respondents. Lastly, the results

of the Pearson product moment correlation showed there is a significant relationship

between the overall adversity quotient and each of the domains under achievement

motivation of the respondents in this study.

The study concluded that the adversity quotient and achievement motivation had a

relationship. However, not all the dimensions of adversity quotient were found to

influence the achievement motivation of the respondents in this study.

Canivel, (2010) conducted a study investigating the association between the

adversity quotient, leadership style, performance and practices among the principals in

private schools in the province of Rizal.

The researcher designed three instruments and made use of an electronic AQP

questionnaire to gather quantitative and qualitative data. Descriptive and inferential

statistics were applied in the analysis of data and statistical software, SPSS version was

used.

The findings of the study were: The principals’ AP in private schools in Rizal has

an average score which is within the AQ®P of the standard provided; among the four

dimensions of AQ which are control, ownership, reach and endurance (CORE), it was

ownership that pulls down to below average score and all the rest got average scores;

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participating leadership style emerged as best and rank number 1, followed by selling

leadership style, delegating leadership style, and telling leadership style; both

performance and practices have positive response to adversity quotient; that there was no

correlation between the principals’ adversity quotient and the principals’ leadership

styles; and lastly the adversity quotient and leadership styles of the Principals’ responses

had no significant correlation with demographic profiles.

Ferrer (2009) conducted a study that determines the relationship of personal

characteristics, leadership styles, and job satisfaction to the adversity quotient® of the

academic heads of selected state colleges and universities in the National Capital Region.

The researcher utilized the descriptive method using the Adversity Response

Profile (ARP) by Dr. Paul Stoltz, Leadership Style Survey by Dan Clark, and Job

Satisfaction Questionnaire by Alita Roxas. These questionnaires were distributed to 121

academic heads during school year 2008-2009 in the selected State Colleges and

Universities in the National Capital Region. The percentages and weighted mean were

computed for the profile of the respondents in terms of personal characteristics (age, civil

status, gender, educational attainment, and number of years of service), leadership style

(participative, delegative, and autocratic) and job satisfaction level. In testing the

hypothesis, the chi-square was used. Results of the study showed that majority of the

academic head respondents belong to middle range of Adversity Quotient® Control,

Ownership, Reach and Endurance dimensions. In terms of over-all Adversity Quotient®

level, respondents belong to average range. Majority of the respondents possess a

participative style of leadership.

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The study showed no significant relationship between the personal characteristics

and Control, Ownership, and Endurance dimensions and the over-all AQ of the

respondents. However, there found to be a significant relationship between the

respondents educational attainment and Reach dimension. It implies that their academic

attainment and experiences maximize their potentials enabling them to think right and to

make wise and just decisions. It also showed that there was no significant relationship

between Leadership Style and Adversity Quotient Ownership, Reach, and Endurance

dimensions and over-all adversity quotient of the respondents. However, there found to

be a significant relationship between the respondents’ leadership style and Control

dimension. With regard to the relationship between job satisfaction and adversity

quotient, the study showed that there is no significant relationship. Therefore, there is no

indication that Adversity Quotient determines the level of job satisfaction of the academic

head respondents.

Villaver (2005), conducted a study on The Adversity Quotient Levels of Female

Grade School Teachers of a Public and a Private School in Rizal Province which the

major focus was to examine the significant differences in the Adversity Quotient levels of

female grade school teachers of a public and a private school. The study involved 105

female grade school teachers, out of which 74 were from a public school and 31 from a

private school. The researcher used the Adversity Response Profile 7.0 and a

demographic questionnaire to obtain relevant background information about the teacher-

respondents.

The findings concerning AQ and their demographic profile indicated that majority

of the respondents that fell under the early adulthood stage category possessed moderate

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AQ, while their older counterpart possessed moderately low AQ. With respect to civil

status, the findings revealed that respondents who are single were found to have equal

percentages for moderate and moderately low AQ. It also showed that simple majority of

married respondents possessed moderate AQ level. The provided evidence that teachers

who had teaching experience often years or lower were found to have moderate AQ,

whereas great number of respondents with moderately low AQ were those with eleven to

twenty years of experience.

The findings also threw light on the fact that majority of respondents belonging in

the lower class socio-economic status had moderate AQ level while those in the middle

class had a greater number around the mean of moderately low AQ level. The results of

the study disclosed also that both public and private female grade school teacher

respondents had moderate Adversity Quotient levels. The study also indicated that there

was no significant difference exists between the Adversity Quotient level of public and

private female grade school teachers. This study is useful to understand the relationship

between AQ and demographic characteristics ofteachers.

Lazaro-Capones, (2004) conducted a study on “Adversity Quotient and the

Performance Level of selected Middle Managers of the Different Departments of the City

of Manila as revealed by the 360-degree Feedback System”. The aim of the study was to

determine the relationship between the two variables. The study employed the

descriptive, correlational method of research. The research involved 102 middle

managers from 7 departments of the City of Manila. The findings revealed that most of

respondents had moderate and high AQ. The study also provided evidence for the

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relationship between adversity quotient and performance ratings as revealed by the360-

degree feedback system.

Abejo (2002) conducted a study on the Adversity Quotient Profile of 39 out of

74 Employees of the College of Arts and Sciences of St. Joseph’s College in Quezon

City for the School Year 2001-2002 as indicator of their effectiveness as leaders.

Based on the results, 58.94% of the employees of St. Joseph’s College, College of

Arts and Sciences fall within the moderate level of adversity quotient, however, there

was no significant difference between male and female respondents in their

Adversity Quotient, but the results showed that older employees had higher adversity

quotient than the younger employees. Moreover, there was no significant difference

in the AQ of the workers in relation to their respective job description; viz., teaching,

(17) non-teaching (10) and administration (12).

The concept of leadership has been explored by historians and theorists from

earliest times through the present, on an international, national, local and institutional

level. The word "lead" has an Indo-European root that means "go forth and die" (Heifetz

& Linsky, 2002). Although in the context of business or education this definition is not

applicable in a literal sense, it is relevant in discussing leadership in the context of taking

chances or risks when implementing change. There had been a lot of researches placing

emphasis on the leadership ability of school managers and showed that it really has

something to do in the educational transformation of an institution which are evident in

the achievement of the students, performance of the teachers and the success of the

institution itself.

Researchers made in the Philippines show diverse tasks and responsibilities of the

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school administrators. Being a school head entails a complex, difficult job and because of

that their duties and responsibilities are not identified as positive factors in job

satisfaction and their leadership styles could not remain static (Ferrer, 2009).

A research paper on Creating Better Schools Through Democratic School

Leadership by San Antonio (2008) examined the impact of implementing democratic

school leadership via advisory school councils in Philippine public secondary schools.

Through an experiment with empirical surveys and interviews, this study revealed that

the experimental group had higher levels of commitment, empowerment and trust

compared with the control group after one year of implementing democratic school

leadership. However, the one-‐year experiment did not yield a significant impact on the

students’ academic achievement levels. The experimental group perceived the advisory

school councils operation in their schools as effective. Factors that either elicit or inhibit

active participation from the stakeholders in collaborative decision making have been

identified.

Tabuso (2007), in her study Organizational Commitment of the Faculty of the

Divine World College of Vigan, determined the level of organizational commitment of

the respondents.

The descriptive research design was employed in this study. Descriptive research

determines and interprets what is the level of organizational commitment of the faculty of

DWCV.

Based on the findings of the study, the faculty of DWCV was female-dominated,

intheir prime years, with majority of them married, with an average of two dependents;

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they are Bachelor’s Degree holders with master’s units, have been teaching at DWCV for

a relatively long period of time and with a mean basic salary between P7,500 andP9,500.

The faculties in the three departments have an emotional attachment to DWCV

(affective commitment), feel a sense of identification with the school and care about its

fate although at varying degrees with the elementary faculty having the least degree of

attachment.

All the faculties have remained in DWCV because they find in the school a sense

of economic security (continuance commitment).Finally, all the faculties feel they ought

to remain in DWCV (normative commitment).

Another study on Democratic school leadership: Its impact on the commitment of

educational stakeholders was conducted by San Antonio & Gamage (2007). The study

examined the impact of implementing democratic school leadership (DSL) on the

commitment levels of Advisory School Council (ASC) members in Philippine public

secondary schools.

The study combined the experimental design with empirical surveys, interviews

and documentary analysis to adopt a mixed research method. Implementing DSL in one

of the 185 school divisions was the experimental treatment introduced, with two

empirical surveys. Using the pretest-posttest design, public secondary schools that

granted permission to be involved in the study were initially match-paired on the basis of

results in the Division Achievement Test (the dependent variable). Each pair was

randomly assigned to the control and experimental groups by tossing a coin. After the

groups were formed, seminar-workshops were conducted for each group of 38 schools.

The seminars were attended by 735 out of the 836individuals who indicated interest in

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participating. The teachers, students, alumni, community leaders and parents were

represented during the seminars with the school heads also in attendance. In these

seminars, the first survey was completed by all the participants for a response rate of 88

percent (735 out of 836 individuals who granted permission).

The study revealed that the experimental group (EG) had higher levels of

commitment compared with the control group (CG) after one year of implementing DSL.

The EG perceived the ASC operation in their schools as effective. Respondents who

reported higher levels of commitment after implementing DSL indicated satisfaction with

the composition of the ASC, found the committee structure to be useful, and

acknowledged that their school heads shared information adequate to make sound

decisions. Factors that affected the development of the stakeholders’ commitment to

school improvement have been identified. The study suggested that the Philippines

should expedite the process of establishing school councils in the public schools

Another study on Democratic school leadership: Its impact on the commitment of

educational stakeholders was conducted by San Antonio & Gamage (2007). The study

examined the impact of implementing democratic school leadership (DSL) on the

commitment levels of Advisory School Council (ASC) members in Philippine public

secondary schools.

The study combined the experimental design with empirical surveys, interviews

and documentary analysis to adopt a mixed research method. Implementing DSL in one

of the 185 school divisions was the experimental treatment introduced, with two

empirical surveys. Using the pretest-posttest design, public secondary schools that

granted permission to be involved in the study were initially match-paired on the basis of

93

results in the Division Achievement Test (the dependent variable). The study revealed

that the experimental group (EG) had higher levels of commitment compared with the

control group (CG) after one year of implementing DSL. The EG perceived the ASC

operation in their schools as effective. Respondents who reported higher levels of

commitment after implementing DSL indicated satisfaction with the composition of the

ASC, found the committee structure to be useful, and acknowledged that their school

heads shared information adequate to make sound decisions. Factors that affected the

development of the stakeholders’ commitment to school improvement have been

identified. The study suggested that the Philippines should expedite the process of

establishing school councils in the public schools.

A Participatory School Administration, Leadership and Management (PSALM):

Its Impact on the Creation of Better Public Secondary Schools in the Philippines also by San

Antonio, (2006) examined the impact of implementing participatory school

administration, leadership and management (PSALM) via Advisory School Councils

(ASC) in Philippine public secondary schools. Through an experiment with empirical

surveys, documentary analyses and interviews, this study reveals that the experimental

group (EG) had higher levels of commitment, empowerment, trust and inclination for

meaningful participation in improving the school compared with the control group (CG)

after one year of implementing PSALM. However, the one-year experiment did not yield

a significant impact on the students’ academic achievement levels. Survey respondents

(735 for the 1st survey and 603 for the 2nd survey) were the school heads, teachers,

students, alumni, parents and community leaders from the 76 participating schools (38

schools for experimental group and the same number for the control group).The EG

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perceived the ASC operations in their schools as effective. Factors that either elicit or

inhibit active participation from the stakeholders in collaborative decision making have

been identified. An authentic model for the effective implementation of PSALM is

proposed. The study suggested that the Philippines should expedite the process of

establishing school councils in the public schools as an approach for creating better

schools.

Another interesting study was conducted by Lahoz (2005) on her ‘Portrait of the

Filipino as an Outstanding School Administrator’. She identified the qualities of an

outstanding Filipino school administrator and the contributory factors to their leadership

style. Her respondents were purposively selected from Delphi Response Group, private

schools members of Coordinating Council of Private Educational Associations

(COCOPEA), government agencies and legislative bodies, and professional associations.

The findings revealed twenty- two (22) qualities of outstanding administrators and

twenty-three (23) factors contributory to outstanding leadership. She expressed the

resulting synthesis of her studies as the Educational Leadership Octagon consisting

finally of: Gift of Self wholeness, principles-commitment humility, empowerment, trust

in people, manager-attention to details, leader-movement towards vision, bigger causes

outside school-industry leader, differences made in lives and total development of others,

and excellent school realization of targets.

Licuanan (2002) made a study on the difference between principals of high

performing and principals of low performing schools. Principals of high performing

schools were younger, better trained and more experienced. They were intrinsically

motivated i.e., highly motivated to do a good job. They have good interpersonal relations

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and were rated highly on qualities of competence, fairness, integrity and approachability.

Furthermore, they were positive persons who have high regard for student and

teacher abilities and give high ratings to the school. They focused on goals of achieving

academic standards and improving quality of education. They perceive the community as

expecting their school to be high achieving, progressive and model school. They put

more emphasis on data from student achievement tests for curriculum development,

evaluation and enrichment. Principals of high performing schools more often report

ongoing faculty development programs and use needs assessment techniques to arrive at

training needs.

They also created good organizational climate in their schools and undertake

purposeful activities to improve interpersonal relations with staff. They hold more regular

faculty meetings with satisfactory outcomes. They keep themselves informed about what

is happening within the school through monitoring classes and by direct observation and

class visits. In the area of decision making, they make more major decisions and discuss

these decisions with faculty and the parent-teachers association. They focused on

problems directly related to academic goals such as facilities and finances and take bolder

moves to address these problems such as seeking help beyond school and community

boundaries. They make use of community resources and encourage community

involvement in school activities. These are the main findings on principals and the

difference they make in the quality of their schools. Incidentally principals of high

performing schools work very hard reporting 12 hour work days and assessing their work

load as “heavy” to “very heavy”. Perhaps what is most encouraging about the results of

this study is that high performing schools and high performing principals were found not

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only in cities or poblacions but in rural barangays as well.

Mendoza (2000) also conducted a study on leadership style and effectiveness on

basic education administrator. The respondents were the administrators themselves and

the teachers. The variables considered were task orientation, relation orientation and

effectiveness. The findings showed that administrators and teachers ratings resulted in

low in task orientation and relation orientation but average in effectiveness dimension.

Administrators perceived by themselves as utilizing supporting style or bureaucratic

leadership style.

Teacher commitment on the other hand, is a key factor influencing the teaching-

learning process. It is the psychological identification of the individual teacher with the

school and the subject matter or goals, and the intention of that teacher to maintain

organizational membership and become involved in the job well beyond personal interest.

The literature and studies presented showed that adversity, leadership and

commitment of teachers in the organization are one of the most important things that

need to be considered in the success of an academic institution.

The researches made by Le Thi (2007), D’ Souza (2006), Johmson (2005),

Bellsouth (2005), Williams (2003), Deloitte and Touche (2003), focused on the

relationship of adversity quotient and performance. Findings of their research showed

that there is actually a significant relationship between adversity quotient and

performance (school performance, employee performance, students’ performance). It

indicated that considering these variables adversity quotient can be an acquirable skill to

turn organizations (education & business) to a more successful than they were.

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Furthermore, these researches both international and local established the relationship of

these concepts in educational transformation.

In the area of leadership, there has been a wide range of research in this context.

This concept had proven that leadership practices, position and power relations are

constituted, challenged and changed (Helstad & Moller, 2013). This provide insight into

leadership as an interactive process and the dynamics of power and trust in developing

leadership actions. Also, the works of Givens (2008), Ngunee, Sleegers and Denessen

(2007), Ross & Gray (2006), Barnet (2003) focused on the impact of transformational

leadership and transactional leadership as predictors of organizational commitment. Their

findings indicated that there were positive outcomes for the organization and the

follower. It showed that transformational leadership dimensions have strong effects on

teachers’ job satisfaction, organizational commitment, and organizational citizenship

behavior (Ngunee, Sleegers and Denessen, 2007). More so, transformational leadership

suggested a strong significant effects on mediating variables and weak but significant

effects on teachers’ commitment to change (Leithwood & Jantzi, 2002).

Researches in the area of organizational commitment also showed the importance

of it in determining the success of an organization (Yusof, 2012). It was also argued that

one of the important and underexplored avenues to tapping into heightened sense of

commitment to professional growth and learning for teachers is through a more fully

human experience in the school which can only be identified by looking into the level of

commitment of the teacher (Cherkowski, 2010). Furthermore, understanding how the

school leaders nourish and sustain passion and commitment is an essential area of

research on learning communities.

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Exploring the impact of adversity quotient, leadership and organizational

commitment is highlighted as an important consideration for fostering conditions for

sustainable learning communities and organization in the field of education. This further

elucidated in the studies of Napire (2013), Canivel (2010), Ferrer (2008) and Tabuso,

(2007). They have found out tha variables on adversity quotient, leadership style and

commitment to organizational values are related and can be considered as a contributing

factor in the success of an organization. However, through the review, studies in the

Philippines pertaining to adversity quotient and commitment of teachers to organizational

values are quite limited. The researcher also realized that no study had been conducted to

explore the relationship between AQ and commitment of teachers to organizational

values. Very few local studies were found related to the study. It is for this reason that the

researcher conducted this study to support the aforementioned studies that adversity

quotient, leadership styles and performance of the school heads have something to do to

affect the level of commitment of teachers in the practice of their noblest job. The lack of

research in area of AQ and teacher commitment in the Philippines motivated the

researcher to propose the study on exploring the relationship between the variables

adversity quotient, leadership styles, performance and commitment of teachers to


Conceptual Framework

Response to adversity is a crucial element of emotional climate (Williams, 2003).

One of the many roles of the principal is in shaping a positive school learning

environment which is linked in the increased of students’ achievement through the

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commitment of teachers to the school and motivation which correlates strongly with a

healthy and sound school.

In the development and conceptualization of this study, the importance and

relevance of a principal’s adversity response to educational adversity, and the leadership

style that they have at hand may sometimes influence their performance and affect the

level of commitment of teachers in the academe. When these are properly looked at,

teachers’ commitment and efficacy, and student success maybe better understood. Based

on the accounts previously discussed, educators are facing increasing adversity in their

workplace. The researcher believes that when educational leaders learn to handle

adversity more effectively, teachers and students will have increased achievement.

Behavior can change. Individuals can learn to respond more positively to adversity, thus

minimizing its impact (Stoltz, 1997).

The exercise of leadership on the other hand involves working with and

through people, individually and in groups, to achieve organizational goals. When

the goals of the organization emphasize demands for quick responses to rapid,

pervasive change in the environment while dealing with emerging problems arising

from the need for change that are ambiguous and ill-understood, and the outcomes of

possible alternative solutions are knowable in advance, problems arise for school

administrators. The two issues of stability and change are inseparable from every

decision in which the educational leader is involved. Educational leaders have a

theoretical choice between using traditional bureaucratic methods to work with and

through others or using collaborative methods (King, 2006).

This study focused mainly on determining the relationship of the adversity

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quotient, leadership style and performance of school heads and the commitment of

teachers to organizational values. From the results of the study, what theoretical model(s)

can be proposed to describe the school heads’ adversity quotient, leadership style and

performance and teachers’ commitment to organizational values?

As leadership plays an important role in the realization of the schools’ ultimate

goal, it is also potential in building high levels of commitment in teachers. And since

effective leadership is seen on how an individual effectively discharge his role and job as

school manager, it is also an important thing to note that the effectiveness still prevails

despite of any adversities he might be facing.

Figure 1 shows the paradigm of the study. Specifically, the study focused on

finding the relationship of adversity quotient, leadership styles and performance of

secondary school heads and commitment to organizational values of teachers in the

division of Tarlac Province. From here, what models can be proposed to describe the

nature of influence of school heads’ adversity quotient and leadership style to their

performance and teachers’ commitment to organizational values?

The AQ level is composed of four dimensions namely, Control, Ownership,

Reach and Endurance (CORE). Control measures the degree of control a person

perceives over adverse events. It is a strong gauge of resilience and health.

Ownership measures the extent to which a person holds himself or herself

accountable for improving a situation. It is a strong gauge of accountability and

willingness to take action. Reach is the perception of how large or far-reaching

events will be. It is a strong gauge of perspective on burden and stress level.

Endurance is the perception of time over which good or bad events and their

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consequences will last or endure. It is a strong gauge of hope and optimism.

Leadership style is manifested on the respondents’ assessment of the extent of

practice whether transformational or transactional. Performance is based on the last

year’s school Mean Percentage Score (MPS) in the National Achievement Test

(NAT). And finally, the level of commitment of teachers to organizational values is

based on the teachers’ assessment of their commitment to school, commitment to

teaching, commitment to teaching profession and commitment to work group as

reflected in the organizational commitment questionnaire.

Figure 1. Paradigm of the Study

PROPOSED MODEL

PERFORMANCE

ADVERSITY QUOTIENT ! Control ! Ownership ! Reach ! Endurance

EXTENT OF PRACTICE OF LEADERSHIP STYLE ! Transformational ! Transactional

TEACHERS’ COMIMMITMENT TO

ORGANIZATIONAL VALUES

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Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the method of research, the subjects of the study, the

method of gathering data, the research instruments or tools and the statistical treatment of

the gathered data.

Research Design

The study made use of a descriptive correlational research design in order to

attain its objectives. It determined the relationship of the Adversity Quotient, Leadership

Style and Performance of Secondary School Heads and the Commitment to

Organizational Values of Teachers.

Descriptive method proceeds to describe certain phenomena. For this reason,

some authorities in research describe it to be “fact finding” or “information gathering”

with analytical interpretations.

Locale of the Study

This study was conducted to determine the relationship of adversity quotient,

leadership style and performance of secondary school heads and commitment to

organizational values of teachers. The said study was conducted at the Division of Tarlac

Province, comprising 62 secondary school heads and 328 teachers as the primary

respondents.

Tarlac was the last province in Central Luzon to be created by the Spanish

colonial government in 1873. During its initial decade as a regular province, additional

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pueblos were created, including Pura, Mayantoc, San Manuel, Murcia, La Paz, Moriones

and San Clemente.

The province figured prominently also during the Second World War with the

infamous Death March which started from Bataan and ended in Capas. On January 20,

1945, the feast day of St. Sebastian, Tarlac was finally liberated from the Japanese hold.

Tarlac Province is not complete without mentioning its foremost asset – the

people. Its location of being the link between Manila and the Northern provinces has

made Tarlac an important trading center since the earliest times. This strategic locale

caused the province to become the hub and destination of the migrations of various

people, especially during the 18th – 19th centuries. For this, Tarlac is also known as the

“Melting Pot Province” for it is home to different cultures and ethno-linguistic groups.

Kapampangan, Ilocanos, Pangasinenses, Tagalogs, Visayans and Aetas live together in

harmony and in peace. Indeed, this amalgam of tongues and cultures has given Tarlac its

uniqueness and vibrancy.

Also the province is very well known and rich in terms of people who had made

big names in the different fields such as politics, industry, fashion, and even in the field

of education education.

This place was selected for this undertaking knowing that the efficiency of the

said study helped the researcher found out the relationship of the aforementioned

variables. Furthermore, there are no studies conducted yet in the province which looked

into the relationship of adversity quotient, leadership style and performance of the

secondary school heads and teacher commitment to organizational values.

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Respondents of the Study

The respondents of this study were the sixty-two (62) secondary school heads and

three hundred twenty-eight (328) teachers obtained from a stratified random sampling in

the Division of Tarlac Province during the school year 2012- 2013.

To determine the sample size of the teacher respondents, the Slovin’s formula was

used:

𝑛 =𝑁

1+ 𝑁𝑒!

Where:

n = sample size

N = population

e = desired margin of error

The table below shows the distribution of teacher respondents per school in the

Division of Tarlac Province as obtained using the Slovin’s formula. The number of

teachers from each school was taken from the Planning Office of the Department of

Education, Division of Tarlac Province (as of January 1, 2013).

Table 1

Distribution of Teacher Respondents

SCHOOL NO. OF

TEACHERS (N)

Sample (n)

1 Anao High School 20 4 2 Anastaacio G. Yumul High School 18 3 3 Aringin High School 15 3 4 Balaoang High School – Annex 5 1 5 Balaoang High School 23 4

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Table 1. continued

6 Bamban High School 14 2 7 Bilad High School 28 5 8 Birbira High School 15 3 9 Benigno S. Aquino High School 169 30

10 Buenavista High School 15 3 11 Buenlag High School 13 2 12 Caanamongan High School 8 1 13 Calangitan High School 7 1 14 Calipayan High School 7 1 15 Caluluan High School 46 8 16 Camiling School for Home Industries 22 4 17 Capas High School 121 22 18 Cardona High School 12 2 19 Comillas High School 17 3 20 Corazon C. Aquino High School 31 6 21 Cristo Rey High School 67 12 22 Dapdap High School 53 9 23 Dueg High School 5 1 24 Eduardo Cojuangco Nat’l Voc. School 32 6 25 Estipona High School – Annex 5 1 26 Estipona High School 32 6 27 Gerona Western Public High School 16 3 28 Guevarra High School 38 7 29 La Paz High School 30 5 30 Lawy High School 14 3 31 Mababanaba High School 28 5 32 Malacampa High School 15 3 33 Marawi High School 22 4 34 Maungib High School 9 2 35 Moncada High School 5 1 36 Nambalan High School 18 3 37 O'Donnel High School 33 6 38 Padapada High School 30 5 39 Pilipila High School 6 1 40 Pitombayog High School 20 4 41 Quezon High School 11 2 42 Ramos High School 28 5 43 Sacata High School 9 2

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Table 1. continued

44 San Bartolome High School – Annex 6 1 45 San Bartolome High School 10 2 46 San Felipe High School 22 4 47 San Jose High School 9 2 48 San Julian - Sta. Maria High School 19 3 49 San Pedro High School 41 7 50 San Roque High School 59 11 51 Sapang High School 15 3 52 Sta. Ines High School 13 2 53 Sta. Juliana High School (O'Donnel - Annex) 7 1 54 Sta. Lucia High School 15 3 55 Tagumbao High School 21 4 56 Tarlac National High School 308 55 57 Vargas High School 12 2 58 Victoria National High School 95 17 59 Victoria National High School – Annex 7 1 60 Villa Aglipay High School Annex I (Iba) 14 2 61 Villa Aglipay High School Annex II (Moriones) 8 1 62 Villa Aglipay High School 19 3 TOTAL 1832 328

Source: DepEd Planning Office,Division of Tarlac Province

Research Instruments

There are three survey instruments used in this study. The Adversity Quotient

Profile (AQP) developed by Dr. Paul G. Stoltz of the PEAK Learning Inc., which was

used to determine the level of adversity quotient of the school heads, the Multifactor

Leadership Questionnaire (MLQ, Bass 2002) which was used to collect data regarding

leadership practices of the school heads, and the Organizational Commitment

Questionnaire (OCQ) used in determining the possible feelings individuals might have

about the school or organization for which they work.

