leadership attributes of school administrators and their effectiveness

8/8/2019 Leadership Attributes of School Administrators and Their Effectiveness

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Emelyn Ferrer Galon



IntroductionChallenges of Educational Leadership

y internal pressure from rapid technology development

y

continuously fast pace of changey Globalization

y Quality assurance (AQ) movement

School administrators are urgently demanded to be efficientand effective in the performance of their functions. They have to show attributes and skills which will enable theirfaculty and ultimately their school to offerquality education.



Research Questions-to determine the significant diff erence in the leadership

attributes of school administrators and their eff ectiveness

1. W hat is the level of leadership attributes of schooladministrators as perceived by the respondents interms of the following:

1.1 Management Skills

1.2 Personal Characteristics

1.3 Social Characteristics?



Cont.2. W hat is the level of effectiveness of

school administrators as perceivedby the respondents in terms of thefollowing:

2.1 Planning and Implementation2.2 Monitoring and Evaluation?



Cont.3. Is there a significant difference in the leadership

attributes of school administrators as perceived by the

respondents when analyzed according to:3.1 Gender

3.2 Age

3.3Teaching experience

3.4 Academic qualification?



4. Is there a significant difference in the leadershipattributes of school administrators as perceived by the

respondents when analyzed according to:4.1 Gender

4.2 Age

4.3 Teaching experience

4.4 Academic qualification?



HypothesesHo1: There is no significant difference in the leadership

attributes of school administrators as perceived by the

respondents when analyzed according to:y Gender

y Age

y Teaching experience

y Academic qualification.

Ho2: There is no significant relationship between theleadership attributes and effectiveness of schooladministrators as perceived by the respondents.



Administrators

Effectiveness

Planning and

Implementation

Monitoring and

Evaluation

1.Age

2.Gender

3.Academic

qualification

4.Teaching Experience

Leadership Attributes

Management Skills

Personal Characteristics

Social Characteristics

. Conceptual Framework of the Study

Independent

Dependent

Demographic Factors



Statistical Toolsy W eighted Mean-used to determine the level of the

leadership attributes of the school administrators asan answer to research question no. 1

y

T-test- used to determine the significant difference in theleadership attributes when analyzed by gender and asan answer to research question no. 2

y ANOVA -used to determine the significant difference in theleadership attributes of school practitioners as an

answer to research question no. 3y Pearson r. -used to determine the significance of the

relationship between leadership attributes andadministrators effectiveness of school practitioners asan answer to research question no. 4



Results



Table 2

Level of Leadership Attributes in Terms of Management Skills

Indicators for Management Skills Mean

Descriptive

Equivalent

1. Collaborates with others; co-develop tactics and strategies for achieving

organizational objectives.4.03 High

2. Establishes effective and efficient procedures for getting work done in an

orderly manner. 3.83High

3. acilitates the development of cohesiveness and cooperation among the

people at work.3.88 High

4. Develops cooperative relationships within and outside of the organization. 3.87 High

5. Schedules own work activities to meet deadlines and accomplish work goals

on time.4.02 High

6. Identifies, analyzes, and resolves difficulties and uncertainties at work

effectively.3.68 High

7. Identifies, collects, organizes, and analyzes the essential information needed

by the organization. 3.80 High

8. Holds self answerable for work and willing to admit mistakes. 3.79 High

9. Assigns authority and responsibilities appropriately and effectively. 3.89 High

10. Brings conflict into the open and uses it to arrive at constructive solutions. 3.24 High

Overall Mean 3.80 High



Table 3

Level of Leadership Attributes in Terms of Personal Characteristics

Indicators for Personal Characteristics MeanDescriptive

Equivalent

1. Reflects on the relationship among events and grasps the meaning of complex issues

quickly.3.79 High

2. Makes timely decisions that are in the best interest of the organization by analyzing

all available information, distilling key points, and drawing relevant conclusions.

3.78 High

3. Shows commitment to achieving goals and strives to keep improving performance. 3.80 High

4. Assumes higher level duties and functions within the organization willingly.

4.20 High

5. Thinks positively, approaches new tasks with excitement, and deals with challenges

as opportunities.3.92 High

6. Appears secure about abilities and recognizes shortcomings. 3.89 High

7. Approaches task with great energy and works long hours when necessary. 4.17 High

8. Introduces new ideas frequently. 3.78 High

9. Looks to the future and creates new ways in which organization can prosper. 3.89 High

1 . Continues to act on beliefs despite unexpected difficulties. 3.86 High

11. Tries out new ideas willingly in spite of possible loss or failure. 3.78 High




Table 4

Level of Leadership Attributes in Terms of Social Characteristics

Indicators for Social CharacteristicsMean

Descriptive

Equivalent

1. Works for the entire organizations, not just self. 4.19 High

2. Speaks frankly and honestly and practices espoused values. 4.08 High

3. Shows genuine concern for the feelings of others and regard for them as individuals. 4.12 High

4. Displays a sense of humor and a stable temperament even in stressful situations. 3.63 High

5. an be counted on to follow through to get the job done 4.00 High

6. Acts consistently with principles of fairness and right or good conduct that can stand the test of

close public scrutiny.

