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Adversity Quotient, Leadership Style and Performance of Secondary School Heads and Commitment to Organizational Values Of

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Adversity Quotient, Leadership Style and Performance of Secondary School Heads and Commitment to Organizational Values Of 1 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: ____________________ 2 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 3 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 4 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. 5 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; 6 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; 7 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- 8 DEDICATION This work is wholeheartedly dedicated to those who have been my INSPIRATION. 9 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 …………………………………………………………..……… 13 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 ………………………………………………………………………….. 115 Adversity Quotient of Secondary School Heads …………………………….. 115 Leadership Style ……………………………………………………………… 125 Performance ……………………………………………………….................. 136 Commitment to Organizational Values of Teachers …………………………. 139 10 Relationship of the School Heads’ Adversity Quotient, Leadership Style and Performance,
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