Grandy (2009) discussed the reliability and validity of the Adversity Quotient

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Profile as presented in Psychometric Properties and Analysis of the AQ PROFILE online

version 8.1.

The AQ Profile (8.1) is an oppositional, scale-based, forced-choice questionnaire

designed to gauge an individual’s resilience — that is, their capacity to respond

constructively to difficulties — by eliciting their hardwired response pattern to a broad

range of adverse events (Stoltz, 2000). It has been tested across respondents from more

than 51 countries all over the world including the Philippines, and has demonstrated

strong universality and applicability across cultures. The AQ Profile is normative,

meaning higher scores are generally superior, reflecting greater overall resilience and

effectiveness.

The AQ score and all four sub-scores were found to have high reliabilities. The

table below shows Cronbach's coefficient alpha – a measure of the internal-consistency

reliability of each scale score.

Table 2

Reliability Estimates of the AQP®

Reliability Estimates (alpha) Scale alpha Control 0.82 Ownership 0.83 Reach 0.84 Endurance 0.80 AQ 0.91

The highest correlation between scale scores is 0.724 between Reach and

Endurance. The other combinations of scale scores have moderate intercorrelations.

None of the intercorrelations among scale scores is as high as the scale reliabilities,

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though the correlation between R and E is high enough to suggest that the two scales are

measuring related but different constructs. If a person tends to generalize adversity

across situations (Reach), he may also tend to generalize adversity overtime (Endurance).

Still, each of these scales shows some unique variance, so the scales are not redundant.

The four scales can, therefore, be said to have demonstrated good discriminant validity.

As intended, they measure different, but highly related, aspects of AQ.

In summary, AQ Profile sub scores demonstrate excellent discriminant validity,

with scale intercorrelations ranging from 0.28 to 0.72. Reliabilities (alpha coefficients) of

AQ and the four sub-scores are exceptionally high (over .90 for AQ and over .80 for sub-

scores), indicating that scores are suitable for drawing reliable inferences about

individual test-takers. The distribution of AQ scores is very nearly normal, with a mean

of 150 and a standard deviation of 18. Any gender difference in the AQ score, or any of

its sub-scores, is extremely small. Age is slightly correlated with AQ and its sub-scores,

suggesting that life experiences tend to improve a person’s ability to respond to

adversity.

Adversity Response Profile is a self-rating questionnaire to measure an

individual’s style of responding to adverse situations. The Adversity Response Profile

describes 14 questions with 4 sub questions to identify the 4 dimensions of adversity

quotient; the control, ownership, reach and endurance.

The control scale measures the degree of control the person perceives he or she

has over adverse events. Ownership is the extent to which the person owns or takes

responsibility for the outcomes of adversity and the extent to which the person hold

himself or herself accountable for improving the situation. Reach is the degree to which

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the person perceives good and bad events reaching in other areas of life. Endurance is the

perception of time over which is good and bad events and their consequences will last or

endure.

Table 2 shows the standard score intervals which were used to interpret and

classify the Adversity Response Profile of the respondents provided by PEAK Learning

Inc. (2013).

Table 3

Overall AQ Equivalent

Descriptive Interpretation AQ Score High 177 – 200

Moderately High 165 – 176 Average 145 – 164

Moderately Low 134 – 144 Low 40 - 133

In the interpretation of score of adversity quotient by dimension, the following

standard score intervals for each category were also used as provided by the PEAK

Learning (2013).

Scores in the adversity quotient are interpreted as follows:

Person who has higher AQ are considered to be lifelong learners, relentless,

tenacious, resilient, with high initiatives, visionary, possibility thinkers, and catalysts for

action. Moderate AQ would mean that the person is comfort-driven, playing it safe, low

risk, compatible, settle for good, competent, limited creativity, and cautious about

change. For lower AQ, the person under this level is doing the minimum, reduced

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performance, poor learners, absentee, risk aversive, goes through motions, and threatened

by change.

Table 3 illustrates the score intervals of the four dimensions of adversity quotient

(control, ownership, reach and endurance) including their descriptive equivalents.

Table 4

Dimension of AQP® (CORE) Score Equivalents

CONTROL C

OWNERSHIP O

REACH R

ENDURANCE E

High 49 – 50

High 50

High 40 – 50

High 43 – 50

Above Average 45 – 48




Average 38 – 44

Average 43 – 47

Average 29 – 34

Average 34 – 38

Below Average 34 – 37




Low 10 – 33

Low 10 – 38

Low 10 – 23

Low 10 – 28

C MEAN = 41 O MEAN = 45 R MEAN = 32 E MEAN = 36

Each of the four questions was represented and was scored on a distinct

dimension of adversity quotient as Control, Ownership, Reach and Endurance. The

CORE score equivalents were also provided by PEAK Learning Inc. (2013) to interpret

principals’ AQ dimensions. The lowest possible score on AQP score is 40 and the highest

is 200.

The Multifactor Leadership Questionnaire (MLQ) was first developed by Bass

(1995) who identified 142 items from a survey of the literature and responses to an open-

ended survey of 70 senior executives. In the most recent version (Bass & Avolio, 2002),

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the research instrument contains four individual statements for each of the nine leadership

constructs for a total of 36 items (excluding the 9 outcome variables).

Bass’s theory recognizes four interrelated components for transformational

leadership: 1) individualized influence; 2) inspirational motivation; 3) intellectual

stimulation; and 4) individualized consideration. The MLQ also recognizes three

components of transactional leadership: 1) contingent reward; 2) management by

exception (both active and passive); and 3) laissez faire leadership. Idealized influence

(charisma) constitutes the items 6, 14, 23, 34 (behavior) and 10, 18, 21, 25 (attributed).

Under transformational leadership, the items 9, 13, 26 and 36 describe inspirational

motivation dimension, 2, 8, 30, and 32 fall under intellectual stimulation and items 15,

19, 29 and 31 is for individual consideration. On the other hand, under transactional

leadership, contingent reward includes items 1, 11, 16 and 35, management by exception

were on the items 4, 22, 24, 27 (active), 3, 12, 17, and 20 (passive), while laissez fair type

of leadership contains the items 5, 7, 28 and 33. However, for the purpose of this study,

responses in laissez faire leadership was not included in the tabulation and interpretation

of results since the objective of the study is to describe the extent of practice of leadership

style of secondary school heads as to transformational and transactional only.

The questionnaire determines how closely the respondents would align with

transactional and transformational leadership styles. The latest version of the MLQ has

been used in nearly more than 200 research programs, doctoral dissertations and master’s

theses around the world. There are now more than ten years’ worth of published research

on the MLQ as it relates to transactional and transformational leadership practices of

administrators and managers from various sectors of the society including educational

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institutions.

The validity of the MLQ is consistent with MLQ 5X (rater version survey). There

were generally high, positive correlations among the five transformational leadership

scales, and between contingent reward and each of the five transactional leadership

scales. The average intercorrelation among the five transformational scales is .83, versus

.71 for the five transformational scales with ratings of contingent reward leadership

(Avolio, Bass & Jung, 2002). This provides evidence supporting the scales of

transformational leadership as comprising a higher order construct than transactional

leadership of contingent reward. High correlations between transformational scales and

contingent reward, a transactional scale, are expected because all are active, positive

forms of leadership demonstrated consistently by leaders. As a leadership assessment, the

MLQ measures a wider and more detailed range of style, affording the opportunity to

identify a full range of leadership behaviors. The MLQ can be used as a 360 degree

instrument, incorporating self and other perceptions into a full circle assessment. Through

the MLQ, leadership behavior can be measured, explained, and demonstrated in

individual behavioral terms. The MLQ was used to measure the factors that distinguish

transactional and transformational leadership. The MLQ consists of 45 items with the

newer form reflecting item refinement. The MLQ places each item on a 5-point Likert

type scale. The scale is utilized as: 0) Not at all; 1) once in a while; 2) sometimes; 3)

fairly often; 4) frequently, if not always.

An Organizational Commitment Questionnaire composed of 28 items was given

to teacher respondents to describe their feelings on the organization that they are

presently working. There were four dimensions of the questionnaire which includes

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commitment to school consisting of 9 items, commitment to teaching works consisting of

7 questions, commitment to teaching occupation composed of 6 questions and

commitment to work group with 6 questions as well. This was adapted from Celep

(2003), however, modifications were made to some items and were validated by experts.

The discriminate coefficients of 28 items were determined in one dimensional structure in

order to ascertain the reliability of the scale. The cronbach alpha coefficient of reliability

of 28 items of the organizational commitment scale in educational organizations was

determined as .88. The cronbach alpha coefficients of reliability of the factors were found

out as commitment to school is .80; commitment to teaching work is .75; commitment to

teaching occupation is .78; commitment to work group is .81.

It was found out also that the questionnaire is high in terms of its reliability and

validity on the studies conducted by Celep (2003) and Ross & Gray (2006). Furthermore,

the OCQ is found to be a good instrument in measuring the level of commitment of

teachers to organizational values as supported in the studies of Dullah et. al. (2011), Ross

& Gray (2006), and Tabuso (2007).

Data Gathering Procedures

Two survey questionnaires were prepared. One for the school heads and another

is for the teachers. A survey questionnaire composed of three parts will be given to

school heads respondents. Part I describes personal information; Part II is the Adversity

Quotient Profile developed by Dr. Paul Stoltz of Peak Learning Global Resilience. The

Adversity Quotient will determine how the respondents are measured in terms of their

Control, Ownership, Reach and Endurance as they practice their duties and

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responsibilities as school managers and; Part III describes the Leadership Style using the

Multifactor Leadership Questionnaire (MLQ) developed by Bass and Avolio (2002). This

is to determine the extent of practice on the leadership style they employ as school

managers in their institution. An organizational commitment questionnaire (Celep, 2003)

was also given to teacher respondents to measure their level of commitment to


Before the beginning of the research, the researcher seeks permission from Dr.

Paul Stoltz of the Peak Learning Inc. Global Resilience at California USA to use the

latest online version of the Adversity Quotient Profile. An official research agreement

was then provided and sent to the researcher. It contains the prerequisites, the terms and

conditions, and the legalities of using the Adversity Quotient Profile.

Permission from the division superintendent of Tarlac province is sought also to

float the questionnaires among the school heads and teachers as the primary respondents

of the study. Since not all schools are provided with internet connections, the researcher

asked permission from PEAK Learning Inc. the online questionnaire to have it printed

and distributed to the secondary school head respondents to answer it manually. After the

approval obtained both from the division superintendent and the PEAK Learning Inc., the

distribution of the questionnaires consisting of two sets, one for the school head and

another, for the teacher respondents followed.

Statistical Treatment

The data were analyzed using the Statistical Package for the Social Science

version 16 (SPSS 16) and Microsoft Office Excel 2010 to generate descriptive data

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(means, standard deviation and percentage distributions) and comparative statistics. The

Adversity Quotient Profile of the principal was tabulated including their four dimensions:

Control, Ownership, Reach and Endurance.

Inferential statistics was used in determining the relationship between AQ and

leadership styles; AQ with performance and performance with commitment to

organizational values of teachers. Multiple linear regressions were run to determine if

school heads’ adversity quotient significantly influences their leadership styles and

performance and teachers’ organizational commitment. All computations were done

using Statistical Package for Social Sciences 16 (SPSS 16). Structural Equation Modeling

(SEM) was employed to establish the validity of the proposed model. SEM used

regression analysis for measuring the relations among variables; factor analysis to

improve the measurement of the variables; and causal modeling combined with

regression to yield a way to picture and test regression models called path analysis.

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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter shows the data that were collected in the study. Answers in the

problems presented earlier are illustrated in an item by item way to make it logical and

clear.

1. Description of the Secondary School Heads

One of the primordial concerns of this study is to describe the secondary school

heads in terms of their adversity quotient which composed of the four dimensions namely

control, ownership, reach and endurance.

1.1 Adversity Quotient

In the daily routine of a school administrator, they cannot escape from adverse

situations which sometimes affect them in the delivery of their performance and

responsibilities as school managers.

The latest online version of adversity quotient (AQP v. 8.1) develop by Stoltz

(2013) which is the only known standard instrument for adversity quotient was used in

measuring the adversity quotient of the sixty-two (62) secondary school heads of the

Division of Tarlac Province.

1.1.1 Control

The first dimension of the adversity quotient is control. This dimension

determines the extent to which someone perceives they can influence whatever happens

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next. It often asks the question: How much control do you perceive that you have

overcome an adverse event? It determines resilience, health and tenacity.

Table 5 shows the distribution of the secondary school heads’ adversity quotient

in control dimension.

Table 5

Level of Adversity Quotient of Secondary School Heads in Terms of Control

LEVEL FREQUENCY (f)

PERCENTAGE (%)

High (49 – 50) 0 0

Above Average (45 – 48) 0 0

Average (38 – 44) 21 33.87

Below Average (34 – 37) 13 20.97

Low (10 – 33) 28 45.16

TOTAL 62 100

As seen in Table 5, many secondary school heads (45.16%) fall under low level of

adversity quotient in terms of control. There were 21 (33.87%) of them in the average

level and 13 (20.97%) in the below average level. This means that many of the school

heads have a little degree of control over a difficult event. This further implies that the

respondents may easily give up on adversities that they might be facing and find much

difficulty to be in control especially when situation gets worse. They only have low level

of control which indicated that mostly have a very little control over adverse event or

situation. They tend to have very little motivation to achieve if they feel they just have little

control over some aspects of their work. Even in situations that appear overwhelming or

118

out of their hands, many of them cannot find some facet of the situation they can

influence and have little or no control and often give up.

1.1.1 Ownership

Ownership refers to the leader’s imperative to communicate and specify how each

person’s perception of ownership impacts the outcome. It is the likelihood that someone

will actually do anything to improve the situation regardless of their normal

responsibilities. It usually asks the question: To what degree do I own the outcome of

adversity? This dimension of adversity quotient determines accountability, responsibility,

action and engagement.

Table 6 presents the distribution of respondents’ adversity quotient in terms of

ownership.

Table 6

Level of Adversity Quotient of Secondary School Heads in Terms of Ownership

LEVEL FREQUENCY (f)

PERCENTAGE (%)

High (50) 1 1.61

Above Average (48 - 49) 3 4.84

Average (43 - 47) 6 9.68

Below Average (39 - 42) 15 24.19

Low (10 - 38) 37 59.68

TOTAL 62 100.00

119

The table displays the level of Adversity Quotient® of the respondents in terms of

Ownership. It can be gleaned from the table that 37 of the secondary school heads fall on

the low level of adversity quotient in terms of ownership dimension, 15 of them are in the

below average level, 6 in the average, 3 in above average, and 1 with high level of

ownership. This shows that majority of the respondents has low level of ownership which

constitutes 59.68%. This means that the respondents do not extent or account themselves

responsible for the outcomes of adversity.

The result showed further that most of the respondents have a tendency to

sometimes blame others and deflect accountability for dealing with challenges and

adversities. They may step back when others step up. In one way, they may be unwilling

to go above and beyond to solve a problem unless prodded to do so. This can have a

negative effect on others. According to Stoltz (2009), the low scores in this dimension of

adversity quotient could be attributed to the school heads who disown outcome of the

problem regardless of their cause. People with low level of ownership avoid holding

themselves accountable for working to solve any adverse situation and that they already

feel overloaded (Enriquez, et. al., 2009)..

1.1.2 Reach

Reach measures the extent to which someone perceives an adversity will “reach

into” and after other aspects of the situation or beyond. This dimension identifies burden,

stress, energy, and effort, and tends to have cumulative effect. This answers the question:

How far will the adversity reach into other areas of my life.

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Table 7 shows the distribution of the secondary school heads’ level of adversity

quotient in terms of reach dimension.

Table 7

Level of Adversity Quotient of Secondary School Heads in Terms of Reach

LEVEL FREQUENCY (f)

PERCENTAGE (%)

High (40 - 50) 1 1.61

Above Average (35 - 39) 9 14.52

Average (29 - 34) 25 40.32

Below Average (24 - 28) 17 27.42

Low (10 - 23) 10 16.13

TOTAL 62 100.00

It can be noted from the table that many of the respondents constituting 40.32% of

the total respondents has an average level of adversity quotient in terms of reach. There

were 17 of them in the level of below average, 10 in low level and 9 and 1 in above

average and high level respectively. This shows that many of the school heads respond to

adverse events as somewhat specific. When they are faced with adverse situations or

events, they can become intense, prolong and complicated (Canivel, 2010). They use to

manage the adversities that they encounter and do not affect much of their lives through

applied open communication, dialogue and consultation with parents, teachers, and

students. However, they may occasionally let adversity reach into other areas of their

lives. In weaker moments, they may succumb to the temptation to turn setbacks into

121

disasters, but relying others to pull them out of their emotional pit. Furthermore, when

challenges mount and situations become complex, or when they are fatigued, they do not

let the adversity bleed over into other areas, causing stress and a sag in motivation which

could affect their performance as school managers.

1.1.3 Endurance

Another dimension of adversity quotient is endurance. Endurance is the length of

time the individual perceives the situation/ adversity will last or endure. It determines

hope, optimism, and willingness to persevere. The endurance dimension determines hope,

optimism, and willingness to persevere and ask the questions: How long will the

adversity lasts? And how long will the cause of adversity last?

Table 8 illustrates the distribution of the secondary school heads’ adversity

quotient in endurance dimension.

Table 8

Level of Adversity Quotient of Secondary School Heads in Terms of Endurance

LEVEL FREQUENCY (f)

PERCENTAGE (%)

High (43 - 50) 15 24.19

Above Average (39 - 42) 14 22.58

Average (34 - 38) 20 32.26

Below Average (29 - 33) 10 16.13

Low (10 - 28) 3 4.84

TOTAL 62 100.00

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It can be inferred from the table that many of the respondents (32.26%) are within

the average level of endurance of their adversity quotient. This implies that respondents

handle adverse events and situations and their causes as somewhat enduring. They do

well with relatively small challenges but their spirit weakens with larger setbacks.

Whenever they are confronted with minor or a bit higher level of challenges, they have

the ability or the capacity to handle it effectively by doing necessary action to move

forward and do things in the normal set up and phase and most importantly have the will

and determination to move ahead despite of these little adversities (Ferrer, 2009).

Table 9 shows the distribution of the secondary school heads’ overall adversity

quotient. Scoring of the overall adversity quotient of the respondents is done by adding

their individual scores in each of the four dimensions.

Table 9

Overall Adversity Quotient of the Secondary School Heads

DESCRIPTIVE LEVEL FREQUENCY (f)

PERCENTAGE (%)

High (177 - 200) 1 1.61

Above Average (165 - 176) 0 0.00

Average (145 - 164) 19 30.65

Below Average (134 - 144) 20 32.26

Low (40 - 133) 22 35.48

TOTAL 62 100.00

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Referring to the data tabulated, it can be seen that many of the respondents fall in

the low level of adversity quotient with 35.48%, followed by below average with

32.26%, 30.65% are in the average level, and only one respondent falls in the high

category of adversity quotient.

As seen in the table most of the respondents in this study have tendency to give up

and lose hope easily when they are confronted or experienced adverse situations. They

have low levels of motivation, energy, performance, and persistence and tend to

‘catastrophize’ events. They abandon their dreams if they believe they will encounter

hardship in the pursuance of such dreams for they have very restricted ability or tolerance

under stress and have no self-confidence to act independently (Macasaet, 2012). People

with low level of adversity quotient are the people who just stand at the foot of the

mountain and watch other climbers go up the mountain (Stoltz, 2002). So unlike the

climbers, they will never enjoy the beautiful view that could only be seen from the top.

It can be inferred further that most of the respondents are not challenged but

threatened by the tough tasks assigned to them. They consider change as an enemy.

Findings of this study show weak potential of many secondary school heads to cope with

obstacles and difficulties, and they have tendency to give up easily.

Table 10 shows the computed means of the adversity quotient of the secondary

school heads and its four dimensions; the control, ownership, reach, and endurance.

The computed mean score of the adversity quotient of the secondary school head

is 137.89. Based on the AQ description in Table 3, it shows that the school heads have

below average adversity quotient. This AQ score indicated that secondary school

principals in the division of Tarlac province have below average capacity of resolving

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challenges, difficulties, setbacks and demands. They don’t have enough initiative to exert

extra effort to overcome them so as not to affect others work. According to Stoltz (2000),

AQ begins with individual but goes beyond as one is exposed to an organization gaining

various experiences.

Table 10

Adversity Quotient of Secondary School Heads with its Four Dimensions

Descriptive Statistics Control Ownership Reach Endurance Overall Adversity

Quotient Mean Computed 33.81 36.42 29.10 38.56 137.89

Mean Standard 41 45 32 36 154

In general, by comparing the computed mean for each of the four core dimensions

of the adversity quotient, it is only endurance dimension that is higher than the standard

mean. However, computed mean for the control and ownership dimensions were on

below average level. This means that secondary school head respondents have

significantly little control and influence in adverse situations. Even in situations that

appear overwhelming or out of their hands, they are not able to find some facet of the

situation they can influence. They respond as if they have little or no control and often

give up. Moreover, they tend to exempt holding themselves accountable for dealing with

adverse situations regardless of their cause. They often deflect accountability and most

often feel victimized and helpless.

On the other hand, reach and endurance dimensions fall in the average level. This

means that the secondary school head respondents are able of keeping the fallout under

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control and limiting the reach of adversity is essential for efficient and effective problem

solving. They have the capacity to keep setbacks and challenges in their place, not letting

them infest the healthy areas of their work and lives (Canivel, 2010), though working it

harder is needed. They believed that seeing beyond even enormous difficulties is an

essential skill for maintaining hope. They also have the ability to see past, the most

interminable difficulties and maintain hope and optimism.

1.1. Leadership Style

Education is an important aspect of human life. How we receive and translate it

into our daily way of life is quite largely dependent upon the way it gets passed on.

Leadership in education has been studied over years to address long-standing concern of

students, educators, and society as a whole. As the need to understand which style of

leadership will work best, alone or in combination, it is imperative to understand these

types individually in regards to their methods and what they offer (Rajeev, 2011).

With an eye for reform, many educationists have either supported or criticized

certain leadership styles, however, which style suits and works best is subjected to a

matter of opinion. Educational leadership styles are based on the understanding that

certain characteristics, such as physical energy and/or social interaction play a part in the

way education is imparted. Effective leadership is about strengthening the performance of

education leaders, primarily the educators, to improve student achievement. Hence,

effective leadership is crucial for teachers and students to enhance performance at the

highest level.

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There is no denying the fact, that there is no single best way to lead and inspire in

the field of education. Each educator, as well as schools, view leadership strategies

differently, as certain situations, features and actions seem far more favorable than others

at different levels and times.

Another objective of this study is to describe the leadership style of the secondary

school heads as to transformational or transactional. It made use of the Multi Leadership

Questionnaire developed by Bass & Avolio (2002).

1.2.1 Transformational Leadership

Transformational leadership as defined and described by Sullivan and Decker

(2001) is a leadership style focused on effecting revolutionary change in organizations

through a commitment to the organization’s vision. Transformational leadership redefines

people’s missions and visions, renews their commitment, and restructures their systems

for goal accomplishment through a relationship of mutual stimulation and elevation that

converts followers into leaders and leaders into moral agents. It composed of four

dimensions; idealized influenced, inspirational motivation, intellectual stimulation, and

individual consideration.

Table 11 illustrates the transformational leadership style according to dimension,

of secondary school heads in the division of Tarlac Province.