4.00 High

7. Helps people to develop knowledge and skills for their work assignment. 4.05 High

8. Uses a variety of approaches to influence and lead others. 3.84 High

9. Models and demonstrates belief in the basic values of the organization. 3.94 High

10. Learns quickly, and knows how and when to apply knowledge. 4.02 High

11. Acts calmly and patiently even when things don¶t go as planned. 3.97 High

12. Deals effectively with the tension of high pressure work situations. 3.88 High

13. Encourages and accepts suggestions and constructive criticism for co-workers, and is willing to

modify plans.4.02 High

14. Listens closely to people at work, and organizes and clearly presents information both orally and in

writing.3.97 High

15. reates an environment in which people want to do their best. 3.88 High

16. Handles comfortably vague and difficult situations where there is neither simple answer nor

prescribed method of proceeding.3.89 High




Table 5

Summary of Leadership Attributes of School Administrators as

Perceived by the Respondents

Indicators for Leadership

Attributes

Mean Descriptive

Equivalent

1. Management Skills 3.80 High

2. Personal Characteristics 3.91High

3. Social Characteristics 3.97High




Table 7

Level of Effectiveness of School Administrators as Perceived by the Respondents

in Terms of Monitoring and Evaluation

I i t r ri ti

i l t

1. E erts influence outside of the organization inorder to set the right conte t for the organization.

4.55 Very Effective

2.Establishes an environment conducive to learning. 4.56 Very Effective

3. Satisfies the job-related needs of the members or

the organization as individuals.

3.83 Slightly Effective

4. Evaluates effectively school programs as basis for

designing school reforms and initiatives.

