PRINCIPALS’ SCHOOL MANAGEMENT STYLES AND MOTIVATIONS OF TEACHERS TOWARD SCHOOL PERFORMANCE

Jed Rizyl D. Caballero, Johnny S. Bantulo

Abstract


This study aimed to determine the relationship between principals’ school management styles and teachers' motivation toward school performance in Alabel District, Alabel Sarangani Province, during the School Year 2022-2023. Quantitative research and descriptive-correlational survey design were utilized with 92 public school teachers as the respondents, selected through stratified proportional random sampling. Based on the study results, the following conclusions were formulated: The common management style used by the school heads in far-flung schools was democratic management. Additionally, the extent of influence of motivation of public school teachers manifested most of the time was existence, while relatedness and growth manifested occasionally. Following that, the level of school performance was good in terms of completion and graduate rate, satisfactory in terms of participation rate and promotional rate. There was a need to improve the enrollment rate, retention rate, transition rate, drop-out rate, repetition rate, and cohort survival rate. Moreover, there was a significant relationship between management styles commonly practiced by school principals and school performance. Furthermore, there was a significant relationship between the motivation of teachers and school performance.

 

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Keywords


educational management, management styles, motivation, school performance, descriptive-correlation, principals, teachers, Philippines

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