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Table 11

Leadership Style of Secondary School Heads (Transformational)

Statement

Freq

uent

ly

or A

lway

s

Fair

ly

Oft

en

Som

etim

es

Onc

e in

a

Whi

le

Not

at A

ll

Mean SD Description

Idealized Influence - Behavior

Talks about others’ most important values and issues. 24 18 10 8 2 2.87 1.17 Fairly Often

Specifies the importance of having a strong sense of purpose. 28 31 0 3 0 3.35 0.73 Fairly Often

Considers the moral and ethical consequences of decisions. 30 28 2 2 0 3.39 0.71 Fairly Often

Emphasizes the importance of having a collective sense of mission. 31 21 5 5 0 3.26 0.92 Fairly Often

Overall 3.22 0.92 Fairly Often

Idealized Influence - Attributed

Instills pride to others for being associated with me. 10 24 14 10 4 2.42 1.14 Sometimes

Goes beyond self-interest for the good of the others. 28 21 11 2 0 3.21 0.85 Fairly Often

Acts in ways that builds others’ respect. 29 29 4 0 0 3.40 0.61 Fairly Often

Displays a sense of power and confidence. 18 34 8 2 0 3.10 0.74 Fairly Often


Inspirational Motivation

Talks optimistically about the future. 21 26 12 3 0 3.05 0.86 Fairly Often

Talks enthusiastically about what needs to be accomplished. 24 27 2 9 0 3.06 1.01 Fairly Often

Articulates a compelling vision of the future. 23 33 4 2 0 3.24 0.72 Fairly Often

Expresses confidence that goals will be achieved. 36 24 2 0 0 3.55 0.56 Frequently or

Always


128

Table 11. continued

Statement

Freq

uent

ly

or A

lway

s

Fair

ly

Oft

en

Som

etim

es

Onc

e in

a

Whi

le

Not

at A

ll

Mean SD Description

Intellectual Stimulation

Re-examines critical assumptions to question whether they are appropriate. 26 28 8 0 0 3.29 0.69 Fairly Often

Seeks differing perspectives when solving problems. 18 25 15 4 0 2.92 0.89 Fairly Often

Gets others to look at problems from many different angles. 21 24 16 0 1 3.03 0.87 Fairly Often

Suggests new ways of looking at how to complete assignments. 30 28 4 0 0 3.42 0.62 Fairly Often


Individual Consideration

Spends time mentoring and coaching. 23 31 5 1 2 3.16 0.89 Fairly Often

Closely monitors the teachers to ensure they are performing correctly. 36 16 9 1 0 3.40 0.80 Fairly Often

Considers others as having different needs, abilities, and aspirations from others. 26 24 10 2 0 3.19 0.83 Fairly Often

Helps others to develop their strengths. 33 17 10 2 0 3.31 0.86 Fairly Often


From Table 11, it can be gleaned that secondary school heads fairly often consider

the moral and ethical consequences of their decisions which gives a mean of 3.39 and a

standard deviation of 0.71. Fairly often than not, they use to specify the importance of

having a strong sense of purpose in the workplace and having collective sense of mission

– teaching. They also act in ways that builds others’ respect by going beyond self –

129

interest for the good of others fairly often. However, answers on talking about others’

most important values and issues obtained the highest standard deviation. This further

means that there is a great variation in the responses of the school heads.

Idealized influenced characterized by charismatic way of leading is categorized

into two; behavior and attributed. The computed mean of these two categories were 3.22

and 3.03 respectively. This means that the secondary school heads fairly often include

engendering trust, admiration, loyalty, and respect amongst followers through application

of charismatic vision and behavior when leading their subordinates. They articulate fairly

often a vision and explain how to attain the vision in an appealing manner, lead by

example act confidently and optimistically, share risks with followers, emphasize values

and reinforce them by symbolic action and display an above average level of ethical and

moral conduct (Hoerr, 2006).

In the dimension of inspirational motivation, the school heads frequently or

always express confidence that the goals they have set will be achieved (3.55). They are

positive that their targets and the things that they have planned will be realized. They

fairly often articulate a compelling vision of the future by talking enthusiastically about

what are the things need to be accomplished. Overall, secondary school heads in terms of

inspirational motivation has a computed mean of 3.23. This means that school leaders

fairly often inspire followers toward the new ideas or goals through inspirational

motivation by articulation of a clear and appealing view of the future. Development of a

shared vision in both economic and ideological terms is often done also so that the

subordinates see meaning in their work. They often make sure of each follower’s role in

the fulfillment of the shared vision, and setting high standards for the followers to attain

130

objectives and encourage followers to integrate and become part of the overall

organizational culture and environment (Kim, 2002). The result also showed that

responses of the school heads on talking enthusiastically what needs to be accomplished

in the organization are widely dispersed (sd = 1.01).

Intellectual stimulation on the other hand aimed at self-reflective change of values

and beliefs. Based on the table, secondary school heads fall on the “fairly often” level of

suggesting new ways of looking at how to complete a job or assignments in school (3.42)

and get their subordinates and stakeholders to look at problems from many different

perspectives. The overall computed mean for this dimension of transformational

leadership is 3.17 which is also in the level of “fairly often” category. This would mean

that the secondary school heads fairly often raise their subordinates’ awareness regarding

problem. They often helped develop their subordinates’ capability to solve such problems

in many ways like fostering a climate that favors critical examination of commonly held

notions, beliefs, and the status quo, creating an environment conducive to the creation

and sharing of knowledge, encouraging innovation and creativity, heightening sensitivity

to environmental changes, encouraging the suggestion of radical and controversial ideas

without fear of punishment or ridicule. Also they are often fair at displaying

empowerment and imposition of their idea only in the absence of viable ideas from the

followers.

The last dimension of transformational leadership is individual consideration.

Findings of the study showed that secondary schools heads are often fair at monitoring

the teachers closely to ensure that they are performing correctly. They often help the

teachers to develop their strengths by considering that they have different needs, abilities,

131

and aspirations from others. Generally, from the computed overall mean of individual

consideration (3.27), secondary school heads were on the “fairly often” level of treating

each subordinate as a “whole” individual rather than as an employee, and considers the

individual’s talents and levels of knowledge to decide what suits him or her to reach

higher levels of attainment. Furthermore, they use to be fair at listening to each

subordinate’s needs and concerns, expressing words of thanks or praise as a means of

motivation and making public recognition of achievements and initiatives. They are also

good in making private notes of congratulations to boost self-confidence, ensuring fair

workload distribution and undertaking individualized career counseling and mentoring.

1.2.2 Transactional

Transactional leadership on the other hand is a type of leadership which espouses

behaviors which are associated with transactions between leaders and followers. This is

often associated with compliance in attaining a certain task or behavior (Antonakis,

Avolio, & Sivasurbramaniam, 2003). Like transformational, it has dimensions also which

constitute contingent reward and management by exception (active and passive). This

type of leadership style assumes that people are motivated by reward and punishment.

The social systems work best with a clear chain of command. When people have agreed

to do a job, a part of the deal is that they cede all authority to their manager. The prime

purpose of a subordinate is to do what their manager tells them to do.

Table 12 shows the score of secondary school heads’ transactional leadership

style in each dimension.

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Table 12

Leadership Style of Secondary School Heads (Transactional)

Statement

Freq

uent

ly

or A

lway

s Fa

irly

O

ften

Som

etim

es

Onc

e in

a

Whi

le

Not

at A

ll

Mean SD Description

Contingent Reward Provides assistance for others in exchange for their efforts. 30 16 13 3 0 3.18 0.93 Fairly Often

Discusses in specific terms for who is responsible for achieving performance targets.

20 30 6 5 1 3.02 0.95 Fairly Often

Makes himself/herself clear what can one expect to receive when performance goals are achieved.

18 41 1 2 0 3.21 0.63 Fairly Often

Expresses satisfaction when he/she meets expectations. 42 18 2 0 0 3.65 0.55 Frequently or

Always


Management by Exception - Active Focuses his/ her attention on irregularities, mistakes, exceptions, and deviations from standards.

6 29 15 8 4 2.40 1.05 Sometimes

Concentrates his/ her full attention on dealing with mistakes, complaints, and failures.

7 27 11 11 6 2.29 1.18 Sometimes

Keeps track of all mistakes of others. 8 14 17 17 6 2.02 1.19 Sometimes

Directs his/ her attention toward failures to meet standards. 11 25 15 8 3 2.53 1.08 Fairly Often

Overall 2.31 1.14 Sometimes

Management by Exception - Passive Fails to interfere until problem becomes serious. 2 15 17 17 11 1.68 1.13 Sometimes

Waits for things to go wrong before taking actions 6 6 8 8 34 1.06 1.40 Once in a

While Shows that she/ he is a firm believer in “if it’s not broken, don’t fix it”. 4 19 27 7 5 2.16 0.99 Sometimes

Treats others as an individual, rather than just a member of the group. 20 25 12 5 0 2.97 0.92 Fairly Often

Overall 1.97 1.32 Sometimes

133

As seen in Table 12, it can be deduced that secondary school heads transactional

leadership style on contingent reward practice it fairly often. They often express

satisfaction when expectations are met (mean = 3.65). They make themselves clear on

what one can expect to receive when performance goals are achieved and provide

assistance for their subordinates in exchange for their efforts. Furthermore, they are fairly

often at discussing in specific terms for who is responsible for achieving performance

targets.

The overall computed mean for this dimension of transactional leadership style

was 3. 26, with a standard deviation of 0.81. Based on the result, it can be concluded that

secondary school heads practice fairly often contingent reward as a way of leading their

subordinates. They work through creating and giving clear structures whereby

subordinates are required to follow. When leaders of this type allocate work to

subordinates, they are considered to be fully responsible for it, whether or not they have

the resources or capability to carry it out (Nayab, 2010). When things go wrong, then the

subordinate is considered to be personally at fault, and is punished for their failure (just

as they are rewarded for succeeding).

Management by exception, active and passive is also another dimension of

transactional leadership. Management by exception – active is about leader’s observing

employees performance and correcting their mistakes (Cemaloglu, 2012). Based on the

data obtained, it shows that secondary school heads’ transactional leadership style in

terms of management by exception is in the average level. It means that, they sometimes

focus their attention on irregularities, mistakes, exceptions, and deviations from what is

standard and fairly often direct their attention toward failure to meet the said standard.

134

The computed overall mean for this dimension was found out to be 2.31, which means

that the school heads sometimes employ this type of leadership. They sometimes use

management by exception, by working on the principle that if something is operating to

defined (and hence expected) performance then it does not need attention. They actively

seek deviations from standard procedures and takes action when irregularities occur.

Management by exception – passive is characterized by leaders who only take

actions after deviations and irregularities occurred. As seen in the table, secondary school

heads fairly often practice treating their subordinates as an individual rather than a

member of the group (mean = 2.97). They sometimes fail to interfere until problems

become serious. And once in a while, they wait things to go wrong before taking actions.

The overall computed mean for this dimension is 1.97 which falls in the category

of “sometimes”. This further means that the secondary school heads sometimes employ

management by exception – passive in leading their teachers and the whole school

organization. Sometimes, they only take actions when things go wrong and when

standards are not met.

Table 13 shows the overall mean of the secondary school heads’ leadership style

as to transformational and transactional.

Table 13

Comparison of Leadership Style of Secondary School Heads

Leadership Style Grand Mean Description Transformational 3.18 Fairly Often Transactional 2.51 Fairly Often

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It can be noted from Table 13 that both transformational and transactional

leadership have the same descriptive level. Secondary school heads fairly often employ

transformational and transactional leadership styles. However, the computed grand mean

for transformational leadership (3.18) is higher than in the transactional leadership (2.51).

This means that the respondents employ transformational leadership style more often

than transactional. They believe that interacting with their subordinates in ways that

enhance their creativity and motivation to perform well in the organization is important.

They fairly often make their subordinates be disposed to deal with problems and

difficulties they encounter by providing them autonomy to increase their performance

and efficiency in the workplace (Bass, Avolio, Jung & Berson, 2003). In addition, they

fairly often employ transformational leadership also as a leadership style for purpose of

meeting the needs of their subordinates by being sensitive to differences of the people

they lead.

Transactional leadership style is also being practice by the secondary school

heads. Though it is of the same descriptive level (fairly often), it is on a lesser degree

since the computed grand mean for transactional leadership (2.51) is less than the

transformational leadership (3.18). School heads fairly often practice transactional

leadership style because they believe that motivating their subordinates and making them

to do the works with the help of external motivators such as organizational rewards can

improve their efficiency of their performance (Bass, 2007). They often work with the

focus on continuing the works of the past and transferring them to future (Tengilimoglu,

2005). Nguni, Sleengers, and Danessen (2006) suggest that transactional leaders are not

interested in subordinate’s personal development. They prefer a policy which is about

136

preserving the current situation. In the case of the respondents, they fairly often believe of

the idea that leader – follower relations are based on a series of exchange of implicit

bargains between leaders and followers. This means that when the job and the

environment of the followers fail to provide the necessary motivation, direction and

satisfaction, the leader, through his or her behavior, will be effective by compensating for

the deficiencies.

1.2. School Performance in NAT

Another objective of this study is to describe the secondary school heads school

performance in the National Achievement Test (NAT) during the school year 2011-2012.

The NAT result is used as basis of the secondary school heads’ performance since this is

the only standardized test given by the DepEd - National Education Testing and Research

(NETRC) to measure the achievement level of the students (school) in five learning

areas namely: Filipino, Mathematics, English, Science, and Araling Panlipunan, and the

Critical Thinking test.

Table 14 shows the distribution of NAT Mean Percentage Scores (MPS) of the 62

secondary schools in the Division of Tarlac Province during the school year 2011-2012.

From Table 14, it is evident that no one from the 62 secondary schools reached

“mastered” level of achievement of their MPS in all learning areas. All the schools’ MPS

in Filipino were on the average level with a mean of 51.42. Its highest mps (maximum)

was 61.82 and the lowest value (minimum) was 40.45 with a standard deviation of 6.38.

137

Table 14

National Achievement Test Results of Secondary Schools in the Division of Tarlac Province (SY 2011 – 2012)

MPS Descriptive Equivalent

Filipino Math English Science Aral. Pan.

Critical Thinking

Overall MPS

f % f % f % f % f % f % f %

96 – 100 Mastered 0 0 0 0 0 0 0 0 0 0 0 0 0 0

86 – 95 Closely

Approximating Mastery

0 0 3 4.84 0 0 0 0 0 0 0 0 0 0

66 – 85 Moving Towards Mastery

0 0 22 35.48 20 32.26 10 16.13 17 27.42 7 11.29 11 17.74

35 – 65 Average 62 100 31 50 42 67.74 46 74.19 45 72.58 53 85.48 51 82.26

15 – 34 Low 0 0 6 9.68 0 0 6 9.68 0 0 2 3.23 0 0

5 – 14 Very Low 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 – 4 Absolutely No Mastery 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 62 100 62 100 62 100 62 100 62 100 62 100 62 100

Mean 51.42 57.68 58.51 50.55 59.19 47.84 54.89

SD 6.38 7.02 6.96 6.04 7.51 3.05 26.72

Maximum 61.82 89.3 83.51 74.59 83.81 75.25 73.64

Minimum 40.45 30.39 36.69 28.86 38.7 33.56 36

N = 12, 410

In Mathematics, three schools (4.84%) fell on the “closely approximating

mastery” level and twenty-two of them (35.48%) were in “moving towards mastery”

level. Fifty percent (31) were on the average level while 9.68% reached the “low” level

of description. The overall computed mean for mathematics was 57.68. The maximum

value is 89.30 while the minimum value was 30. 39. This shows that 57.68% of the total

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tests in math were mastered by the students with a great dispersion of responses as

reflected with a standard deviation of 7.02.

English results were on “average” and “moving towards mastery” level

respectively. There were 42 (67.74%) of the schools obtained an mps that ranged from 35

– 65 and 20 or 32.26% were within the mps of 66 – 85. The computed overall mean in

English was 50.55 with a standard deviation of 6.04. From the computed mean, it can be

concluded that the students mastered 58.51% of the competencies included in the item

tests in English. The highest mps obtained was 83.51 and the lowest was 36.69.

Science reflected the lowest mean of the mps of the five learning areas. Majority

of the school respondents 74.19%) obtained a mean percentage score that is within the

“average” level of mastery. There were 6 of them (9.68%) fell in the “low” level of

mastery. The computed mean of all the mps in science was 50.55. This means that the

students mastered 50.55% of the competencies of the items included in the test. The

standard deviation of 6.04 shows a closer variability of the schools’ mps. Also, it can be

inferred in the table that the highest mps obtained was 74.59 while the lowest mps was

28.86.

Similar to English, Araling Panlipunan mps results were on “average” and

“moving toward mastery” level in terms of the mps of the schools. Majority of the

schools which constitute a total of 45 schools (72.58%) were within the “average” level

of achievement. A total of 17 schools on the other hand were found to be in the level of

“moving towards mastery”. The maximum value obtained was 83.81 while the minimum

value was 38.70. Furthermore, the computed mean for this test was 59.19 with a standard

139

deviation of 7.51. It means that 59.19% of the items included in Araling Panlipunan were

the most mastered skills of the students who took the test.

Another part of the test other than the five learning areas is the inclusion of

critical thinking test. Based on the table, the critical thinking ability of the students in 62

schools of the division of Tarlac province was on the average level as reflected in the

computed mean of 47.84.

Overall, majority of the 62 secondary schools NAT performance was within the

“average” level. There were 51 (82.26%) of them belong to a mean percentage score

range of 36 – 65 and 11 or 17.74% were in the level of “moving towards mastery”. The

obtained maximum value was 73.64 while 36.00 for the minimum. The computed grand

mean of all the tests in NAT is found to be 54.89. This means that the overall

performance of the 62 schools as the respondents of this study was on the “average”

level. This further shows that the students were able to master 54.89% of all the

competencies and skills included in the five learning areas and the critical thinking ability

test in the NAT.

2. Commitment of Teachers to Organizational Values

Another objective of this study is to describe the level of commitment of teachers

to organizational values. The teachers’ organizational commitment is explained under the

headings of commitment to the school, the work group, the teaching occupation and the

teaching works.

Table 15 shows the responses of teacher respondents in terms of organizational

commitment.

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Table 15

Teachers’ Organizational Commitment

Statement

Stro

ngly

A

gree

A

gree

Neu

tral

/ N

ot

App

licab

le

Dis

agre

e

Stro

ngly

D

isag

ree

Mea

n

SD

Des

crip

tion

Commitment to School

1. I work hard for the best interests of this school. 183 131 14 0 0 4.52 0.58 Strongly Agree

2. I am willing to handle other subjects not related to my specialization in order to stay in this school.

75 123 91 22 17 3.66 1.06 Agree

3. I am proud of the school where I teach now. 228 76 16 6 2 4.59 0.72 Strongly Agree

4. I am frustrated with my school head’s attitudes, unreasonable demands and lack of support, encouragement and appreciation.

32 51 82 64 99 2.55 1.32 Neutral /

Not Applicable

5. I prefer working at this school even though I have opportunities to work at other school. 107 112 71 31 7 3.86 1.05 Agree

6. The appreciation displayed by the school motivates me to do my best to contribute to my school development.

106 185 26 8 3 4.17 0.75 Agree

7. I am satisfied with the kind of relationships existing among the school head, teachers and other personnel.

128 143 50 7 0 4.20 0.77 Agree

8. I am concerned and interested with the future of this school. 197 116 14 0 1 4.55 0.61 Strongly

Agree

9. I consider this school as the best one among the others. 150 141 34 2 1 4.33 0.71 Agree

Overall 4.05 1.06 Agree

141

Table 15. continued

Statement

Stro

ngly

A

gree

Agr

ee

Neu

tral

/ N

ot

App

licab

le

Dis

agre

e

Stro

ngly

D

isag

ree

Mea

n

SD

Des

crip

tion

Commitment to Teaching Work

10. I spend time with the students on subjects / activities related to the lesson even outside the classroom.

103 174 47 3 1 4.14 0.71 Agree

11. I look for opportunities to conduct remedial teaching or extension classes when regular class hour is not enough for students to master the lesson.

65 225 31 5 2 4.05 0.64 Agree

12. I make sure that my classes start and end on time. 152 155 18 2 1 4.39 0.65 Agree

13. I accomplish my job with enthusiasm. 177 137 14 0 0 4.50 0.58 Strongly Agree

14. I get information about my students’ family background, needs and interests. 125 182 21 0 0 4.32 0.59 Agree

15. I try to do my best to help the low performing students. 156 163 9 0 0 4.45 0.55 Agree

16. I enjoy teaching. 204 112 11 0 1 4.58 0.59 Strongly Agree


Commitment to Teaching Profession

17. I consider the choice of becoming a teacher as the best decision in my life. 182 135 10 1 0 4.52 0.57 Strongly

Agree

18. I am proud of being a teacher. 245 76 7 0 0 4.73 0.49 Strongly Agree

19. I regard the values of teaching profession more important than those of other professional values. 183 121 23 1 0 4.48 0.64 Agree

20. I consider teaching profession as the best for working life. 196 104 22 4 2 4.49 0.73 Agree

21. I desire to be well-known in the teaching profession. 123 159 43 2 1 4.22 0.71 Agree

22. I like to continue teaching even though I don’t need to work for money. 90 168 59 9 2 4.02 0.79 Agree


142

Table 15. continued

Statement

Stro

ngly

A

gree

Agr

ee

Neu

tral

/ N

ot

App

licab

le

Dis

agre

e

Stro

ngly

D

isag

ree

Mea

n

SD

Des

crip

tion

Commitment to Work Group

23. I am pleased in interacting with other teachers during break/lunch time. 127 165 31 4 1 4.26 0.70 Agree

24. I am proud of my fellow teachers in this school. 127 178 20 3 0 4.31 0.63 Agree

25. I think the other teachers in this school regard me as a close friend. 106 192 26 4 0 4.22 0.64 Agree

26. I consider the other teachers in this school as my best friends. 116 180 32 0 0 4.26 0.62 Agree

27. I have a close relationship with the teachers out of the school. 87 187 52 1 1 4.09 0.68 Agree

28. I feel myself as the other teachers’ close friend in this school. 79 198 51 0 0 4.09 0.62 Agree


It can be gleaned from Table 15 that majority of the teachers (228) strongly agree

that they are proud of the school where they are working, are concerned and interested

with the future of the school (mean = 4.55). They consider the school as the best one

among the others (mean = 4.33) and work hard for the best of the school (mean = 4.52).

Results also showed that they were never frustrated with their school head’s attitudes,

unreasonable demands and lack of support, encouragement and appreciation as reflected

with a mean of 2.55 (Not Applicable). This means that they are still optimistic on the

assumption of their job as a teacher despite of the unfairness of their school heads. They

143

agreed also that the appreciation displayed by the school motivates them to do their best

in order to contribute to school development.

Generally, commitment to school of teachers was above average with a mean of

4.05. As the responses of the questions were taken into consideration, it was seen that the

teachers exerted great efforts on behalf of the school , they had a proper pride to belong

to such a school, they perceived their schools as the best school and they dealt with the

future of their schools. They do not even bother themselves with the kind of attitude

displayed by their principal. In that case, it is possible to state that the teachers have

stronger psychological ties to their professions than to the school they are working for

(Celep, 2003).

Commitment to teaching work is another dimension of organizational

commitment of teachers. As seen in the table, most teachers (204 or 62.2%) strongly

agree that they enjoy the work of teaching (mean = 4.58) and accomplish their job with

great enthusiasm (53.96%).

The computed overall mean for this dimension was 4.35 with a standard deviation

of 0.64 which shows less dispersion of teachers’ responses. This value represents an

above average level of commitment of teachers to teaching work. As reflected in the

table, teachers agreed that when routine class-time was not sufficient for the planned

lessons, they tried to find ways to help the students to cope up with the lessons by

teaching them beyond class time (vacant hours). They also had the responsibility of

taking the classes on the time; and they struggled more for the unsuccessful students.

Besides, they tended to get information about the students’ achievement and attitudes;

144

and also the teachers had the internal management of the classes and the teachers had the

responsibility of taking the classes before the class (exact) time.

The third dimension of teachers’ organizational commitment in this study is on

commitment to teaching profession. Commitment to Teaching Profession is defined as

teachers’ attitudes towards their occupation. Commitment to Teaching Profession (CTO)

was formulated in accordance with the concepts that are professional commitment, career

orientation, career commitment and career salience (Celep, 2003).

Based on the results tabulated, 74.7% strongly agreed (mean = 4.73) that they are

proud of being a teacher and considered it as the best decision they had ever made in their

lives. They also agreed that teaching profession is the best for working life. It was

pointed out that the level of teachers’ commitment to teaching occupation was

determined as high also in respect of arithmetic means (overall mean = 4.41). The lowest

arithmetic mean (4.02) was determined for the statement about “I like to continue

teaching even though I don’t need to work for money”. The main reason for this may be

the low salary received by the teachers. It was obvious that in some cases, the social

respect of teaching occupation has got decreased and the teachers could not afford for

daily lives because of the low salaries. However, teachers are still agreeable that they

value teaching profession more important than those of other professional values.

The last dimension of teachers’ commitment to organizational values is on

commitment to work group. Teachers’ commitment to work group was focused on with

the factors of being pleased with the other teachers in the lesson breaks, having a proper

pride of her/his friends, perceiving the teachers as his/her close friends, feeling

145

himself/herself as the best friend of other teachers, and having the same close relationship

with the teachers out of the school.

Based on the table, results showed that teachers agreed of being proud with their

fellow teachers in the school (mean = 4.31). According to the highest arithmetic mean of

the responses of these factors, it can be seen that the teachers were pleased with being

with the other teachers in the breaks, had a proper pride of their friends, perceived each

other as close friends, and had the same relationship with each other out of the school and

therefore, it is possible to claim that this situation reveals close and friendly relationship

of teachers in the school.

It can be concluded further that the level of commitment of teachers to

organizational values is relatively high (mean = 4.25). This means that teachers generally

have a strong belief in and acceptance of the organization’s goals and values, a

willingness to exert considerable effort on behalf of the organization, regard the values of

teaching more important than anything else and have a strong desire to maintain a

conducive working environment with his/her fellow teachers in the organization.

3. Relationship of the School Heads’ Adversity Quotient, Leadership Style and

Performance, and Teachers’ Commitment to Organizational Values Most of the studies dealt with the functions of the school heads, particularly their

responsibility over the success and failure of the educational system. This study focused

not only on the functions, leadership style as to mention, but also on other variables like

adversity quotient, performance and even the commitment of teachers to organizational

values.