4.20 Very Effective

Overall 4.29 Very Effective



Table 8

Summary of Level of Effectiveness of School Administrators as Perceived

by the Respondents

Indicators MeanDescriptive

Equivalent

1. Planning and Implementation 3.94 Slightly Effective

2. Monitoring and Evaluation 4.29 Very Effective

Overall 4.12 Very Effective



Table 9

Significance of the Difference in the Effectiveness of Administrators as

Perceived by the Respondents When Analyzed by Age

Indicators

Age Level

Computed F-

Ratio

P-Value Decision

Ho

20-29

Years old

N= 32

30-39 Years

old

N=34

40- above

N=31

1. Planning andImplementatio

n

3.86 3.94 3.95 .184 .907 Accepted

2. Monitoring and

Evaluation4.33 4.26 4.26 .997 .398 Accepted

Overall Mean 4.12 4.12 4.12 .413 .744 Accepted



Table 9

Significance of the Difference in the Effectiveness of Administrators

as Perceived by the Respondents When Analyzed by Age

I i t r

l

t

- ti

- l i i20-29

Y r

l

N= 32

30-39

Y r l

N=34

40-

b

N=31

1. Planning and

Implementation3.86 3.94 3.95 .184 .907 Accepted

2. Monitoring and

Evaluation4.33 4.26 4.26 .997 .398 Accepted




Table 9


Perceived by the Respondents When Analyzed by Age

I i t r Age L evel ted

-R ti

- l e Deci i

20-29

Year ld

N= 32

30-39

Year

ld

N=34

40-

ab ve

N=31

1. lanning and

I lementati n3.86 3.94 3.95 .184 .907 Accepted

2. nit ring and

val ati n4.33 4.26 4.26 .997 .398 Accepted




Table 10

Significance of the Differences in the Leadership Effectiveness of

the School Administrator When Analyzed by Gender

Indicators

Gender

Mean

Difference

Computed

t-value

P-value Decision

on Ho

Male

N=58

Female

N=40

1. Planning andImplementation

3.953. . . 5 . 95 Accepted

2. Monitoring and

Evaluation .29 .2 . 3 .335 . 39 Accepted

Over ll . . . . . 6 epted



Table 11


Perceive

d b

y the Respond

ents When Ana

lyzed

b

y Acad

emic

Qua

lifica

tion

Indicators

Academic Qualification

Compu-

ted F-

Ratio

P-Value Decision

Ho

Bachelor

of Arts

N=32

Bachelor

of

Education

N=35

Master of

Education

N=31

Planning and

Implementation3.77 4.05 3.96 3.71 .028

ejecte

d

Monitoring and

Evaluation4.21 4.32 4.34

.88 .416 Accepte

d

Overall Mean 4.01 4.20 4.172.51 .087 Accept

ed



Table 12

Significance of the Difference in the Effectiveness of School

Administrators as Perceived by the Respondents Grouped

According to Teaching Experience

Indicators Teaching Experience Computed

F-Ratio

P-

Value

Decision

Ho1- 10

years

N= 33

11-

20

years

N=34

21-

years

above

N=30

1. Planning and

Implementation

3.81 3.85 4.11 5.388 .006Accepted

2. Monitoring and

Evaluation

4.25 4.01 4.45 5.791 .004Accepted




Table 13

Significance of the Relationship Between the Leadership

Attributes and an Overall Effectiveness of School Administrators

as Perceived by the Respondents

Indicators of r-values p-values Decision on

Ho

1. Management.72 .045 ejected

2. Personal .69 .049 ejected

3. Social Characteristics .83 .035 ejected

Overall .73 .047 Rejected



Summary of Findings1. Overall Mean for Leadership Attributes of School

Administrators- 3.90 or high

Management Skills - 3.90 or high

Personal Characteristics - 3.91 or high

Social Characteristics - 3.97 or high

2. Overall Mean for Leadership Effectiveness of School Administrators- 4.12 or very effective

Planning &-

3.94 or slightly effectiveImplementation

Monitoring & - 4.29 or very effective

Evaluation



Cont.

3. Overall Computed F- ratio (Group By AGE)

--

.4 13 or not significant .7 44

F -ratio P -value

Planning & - .184 .907

Implementation or not significant

Monitoring & -997 .398

Evaluation or not significant



Cont. of No. 3

3. Overall Computed F- ratio (Group By GENDER)

--.575 or not significant .567

F -ratio P

-value

Planning & - .685 .495

Implementation or not significant

Monitoring & -335 .739




Cont. No. 33. Overall Computed F- ratio (Group By A cademic Qualification)

--.251 or not significant .087

F -ratio P -value

Planning & - .371 .028

Implementation or significant

Monitoring & -.88 .416




Cont. No.33. Overall Computed F- ratio (Group By Teaching Experience)

-6.981 or not significant .001

F -ratio P -value

Planning & - 5.388 .006

Implementation or significant

Monitoring & -5.791 .004




4. Overall Computed R-value for the Correlation

Between Leadership Attributes and LeadershipEff ectiveness = .73 or significant

Between Management Skills& .72

Leadership Effectiveness - or significant

Bet. Personal Characteristics & .69

Leadership Effectiveness or significant

Bet. Social Characteristics & .83

Leadership Skills or significant



Conclusions

1. School administrators of Muang, Nakhon SriThammarat, Thailand have attributes of leadershiphighly observed in the areas of management skills,personal characteristics, and social characteristics.

2. The school administrators are very effective in planningand implementing, and monitoring and evaluating

school programs.



3. The computed t- value for planning and implementation

indicator is .184 with the p- value of .907; the t- value formonitoring and evaluation is .997 with the p- value of .398; and the overall computed t- value for the perceivedleadership effectiveness of the school administrator is .413 with the p- values of .744.

4. The age, gender, academic qualification and teachingexperience, are not factors of difference in the perceivedleadership effectiveness of the school administrators.

5.The correlation between the leadership attributes andeffectiveness of the School Administrators of Muang,Nakhon Sri Thammarat, Thailand is high as perceived by the respondents.



Recommendations

1. The school administrator should enhance their leadershipattributes through strong professional developmentprograms.

2. The school administrators should increase their

effectiveness in planning, implementing, monitoring, andevaluating programs to extremely effective level.

3. The school administrators should demonstrate always theirleadership attributes in management skills, personalcharacteristics, and social characteristics to increase theirlevel of effectiveness in planning, implementing,monitoring, and evaluating school programs to extremely effective level since the leadership attributes havesignificant influence to their performance.



4. The school administrators should continue todemonstrate always social skills in planning,implementing, monitoring, and evaluating schoolprograms for this boost their effectiveness.

5. The researchers could replicate this study using otherleadership attributes and effectiveness usingindicators not included in this study .

---------------Thank you --------------------

leadership attributes of school administrators and their effectiveness

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