146

3.1. Relationship between School Heads’ Adversity Quotient and Leadership Style

The relationship between the school heads’ adversity quotient and leadership style

is presented in Table 16.

Table 16

Correlation between the School Heads’ Adversity Quotient and Leadership Style

Adversity Quotient

Transformational Leadership Transactional Leadership

IIB IIA IM IS IC Overall CR MEA MEP Overall

Control 0.003 0.006 0.07 -0.067 0.086 0.027 0.186 -0.132 -0.068 -0.040

Ownership 0.082 0.011 0.003 -0.032 -0.164 -0.029 -0.101 -0.098 -.270* -0.199

Reach -0.034 -0.071 -0.091 -0.108 -0.2 -0.131 -0.216* -0.01 -0.068 -0.102

Endurance 0.329* 0.203 0.279* 0.352* 0.216* 0.349* 0.205 0.208 0.1 0.215*

Overall 0.199 0.083 0.138 0.082 -0.025 0.118 0.047 -0.02 -0.166 -0.068

Note: IIB = Idealized Influence Behavior; IIA = Idealized Influence Attributed; IM = Inspirational Motivation; IS = Intellectual Stimulation; IC = Individual Consideration; CR = Contingent Reward; MEA = Management by Exception Active; MEP = Management by Exception Passive *Correlation is significant at the .05 level (2-tailed)

Table 16 shows that endurance is the only dimension of adversity quotient that is

significantly related to transformational leadership at 0.05 level of significance. The

positive relationship of endurance to idealized influence behavior (r = 0.329),

inspirational motivation (r = 0.279), intellectual stimulation (r = 0.352), individual

consideration (r = 0.216), and overall transformational leadership (r = 0.349) indicates

that the higher the endurance of the school heads, the more frequent they exhibit

excellent behavior and might sacrifice their own needs to improve the objectives of their

workgroup, state a vision that is attractive and encouraging to followers, stimulate their

147

followers’ endeavors to be innovative and creative, and provide support, encouragement,

and coaching to followers. Conversely, school leaders with lower level of endurance tend

to seldom demonstrate idealized influence behavior, inspirational motivation, intellectual

stimulation, individual consideration, and other transformational leadership practices.

3.2. Relationship between School Heads’ Adversity Quotient and Performance

Table 17 displays the relationship between the school heads’ adversity quotient

and performance.

Table 17

Correlation between the School Heads’ Adversity Quotient and Performance

Adversity Quotient Filipino Mathematics English Science Araling

Panlipunan Critical

Thinking Overall

NAT

Control 0.028 -0.102 -0.13 -0.221* -0.104 -0.028 -0.141

Ownership -0.066 -0.239 -0.167 -0.281* -0.145 -0.014 -0.223*

Reach 0.045 0.126 0.058 0.087 0.072 -0.065 0.086

Endurance 0.046 0.054 0.146 0.051 0.039 0.194 0.095

Overall 0.016 -0.11 -0.063 -0.209 -0.085 0.05 -0.115

*Correlation is significant at the .05 level (2-tailed)

Table 17 presents that control is significantly but negatively related to Science

achievement (r = -0.221). This implies that school heads who demonstrate higher level of

control tend to produce lower achievement in Science. On the other hand, school heads

who have lower level of control tend to yield higher achievement in Science.

Likewise, ownership is significantly but negatively related to Science achievement

(r = -0.281) and overall NAT (r = -0.223). School heads who show higher level of

148

ownership tend to produce lower achievement in Science and overall NAT. Conversely,

school heads who practice lower level of ownership tend to promote higher achievement

in Science and overall NAT.

3.3. Relationship between School Heads’ Leadership Style and Performance

The relationship between the school heads’ leadership style and performance is

shown in Table 18.

Table 18

Correlation between the School Heads’ Leadership Style and Performance

Leadership Style Filipino Mathematics English Science Araling

Panlipunan Critical

Thinking Overall

NAT

Transformational

IIB 0.113 -0.111 0.004 -0.018 0.075 0.190 0.008

IIA -0.116 -0.001 0.107 -0.015 0.022 0.121 0.025

IM -0.099 -0.009 -0.008 -0.037 -0.010 0.109 -0.018

IS 0.119 0.138 0.202 0.197 0.187 0.299* 0.218*

IC 0.035 -0.048 0.046 -0.061 -0.019 0.128 -0.009

Overall 0.058 -0.138 0.042 -0.053 0.070 0.090 -0.013

Transactional

CR -0.123 0.060 0.123 0.125 0.057 0.090 0.087

MEA -0.191 -0.052 -0.153 0.048 -0.149 -0.172 -0.103

MEP 0.016 -0.011 0.088 0.014 0.063 0.214* 0.055

Overall -0.130 -0.035 0.009 0.068 -0.014 -0.001 -0.005

IIB =Idealized Influenced Behavior; IIA = Idealized Influenced Attributed; IM = Inspirational Motivation; IS = Intellectual Stimulation; IC = Individual Consideration; CR = Contingent Reward; MEA = Management-by-Exception Active; MEP = Management-by-Exception Passive *Correlation is significant at the .05 level (2-tailed)

149

Similarly, management-by-exception passive is the only dimension of

transactional leadership that is significantly related to critical thinking (r = 0.214). This

means that school heads who often wait for deviances, mistakes, and errors to happen and

then take corrective action tend to promote critical thinking skills. Management-by-

exception passive leaders do not actively seek out deviations from desired performance

and only take corrective action when problems occur (Pounder, 2001). This type of leader

avoids describing agreements, explaining expectations and standards to be achieved by

subordinates, but will intervene after particular problems become apparent.

Intellectual stimulation is the only dimension of transformational leadership that

is significantly correlated to critical thinking (r = 0.299) and overall NAT (r = 0.218).

Results suggest that school leaders who often stimulate their teachers to be innovative

and creative tend to increase students’ critical thinking skills and overall NAT.

Conversely, school heads who seldom nurture their teachers’ creativity tend to produce

students with low critical thinking skills and overall NAT.

To determine the dimensions of school heads’ adversity quotient and leadership

style that influence the school performance, multiple regression analyses were performed.

From Table 19 to Table 25 and Table 28 to Table 30, three sections of each table are

presented: (a) Model Summary, (b) Analysis of Variance (ANOVA), and (c)

Coefficients.

The dimensions of adversity quotient (control, ownership, reach and endurance),

and leadership style (idealized influence behavior, idealized influence attributed,

inspirational motivation, intellectual stimulation and individual consideration for

transformational leadership; and contingent reward, management-by-exception active,

150

management-by-exception passive for transactional leadership) were used as independent

or predictor variables, while performance was used as dependent or criterion variable.

Tables 19 through 25(a, b, c) present the results of regression analysis using SPSS.

Influence of the school heads’ leadership style to performance in Filipino

Table 19a shows that the degree of association, indicated by the multiple

correlation R, between the dimensions of the school heads’ leadership style namely:

Inspirational Motivation, Intellectual Stimulation and Management-by-Exception

Passive, and their performance in terms of Filipino is 0.363. The coefficient of

determination R2 (labeled as R square) is 0.132, which means that 13.2% of the variation

of the school heads’ performance is explained by the dimensions of leadership style.

Model 1, this value indicates the proportion of the variance in the dependent variable

which is accounted for by the set of independent variables. This is a measure of how

good a prediction of the school heads’ performance can be made by knowing their levels

in the mentioned dimensions leadership style. However, R2 tend to somewhat

overestimate the success of Model 1 when used for predicting school heads’

performance, so an Adjusted R Square value is calculated which takes into account the

number of variables in the model and the number of respondents Model 1 is based on.

Furthermore, Model 1 has accounted for 8.7% of the variance in the school heads’

performance. The value of the Standard Error of Estimate denotes an estimate of the

standard deviation of the actual performance values around the regression line, that is, it

is a measure of variation around the regression line. This is interpreted as the standard

151

deviation of the prediction errors of Model 1. Thus the absolute size of error when Model

1 is used for predicting school heads’ performance is 4.812.

Table 19 (a, b, c)

Multiple Regression Analysis of Model 1

Table 19a. Model Summary

Model R R Square Adjusted R Square Std. Error of the

Estimate

1 0.363 0.132 0.087 4.812

Table 19b. ANOVA

Model Sum of Squares df Mean Square F Sig.

1

Regression 203.713 3 67.904 2.933 0.041

Residual 1342.733 58 23.151

Total 1546.445 61

Table 19c. Coefficients

Model 1 b Std. Error Beta T Sig.

I Intercept (Constant) 53.581 4.621 11.596 0.000

TF-IM Inspirational Motivation -3.149 1.565 -0.306 -2.012 0.049

TF-IS Intellectual Stimulation 3.868 1.599 0.386 2.418 0.019

TS-MEP Management-by-Exception Passive -2.156 0.964 -0.291 -2.237 0.029

Table 19b shows the analysis of variance which provides the statistical test for the

overall model fit of Model 1 in terms of the F ratio. The total sum of squares (1546.445)

is the squared error that would occur if only the mean of school heads’ performance is

used to predict the level for performance. Using the values of the school heads’ ratings in

152

the dimensions of leadership style reduces this error by 13.17% (203.713 ÷ 1546.445).

This reduction is deemed statistically significant with an F ratio of 2.933 and a p-value of

less than .05. Thus, Model 1 is statistically significant in predicting performance levels

when values in the dimensions of leadership style are known. Therefore, the dimensions

of the school heads’ leadership style namely: Inspirational Motivation, Intellectual

Stimulation and Management-by-Exception Passive significantly influenced their

performance in terms of Filipino subject.

Table 19c displays the regression coefficients b and Beta which both reflect the

change in the performance level for each unit change in the dimensions of leadership

style. For example, the value –3.149 is the regression coefficient b for Inspirational

Motivation, and its standardized regression coefficient Beta is –0.306 calculated from the

standardized data. The Beta value of the Inspirational Motivation can be used to compare

its effect to the effect of other independent variables on the school heads’ performance at

each stage, because it converts the regression coefficient b to a comparable unit, the

standards deviations. The predicted value for each observation in Model 1 is the intercept

53.581 plus the regression coefficients multiplied by the corresponding values of each

dimension included.

The regression coefficients b and Beta of Model 1 whose predictors are

Inspirational Motivation, Intellectual Stimulation and Management-by-Exception

Passive, all of which have coefficients that are statistically significant at 95% confidence

level. Thus, the regression equation of Model 1 is:

PF = 53.581 – 3.149(TF-IM) + 3.868(TF-IS) – 2.156(TS-MEP),

153

where: PF is the predicted performance in Filipino; TF-IM is the observed value of

Inspirational Motivation; TF-IS is the observed value of Intellectual Stimulation and TS-

MEP is the observed value of Management-by-Exception Passive.

Influence of the school heads’ adversity quotient and leadership style to performance in Mathematics

Table 20a shows that the degree of association, given by the multiple correlation

R, between the dimensions of the school heads’ adversity quotient and leadership style,

and their performance in terms of mathematics is 0.485. The coefficient of determination

R2 is 0.236, which means that 23.6% of the variation of the school heads’ performance is

explained by dimensions of the school heads’ adversity quotient and leadership style. In

Model 2, this value indicates how good a prediction of the school heads’ performance can

be made by knowing their levels in each dimension of adversity quotient and leadership

style. An adjusted R2 value of 0.167 indicates that Model 2 has accounted for 16.7% of

the variance in the school heads’ performance considering both the sample size and

number of independent variables. The absolute size of the error when Model 2 is used for

predicting levels of performance is given by the standard error of estimate, 14.246.

Table 20b presents the analysis of variance which provides the statistical test for

the overall model fit of Model 2 in terms of the F ratio. The total sum of squares

(14870.30) is equal to the total sum of squares of Model 2, the amount of error that would

occur if only the mean of the school heads’ performance is used to predict the level of

performance. Using only the values of the school heads’ scores in the adversity quotient

and leadership style reduces this error by 23.57% (3505.07 ÷ 14870.30). This reduction is

still statistically significant with an F ratio of 3.454 and a p-value of less than .05. Thus,

154

Model 2 is statistically significant in predicting performance levels when values in the

adversity quotient and leadership style are known. Therefore, the school heads’ adversity

quotient and leadership style significantly influenced their performance in terms of

Mathematics subject.

Table 20 (a, b, c)




Estimate

2 0.485 0.236 0.167 14.246

Table 20b. ANOVA


2

Regression 3505.07 5 701.013 3.454 .009

Residual 11365.20 56 202.950

Total 14870.30 61




AQ-O Ownership -0.901 0.287 -0.402 -3.143 0.003

AQ-R Reach 0.650 0.406 0.201 1.604 0.115

TF-IS Inspirational Motivation 13.241 4.585 0.426 2.888 0.006

TS-CR Contingent Reward -13.001 4.944 -0.400 -2.63 0.011

TS-MEA Management-by-Exception Active 5.264 2.918 0.273 1.804 0.077


155

Finally, Table 20c shows the regression coefficients b and Beta of Model 2 whose

predictors are Ownership, Reach, Inspirational Motivation, Contingent Reward,

Management-by-Exception Active and Management-by-Exception Passive. However,

Reach and Management-by-Exception Active have coefficients that are not statistically

significant at 95% confidence level. Thus, the regression equation of Model 2 is:

PM = 75.753 – 0.901(AQ-O) + 13.241(TF-IS) – 13.001 (TS-CR) – 8.060(TS-MEP),

where: PM is the predicted performance in Mathematics; AQ-O is the observed value of

ownership; TF-IS is the observed value of Intellectual Stimulation, TS-CR is the

observed value of Contingent Reward and TS-MEP is the observed value of

Management-by-Exception Passive.

Influence of the school heads’ adversity quotient and leadership style to performance in English

Table 21a reveals that the degree of relationship, given by the multiple correlation

R, between the dimensions of the school heads’ adversity quotient and leadership style,

and their performance in terms of English is 0.516. The coefficient of determination R2 is

0.266, which means that 26.6% of the variation of the school heads’ performance is

explained by dimensions of the school heads’ adversity quotient and leadership style. An

adjusted R2 value of 0.201 indicates that Model 3 has accounted for 20.1% of the

variance in the school heads’ performance considering both the sample size and number

of independent variables. The absolute size of the error when Model 3 is used for

predicting levels of performance is given by the standard error of estimate, 10.851.


the overall model fit of Model 3 in terms of the F ratio. The total sum of squares

156

(8988.893) is the squared error that would occur if only the mean of school heads’

performance is used to predict the level for performance. Using the values of the school

heads’ ratings in the dimensions of adversity quotient and leadership style reduces this

error by 26.65% (2395.271 ÷ 8988.893). This reduction is statistically significant with an

F ratio of 4.069 and a p-value of less than .05. Thus, Model 3 is statistically significant in

predicting performance levels when values in the dimensions of adversity quotient and

leadership style are identified. Therefore, the dimensions of the school heads’ adversity

quotient and leadership style significantly influenced their performance in terms of

English subject.

Table 21 (a, b, c)




Estimate

3 0.516 0.266 0.201 10.851

Table 21b. ANOVA


3

Regression 2395.271 5 479.054 4.069 .003

Residual 6593.622 56 117.743

Total 8988.893 61




AQ-O Ownership -0.467 0.208 -0.268 -2.245 0.029


157




Lastly, Table 21c shows the regression coefficients b and Beta of Model 3 whose

predictors are Ownership, Inspirational Motivation, Intellectual Stimulation,

Management-by-Exception Active and Management-by-Exception Passive. All

predictors have coefficients that are statistically significant at 95% confidence level.

Thus, the regression equation of Model 3 is:

PE = 70.809 – 0.467(AQ-O) – 6.835(TF-IM) + 10.701(TF-IS)

+ 5.438(TS-MEA) – 10.002(TS-MEP),

where: PE is the predicted performance in English; AQ-O is the observed value of

ownership; TF-IM is the observed value of Inspirational Motivation; TF-IS is the

observed value of Intellectual Stimulation; TS-MEA is the observed value of

Management-by-Exception Active and TS-MEP is the observed value of Management-

by-Exception Passive.

Influence of the school heads’ adversity quotient and leadership style to performance in Science

Table 22a reveals that the degree of association between the dimensions of the

school heads’ adversity quotient and leadership style, and their performance in terms of

Science is 0.412. The coefficient of determination R2 shows that 17.0% of the variation

of the school heads’ performance is explained by the dimensions of their adversity

quotient and leadership style. An adjusted R2 value of 0.127 indicates that Model 4 has

158

accounted for 12.7% of the variance in the performance considering both the sample size

and number of independent variables. The absolute size of the error when Model 4 is

used for predicting performance is given by the standard error of estimate, 12.065.

Table 22 (a, b, c) Multiple Regression Analysis of Model 4



Estimate

4 .412 0.170 0.127 12.065

Table 22b. ANOVA


4

Regression 1730.682 3 576.894 3.963 .012

Residual 8442.572 58 145.562

Total 10173.254 61




AQ-O Ownership -0.555 0.223 -0.299 -2.489 0.016







the dimensions of adversity quotient and leadership style reduces this error by 17.01%

159

(1730.682 ÷ 10173.254). This reduction is statistically significant with an F ratio of 3.963

and a p-value of less than .05. Thus, Model 4 is statistically significant in predicting

performance levels when values in the dimensions of adversity quotient and leadership

style are known. Therefore, the dimensions of the school heads’ adversity quotient and

leadership style significantly influenced their performance in terms of Science subject.

Finally, Table 22c presents the regression coefficients b and Beta of Model 4

whose predictors are Ownership, Intellectual Stimulation and Contingent Reward. All



PS = 67.187 – 0.555(AQ-O) + 9.196(TF-IS) – 7.831(TS-CR),

where: PS is the predicted performance in Science; AQ-O is the observed value of

ownership; TF-IS is the observed value of Intellectual Stimulation; and TS-CR is the

observed value of Contingent Reward.

Influence of the school heads’ adversity quotient and leadership style to performance in Araling Panlipunan

Table 23a presents that the degree of association between the dimensions of the


Araling Panlipunan is 0.446. The coefficient of determination R2 shows that 19.9% of the

variation of the school heads’ performance is explained by the dimensions of their

adversity quotient and leadership style. An adjusted R2 value of 0.128 indicates that

Model 5 has accounted for 12.8% of the variance in the performance considering both the

sample size and number of independent variables. The absolute size of the error when

160

Model 5 is used for predicting performance is given by the standard error of estimate,

9.262.




Estimate

5 0.446 0.199 0.128 9.262

Table 23b. ANOVA


5

Regression 1193.628 5 238.726 2.783 .026

Residual 4803.610 56 85.779

Total 5997.238 61




AQ-O Ownership -0.333 0.178 -0.234 -1.876 0.066








161







leadership style significantly influenced their performance in terms of Araling Panlipunan

subject.

Finally, Table 23c reveals the regression coefficients b and Beta of Model 5

whose predictors are Ownership, Inspirational Motivation, Intellectual Stimulation,

Management-by-Exception Active and Management-by-Exception Passive. However,

Ownership, Inspirational Motivation and Management-by-Exception Active have

coefficients that are not statistically significant at 95% confidence level. Thus, the

regression equation of Model 5 is:

PAP = 68.39 + 8.186(TF-IS) – 6.924(TS-MEP),

where: PAP is the predicted performance in Araling Panlipunan; TF-IS is the observed

value of Intellectual Stimulation; and TS-MEP is the observed value of Management-by-

Exception Passive.

Influence of the school heads’ leadership style to performance in critical thinking

Table 24a shows that the degree of relationship between the dimensions of the

school heads’ leadership style and their performance in terms of critical thinking is 0.463.

The coefficient of determination R2 shows that 21.4% of the variation of the school

162

heads’ performance is explained by the dimensions of their leadership style. An adjusted

R2 value of 0.173 indicates that Model 6 has accounted for 17.3% of the variance in the

performance considering both the sample size and number of independent variables. The

absolute size of the error when Model 6 is used for predicting performance is given by

the standard error of estimate, 10.137.




Estimate

6 0.463 0.214 0.173 10.137 Table 24b. ANOVA


6

Regression 1622.574 3 540.858 5.263 .003

Residual 5959.918 58 102.757

Total 7582.492 61 Table 24c. Coefficients










163

the dimensions of leadership style reduces this error by 21.40%. This reduction is

statistically significant with an F ratio of 5.263 and a p-value of less than .05. Thus,

Model 6 is statistically significant in predicting performance levels when values in the

dimensions of leadership style are known. Therefore, the dimensions of the school heads’

leadership style significantly influenced their performance in terms of critical thinking.

Lastly, Table 24c reveals the regression coefficients b and Beta of Model 6 whose

predictors are Intellectual Stimulation, Management-by-Exception Active and

Management-by-Exception Passive. However, Management-by-Exception Active has

coefficient that is not statistically significant at 95% confidence level. Thus, the

regression equation of Model 6 is:

PCT = 27.303 + 8.341(TF-IS) – 7.358(TS-MEP),

where: PCT is the predicted performance in critical thinking; TF-IS is the observed value

of Intellectual Stimulation; and TS-MEP is the observed value of Management-by-

Exception Passive.

Influence of the school heads’ adversity quotient and leadership style to performance in overall NAT

Table 25a presents that the degree of association between the dimensions of the


overall NAT is 0.509. The coefficient of determination R2 shows that 25.9% of the

variation of the school heads’ performance is explained by the dimensions of their


Model 7 has accounted for 19.2% of the variance in the performance considering both the

sample size and number of independent variables. The absolute size of the error when

164

Model 7 is used for predicting performance is given by the standard error of estimate,

8.321.




Estimate

7 0.509 0.259 0.192 8.321

Table 25b. ANOVA


7

Regression 1352.819 5 270.564 3.907 .004

Residual 3877.563 56 69.242

Total 5230.382 61




AQ-O Ownership -0.444 0.161 -0.334 -2.764 0.008








165







leadership style significantly influenced their performance in terms of overall NAT.

Finally, Table 25c reveals the regression coefficients b and Beta of Model 7

whose predictors are Ownership, Intellectual Stimulation, Contingent Reward,

Management-by-Exception Active and Management-by-Exception Passive. All



PNAT = 68.253 – 0.444(AQ-O) + 8.636(TF-IS) – 6.453(TS-CR)

+ 3.890(TS-MEA) – 6.335(TS-MEP),

where: PNAT is the predicted performance in overall NAT; AQ-O is the observed value of

Ownership; TF-IS is the observed value of Intellectual Stimulation; TS-CR is the

observed value of Contingent Reward; TS-MEA is the observed value of Management-

by-Exception Active; and TS-MEP is the observed value of Management-by-Exception

Passive.

3.4. Relationship between School Heads’ Adversity Quotient and Teachers’

Commitment to Organizational Values

Table 26 presents the relationship between the school heads’ adversity quotient

and teachers’ commitment to organizational values.

166

Table 26 shows that school heads’ ownership is significantly but negatively related

to teachers’ commitment to work group (r = -0.224) and overall commitment (r = -0.248).

This means that school heads who display higher level of ownership tend to promote

lower commitment to work group and overall commitment among the teachers. On the

other hand, school heads who have lower level of ownership tend to yield higher

teachers’ commitment to work group and overall commitment.

Table 26

Correlation between the School Heads’ Adversity Quotient and Teachers’ Commitment to Organizational Values

Adversity Quotient

Commitment to Organizational Values

Commitment to School



Commitment to Work Group Overall

Control -0.184 0.118 0.044 0.013 -0.002

Ownership -0.191 -0.149 -0.209 -0.224* -0.248*

Reach -0.095 -0.18 -0.098 -0.044 -0.131

Endurance 0.283* 0.063 0.124 0.096 0.179

Overall -0.096 -0.07 -0.077 -0.093 -0.107


On the other hand, endurance is significantly positively related to commitment to

school (r = 0.283). School leaders who demonstrate higher level of endurance tend to

produce higher teachers’ commitment to school. Conversely, school heads who practice

lower level of endurance tend to promote lower commitment to school.

167

3.5. Relationship between School Heads’ Leadership Style and Teachers’ Commitment to Organizational Values

The relationship between the school heads’ leadership style and teachers’

commitment to organizational values is presented in Table 27.

Table 27

Correlation between the School Heads’ Leadership Style and Teachers’ Commitment to Organizational Values

Leadership Style

Commitment to Organizational Values Commitment

to School Commitment to Teaching Work


Commitment to Work Group Overall

Transformational

IIB 0.169 0.188 -0.049 0.091 0.066

IIA 0.078 0.032 0.006 0.243* -0.046

IM -0.071 0.090 -0.031 0.133 -0.047

IS 0.138 0.225* 0.173 0.020 0.163

IC 0.024 0.153 0.009 -0.157 0.002

Overall 0.086 0.176 0.026 0.164 0.035

Transactional

CR -0.043 0.162 0.082 0.029 0.074

MEA 0.192 0.087 0.077 0.117 0.150

MEP 0.270* 0.087 0.163 0.074 0.188

Overall 0.204 0.133 0.136 0.102 0.182

IIB = Idealized Influence Behavior; IIA = Idealized Influence Attributed; IM = Inspirational Motivation; IS = Intellectual Stimulation; IC = Individual Consideration; CR = Contingent Reward; MEA = Management-by-Exception Active; MEP = Management-by-Exception Passive *Correlation is significant at the .05 level (2-tailed)

168

As shown in Table 26, idealized influence attributed is significantly correlated to

commitment to work group (r = 0.243). This suggests that school leaders who often

receive trust and respect tend to promote higher commitment to work group among

teachers. Conversely, school heads who are seldom trusted and respected tend to decrease

teachers’ commitment to work group.

In addition, intellectual stimulation is significantly related to commitment to

teaching work (r = 0.225). This means that school heads who often ignite their teachers’

creativity tend to promote higher teachers’ commitment to teaching work. On the other

hand, school leaders who stimulate their teachers’ creativity tend to reduce teachers’

commitment to teaching work.

Furthermore, management-by-exception passive is significantly related to

commitment to school (r = 0.270). This means that school heads, who often avoid

describing agreements, explaining expectations and standards to be achieved by

subordinates, but will intervene after particular problems become apparent, tend to

promote teachers’ commitment to school.

Another concern of this study is to find out what influences from the identified

variables which are the adversity quotient and leadership style the level of commitment

of teachers to organizational values. Table 28 (a, b, c) to Table 30 (a, b, c) present the

results of regression analysis using SPSS.

Influence of the school heads’ adversity quotient and leadership style to teachers’ commitment to school

Table 28a reveals that the degree of relationship between the dimensions of the

school heads’ adversity quotient and leadership style, and teachers’ commitment to

169

school is 0.449. The coefficient of determination R2 shows that 20.1% of the variation of

the teachers’ commitment to school is explained by the dimensions of the school heads’


Model 8 has accounted for 14.5% of the variance in the teachers’ commitment to school

considering both the sample size and number of independent variables. The absolute size

of the error when Model 8 is used for predicting teachers’ commitment to school is given

by the standard error of estimate, 0.283.

Table 28 (a, b, c)




Estimate

8 0.449 0.201 0.145 0.283

Table 28b. ANOVA


8

Regression 1.153 4 0.288 3.596 .011

Residual 4.570 57 0.080

Total 5.723 61


Model 8 b Std. Error Beta t Sig.


AQ-O Ownership -0.011 0.005 -0.254 -2.121 0.038

AQ-E Endurance 0.016 0.006 0.320 2.510 0.015

TF-CIB Idealized Influence – Behavior 0.143 0.085 0.246 1.691 0.096


170


the overall model fit of Model 8 in terms of the F ratio. The total sum of squares (5.723)

is the squared error that would occur if only the mean of teachers’ commitment to school

is used to predict the level of their commitment to school. Using the values of the school

heads’ ratings in the dimensions of adversity quotient and leadership style reduces this

error by 20.15% (1.153 ÷ 5.723). This reduction is statistically significant with an F ratio

of 3.596 and a p-value of less than .05. Thus, Model 8 is statistically significant in

predicting teachers’ commitment to school when values in the dimensions of adversity

quotient and leadership style are known. Therefore, the dimensions of the school heads’

adversity quotient and leadership style significantly influenced teachers’ commitment to

school.

Lastly, Table 28c shows the regression coefficients b and Beta of Model 8 whose

predictors are Ownership, Endurance, Idealized Influence – Behavior and Inspirational

Motivation. However, Idealized Influence – Behavior has coefficient that is not

statistically significant at 95% confidence level. Thus, the regression equation of Model 8

is:

CS = 3.928 – 0.011(AQ-O) + 0.016(AQ-E) – 0.184(TF-IM),

where: CS is the predicted commitment to school; AQ-O is the observed value of

Ownership; AQ-E is the observed value of Endurance; and TF-IM is the observed value

of Inspirational Motivation.

171

Influence of the school heads’ adversity quotient and leadership style to teachers’ commitment to work group

Table 29a reveals that the degree of relationship between the dimensions of the

school heads’ adversity quotient and leadership style, and teachers’ commitment to work

group is 0.398. The coefficient of determination R2 of 0.158 shows that 15.8% of the

variation of the teachers’ commitment to work group is explained by the dimensions of

the school heads’ adversity quotient and leadership style. An adjusted R2 value of 0.098

indicates that Model 9 has accounted for 9.8% of the variance in the teachers’

commitment to work group considering both the sample size and number of independent

variables. The absolute size of the error when Model 9 is used for predicting teachers’

commitment to work group is given by the standard error of estimate, 0.337.


overall model fit of Model 9 in terms of the F ratio. The total sum of squares (7.568) is

the squared error that would occur if only the mean of teachers’ commitment to work

group is used to predict the level of their commitment to work group. Using the values of

the school heads’ ratings in the dimensions of adversity quotient and leadership style

reduces this error by 15.82% (1.197 ÷ 7.568). This reduction is statistically significant

with an F ratio of 2.629 and a p-value of less than .05. Thus, Model 9 is statistically

significant in predicting teachers’ commitment to work group when values in the

dimensions of adversity quotient and leadership style are known. Therefore, the

dimensions of the school heads’ adversity quotient and leadership style significantly

influenced teachers’ commitment to work group.

172




Estimate

9 0.398 0.158 0.098 0.337

Table 29b. ANOVA


9

Regression 1.197 4 0.299 2.629 .044

Residual 6.371 56 0.114

Total 7.568 60




AQ-C Control 0.009 0.009 0.153 1.084 0.283

AQ-O Ownership -0.013 0.006 -0.263 -2.111 0.039

AQ-E Endurance 0.015 0.009 0.263 1.807 0.076

TF-CIA Idealized Influence – Attributed -0.209 0.090 -0.295 -2.338 0.023

Finally, Table 29c presents the regression coefficients b and Beta of Model 9

whose predictors are Control, Ownership, Endurance and Idealized Influence Attributed.

However, Control and Endurance have coefficients that are not statistically significant at

95% confidence level. Thus, the regression equation of Model 9 is:

CWG = 3.928 – 0.013(AQ-O) – 0.209(TF-IIA),

where: CWG is the predicted commitment to work group; AQ-O is the observed value of

Ownership; and TF-IIA is the observed value of Idealized Influence – Attributed.

173

Influence of the school heads’ adversity quotient to teachers’ overall commitment to organization values

Table 30a shows that the degree of association between the dimensions of the

school heads’ adversity quotient and teachers’ overall commitment to organizational

values is 0.329. The coefficient of determination R2 of 0.108 shows that 10.8% of the

variation of the teachers’ overall commitment is explained by the dimensions of the

school heads’ adversity quotient. An adjusted R2 value of 0.078 indicates that Model 10

has accounted for 7.8% of the variance in the teachers’ overall commitment considering

both the sample size and number of independent variables. The absolute size of the error

when Model 10 is used for predicting teachers’ commitment to work group is given by

the standard error of estimate, 0.241.


the overall model fit of Model 10 in terms of the F ratio. The total sum of squares (3.827)

is the squared error that would occur if only the mean of teachers’ overall commitment to

organizational values is used to predict the level of their overall commitment. Using the

values of the school heads’ ratings in the dimensions of adversity quotient reduces this

error by 10.79% (0.413 ÷ 3.827). This reduction is statistically significant with an F ratio

of 3.570 and a p-value of less than .05. Thus, Model 10 is statistically significant in

predicting teachers’ commitment to work group when values in the dimensions of

adversity quotient are identified. Therefore, the dimensions of the school heads’ adversity

quotient significantly influenced the teachers’ overall commitment to organization.

174




Estimate

10 0.329 0.108 0.078 0.241

Table 30b. ANOVA


10

Regression 0.413 2 0.207 3.570 .034

Residual 3.414 59 0.058

Total 3.827 61




AQ-O Ownership -0.010 0.004 -0.278 -2.241 0.029

AQ-E Endurance 0.009 0.005 0.217 1.750 0.085

Lastly, Table 30c reveals the regression coefficients b and Beta of Model 10

whose predictors are Ownership and Endurance. However, only Ownership has

coefficient that is statistically significant at 95% confidence level. Thus, the regression

equation of Model 10 is:

COM = 4.230 – 0.010(AQ-O),

where: COM is the predicted overall commitment to organization; and AQ-O is the

observed value of Ownership.

175

3.6. Relationship between Teachers’ Commitment to Organizational Values and School Heads’ Performance

Table 31 shows the relationship between the teachers’ commitment to

organizational values and school heads’ performance.

Commitment to teaching work is the only dimension of teachers’ organizational

commitment that is significantly related to achievement in Mathematics (r = 0.223),

critical thinking (r = 0.230) and overall NAT (r = 0.227). Results show that teachers who

enjoy their work and accomplish their job with great enthusiasm tend to increase their

students’ achievement. On the contrary, teachers who, fail to find ways to help the

students to cope with the lessons and to get information about the students’ achievement

and attitudes, tend to keep their performance at minimum level.

Table 31

Correlation between Teachers’ Commitment to Organizational Values and School Performance in NAT

Organizational Commitment Filipino Mathematics English Science Araling

Panlipunan Critical

Thinking Overall

NAT

Commitment to School 0.076 0.116 0.055 0.120 -0.032 0.107 0.090

Commitment to Teaching Work -0.059 0.223* 0.005 -0.048 -0.075 0.230* 0.227*

Commitment to Teaching Profession -0.070 0.163 -0.038 0.061 -0.191 0.157 0.021

Commitment to Work Group -0.028 0.031 0.085 0.109 0.076 -0.034 0.070

Overall -0.028 0.147 0.037 0.080 -0.067 0.131 0.068


176

4. Proposed Model of School Heads’ Adversity Quotient, Leadership Style and Performance, and Teachers’ Commitment to Organizational Values

This section intended to present a picture of how secondary school heads’

adversity quotient and leadership style associate together whether they affect their

performance and teachers’ commitment to organizational values.

Combining all the ten previously analyzed models, an integrated model showing

the nature of the influence of the independent to the dependent variables is developed and

displayed in Figure 2. In this model, the independent variables or predictors are school

heads’ adversity quotient and leadership style and the dependent or criterion variables are

school heads’ performance and teachers’ commitment to organizational values. A solid

line indicates that the independent variable exerts a positive influence on the dependent

variable, while a broken line denotes that the predictor poses a negative influence the

criterion variable.

It can be seen in Figure 2 that the Ownership dimension of adversity quotient

negatively influences school heads’ performance in terms of Mathematics, English,

Science and overall NAT, and teachers’ commitment to school, commitment to work

group and overall commitment. This means that high levels of ownership among school

heads result to low performance in Mathematics, English, Science and overall NAT,

and low teachers’ commitment to school, commitment to work group and overall

1

Figure 2

A Model of School Heads’ Adversity Quotient and Performance, and Teachers’ Commitment

Control

Adversity Quotient

Ownership

Reach

Endurance Commitment

To school

To Teaching Work

To Teaching Profession

To Work Group

Overall

Performance

Filipino

Mathematics

English

Science

Araling Panlipunan

Critical Thinking

Overall NAT

LEGEND:

- positively correlated

- negatively correlated

2

Figure 3

A Model of School Heads’ Leadership Style and Performance, and Teachers’ Commitment

Commitment

To school

To Teaching Work

To Teaching Profession

To Work Group

Overall

Performance

Filipino

Mathematics

English

Science

Araling Panlipunan

Critical Thinking

Overall NAT Leadership

Style

Inspirational Motivation Transformational

Idealized Influence Behavior

Idealized Influence Attributed

Intellectual Stimulation

Individual Consideration

Contingent Reward

Transactional Management-by-Exception Active

Management-by-Exception Passive

LEGEND:

- positively correlated

- negatively correlated

179 commitment. On the other hand, low levels of ownership among school heads promote

high performance in Mathematics, English, Science and overall NAT, and high teachers’

commitment to school, commitment to work group and overall commitment.

The Endurance dimension of school heads’ adversity quotient positively

influences teachers’ commitment to school. School leaders with high levels of endurance

foster teachers’ commitment to school. Conversely, low levels of endurance among the

school heads result to low teachers’ commitment to school.

As regards school heads’ leadership style, the dimension Idealized Influence-

Attributed of transformational leadership negatively affects teachers’ commitment to

work group. This means that school leaders who often demonstrate Charisma

Individualized Attributed decrease teachers’ commitment to work group. On the contrary,

school heads who seldom practice Idealized Influence- Attributed increase teachers’

commitment to work group.

Similarly, the dimension Inspirational Motivation of transformational leadership

negatively influences school heads’ performance in terms of Filipino and teachers’

commitment to school. School leaders who often demonstrate Inspirational Motivation

produce low performance in Filipino and low teachers’ commitment to school.

Conversely, school heads who seldom practice Inspirational Motivation yield high

performance in Filipino and high teachers’ commitment to school.

On the other hand, the dimension Intellectual Stimulation of transformational

leadership positively affects performance in all components of NAT namely: Filipino,

Mathematics, English, Science, Araling Panlipunan and Critical Thinking, as well as in

180 the overall NAT. School heads who often demonstrate Intellectual Stimulation behaviors

produce high performance in all areas of the NAT, whereas those who seldom exhibit

these practices generate low performance.

In terms of transactional leadership, the dimension Contingent Reward negatively

influences performance in Mathematics, Science and overall NAT. School heads who

often demonstrate Contingent Reward behaviors produce low performance in

Mathematics, Science and overall NAT. Conversely, school leaders who seldom practice

Contingent Reward yield high performance in Mathematics, Science and overall NAT.

Likewise, the dimension Management-by-Exception Passive negatively affects

performance in Filipino, Mathematics, English, Araling Panlipunan, Critical Thinking

and overall NAT. School leaders who often demonstrate Management-by-Exception

Passive behaviors produce low performance in the mentioned areas, whereas those who

seldom show these behaviors yield high performance in the said components.

On the contrary, the dimension Management-by-Exception Active positively

influences performance in Mathematics and overall NAT. School leaders who often

demonstrate Management-by-Exception Active behaviors produce high performance in

Mathematics and overall NAT. Conversely, school heads who seldom exhibit

Management-by-Exception Active practices yield low performance in Mathematics and

overall NAT.

181

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings derived from the study.

Conclusions were then drawn and from these, recommendations were given.

Summary of Findings

1. Description of Secondary School Heads

One of the objectives of this study is to describe the secondary school heads in

terms of the level of their adversity quotient, extent of practice of their leadership style

and their school performance in NAT.

1.1 Adversity Quotient of many secondary school heads in the Division of Tarlac

Province in terms of control dimension is low with 45.16% (28 out of 62), 21 who had

average level of control and 13 with below average level.

Majority of the school heads had low average level (37 or 59.68%) of ownership.

There were 15 (24.19%) with ownership score of below average, 6 with above average

level of ownership, 3 and 1 for above average and high level of ownership respectively.

Reach dimension of secondary school heads showed that 40.32% of them

obtained a score within the range of average level. There were 17 (27.42%) below

average level and 10 (16.13%) who had low level of reach. Also, 9 of them obtained a

score range of above average and only a single respondent who has a high level of reach.

In terms of endurance, many of secondary school heads (20 or 32.26%) are within

the average level. There were also quite large number of school heads who had high level

of endurance (15 or 24.19) and 14 (22.58%) with an above average level of endurance.

182 On the other hand, there were only 3 (4.84%) of them who got a score pertaining to low

level of endurance.

Generally, overall rating of adversity quotient of the secondary school heads is

low which constitutes 22 (35.48%) school head respondents. There were 20 (32.26%) of

them who had below average level of AQ and 19 (30.65) with average level. Only one

respondent obtained an overall AQ score which falls under high level of AQ.

Also, the computed mean of each of the dimension of AQ except endurance were

below the computed mean and the overall mean of their AQ is found to be 137.89 which

is likewise below the standard mean (moderately low).

1.2 Leadership style of secondary school head respondents showed that the two

dimensions – transformational and transactional were fairly often practice by them.

The computed mean for idealized influence categorized into behavior and

attributed was 3.22 and 3.03 respectively.

Inspirational motivation lets the school heads frequently/ always express

confidence that the goals they have set will be achieved (mean = 3.55) with an overall

mean of 3.23.

Intellectual stimulation on the other hand obtained an overall mean of 3.17 (fairly

often). Also, the dimension individual consideration with a computed mean of 3.27 was

fairly often employed by the school head believing that they would help develop their

teachers closely to ensure that they are performing well.

Secondary school heads transactional leadership style on contingent reward

practice it fairly often with a computed mean of 3.26.

183

It also shows that secondary school heads’ transactional leadership style in terms

of management by exception - active is in the average level. The computed overall mean

for this dimension was found out to be 2.31, which means that the school heads

sometimes employ this type of leadership.

Management by exception – passive is also fairly often practice by the school

head. The overall computed mean for this dimension is 1.97 which falls in the category of

“sometimes”.

Overall computed mean for transformational and transactional leadership style

were 3.18 and 2.51 respectively. This indicated that the two leadership styles were fairly

often practiced by the school heads. Though they were of the same level of description, it

is evident that transformational leadership is practiced at a greater extent (3.18) than

transactional leadership.

1.3 Performance as used in this study is limited on the school mean percentage

score (MPS) in the National Achievement Test (NAT) during the school year 2011-2012.

Results showed that no one from the 62 secondary schools reached “mastered” level of

achievement of their MPS in all learning areas.

All the schools’ MPS in Filipino were on the average level with a mean of 51.42.

Its highest mps (maximum) was 61.82 and the lowest value (minimum) was 40.45 with a

standard deviation of 6.38.

In Mathematics, three schools (4.84%) were on the “closely approximating

mastery” level and twenty-two of them (35.48%) were in “moving towards mastery”

level. Fifty percent (31) were on the average level while 9.68% reached the “low” level

184 of description. The overall computed mean for mathematics was 57.68. The maximum

value is 89.30 while the minimum value was 30. 39.

English results were on “average” and “moving towards mastery” level

respectively. There were 42 (67.74%) of the schools obtained an mps that ranged from 35

– 65 and 20 or 32.26% were within the mps of 66 – 85. The computed overall mean in

English was 50.55 with a standard deviation of 6.04.

Science reflected the lowest mean of the mps of the five learning areas. Majority

of the school respondents (74.19%) obtained a mean percentage score that is within the

“average” level of mastery. There were 6 of them (9.68%) fell in the “low” level of

mastery. The computed mean of all the mps in science was 50.55.

Araling Panlipunan mps results were on “average” and “moving toward mastery”

level in terms of the mps of the schools. Majority of the schools which constitute a total

of 45 schools (72.58%) were within the “average” level of achievement. A total of 17

schools on the other hand were found to be in the level of “moving towards mastery”.

Furthermore, the computed mean for this test was 59.19 with a standard deviation of

7.51.

The critical thinking ability of the students in 62 schools of the division of Tarlac

province was on the average level as reflected in the computed mean of 47.84.

Overall, majority of the 62 secondary schools NAT performance was within the

“average” level. The computed grand mean of all the tests in NAT is found to be 54.89.

185 2. Teacher Commitment

Majority of the teachers (228) strongly agree that they are proud of the school

where they are working, are concerned and interested with the future of the school (mean

= 4.55). They consider the school as the best one among the others (mean = 4.33) and

work hard for the best of the school (mean = 4.52). Generally, commitment to school of

teachers was above average with a mean of 4.05.

Commitment to teaching work shows that most teachers (204 or 62.2%) strongly

agree that they enjoy the work of teaching (mean = 4.58) and accomplish their job with

great enthusiasm (53.96%).

The computed overall mean for this dimension was 4.35 (above average level of

commitment to teaching work) with a standard deviation of 0.64

Commitment to teaching profession results tabulated that 74.7% strongly agreed

(mean = 4.73), they are proud of being a teacher and considered it as the best decision

they had ever made in their lives. Teachers’ commitment to teaching profession was

determined as high also in respect of arithmetic means (overall mean = 4.41).

Commitment to work group showed that teachers agreed of being proud with their

fellow teachers in the school (mean = 4.31) and found out that the overall level of

commitment of teachers to organizational values is relatively high (mean = 4.25).

3. Relationship of the School Heads’ Adversity Quotient, Leadership Style and

Performance, and Teachers’ Commitment to Organizational Values 3.1 There was a significant positive relationship between endurance and idealized

influence-behavior (r = 0.329), inspirational motivation (r = 0.279), intellectual

186

stimulation (r = 0.352), individual consideration (r = 0.216), and overall

transformational leadership (r = 0.349).

3.2 There was a significant negative correlation between control and performance in

Science (r = -0.221). Similarly, there was a significant negative relationship

between ownership and performance in Science (r = -0.281) and overall NAT (r

= -0.223).

3.3 Intellectual stimulation was the only dimension of transformational leadership

that was significantly related to critical thinking (r = 0.299) and overall NAT (r

= 0.218). Likewise, management-by-exception passive was the only dimension

of transactional leadership that was significantly correlated to critical thinking (r

= 0.214).

3.4 There was a significant negative relationship between school heads’ ownership

and teachers’ commitment to work group (r = -0.224) and overall commitment

(r = -0.248). On the contrary, there was a significant positive correlation

between endurance and commitment to school (r = 0.283).

3.5 There was a significant relationship between idealized influence - behavior and

commitment to work group (r = 0.243); intellectual stimulation and

commitment to teaching work (r = 0.225); and management-by-exception

passive and commitment to school (r = 0.270).

3.6 There was a significant positive relationship between commitment to teaching

work and performance in Mathematics (r = 0.223), critical thinking (r = 0.230)

and overall NAT (r = 0.227).

187 4. Influence of the School Heads’ Adversity Quotient and Leadership Style to their

School Performance

4.1 Intellectual Stimulation positively influenced performance in Filipino, but

Inspirational Motivation and Management-by-Exception Passive negatively

influenced performance in Filipino.

4.2 Ownership, Contingent Reward and Management-by-Exception Passive

negatively influenced but Inspirational Motivation positively influenced

performance in Mathematics.

4.3 Ownership and Management-by-Exception Passive negatively influenced but

Intellectual Stimulation and Management-by-Exception Active positively

influenced performance in English.

4.4 Ownership and Contingent Reward negatively influenced but Intellectual

Stimulation positively influences performance in Science.

4.5 Intellectual Stimulation positively influenced but Management-by-Exception

Passive negatively influenced performance in Araling Panlipunan.

4.6 Intellectual Stimulation positively influenced but Management-by-Exception

Passive negatively influenced performance in Critical Thinking.

4.7 Ownership, Contingent Reward and Management-by-Exception Passive

negatively influenced but Intellectual Stimulation and Management-by-

Exception Active positively influenced overall performance in NAT.

5. Influence of the School Heads’ Adversity Quotient and Leadership Style to

Teachers’ Commitment to Organizational Values 5.1 Ownership and Management-by-Exception Passive negatively influenced but

188

Endurance positively influenced teachers’ commitment to school.

5.2 Ownership and Idealized Influence – Attributed negatively influenced teachers’

commitment to work group.

5.3 Ownership negatively influenced teachers’ overall commitment to organizational

values.

6. Proposed Model of School Heads’ Adversity Quotient, Leadership Style and

Performance, and Teachers’ Commitment to Organizational Values

Two models showing the nature of the influence of the school heads’ adversity

quotient and leadership style to their performance and teachers’ commitment to

organizational values were developed. In the first model, the independent variable or

predictor was school heads’ adversity quotient and the dependent or criterion variables

were school heads’ performance and teachers’ commitment to organizational values.

Also, a solid line indicates that the independent variable exerts a positive influence on the

dependent variable, while a broken line denotes that the predictor poses a negative

influence the criterion variable. In the second model, the predictor was school heads’

leadership style and the criterion variables were school heads’ performance and teachers’

commitment to organizational values.

Conclusions

1. Secondary school head respondents have significantly little control and influence in

adverse situations. They often deflect accountability and most often feel victimized

and helpless.

2. Reach and endurance dimensions of secondary school heads fall in the average level.

189 3. Secondary school heads leadership style of transformational and transactional have

the same descriptive level. However, the computed grand mean for transformational

leadership is higher than in the transactional leadership which means that the

respondents employ transformational leadership style more often than transactional.

4. No one from the 62 secondary schools reached “mastered” level of achievement of

their MPS in all learning areas in National Achievement Test. The overall computed

mean for all the five learning areas including critical thinking test were on the average

level.

5. Generally, commitment to school, teaching work, teaching profession and work group

of teachers was above average. Overall level of commitment of teachers to

organizational values is relatively high. Teachers generally have a strong belief in and

acceptance of the organization’s goals and values, a willingness to exert considerable

effort on behalf of the organization, regard the values of teaching more important than

anything else and have a strong desire to maintain a conducive working environment

with his/her fellow teachers in the organization.

6. Endurance was significantly and positively related to idealized influence - behavior,

inspirational motivation, intellectual stimulation, individual consideration, and overall

transformational leadership. There was a significant negative relationship between

control and performance in Science, and between ownership and performance in

Science and overall NAT. Intellectual stimulation was significantly and positively

related to critical thinking and overall NAT. Management-by-exception passive was

also significantly and positively correlated to critical thinking. There was a significant

190

negative relationship between school heads’ ownership and teachers’ commitment to

work group and overall commitment, but there was a significant positive correlation

between endurance and commitment to school. There was a significant relationship

between idealized influence - behavior and commitment to work group; intellectual

stimulation and commitment to teaching work; and management-by-exception

passive and commitment to school. There was a significant positive relationship

between commitment to teaching work and performance in Mathematics, critical

thinking and overall NAT.

7. Among the dimensions of adversity quotient, Ownership negatively influenced school

heads’ performance in terms of Mathematics, English, Science and overall NAT. As

regards school heads’ leadership style, the dimension Inspirational Motivation of

transformational leadership negatively influenced school heads’ performance in terms

of Filipino. On the other hand, the dimension Intellectual Stimulation positively

influenced performance in all components of NAT namely: Filipino, Mathematics,

English, Science, Araling Panlipunan and Critical Thinking, as well as in the overall

NAT. In terms of transactional leadership, the dimension Contingent Reward

negatively influenced performance in Mathematics, Science and overall NAT.

Likewise, the dimension Management-by-Exception Passive negatively influenced

performance in Filipino, Mathematics, English, Araling Panlipunan, Critical Thinking

and overall NAT. However, the dimension Management-by-Exception Active

positively influenced performance in Mathematics and overall NAT.

8. Ownership negatively influenced teachers’ commitment to school, commitment to

191

work group and overall commitment, but Endurance positively influenced teachers’

commitment to school. Idealized influence - attributed and Ownership negatively

influenced teachers’ commitment to work group and commitment to school,

respectively.

9. The two proposed models displayed the nature of the influence of the school heads’

adversity quotient and leadership style to their performance and teachers’

commitment to organizational values.

Recommendations

1. School heads should find ways on how to possess low levels of ownership dimension

of adversity quotient since it negatively influences their performance and teachers’

commitment.

2. School heads should develop high levels of endurance in order to enhance their

teachers’ commitment to school.

3. Since intellectual stimulation behaviors positively influence performance, school

heads should often demonstrate these practices in order to raise their performance.

4. School heads should refrain from exhibiting management-by-exception passive

behaviors because these practices negatively influence their performance and

teachers’ commitment. Instead, they have to often demonstrate management-by-

exception active behaviors in order to raise their performance.

5. Researches should be conducted to further verify the validity of the models developed

in this study.

192

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196

APPENDICES

APPENDIX A Letter Request to the Superintendent


Bacolod City

February 8, 2013 DR. ANTONIETA B. TIOTUICO Schools Division Superintendent Division of Tarlac Province San Roque, Tarlac City Madam:

I am a Doctor of Education, Major in Educational Management and I am currently writing my dissertation paper entitled “Adversity Quotient, Leadership Styles and Performance of Secondary School Heads and Commitment to Organizational Values of Teachers in the Province of Tarlac”.

Relative to this, I would like to seek permission from your good office to allow me to float the survey questionnaires to the secondary school heads and selected teachers in the Division of Tarlac Province.

I believe with your kind heart, I will be able to examine their responses with utmost fairness and confidentiality and be able to give recommendations that will help improve the school heads’ leadership style, and performance based on their adversity quotient which could be of big help in improving the teachers’ level of commitment to organizational values.

Thank you for your favorable response regarding my request.

Very truly yours,

Jessie B. Aquino Researcher

Noted:

Dr. Niño B. Corpuz Research Adviser

Approved:

ANTONIETA B. TIOTUICO, Ph. D., CESO V

Schools Division Superintendent

197

APPENDIX B Letter Request to the Principal


Bacolod City

February 15, 2013 THE PRINCIPAL ________________ ________________ Sir/Madam:

I am a Doctor of Education and I am currently writing my dissertation paper

entitled “Adversity Quotient, Leadership Styles and Performance of Secondary School Heads and Commitment to Organizational Values of Teachers in the Province of Tarlac”.

Relative to this, I humbly ask your cooperation to answer the survey

questionnaires needed for my study. There are two sets of questionnaires, one for the school head and the other one is for the teachers.

I believe with your kind heart, I will be able to examine your responses with

utmost fairness and confidentiality and could gain comprehensive information on the school heads’ leadership style, and performance based on their adversity quotient which could be of big help in improving the teachers’ level of commitment to organizational values.

Thank you very much for your cooperation.

Very truly yours,

Jessie B. Aquino D. Ed. Student

198

APPENDIX C Official Research Agreement

199

APPENDIX D Adversity Quotient Profile

Log on to http://www.peaklearning.com/aquinojessie

200

APPENDIX E Leadership Style Survey Questionnaire for School Heads

Name: ______________________________ School: _________________________

Directions: This questionnaire contains statements about leadership style beliefs. Next to each

statement, circle the number that represents how strongly you feel about the statement by using the following scoring system:

Frequently or Always – 4 Fairly Often – 3 Sometimes – 2 Once in a While – 1 Not at All – 0

Think of your experience leading a staff/team. Be honest about your choices as there are no right or wrong answers - it is only for your own self-assessment. The word “others” may mean your followers, subordinates, teachers, clients, or group members.

Descriptive Statement Fr

eque

ntly

or

Alw

ays

Fair

ly

Ofte

n

Som

etim

es

Onc

e in

a W

hile

Not

at A

ll

1. I provide assistance for others in exchange for their efforts. 4 3 2 1 0

2. I re-examine critical assumptions to question whether they are appropriate. 4 3 2 1 0

3. I fail to interfere until problem becomes serious. 4 3 2 1 0 4. I focus my attention on irregularities, mistakes,

exceptions, and deviations from standards. 5 4 3 2 1

5. I avoid getting involved when important issues arise 4 3 2 1 0

6. I talk about others’ most important values and issues. 4 3 2 1 0

7. I make absence when needed. 4 3 2 1 0 8. I seek differing perspectives when solving

problems. 4 3 2 1 0

9. I talk optimistically about the future. 4 3 2 1 0 10. I instill pride to others for being associated with

me. 4 3 2 1 0

11. I discuss in specific terms for who is responsible for achieving performance targets. 4 3 2 1 0

12. I wait for things to go wrong before taking actions. 4 3 2 1 0

201

APPENDIX E. Continued 13. I talk enthusiastically about what needs to be

accomplished. 4 3 2 1 0

14. I specify the importance of having a strong sense of purpose. 4 3 2 1 0

15. I spend time mentoring and coaching. 4 3 2 1 0 16. I make myself clear what one can expect to receive

when performance goals are achieved. 4 3 2 1 0

17. I show that I am a firm believer in “If it’s not broken, don’t fix it. 4 3 2 1 0

18. I go beyond self-interest for the good of the others. 4 3 2 1 0 19. I closely monitor the teachers to ensure they are

performing correctly. 4 3 2 1 0

20. I treat others as an individual rather than just as a member of the group. 4 3 2 1 0

21. I act in ways that builds others’ respect. 4 3 2 1 0 22. I concentrate my full attention on dealing with

mistakes, complaints, and failures. 4 3 2 1 0

23. I consider the moral and ethical consequences of decisions. 4 3 2 1 0

24. I keep track of all mistakes of others. 4 3 2 1 0 25. I display a sense of power and confidence. 4 3 2 1 0 26. I articulate a compelling vision of the future. 4 3 2 1 0 27. I direct my attention toward failures to meet

standards. 4 3 2 1 0

28. I avoid making decisions. 4 3 2 1 0 29. I consider others as having different needs,

abilities, and aspirations from others. 4 3 2 1 0

30. I get others to look at problems from many different angles. 4 3 2 1 0

31. I help others to develop their strengths. 4 3 2 1 0 32. I suggest new ways of looking at how to complete

assignments. 4 3 2 1 0

33. I delay responding to urgent questions. 4 3 2 1 0 34. I emphasize the importance of having a collective

sense of mission. 4 3 2 1 0

35. I express satisfaction when I meet expectations. 4 3 2 1 0 36. I express confidence that goals will be achieved. 4 3 2 1 0

202

APPENDIX F Organizational Commitment Questionnaire

Name: ____________________________________________________________________________ School: ___________________________________________________________________________ Position: ___________________________________ No. of Years in the Service: _______________ PART I: ORGANIZATIONAL COMMITMENT

With regard to your own feelings about the school for which you are now working, please indicate the degree of your agreement or disagreement with each statement by circling the number that best represents your response.

Descriptive Statement Strongly Agree Agree Neutral/Not

Applicable Disagree Strongly Disagree

1. I work hard for the best interests of this school. 5 4 3 2 1 2. I am willing to handle other subjects not related to

my specialization in order to stay in this school. 5 4 3 2 1

3. I am proud of the school where I teach now. 5 4 3 2 1 4. I am frustrated with my school head’s attitudes,

unreasonable demands and lack of support, encouragement and appreciation.

5 4 3 2 1

5. I prefer working at this school even though I have opportunities to work at other school. 5 4 3 2 1

6. The appreciation displayed by the school motivates me to do my best to contribute to my school development.

5 4 3 2 1

7. I am satisfied with the kind of relationships existing among the school head, teachers and other personnel.

5 4 3 2 1

8. I am concerned and interested with the future of this school. 5 4 3 2 1

9. I consider this school as the best one among the others. 5 4 3 2 1

10. I spend time with the students on subjects / activities related to the lesson even outside the classroom.

5 4 3 2 1

11. I look for opportunities to conduct remedial teaching or extension classes when regular class hour is not enough for students to master the lesson.

5 4 3 2 1

12. I make sure that my classes start and end on time. 5 4 3 2 1 13. I accomplish my job with enthusiasm. 5 4 3 2 1 14. I get information about my students’ family

background, needs and interests. 5 4 3 2 1

15. I try to do my best to help the low performing students. 5 4 3 2 1

16. I enjoy teaching. 5 4 3 2 1 17. I consider the choice of becoming a teacher as the

best decision in my life. 5 4 3 2 1

18. I am proud of being a teacher. 5 4 3 2 1

203

APPENDIX F. Continued 19. I regard the values of teaching profession more

important than those of other professional values. 5 4 3 2 1

20. I consider teaching profession as the best for working life. 5 4 3 2 1

21. I desire to be well-known in the teaching profession. 5 4 3 2 1 22. I like to continue teaching even though I don’t need to

work for money. 5 4 3 2 1

23. I am pleased in interacting with other teachers during break/lunch time. 5 4 3 2 1

24. I am proud of my fellow teachers in this school. 5 4 3 2 1 25. I think the other teachers in this school regard me as a

close friend. 5 4 3 2 1

26. I consider the other teachers in this school as my best friends. 5 4 3 2 1

27. I have a close relationship with the teachers out of the school. 5 4 3 2 1

28. I feel myself as the other teachers’ close friend in this school. 5 4 3 2 1

204

APPENDIX G School Heads’ Adversity Quotient Scores

School Control Ownership Reach Endurance Adversity Quotient

1 Anao HS 34 27 26 38 125 2 Anastacio Yumul HS 29 40 36 41 146 3 Aringin HS 38 41 22 43 144 4 Balaoang HS 39 38 23 41 141 5 Balaoang HS Annex 36 35 32 34 137 6 Bamban HS 28 26 35 49 138 7 Bilad HS 39 38 29 32 138 8 Birbira HS 41 36 27 28 132 9 BS Aquino HS 25 32 21 44 122 10 Buenavista HS 36 39 29 41 145 11 Buenlag HS 37 35 30 36 138 12 Caanamongan HS 26 29 27 37 119 13 Calangitan HS 42 40 27 32 141 14 Calipayan HS 39 40 32 48 159 15 Caluluan HS 33 42 34 38 147 16 Camiling School for Home Industry 31 37 21 43 132 17 Capas HS 35 40 31 33 139 18 Cardona HS 31 41 29 40 141 19 Comillas HS 36 39 31 41 147 20 Corazon Aquino HS 36 29 28 35 128 21 Cristo Rey HS 43 44 30 36 153 22 Dapdap HS 27 33 35 40 135 23 Dueg HS 34 45 32 34 145 24 Eduardo Cojuangco HS 23 46 37 47 153 25 Estipona HS 38 33 27 34 132 26 Estipona HS Annex 40 28 25 38 131 27 Gerona Western Public HS 39 38 30 36 143 28 Guevarra HS 40 36 26 31 133 29 Lapaz National HS 26 40 35 49 150 30 Lawy HS 38 34 27 39 138 31 Mababanaba HS 42 48 41 49 180

205

APPENDIX G. Continued

School Control Ownership Reach Endurance Adversity Quotient

32 Malacampa HS 39 50 24 33 146 33 Marawi HS 30 31 28 48 137 34 Maungib HS 29 38 32 44 143 35 Moncada HS 24 41 28 41 134 36 Nambalan HS 26 40 35 50 151 37 O'Donnel HS 37 34 31 36 138 38 Padapada HS 29 31 35 37 132 39 Pilpila HS 38 26 29 33 126 40 Pitombayog HS 31 46 32 41 150 41 Quezon HS 23 32 33 49 137 42 Ramos HS 36 38 30 34 138 43 Sacata HS 29 37 35 48 149 44 San Bartolome HS 37 32 28 27 124 45 San Bartolome HS Annex 33 33 29 30 125 46 San Felipe HS 34 45 30 37 146 47 San Jose HS 31 46 32 41 150 48 San Julian - Sta. Maria HS 31 39 34 44 148 49 San Pedro HS 24 30 27 37 118 50 San Roque HS 31 28 33 31 123 51 Sapang HS 43 37 26 36 142 52 Sta. Ines HS 43 17 17 42 119 53 Sta. Juliana HS 34 37 30 32 133 54 Sta. Lucia HS 28 31 35 36 130 55 Tagumbao HS 25 41 28 46 140 56 Tarlac National HS 31 28 22 32 113 57 Vargas HS 40 20 20 40 120 58 Victoria National HS 33 42 34 42 151 59 Victoria National HS Annex 25 32 21 41 119 60 Villa Aglipay HS 41 29 23 25 118 61 Villa Aglipay HS Annex I (Iba) 39 50 25 36 150

62 Villa Aglipay HS Annex II (Moriones) 41 48 23 35 147

206

APPENDIX H School Heads’ Transformational Leadership Scores

School

TRANSFORMATIONAL LEADRESHIP

Charisma Individualized Inspirational Intellectual Individual

Behavior Attributed Motivation Stimulation Consideration

5 12 21 30 9 16 19 23 7 11 24 32 2 6 27 29 13 17 26 28

1 Anao HS 4 4 3 4 0 1 3 3 2 3 4 4 2 3 3 3 3 4 2 3

2 Anastacio G. Yumul HS 4 3 4 4 1 3 4 3 3 3 3 4 3 2 2 4 3 4 3 3

3 Aringin HS 1 4 4 4 2 3 4 4 3 4 4 4 2 2 4 4 4 4 4 4

4 Balaoang HS 4 3 3 4 2 4 3 3 3 1 4 4 4 2 3 3 4 4 3 4

5 Balaoang HS Annex 3 3 4 3 3 3 4 3 3 3 3 3 4 3 2 3 3 2 4 4

6 Bamban HS 3 4 3 3 3 3 3 4 3 4 3 3 3 2 2 3 3 3 3 3

7 Bilad HS 4 3 3 3 2 4 3 3 3 3 3 4 3 2 4 4 3 4 4 4

8 Birbira HS 4 4 4 4 3 4 4 3 2 3 3 4 4 3 4 4 4 4 2 4

9 BS Aquino 3 4 4 4 3 3 4 4 3 3 4 4 4 3 4 4 4 4 4 4

10 Buenavista HS 1 3 4 4 1 4 3 3 4 3 3 4 3 4 4 4 3 4 4 4

11 Buenlag HS 4 3 3 4 2 3 3 1 2 3 3 3 2 3 3 4 3 2 3 3

12 Caanamongan HS 4 3 3 2 1 4 3 3 3 3 3 2 3 2 2 2 3 4 2 2

13 Calangitan HS 4 1 4 4 4 4 4 3 3 1 3 3 3 3 2 4 3 4 4 4

14 Calipayan HS 3 4 4 4 1 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4

15 Caluluan HS 3 1 4 4 4 4 3 3 3 1 3 4 3 3 2 2 4 4 2 2

16 Camiling School for Home Ind. 4 4 4 3 1 3 4 4 2 4 3 4 3 3 3 4 4 4 3 4

17 Capas HS 2 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 2 3

18 Cardona HS 3 4 4 4 3 4 4 3 4 3 3 4 3 3 4 3 2 2 4 3

19 Comillas HS 4 4 3 1 3 3 3 3 4 4 3 4 3 3 2 4 3 4 3 2

20 Corazon Aquino HS 4 4 4 4 4 4 3 4 3 4 4 4 4 3 4 4 4 4 4 4

21 Cristo Rey HS 4 4 3 4 3 3 3 4 4 4 4 4 3 4 4 3 3 2 4 4

22 Dapdap HS 2 1 1 2 1 1 2 2 2 1 1 2 2 2 2 2 1 2 2 2

23 Dueg HS 1 4 4 4 1 3 4 3 2 3 4 3 3 1 3 3 3 4 3 4

24 Eduardo Cojuanco Voc. Sch. 2 4 4 3 3 4 4 4 4 4 4 3 4 4 2 3 3 4 4 4

25 Estipona HS 1 3 3 4 2 4 3 2 3 1 3 4 2 2 2 3 4 4 4 2

26 Estipona HS - Annex 4 3 4 4 1 4 4 3 4 3 3 4 3 4 4 4 3 4 4 4

27 Gerona Western Public HS 0 4 3 4 3 2 3 2 1 4 2 4 2 2 4 4 3 3 4 3

28 Guevarra HS 3 3 3 1 4 4 3 3 4 3 3 4 3 3 3 4 3 4 3 4

29 Lapaz HS 4 4 1 3 3 4 2 2 4 4 1 3 4 4 3 3 3 2 3 4

30 Lawy HS 2 4 3 3 2 4 3 3 1 4 3 3 4 1 2 3 4 3 3 3

31 Mababanaba HS 3 4 4 4 3 3 4 4 4 3 3 4 3 3 3 3 3 4 3 3

207

APPENDIX H. Continued

School

TRANSFORMATIONAL LEADRESHIP

Charisma Individualized Inspirational Intellectual Individual

Behavior Attributed Motivation Stimulation Consideration

5 12 21 30 9 16 19 23 7 11 24 32 2 6 27 29 13 17 26 28

32 Malacampa HS 4 4 3 1 2 3 3 3 3 4 3 4 3 4 3 4 4 3 3 3

33 Marawi HS 4 4 4 4 2 4 4 4 3 4 4 4 4 4 4 3 4 4 4 4

34 Maungib HS 4 4 4 4 2 4 4 3 3 4 4 4 4 4 4 4 4 4 1 4

35 Moncada National HS 4 3 4 3 4 4 4 4 3 3 4 3 4 3 3 3 3 4 2 3

36 Nambalan HS 0 4 4 4 3 4 4 4 2 4 4 4 4 4 4 4 2 4 4 4

37 O'Donnel HS 3 3 3 1 1 4 3 4 2 2 4 3 4 4 0 3 0 3 4 4

38 Padapada HS 4 4 3 3 3 3 3 3 4 4 4 3 3 4 3 3 3 3 2 4

39 Pilipila HS 1 3 2 1 3 2 4 2 4 4 3 4 4 2 3 4 4 3 3 3

40 Pitombayog HS 3 3 3 3 2 2 3 2 3 3 2 3 3 3 2 3 3 3 3 3

41 Quezon HS 1 4 3 4 2 3 4 3 2 3 3 3 4 3 3 3 4 4 3 4

42 Ramos HS 3 3 3 3 4 3 3 3 4 4 3 4 3 2 3 4 3 4 3 4

43 Sacata HS 4 4 4 4 0 4 4 4 4 4 4 4 3 4 3 4 4 4 4 4

44 San Bartolome HS 1 3 3 3 1 2 3 3 2 3 3 3 3 1 2 3 2 2 3 3

45 San Bartolome HS - Annex 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3

46 San Felipe HS 3 3 2 4 3 4 2 1 3 1 4 4 3 2 4 4 4 4 4 3

47 San Jose HS 3 3 3 3 3 3 2 3 2 2 3 3 4 3 3 3 0 2 1 1

48 San Julian Sta. Maria HS 3 3 4 4 3 2 4 3 4 3 3 4 4 4 4 4 3 3 4 4

49 San Pedro HS 2 3 4 3 0 4 4 4 1 4 4 3 4 1 3 4 4 4 3 4

50 San Roque HS 1 4 3 2 3 2 3 3 4 4 2 3 2 3 3 2 4 3 3 2

51 Sapang HS 2 3 4 2 0 2 3 3 3 1 2 3 2 3 3 4 4 1 3 2

52 Sta. Ines HS 4 4 3 3 4 4 4 3 4 4 4 4 4 4 3 3 4 4 4 4

53 Sta. Juliana HS 2 3 3 3 3 3 3 3 2 3 3 3 3 3 2 3 2 3 3 2

54 Sta. Lucia HS 3 3 4 3 3 2 3 4 3 1 4 3 4 3 4 4 3 3 4 4

55 Tagumbao HS 3 4 4 4 3 3 4 3 4 4 4 4 4 4 4 4 3 4 4 4

56 Tarlac National HS 2 3 3 3 2 3 3 2 3 3 3 3 3 4 3 3 3 3 3 3

57 Vargas HS 4 3 3 4 4 4 4 3 4 3 3 4 4 4 4 4 3 4 4 4

58 Victoria National HS 4 4 4 4 2 4 4 4 3 4 4 4 4 2 4 4 4 4 2 4

59 Victoria National HS - Annex 2 3 4 2 2 4 4 2 3 1 4 4 4 3 4 3 4 4 2 1

60 Villa Aglipay Annex I (Iba HS) 3 3 4 4 4 2 4 4 4 3 3 4 3 3 3 4 3 4 4 4

61 Villa Aglipay Annex II (Moriones) 3 3 4 4 4 2 4 3 3 3 3 4 4 3 2 3 3 3 4 2

62 Villa Aglipay HS 2 3 3 3 3 2 3 3 4 3 3 4 3 2 2 3 3 2 3 2

208

APPENDIX I School Heads’ Transactional Leadership Scores

School

TRANSACTIONAL LEADERSHIP

Contingent Reward Management by Exception

Active Passive

1 9 14 31 4 20 22 25 3 10 15 18

1 Anao HS 2 1 4 4 0 0 2 1 0 0 1 4

2 Anastacio G. Yumul HS 3 3 3 4 3 2 1 3 1 0 1 4

3 Aringin HS 1 3 3 4 2 1 0 2 0 0 0 4

4 Balaoang HS 4 3 4 4 3 2 2 2 3 0 3 3

5 Balaoang HS Annex 4 3 3 4 3 0 1 3 3 0 1 4

6 Bamban HS 3 3 3 4 3 2 2 3 3 2 3 3

7 Bilad HS 2 4 3 4 3 1 1 4 2 3 4 1

8 Birbira HS 4 3 4 4 2 2 1 0 3 1 0 4

9 BS Aquino 4 4 4 4 3 4 4 4 3 3 3 4

10 Buenavista HS 3 3 3 4 2 3 4 4 2 0 2 4

11 Buenlag HS 4 3 1 4 3 4 2 3 2 0 2 2

12 Caanamongan HS 3 3 3 2 3 3 2 3 1 0 2 3

13 Calangitan HS 2 1 3 4 2 3 1 3 2 2 3 3

14 Calipayan HS 4 4 4 4 1 0 0 2 0 0 0 4

15 Caluluan HS 3 1 4 4 3 3 4 4 1 2 3 3

16 Camiling School for Home Ind. 4 3 3 4 3 3 1 3 2 0 2 4

17 Capas HS 2 3 3 3 3 3 2 3 2 0 2 3

18 Cardona HS 3 3 3 4 3 0 1 3 1 0 2 4

19 Comillas HS 2 2 3 4 3 1 1 3 2 0 1 1

20 Corazon Aquino HS 4 1 3 4 2 3 4 1 3 4 3 4

21 Cristo Rey HS 3 3 3 4 0 3 3 4 0 2 2 2

22 Dapdap HS 1 2 1 2 1 2 2 1 1 2 2 2

23 Dueg HS 3 3 3 4 2 2 2 4 2 0 1 3

24 Eduardo Cojuanco Voc. Sch. 2 2 3 4 2 1 0 1 0 0 2 4

25 Estipona HS 1 3 4 4 2 0 0 3 0 0 3 3

26 Estipona HS - Annex 4 4 3 4 4 3 3 2 1 0 3 3

27 Gerona Western Public HS 3 0 3 4 0 3 1 2 3 4 2 3

28 Guevarra HS 4 4 3 4 2 3 2 3 2 0 2 3

29 Lapaz HS 4 2 3 3 3 2 2 2 3 0 2 2

30 Lawy HS 4 4 3 3 1 3 2 2 1 0 3 3

31 Mababanaba HS 3 3 3 4 2 2 1 2 1 0 1 3

209

APPENDIX I. Continued

School

TRANSACTIONAL LEADERSHIP

Contingent Reward Management by Exception

Active Passive

1 11 16 35 4 22 24 27 3 12 17 20

32 Malacampa HS 4 3 3 4 4 1 1 1 1 0 0 3

33 Marawi HS 4 4 4 4 3 1 3 2 0 0 3 4

34 Maungib HS 4 3 4 4 3 3 2 4 3 0 2 4

35 Moncada National HS 2 1 3 3 2 1 3 2 0 0 3 4

36 Nambalan HS 2 4 4 4 4 4 2 4 0 0 3 4

37 O'Donnel HS 4 3 3 4 1 3 2 1 1 0 3 2

38 Padapada HS 3 3 3 3 3 2 2 2 2 2 2 3

39 Pilipila HS 4 3 4 4 2 3 3 2 2 0 2 2

40 Pitombayog HS 2 3 3 3 3 3 1 2 1 1 2 3

41 Quezon HS 4 3 4 4 3 3 4 3 1 0 3 2

42 Ramos HS 2 4 3 4 3 3 2 3 2 0 2 3

43 Sacata HS 4 4 4 3 4 4 4 4 0 4 4 4

44 San Bartolome HS 3 2 3 3 2 1 1 3 2 1 2 1

45 San Bartolome HS - Annex 2 4 3 3 4 3 3 3 3 2 3 3

46 San Felipe HS 3 3 4 4 3 4 3 3 1 4 3 3

47 San Jose HS 4 3 3 3 3 3 3 3 3 1 3 3

48 San Julian Sta. Maria HS 4 4 3 4 3 2 1 3 3 3 2 4

49 San Pedro HS 4 2 3 3 1 3 3 3 1 0 4 3

50 San Roque HS 3 3 4 3 3 2 3 3 2 3 2 2

51 Sapang HS 4 3 4 3 3 1 4 3 1 2 2 2

52 Sta. Ines HS 4 4 4 4 3 4 4 3 4 4 3 3

53 Sta. Juliana HS 3 3 3 3 1 1 1 1 1 1 2 3

54 Sta. Lucia HS 4 3 3 3 3 3 3 2 3 4 2 3

55 Tagumbao HS 4 4 4 4 3 3 2 4 3 1 2 4

56 Tarlac National HS 3 3 3 3 0 0 0 3 0 0 1 3

57 Vargas HS 4 4 3 4 4 4 3 4 4 3 4 4

58 Victoria National HS 4 4 3 3 1 3 1 0 2 0 3 2

59 Victoria National HS - Annex 2 4 3 3 2 3 1 0 2 1 2 1

60 Villa Aglipay Annex I (Iba HS) 4 4 2 4 2 1 0 1 2 0 0 1

61 Villa Aglipay Annex II (Moriones) 4 4 3 4 3 3 3 2 3 3 2 2

62 Villa Aglipay HS 2 4 3 4 1 3 3 3 1 1 2 2

210

APPENDIX J School Heads’ Performance in terms of NAT

SCHOOL N Filipino Mathematics English Science A. P. Critical

Thinking Overall

NAT

MPS SD MPS SD MPS SD MPS SD MPS SD MPS SD MPS SD

1 Anao HS 140 61.82 7.90 65.36 7.09 58.54 6.13 64.17 6.46 66.46 8.54 60.32 2.78 63.01 26.41

2 Anastacio G. Yumul HS 130 51.71 7.47 69.48 7.77 52.03 4.72 54.99 6.22 65.58 10.09 52.88 3.51 58.03 26.30

3 Aringin HS 116 46.42 8.17 39.28 6.18 43.41 8.79 50.30 5.52 40.07 7.87 35.30 2.93 43.49 28.92

4 Balaoang HS 128 49.18 7.11 33.25 5.88 49.88 8.00 32.12 3.37 50.91 8.37 42.50 3.40 43.35 25.47

5 Balaoang HS Annex 95 60.19 5.37 59.01 5.65 69.54 4.62 73.19 7.22 72.04 8.15 38.53 3.10 65.22 21.92

6 Bamban HS 85 53.37 7.47 65.06 7.27 60.06 3.69 60.49 4.23 57.98 8.51 47.00 3.44 58.41 25.62

7 Bilad HS 223 53.14 7.08 53.49 9.24 45.90 8.14 43.27 6.60 55.09 8.61 41.95 3.26 49.54 29.39

8 Birbira HS 129 60.04 5.68 65.05 4.10 78.97 3.37 69.50 3.62 71.71 6.55 50.54 2.92 67.99 14.34

9 BS Aquino 919 41.56 8.02 38.63 7.91 45.34 11.81 38.47 9.03 42.44 10.17 42.63 3.64 41.46 37.58

10 Buenavista HS 99 61.09 5.40 86.04 5.15 71.30 5.30 65.96 4.05 71.58 4.98 64.14 2.49 70.26 17.89

11 Buenlag HS 100 61.45 5.68 89.30 5.59 75.80 7.35 64.45 5.77 80.00 5.56 73.05 3.80 73.64 24.70

12 Caanamongan HS 45 56.85 5.01 76.49 6.47 76.04 2.43 61.74 3.80 66.56 3.36 53.00 2.23 66.31 12.97

13 Calangitan HS 37 51.08 6.19 70.97 4.57 57.88 4.14 50.68 2.85 56.71 3.24 65.14 1.64 57.52 14.89

14 Calipayan HS 35 55.86 8.42 69.77 5.38 60.33 5.62 38.67 4.20 62.71 7.94 67.29 1.29 57.71 24.81

15 Caluluan HS 312 61.71 9.11 66.16 8.46 70.98 8.18 52.77 5.08 66.08 10.88 60.35 3.64 63.25 33.43

16 Camiling School for Home Ind. 111 50.24 7.16 38.61 7.72 45.29 7.08 38.75 6.47 51.98 7.80 38.65 2.75 44.74 30.24

17 Capas HS 759 40.45 7.74 33.04 8.26 37.64 9.13 28.86 5.44 38.70 10.01 38.43 3.36 36.00 30.92

18 Cardona HS 69 46.47 5.79 34.61 5.99 44.01 8.74 42.25 8.19 51.30 7.64 43.99 3.09 44.04 30.57

19 Comillas HS 111 42.36 6.42 69.01 7.79 63.77 5.70 50.35 4.19 63.48 8.20 49.77 3.71 56.91 21.28

20 Corazon Aquino HS 215 47.88 5.83 71.36 8.23 53.63 7.12 54.42 8.16 60.37 8.00 36.53 2.91 55.73 25.97

21 Cristo Rey HS 519 55.22 7.46 64.71 10.14 83.51 7.48 57.98 12.07 76.15 8.71 66.43 4.15 67.53 30.46

22 Dapdap HS 469 50.12 8.03 63.64 9.13 59.56 10.58 55.77 12.10 51.44 10.89 41.99 3.40 54.95 36.83

23 Dueg HS 14 44.17 4.65 32.43 3.68 56.62 1.50 32.26 3.91 70.24 1.99 41.07 2.58 46.45 12.94

24 Eduardo Cojuanco Voc. Sch. 265 53.18 6.07 59.68 13.24 56.38 6.29 36.04 4.87 62.16 8.30 41.62 3.20 52.52 28.99

25 Estipona HS 229 52.69 6.52 63.45 6.01 52.10 7.32 36.03 5.62 61.34 7.82 45.44 3.41 52.29 23.99

26 Estipona HS - Annex 74 49.71 6.75 45.98 7.35 49.14 8.11 42.70 7.42 55.05 9.47 56.69 2.56 49.11 29.57

27 Gerona Western Public HS 92 49.89 7.36 56.50 8.52 55.38 9.58 41.72 5.68 55.07 8.55 39.57 2.73 50.77 31.10

28 Guevarra HS 314 53.45 4.80 80.00 5.32 76.86 7.37 70.58 6.19 69.16 5.32 64.27 2.95 69.32 69.32

29 Lapaz HS 159 56.59 4.93 85.69 8.11 71.79 5.77 72.03 6.35 61.30 9.28 56.26 3.68 68.11 23.39

30 Lawy HS 109 47.91 7.84 47.32 9.73 59.76 10.00 45.78 8.93 48.91 8.65 44.36 3.76 49.66 31.91

31 Mababanaba HS 178 47.21 6.71 44.06 7.62 53.08 8.33 35.36 5.07 45.50 8.35 41.38 3.16 44.84 29.09

32 Malacampa HS 137 55.29 7.71 69.20 9.14 56.69 9.10 60.02 7.71 59.26 6.98 61.79 4.42 59.91 34.37

211

APPENDIX J. Continued

SCHOOL N Filipino Mathematics English Science A. P.

Critical Thinking

Overall NAT

MPS SD MPS SD MPS SD MPS SD MPS SD MPS SD MPS SD

33 Marawi HS 134 54.79 4.14 70.63 5.66 71.12 5.91 50.41 3.94 62.86 5.46 64.07 2.19 61.82 20.10

34 Maungib HS 73 51.23 4.45 66.14 6.03 67.76 6.65 53.88 5.29 70.87 7.09 37.26 3.38 60.25 22.87

35 Moncada National HS 154 52.42 7.33 80.90 7.78 74.06 7.99 68.83 7.16 64.50 6.09 68.67 2.38 67.76 34.65

36 Nambalan HS 99 51.63 6.13 70.20 9.20 71.03 7.89 47.93 8.19 59.75 6.97 49.04 3.28 59.07 28.33

37 O'Donnel HS 230 48.80 5.31 63.29 5.40 63.75 7.50 47.69 5.12 65.52 7.69 40.39 3.98 56.51 22.67

38 Padapada HS 199 52.92 4.24 66.48 5.89 60.04 8.09 71.79 6.19 68.59 5.93 47.24 3.11 62.81 23.07

39 Pilipila HS 33 47.37 4.39 67.64 7.48 64.60 10.40 64.04 7.77 60.20 8.54 41.52 3.04 59.31 32.62

40 Pitombayog HS 111 50.48 6.73 45.23 7.34 50.86 10.19 47.39 10.54 47.42 7.55 35.30 2.91 47.55 29.18

41 Quezon HS 52 57.98 3.31 47.19 2.07 76.06 2.46 66.28 2.83 80.38 1.37 58.08 1.51 65.69 6.27

42 Ramos HS 240 51.72 6.46 41.83 12.06 60.86 10.84 38.41 8.15 63.32 9.35 45.27 3.16 51.15 34.52

43 Sacata HS 44 47.65 5.14 50.73 7.29 65.08 7.47 58.56 5.63 57.35 9.20 42.27 3.02 55.16 25.48

44 San Bartolome HS 59 50.37 5.63 53.83 7.50 55.40 7.19 43.25 5.04 50.93 9.13 33.56 2.78 49.55 49.55

45 San Bartolome HS - Annex 31 46.13 5.36 30.39 3.96 38.06 5.92 32.42 4.24 48.17 6.99 33.71 2.87 38.97 22.10

46 San Felipe HS 161 47.34 6.63 37.59 7.29 36.69 6.57 31.80 4.69 47.41 7.63 35.84 2.82 39.97 26.03

47 San Jose HS 60 47.00 4.48 61.83 5.17 52.72 4.06 62.67 4.38 63.17 6.10 45.67 3.07 56.58 17.95

48 San Julian Sta. Maria HS 145 55.21 9.33 36.87 6.46 40.28 7.50 51.28 9.91 50.79 8.37 40.03 3.37 46.77 30.86

49 San Pedro HS 181 46.75 5.61 62.83 8.12 70.90 7.11 74.59 9.10 62.28 7.84 46.41 3.18 62.39 27.01

50 San Roque HS 477 46.47 8.14 78.32 7.65 39.51 8.18 43.87 4.75 44.30 10.55 39.31 3.31 48.88 27.83

51 Sapang HS 89 60.04 6.07 61.66 3.12 66.50 4.61 47.83 3.68 64.85 6.56 50.56 3.45 59.51 17.86

52 Sta. Ines HS 91 50.00 6.50 51.49 7.46 49.76 7.50 38.10 5.28 57.07 8.05 35.55 2.76 48.33 27.15

53 Sta. Juliana HS 66 47.90 6.75 38.39 7.50 37.22 7.19 34.29 6.10 49.49 8.86 35.38 2.91 41.17 29.21

54 Sta. Lucia HS 117 47.91 6.24 65.85 7.11 61.65 6.03 63.60 5.90 60.83 9.12 38.55 2.55 58.40 25.01

55 Tagumbao HS 81 54.12 5.24 69.14 10.81 66.98 3.43 51.98 4.65 54.34 5.12 75.25 2.24 60.02 19.97

56 Tarlac National HS 2082 48.88 7.49 52.18 9.16 58.78 9.63 45.40 7.43 53.57 9.72 48.18 3.56 51.52 32.80

57 Vargas HS 63 49.95 5.69 78.57 4.70 74.10 5.07 73.49 3.21 65.34 6.41 67.70 2.84 67.92 16.52

58 Victoria National HS 674 48.69 7.65 33.64 7.59 41.84 8.84 31.59 5.80 49.37 8.48 41.48 3.35 41.29 34.94

59 Victoria National HS - Annex 52 55.48 5.35 56.23 3.18 72.31 3.17 49.01 2.14 83.81 2.04 51.54 3.50 62.83 10.75

60 Villa Aglipay Annex I (Iba HS) 67 55.47 6.59 52.42 5.27 56.00 7.80 48.83 6.80 55.75 6.26 41.87 2.71 52.97 24.25

61 Villa Aglipay Annex II (Moriones) 47 48.09 6.51 32.13 6.31 50.53 6.45 37.62 8.25 51.38 6.93 37.23 2.95 43.90 21.94

62 Villa Aglipay HS (Main) 81 47.20 6.97 45.73 7.90 41.73 8.55 35.39 6.18 48.70 7.47 36.48 2.76 43.22 29.57

212

APPENDIX K Teachers’ Organizational Commitment Scores

SCHOOL Commitment to School




1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

1 Anao HS (4) 5 5 5 1 5 5 5 5 5 4 4 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 4 4

3 5 1 4 4 4 4 4 4 5 4 4 4 5 4 5 5 5 5 5 4 4 4 4 4 4 4 4

4 5 2 4 4 5 5 5 3 3 4 5 4 5 5 4 4 3 5 4 5 4 4 4 4 3 5 4

3 4 4 5 5 4 4 4 4 3 4 4 4 4 4 5 5 5 5 5 3 3 4 4 4 4 5 5

2 Anastacio G. Yumul HS (3) 5 3 5 1 5 5 5 5 5 4 4 5 5 5 4 5 5 5 5 5 4 5 5 5 5 5 3 3

5 5 5 1 5 5 5 5 5 5 4 5 5 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4

4 5 5 1 5 4 4 5 3 4 4 5 4 4 4 4 5 5 4 4 4 3 3 4 4 3 3 3

3 Aringin HS (3) 4 5 5 3 4 4 4 5 4 4 4 4 4 4 4 5 5 5 5 5 5 4 4 4 4 4 3 3

4 3 3 3 4 3 3 3 4 3 4 3 4 3 4 3 4 4 4 4 4 4 3 4 4 4 4 4

4 3 5 2 4 5 3 4 4 5 4 4 3 4 4 5 4 5 4 4 4 3 5 4 4 4 5 4

4 Balaoang HS (4) 4 5 2 4 4 5 5 5 3 3 4 5 4 5 4 5 5 5 5 5 4 4 5 5 5 5 4 4

3 4 4 5 5 4 4 4 4 3 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4

5 3 5 1 5 5 5 5 5 4 4 5 5 4 4 4 5 5 4 4 4 4 4 4 4 3 5 4

5 5 5 1 5 5 5 5 5 5 4 5 5 4 4 5 5 5 5 5 5 3 4 4 4 4 5 5

5 Balaoang HS Annex (1) 4 5 5 1 5 4 4 5 3 4 4 5 4 3 4 3 4 4 4 4 4 5 5 5 5 5 3 3 6 Bamban HS (2) 5 5 5 1 5 5 5 5 5 5 4 4 3 4 4 5 4 5 5 5 5 4 5 5 5 4 4 4

5 5 5 1 5 5 5 5 5 5 4 3 4 3 4 5 5 5 4 4 4 4 3 4 4 4 5 4

7 Bilad HS (5) 4 5 5 1 5 4 4 5 3 4 4 5 4 5 4 5 5 5 5 5 5 4 4 4 4 4 3 3

4 5 5 3 4 4 4 5 4 4 4 4 4 4 4 5 5 5 5 5 4 4 3 4 4 4 4 4

4 3 3 3 4 3 3 3 4 3 4 5 5 4 4 4 5 5 4 4 4 3 5 4 4 4 5 4

4 3 5 2 4 5 3 4 4 5 4 5 5 4 4 5 5 5 5 5 4 4 5 5 5 5 4 4

4 5 2 4 4 5 5 5 3 3 4 5 4 3 4 3 4 4 4 4 4 4 4 4 4 4 4 4

8 Birbira HS (3) 3 4 4 5 5 4 4 4 4 3 4 4 3 4 4 5 4 5 5 5 5 5 5 4 4 4 5 5

5 3 5 1 3 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 4 3 5 4 4 4 4 4

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 5 5 4 3 3 4 4 4 3 4 4 3

9 BS Aquino (30) 4 4 5 4 4 4 5 4 4 4 4 4 4 4 5 4 4 4 4 4 5 5 5 4 4 4 4 4

5 3 5 1 3 4 5 5 5 5 4 5 5 4 5 5 4 5 4 5 4 5 4 4 4 4 4 4

5 3 5 1 3 4 5 5 5 5 4 5 5 4 5 5 4 5 4 5 4 5 4 4 4 4 4 4

5 5 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

5 3 5 1 3 5 5 5 5 5 4 5 5 5 4 4 4 5 5 5 5 5 5 5 4 5 5 5

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 5 5 5 5 4 3 5 4 4 4 4 4

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 5 5 5 5 4 3 5 4 4 4 4 4

5 3 5 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 4 3 3 4 4 4 3 4 4 3

4 4 5 4 4 4 5 4 5 5 4 5 5 4 5 5 4 5 4 5 4 5 4 4 4 4 4 4

5 3 5 1 3 4 5 5 4 4 4 4 5 5 5 5 5 5 5 5 4 3 5 4 4 4 4 4

4 3 3 3 4 3 3 3 4 3 4 3 4 3 4 5 5 5 5 5 5 4 5 5 5 5 4 4

5 3 5 1 3 4 5 5 5 5 4 5 5 4 5 5 4 5 4 5 5 5 5 5 5 5 5 5

5 3 5 1 3 4 5 5 5 5 4 5 5 4 5 5 4 5 4 5 5 5 5 5 4 5 5 5

5 5 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 3 5 4 4 4 4 4

5 3 5 1 3 5 5 5 5 5 4 5 5 5 4 4 4 5 5 5 4 3 5 4 4 4 4 4

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 5 5 5 5 3 4 4 4 3 4 4 3

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 5 5 5 5 4 5 4 4 4 4 4 4

5 3 5 1 3 5 5 5 5 5 4 5 5 5 4 4 4 5 5 5 4 3 5 4 4 4 4 4

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 5 5 5 5 4 5 4 4 4 4 4 4

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 5 5 5 5 4 3 5 4 4 4 4 4

5 3 5 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 4 3 5 4 5 5 5 5 4 4

4 4 5 4 4 4 5 4 5 5 4 5 5 4 5 5 4 5 4 5 5 5 5 5 5 5 5 5

4 5 5 1 5 4 4 5 3 4 4 5 4 4 4 5 5 5 5 5 5 4 5 5 5 5 4 4

4 5 5 3 4 4 4 5 4 4 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4

4 3 3 3 4 3 3 3 4 3 4 3 4 3 4 4 4 4 4 4 4 3 4 5 5 4 4 4

213

APPENDIX K. Continued





1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

4 3 5 2 4 5 3 4 4 5 4 4 3 4 4 3 4 3 3 4 4 4 3 3 4 4 5 4

5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 5 4 4 4 5 4 4 4 4 4 4 4

5 3 5 2 4 4 4 5 4 3 4 4 4 5 5 5 4 4 4 5 5 5 5 5 5 5 5 5

3 4 4 3 3 3 4 3 3 3 4 4 4 4 5 5 4 5 5 5 4 4 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5

10 Buenavista HS (3) 5 4 4 5 4 3 3 4 4 4 4 3 4 5 5 5 4 5 5 5 5 5 5 4 4 4 4 4

5 3 5 1 3 4 5 5 5 5 4 5 5 4 5 4 5 3 3 4 4 4 4 4 4 4 4 5

5 5 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 3 5 4 4 5 5 5 5

11 Buenlag HS (2) 4 5 5 1 4 4 5 4 4 4 4 4 4 4 5 5 4 5 5 4 4 4 5 4 5 4 5 4

5 3 5 3 3 3 5 5 5 5 4 4 4 4 5 5 5 5 4 5 4 5 5 5 5 4 4 4

12 Caanamongan HS (1) 4 3 4 3 3 4 4 4 5 5 4 5 4 4 3 4 4 4 4 4 3 4 4 4 4 4 4 4 13 Calangitan HS (1) 5 4 5 2 4 4 4 5 4 4 4 4 4 5 4 5 4 5 5 5 5 2 3 3 4 4 3 3 14 Calipayan HS (1) 5 5 4 2 2 2 2 5 5 5 5 5 4 5 5 5 5 5 5 5 4 5 5 2 4 4 4 3 15 Caluluan HS (8) 5 4 5 1 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 3 4 5 5 5 5 5

4 4 5 2 4 4 4 5 3 4 4 4 4 4 4 4 4 4 5 5 4 4 4 5 5 4 4 4

5 5 5 3 4 4 4 4 4 4 4 4 4 5 4 5 5 5 5 5 4 4 3 4 4 4 3 4

3 3 4 4 4 3 3 4 4 4 4 4 4 4 5 4 5 4 4 5 5 3 4 4 4 5 4 4

5 4 5 1 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5

4 4 5 2 4 4 4 5 3 4 4 4 4 4 4 4 4 5 5 4 4 3 4 4 4 5 4 4

5 5 5 3 4 4 4 4 4 4 4 4 4 5 4 5 5 5 4 5 4 5 4 4 4 4 4 4

3 3 4 4 4 3 3 4 4 4 4 4 4 4 5 4 4 4 4 4 3 3 2 3 2 3 4 3

16 CSHI (4) 5 5 5 1 5 5 3 5 5 4 3 4 5 4 4 4 4 4 4 4 4 3 3 4 3 3 3 3

4 4 4 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2 4 4 4 4 4 4 4 4 4

5 3 5 1 5 5 5 5 5 4 4 4 5 4 5 5 5 5 5 5 5 5 5 5 4 4 4 4

5 3 5 1 5 5 4 5 5 4 4 4 5 4 5 5 5 5 5 5 4 3 4 4 4 4 4 4

17 Capas HS (22) 4 4 5 3 4 5 4 5 5 4 4 5 5 4 4 5 5 5 4 5 3 4 4 4 4 5 4 4

5 4 5 2 5 4 4 4 4 4 4 5 5 4 4 4 4 5 3 5 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

5 3 5 2 4 4 4 5 4 3 4 4 5 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5

3 4 4 3 3 3 4 3 3 3 4 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 5 5 4 4 4

5 4 4 5 4 3 3 4 4 4 4 3 4 4 4 3 4 3 3 4 4 4 3 3 4 4 5 4

5 5 4 4 4 5 5 5 5 4 4 4 5 4 4 4 5 4 4 5 4 4 4 5 5 4 4 4

4 4 4 5 4 4 4 4 4 4 4 4 4 5 5 4 4 4 5 4 4 4 4 4 4 4 4 4

4 4 4 1 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 3 5 4 4 3 4 3 4 4

5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 3 4 4 4 4 4 4 4 3 4

4 4 5 4 4 4 5 4 4 4 4 4 4 4 5 5 5 5 5 5 4 5 5 5 5 5 3 3

5 3 5 1 3 4 5 5 5 5 4 5 5 4 5 5 5 5 5 5 4 4 4 4 4 4 4 4

5 3 5 1 3 4 5 5 5 5 4 5 5 4 5 4 5 5 4 4 4 3 3 4 4 3 3 3

5 5 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 4 4

5 3 5 1 3 5 5 5 5 5 4 5 5 5 4 5 5 5 5 5 4 4 4 4 4 4 4 4

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 4 5 4 4 4 4 4 4 4 4 4 4

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 4 4 5 5 5 3 3 4 4 3 3 3 3

5 3 5 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 4 5 3 4 4 4 4 5 4 4

4 4 5 4 4 4 5 4 5 5 4 5 5 4 5 4 4 5 3 5 4 4 4 4 4 4 4 4

18 Cardona HS (2) 5 5 5 1 5 4 5 5 5 4 4 5 4 5 5 5 5 5 4 5 4 2 5 5 4 5 5 5

5 3 5 1 3 4 5 5 5 4 5 5 5 5 5 5 4 5 4 5 4 5 4 4 4 3 3 3

19 Comillas HS (3) 5 3 5 1 3 5 5 5 5 5 4 5 5 5 4 4 4 4 5 5 5 5 5 5 5 5 5 5

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 4 5 5 5 5 5 5 4 4 4 4 4

4 3 5 3 2 4 4 5 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

214






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

20 Corazon Aquino HS (6) 5 4 5 2 4 4 4 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4

5 4 4 4 5 4 4 4 4 3 4 5 4 4 4 5 4 5 5 5 4 4 5 4 4 4 4 4

4 4 4 1 4 5 4 4 4 5 4 5 5 5 5 5 4 5 4 4 4 4 4 4 4 4 4 4

4 2 4 3 4 4 3 4 4 4 3 4 3 3 4 4 4 5 5 5 3 3 4 4 3 3 3 3

5 5 5 1 5 5 5 5 5 5 4 5 5 4 5 5 4 5 4 5 5 4 5 5 5 5 4 4

5 5 5 1 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 4 4 4 3 4 4 5 4

21 Cristo Rey HS (12) 5 2 4 5 3 4 3 4 4 4 5 5 5 4 5 5 4 4 4 4 5 4 5 5 3 4 4 3

4 4 4 4 3 3 3 3 3 4 4 3 3 4 4 3 3 4 3 4 3 3 4 3 3 4 3 3

5 4 5 2 3 4 3 5 5 4 4 5 5 4 4 5 4 5 4 4 5 5 4 4 4 4 4 4

3 3 2 3 2 4 3 3 3 3 3 4 3 4 3 4 4 4 4 4 4 3 4 4 4 4 4 4

4 3 5 3 2 5 3 5 4 4 4 5 5 4 4 5 5 5 4 5 5 3 3 3 4 4 4 4

4 3 3 4 3 4 4 4 3 3 3 4 4 4 3 3 2 4 4 4 4 4 5 4 4 3 4 4

3 5 5 5 4 4 3 4 5 2 3 5 4 5 4 4 3 4 3 4 4 3 4 3 4 4 4 4

4 4 4 2 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

4 4 3 5 3 4 3 5 4 3 4 5 5 5 5 5 5 5 4 4 5 5 4 4 4 4 5 4

5 4 4 3 3 4 3 4 3 4 4 4 4 4 4 4 3 4 3 3 3 2 3 4 4 4 4 4

5 4 4 3 3 4 3 4 3 4 4 4 4 4 4 4 3 4 3 3 3 2 3 4 4 4 4 4

4 4 4 3 3 4 4 4 4 4 4 4 4 4 4 3 3 4 4 3 2 4 4 4 4 4 4 4

22 Dapdap HS (9) 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 4 4 4 5 5 5 5 5

5 4 5 3 3 3 5 5 5 3 3 3 3 3 3 5 4 5 5 5 4 4 4 5 5 5 5 5

5 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 5 4 4 4 5 4 4 4 4 4 4 4

5 5 4 5 4 4 4 4 4 4 4 4 4 5 5 5 4 4 4 5 5 5 5 5 5 5 5 5

5 5 5 4 4 4 4 4 4 4 4 4 4 4 5 5 4 5 5 5 4 4 5 5 5 5 5 5

5 5 4 4 4 4 5 5 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5

5 5 5 4 4 5 5 5 5 4 4 4 4 5 5 5 4 5 5 5 5 5 5 4 4 4 4 4

5 5 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5

5 5 5 4 4 4 5 5 5 4 5 4 4 4 5 5 4 4 4 4 5 5 5 5 5 5 5 5

23 Dueg HS (1) 4 3 4 2 4 4 2 4 4 2 4 4 4 4 4 4 3 4 4 3 3 3 4 4 4 4 4 4 24 Eduardo Cojuangco NVHS 5 3 5 3 4 4 5 4 4 4 5 5 4 4 4 4 5 5 5 4 4 4 4 4 4 4 4 4

5 3 5 3 3 4 4 5 4 4 4 5 5 4 4 4 4 5 5 5 4 4 4 4 4 4 4 4

5 3 5 3 3 4 4 5 4 4 4 5 5 4 4 4 4 5 5 5 4 4 4 4 4 4 4 4

5 5 5 1 3 5 5 5 5 5 4 5 5 4 4 5 5 5 5 5 5 5 4 5 5 5 5 5

5 4 5 5 5 4 4 5 5 5 4 5 5 4 5 5 5 5 5 5 5 5 5 5 5 4 5 5

5 4 5 3 2 1 5 4 5 4 4 4 4 5 5 5 4 5 5 4 4 4 5 4 3 4 5 3

25 Estipona HS (6) 4 1 3 2 3 4 4 4 4 4 4 4 4 3 4 4 3 4 4 4 3 3 3 4 4 4 4 4

4 3 3 4 4 3 3 4 3 3 3 4 4 3 4 4 4 3 4 3 4 3 4 4 4 4 4 3

4 1 4 3 1 4 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 4 4 4 5 3 4

4 3 5 3 3 4 5 5 4 4 5 5 5 5 5 5 5 5 5 5 3 4 4 4 4 4 4 4

5 3 5 2 2 4 5 5 4 4 4 5 5 4 5 5 5 5 5 5 5 4 5 5 4 4 4 4

5 4 5 3 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 4

26 Estipona HS - Annex (1) 5 5 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 27 Gerona Western Public HS (3) 5 4 5 5 5 5 4 4 4 5 5 5 5 5 4 4 4 5 5 4 5 5 5 5 5 5 5 5

5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5

5 5 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 4 5 5

28 Guevarra HS (7) 4 5 4 4 4 4 4 4 4 5 4 3 4 3 3 4 4 4 5 5 5 4 5 5 4 5 5 5

4 2 5 2 2 4 4 5 5 3 4 5 4 5 5 4 4 5 4 5 4 4 4 4 5 5 5 4

5 3 5 2 2 4 4 5 5 4 4 5 4 4 5 4 5 4 5 5 5 5 5 5 5 5 5 5

4 4 4 3 4 4 3 4 4 3 4 5 4 4 4 4 4 4 4 4 5 5 5 5 5 4 4 4

4 3 4 2 3 4 3 4 4 3 4 4 4 5 4 4 4 4 5 4 5 5 5 5 4 4 3 3

4 5 5 5 5 5 5 5 5 5 4 4 4 5 4 3 4 5 5 5 5 5 5 5 4 4 4 5

4 5 5 4 5 5 5 5 5 4 5 4 4 5 4 4 5 5 5 5 4 5 5 4 4 4 4 4

29 Lapaz HS (5) 4 5 5 5 5 5 4 5 5 4 4 4 4 4 4 4 4 5 5 5 5 5 3 4 5 4 4 4

215






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

4 5 5 5 5 5 5 5 5 5 5 3 4 5 4 4 4 4 4 5 5 4 4 4 4 4 4 4

4 4 4 4 4 4 4 5 4 2 4 3 4 4 4 4 4 5 5 5 3 4 3 4 5 5 5 5

4 4 4 5 4 5 5 5 5 5 4 5 4 3 5 5 5 5 5 5 5 5 5 3 3 4 3 3

4 4 4 4 5 4 5 5 4 5 3 4 3 4 4 5 4 5 3 3 4 4 4 4 4 4 4 4

30 Lawy HS (3) 4 3 4 3 4 4 4 5 4 4 4 4 5 4 4 5 4 5 5 4 4 4 4 4 4 4 4 4

4 2 4 2 4 3 4 5 4 3 4 4 4 4 5 5 5 5 5 5 5 5 4 5 4 4 4 4

5 2 3 2 3 4 4 4 3 3 3 4 5 4 5 4 3 4 4 3 5 4 4 4 4 4 4 4

31 Mababanaba HS (5) 4 3 4 2 4 4 4 4 4 4 4 4 4 4 4 4 4 5 3 4 3 4 4 4 4 4 4 4

3 1 5 1 1 4 4 3 4 3 2 4 4 3 4 5 5 5 5 5 4 1 1 4 4 4 3 3

4 3 4 2 4 4 4 4 4 4 4 4 4 4 4 5 4 5 3 3 4 4 4 4 4 4 4 4

5 4 5 3 3 4 4 5 3 4 4 5 5 4 5 5 5 5 4 4 4 3 5 4 4 5 5 5

5 4 5 3 3 4 4 5 3 4 4 5 5 4 5 5 5 5 4 4 4 3 5 4 4 5 5 5

32 Malacampa HS (3) 4 2 5 2 2 4 4 5 5 3 4 5 5 5 5 5 4 5 5 4 4 4 3 4 4 4 4 4

5 3 5 2 2 4 4 5 5 4 4 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4

4 4 4 3 4 4 3 4 4 3 4 4 4 4 4 4 4 5 4 2 4 4 4 5 4 4 4 4

33 Marawi HS (4) 5 2 5 4 5 4 5 4 4 4 4 4 4 4 4 5 5 5 5 5 4 4 4 5 5 5 1 4

5 5 5 3 5 4 4 5 4 4 4 5 5 5 5 5 5 5 5 5 4 4 4 5 5 4 4 4

4 4 5 3 5 4 4 5 5 4 4 5 5 4 5 5 5 5 5 4 5 4 4 5 4 4 4 4

5 4 5 2 4 5 4 5 4 3 4 5 5 5 5 5 4 5 5 4 4 4 4 4 4 4 3 4

34 Maungib HS (2) 5 4 5 1 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 3 4 5 5 5 5 5

4 4 5 2 4 4 4 5 3 4 4 4 4 4 4 4 4 5 4 2 4 3 4 4 4 4 4 4

35 Moncada National HS (1) 5 5 5 3 4 4 4 4 4 4 4 4 4 5 4 5 5 5 5 5 4 5 4 3 3 3 3 3 36 Nambalan HS (3) 3 3 4 4 4 3 3 4 4 4 4 4 4 4 5 4 5 5 4 5 3 4 3 4 4 3 3 3

5 4 5 4 5 5 5 5 5 5 4 4 4 3 4 4 5 5 5 5 4 4 4 5 5 4 5 5

3 3 4 4 5 5 5 5 5 3 4 4 4 4 5 5 5 5 4 3 4 4 5 5 5 4 3 4

37 O'Donnel HS (6) 5 4 5 2 3 4 2 4 3 4 4 4 4 4 4 5 5 5 3 3 2 4 4 4 3 3 3 3

4 5 4 2 4 4 3 5 4 4 5 4 5 4 4 5 5 5 5 4 4 5 4 4 4 4 4 4

4 4 5 2 4 4 3 5 5 5 5 5 5 4 5 5 5 5 5 5 3 5 4 4 4 4 3 4

4 4 4 1 3 5 3 5 4 4 5 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 3 3

5 5 5 1 3 5 3 5 4 5 5 5 5 4 5 5 5 5 5 5 4 4 4 4 3 4 4 3

4 4 3 2 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 3 3 3 4 4 3 3 3 3

38 Padapada HS (5) 5 4 4 2 4 2 5 4 5 5 3 2 3 5 5 5 5 5 3 3 3 4 4 5 4 3 3 3

5 2 2 2 5 2 3 3 3 5 2 2 5 4 4 3 5 4 3 2 3 2 4 4 4 5 3 5

4 2 1 1 5 1 5 4 4 4 1 1 5 5 3 4 3 4 4 1 1 4 4 3 3 5 4 4

3 3 3 4 4 5 5 3 3 4 4 3 3 3 3 4 4 3 3 3 3 4 4 4 2 5 3 4

4 2 2 2 2 5 4 1 1 1 1 4 3 4 4 1 4 4 4 1 4 4 4 3 3 3 4 3

39 Pilipila HS 4 4 3 2 3 3 3 4 4 4 4 4 4 3 4 5 5 5 5 5 5 5 5 4 4 4 3 3 40 Pitombayog HS (4) 4 5 5 1 4 4 5 4 4 4 4 4 4 4 5 5 5 5 4 5 5 4 4 5 4 4 4 4

5 3 5 3 3 3 5 5 5 5 4 4 4 4 4 5 5 5 5 5 3 4 4 5 3 4 4 4

4 3 4 3 3 4 4 4 5 5 4 5 4 4 4 4 4 5 5 4 4 4 5 5 4 5 3 4

5 4 5 2 4 4 4 5 4 4 4 4 4 4 4 5 5 5 3 4 3 4 4 4 4 4 4 4

41 Quezon HS (2) 5 5 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 4 5 5 5 5 5

4 5 4 4 4 4 4 4 4 5 4 3 4 3 3 4 4 4 5 5 4 4 4 5 5 4 4 4

42 Ramos HS (5) 4 2 5 2 2 4 4 5 5 3 4 5 4 5 5 4 4 5 5 5 4 4 3 4 4 4 3 4

5 3 5 2 2 4 4 5 5 4 4 5 4 4 5 4 5 4 4 5 5 3 4 4 4 5 4 4

4 4 4 3 4 4 3 4 4 3 4 5 4 4 4 4 4 4 4 4 4 2 3 4 3 4 3 4

4 3 4 2 3 4 3 4 4 3 4 4 4 5 4 4 4 4 4 4 4 3 3 4 3 4 4 4

4 3 4 1 3 4 4 4 5 3 4 4 5 4 4 4 4 5 4 4 5 3 3 4 4 3 3 4

43 Sacata HS (2) 4 3 5 1 3 4 4 5 4 4 4 5 5 5 4 5 4 5 5 4 3 5 2 4 4 5 5 3

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

44 San Bartolome HS (2) 5 4 4 2 3 4 3 5 3 4 4 5 5 4 4 4 4 5 4 5 4 3 3 3 4 3 4 4

5 4 5 2 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 4 4 4 4 5 5 4 4

216






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

45 San Bartolome HS - Annex (1) 5 4 5 3 3 4 3 4 5 4 3 4 4 4 4 5 5 5 5 5 5 4 4 4 4 4 3 4 46 San Felipe HS (4) 5 5 3 5 1 1 3 5 3 3 3 4 4 4 4 4 4 5 3 3 4 3 3 3 4 3 3 3

4 2 5 1 4 4 4 4 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4 4 3

5 3 5 2 5 3 4 4 5 5 4 5 5 5 4 5 5 5 4 4 4 4 4 4 4 4 4 3

5 4 3 3 3 4 3 5 3 4 3 5 5 4 5 5 5 5 5 5 3 3 4 2 2 3 3 4

47 San Jose HS (2) 5 4 5 2 5 4 5 5 5 4 5 5 5 4 4 3 4 5 5 5 5 5 5 5 5 5 5 5

5 2 5 2 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5

48 San Julian Sta. Maria HS (3) 5 4 5 1 4 4 5 5 4 4 3 4 5 4 5 5 4 5 5 4 4 3 4 4 4 5 4 4

5 5 5 2 4 4 4 4 4 4 4 4 4 4 5 5 5 5 4 5 4 5 4 4 4 4 4 4

4 3 3 2 2 4 3 4 4 3 3 3 3 4 3 4 4 4 4 4 3 3 2 3 2 3 4 3

49 San Pedro HS (7) 5 4 5 1 4 5 5 5 5 5 5 5 5 5 4 5 4 5 5 5 5 4 4 5 5 5 4 4

5 4 5 1 5 5 4 5 5 5 4 5 5 4 5 5 5 5 5 5 4 4 5 5 3 3 3 3

4 4 4 2 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 2 4 4 4 4 4 4

5 5 5 4 4 5 5 5 5 5 5 5 4 5 4 5 4 5 5 5 4 4 4 5 5 5 5 5

5 1 5 2 3 3 5 5 4 5 5 5 5 5 5 5 4 5 4 4 4 5 3 5 5 5 5 5

5 3 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 5 5 5

5 4 5 2 4 5 4 5 5 4 4 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5

50 San Roque HS (11) 4 3 5 3 3 4 5 5 4 4 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4

4 3 5 3 3 4 5 5 4 4 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4

4 3 3 4 4 3 3 4 3 3 3 4 4 3 4 4 4 3 4 3 4 3 4 4 4 4 4 3

4 1 4 3 1 4 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 4 4 4 5 3 4

4 3 5 3 3 4 5 5 4 4 5 5 5 5 5 5 5 5 5 5 3 4 4 4 4 4 4 4

5 3 5 2 2 4 5 5 4 4 4 5 5 4 5 5 5 5 5 5 5 4 5 5 4 4 4 4

5 4 5 3 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 4

5 4 5 2 4 5 5 5 5 4 4 4 4 5 4 5 4 5 5 4 4 4 5 5 5 4 5 4

5 5 5 1 3 2 5 5 5 5 5 4 4 5 4 5 4 5 5 4 4 4 5 5 5 4 5 4

5 3 5 1 3 2 4 5 4 5 5 5 5 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5

4 4 5 3 3 4 5 5 4 4 5 5 5 5 5 5 5 5 3 4 4 4 4 4 4 4 4 4

51 Sapang HS (3) 4 3 4 1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 3 3 4 3

4 2 5 2 5 4 5 5 5 5 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4

4 2 5 2 5 4 5 5 5 5 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4

52 Sta. Ines HS (2) 4 4 5 5 5 5 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4

5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 5 5 5 5 4 4 4

53 Sta. Juliana HS (1) 4 4 4 1 3 4 4 5 4 3 3 3 5 4 4 5 5 5 4 4 4 4 4 4 4 4 4 4 54 Sta. Lucia HS (3) 4 4 4 2 2 3 4 3 3 3 3 4 4 4 4 4 4 4 4 4 4 2 3 3 4 4 3 3

5 4 5 3 5 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 5

5 4 5 3 5 4 4 4 4 4 4 4 5 5 4 4 4 4 4 5 4 4 4 4 4 4 4 4

55 Tagumbao HS (4) 5 4 5 1 1 5 4 5 4 5 4 5 5 4 5 5 5 5 5 4 4 4 3 4 4 4 4 4

4 5 5 4 4 4 4 5 4 4 3 4 4 4 5 5 5 5 5 5 4 4 4 4 4 4 4 4

5 4 5 1 3 4 4 5 5 4 3 4 4 4 4 5 5 4 4 5 4 4 4 5 4 4 4 4

4 5 4 4 3 4 4 4 5 5 5 5 5 4 5 4 5 5 4 5 5 4 4 5 4 4 3 4

56 Tarlac National HS (55) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 4 5 5 5 5 5 5 5

5 1 5 1 5 5 5 5 5 4 4 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5

5 1 5 1 5 5 5 5 5 4 4 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5

5 1 5 1 5 5 5 5 5 4 4 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5

5 4 5 1 5 5 5 5 5 4 5 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5

5 3 5 3 4 4 3 5 4 5 4 5 5 5 5 5 5 5 5 5 5 4 4 4 5 5 4 4

5 5 5 1 5 5 5 5 5 4 5 5 5 5 5 5 5 5 3 5 3 3 5 5 5 5 5 5

5 3 5 1 5 5 5 5 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 3

5 1 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

5 5 5 1 3 4 5 4 5 5 4 5 4 4 4 5 5 5 4 5 5 3 5 5 4 4 4 4

5 4 5 4 2 5 5 5 5 5 2 5 5 4 4 5 5 5 5 5 4 4 4 5 5 5 5 5

217






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

5 2 5 2 2 5 5 5 5 5 4 5 5 4 4 5 5 5 5 5 5 5 4 4 4 4 4 4

5 4 5 3 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 4 4 5 5 5 4 5

5 1 5 1 5 5 5 5 5 3 3 5 5 3 4 5 4 5 5 4 3 4 5 5 5 4 4 4

5 5 5 3 5 4 4 5 5 4 4 5 5 5 4 4 4 5 4 4 4 4 4 4 4 4 4 4

5 1 5 1 3 5 5 5 5 4 4 5 5 4 5 5 5 5 5 5 5 5 4 5 5 5 4 5

4 3 5 3 4 4 3 5 5 4 4 5 4 4 4 4 4 4 4 3 3 3 4 4 4 5 4 5

4 3 5 3 4 4 3 5 5 4 4 5 4 4 4 4 4 4 4 3 3 3 4 4 4 5 4 5

4 3 5 2 2 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 3 5 4 3 3 3 3

5 2 5 4 5 4 2 4 4 4 4 5 5 5 5 5 5 5 4 5 5 5 4 4 5 5 5 5

5 2 5 1 4 5 4 5 5 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 3 4

5 4 5 1 5 4 4 4 5 4 4 4 4 4 4 5 4 5 4 4 4 4 4 4 4 4 4 4

4 4 5 4 4 4 4 5 5 4 4 4 4 3 4 4 4 4 4 5 4 4 4 4 4 4 4 4

5 4 5 1 5 5 5 5 5 4 4 5 5 5 5 5 5 5 5 5 3 3 4 5 3 3 2 4

4 4 5 1 4 4 4 4 5 4 3 5 5 4 4 4 4 4 4 4 4 1 4 4 4 4 3 4

5 4 5 3 3 4 4 4 5 4 4 4 5 5 4 5 4 5 4 4 4 4 3 4 4 4 4 4

5 1 5 1 5 4 4 5 5 4 2 5 5 4 4 5 4 5 4 4 5 4 4 4 4 3 4 4

5 5 5 3 5 5 3 5 5 3 4 3 3 5 4 5 5 5 5 5 5 3 4 3 5 3 4 4

5 4 5 1 5 5 5 5 5 3 4 5 5 5 5 5 5 5 5 5 3 5 5 5 4 5 4 4

5 1 5 1 5 4 4 5 5 4 2 5 5 4 4 5 4 5 4 4 5 4 4 4 4 3 4 4

4 4 5 5 5 5 5 4 5 4 5 4 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 3

5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 5 5 5 5 5 5 4 4 4 5 5 5 5

4 4 4 1 3 4 4 5 4 3 3 3 5 4 5 5 5 5 3 5 3 3 5 5 4 4 4 4

4 4 4 2 2 3 4 3 3 3 3 4 4 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5

5 4 5 3 5 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4

5 4 5 3 5 4 4 4 4 4 4 4 5 5 4 5 5 5 4 5 5 3 5 5 5 5 4 5

5 4 5 1 1 5 4 5 4 5 4 5 5 4 4 5 5 5 5 5 4 4 4 5 5 4 4 4

4 5 5 4 4 4 4 5 4 4 3 4 4 4 4 5 5 5 5 5 5 5 4 4 4 4 4 4

5 4 5 1 3 4 4 5 5 4 3 4 4 4 5 5 5 5 5 5 5 4 4 5 5 5 4 5

4 5 4 4 3 4 4 4 5 5 5 5 5 4 4 5 4 5 5 4 3 4 5 5 4 5 4 5

5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 5 4 4 4 4 4 4 4 5 4 5

5 1 5 1 5 5 5 5 5 4 4 5 5 4 5 5 5 5 5 5 5 5 4 5 3 3 3 3

5 1 5 1 5 5 5 5 5 4 4 5 5 4 4 4 5 5 5 5 4 4 5 5 5 5 5 5

5 1 5 1 5 5 5 5 5 4 4 5 5 4 4 4 5 5 5 5 4 4 5 5 4 5 3 4

5 4 5 1 5 5 5 5 5 5 5 4 5 4 4 4 5 5 5 5 4 4 4 5 4 4 4 4

5 4 5 1 5 5 5 5 5 5 5 4 5 4 4 4 5 5 5 5 4 4 4 5 4 4 4 4

4 3 4 1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 3 3 4 3

4 2 5 2 5 4 5 5 5 5 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4

4 2 5 2 5 4 5 5 5 5 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4

4 4 5 5 5 5 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4

5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 5 5 5 5 4 4 4

4 4 4 1 3 4 4 5 4 3 3 3 5 4 4 5 5 5 4 4 4 4 4 4 4 4 4 4

4 4 4 2 2 3 4 3 3 3 3 4 4 4 4 4 4 4 4 4 4 2 3 3 4 4 3 3

5 4 5 3 5 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 5

5 4 5 3 5 4 4 4 4 4 4 4 5 5 4 4 4 4 4 5 4 4 4 4 4 4 4 4

57 Vargas HS (2) 5 4 5 1 1 5 4 5 4 5 4 5 5 4 5 5 5 5 5 4 4 4 3 4 4 4 4 4

5 4 5 2 4 5 4 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4

58 Victoria National HS (17) 4 2 4 3 4 2 2 4 2 4 4 4 4 4 4 4 4 4 4 2 4 4 2 2 4 4 4 4

5 4 5 5 5 5 5 5 5 5 5 5 5 4 4 4 5 5 5 5 4 4 5 5 5 5 4 5

5 4 5 5 5 5 5 5 5 5 5 5 5 4 4 4 5 5 5 5 4 4 5 5 5 5 3 5

5 4 5 1 5 5 5 5 5 5 5 4 5 4 4 4 5 5 5 5 4 4 4 5 5 5 4 5

5 4 5 1 5 5 5 5 5 5 5 4 5 4 4 4 5 5 5 5 4 4 4 5 5 5 4 5

4 5 5 1 4 5 5 5 5 4 4 5 5 4 5 5 5 5 4 4 5 4 4 4 4 4 4 4

218






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

5 4 5 3 5 4 4 4 4 4 4 4 5 5 5 4 4 5 4 5 5 4 5 5 4 5 4 4

5 4 5 3 5 4 4 4 4 4 4 4 5 5 5 4 5 5 4 5 5 4 4 4 4 4 4 4

4 3 5 3 4 4 4 4 4 4 4 4 4 4 4 5 4 5 5 4 4 4 4 5 4 5 4 4

4 5 5 3 3 4 4 4 4 4 3 4 4 4 4 5 4 5 4 4 4 4 4 5 4 5 4 4

5 3 5 1 4 2 3 5 5 4 3 5 5 5 5 5 5 5 5 5 4 5 5 4 4 4 4 4

5 4 5 1 5 5 4 5 5 4 4 5 5 4 4 5 5 5 5 5 4 4 4 4 3 4 3 3

4 4 4 1 3 3 4 4 4 4 4 5 4 4 5 5 5 5 5 5 5 5 5 4 4 5 5 5

4 4 4 2 3 4 3 4 3 4 4 4 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 4

5 5 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

5 4 5 5 5 5 5 5 5 5 5 4 4 4 4 5 4 5 5 5 4 4 5 4 4 4 4 4

4 2 4 3 4 2 2 4 2 5 5 4 5 4 4 4 5 5 4 5 5 4 4 4 4 4 4 4

59 Victoria National HS - Annex (1) 5 1 4 5 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 60 Villa Aglipay Annex I (Iba HS) (2) 5 4 4 3 4 4 4 4 3 5 4 4 5 4 4 5 4 4 4 4 4 4 3 4 4 3 4 4

5 4 5 4 5 5 4 5 4 5 5 5 5 5 5 4 4 5 5 4 4 5 5 5 5 5 4 4

61 Villa Aglipay Annex II (Moriones) (1) 5 3 5 2 3 4 4 5 4 3 4 4 4 5 4 4 4 5 4 5 4 4 5 5 4 4 3 4 62 Villa Aglipay HS (3) 5 5 5 3 4 4 4 5 5 4 4 5 5 5 5 5 4 5 5 4 4 4 4 4 4 4 4 4

5 4 4 4 4 3 2 4 4 4 4 4 5 4 4 5 4 5 5 3 3 3 5 3 4 4 4 3

5 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

219

CURRICULUM VITAE

JESSIE B. AQUINO Professional Teacher

PRC License No: 0858999 Address: #371, Pitombayog Mayantoc, Tarlac, 2304, Philippines

Mobile Phone: +639209830463 E-mail: [email protected]

Educational Attainment:

! November, 2010 – July, 2013 University of St. La Salle, Bacolod City Doctor of Education Best Dissertation

! June, 2009 – November 2010 Philippine Normal University – NCTE, Manila Doctor of Philosophy in Mathematics Education (24 units)

! April 2006 – April 2008 Tarlac State University, Tarlac City Master of Education Major in Mathematics

! June, 2000- April, 2004 Tarlac College of Agriculture, Camiling, Tarlac Bachelor of Secondary Education Major in Mathematics Cum Laude Work Experiences:

! September, 2010- Present Teacher III Villa Aglipay National High School San Jose, Tarlac

! July, 2005- August, 2010

Teacher I Villa Aglipay High School San Jose, Tarlac

220 Civil Service Eligibility

! Licensure Examination for Teachers (LET) Rating: 82.80

! Certificate of Eligibility Honor Graduate

Certificate #: 10030091 PD #: 907

Professional Memberships

! National Organization of Professional Teachers, Inc

! Philippine Society for Education, Research and Training

! Mathematical Society of the Philippines

Personal Data Date of Birth: November 20, 1982 Height: 165 cm Weight: 50 kg Civil Status: Single Religion: Born Again Christian

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