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PRINCIPALS’ LEADERSHIP STYLE AND INSTRUCTIONAL VARIABLES AFFECTING THE PERFORMANCE OF HIGH SCHOOLS AT HAI PHONG CITY, VIETNAM A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Viet Nam In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management By NGUYEN KIM PHA (Henry) November 2013 APPROVAL SHEET The Dissertation of NGUYEN KIM PHA (Henry) entitled PRINCIPALS’ LEADERSHIP STYLE AND INSTRUCTIONAL VARIABLES AFFECTING THE PERFORMANCE OF HIGH SCHOOLS AT HAI PHONG CITY, VIETNAM Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management In the Graduate School Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam has been approved by the Committee _ Member Member Chairman DR.TERESITA V DE LA CRUZ Adviser DR APOLONIA A ESPINOSA Dean, Graduate School Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management WALBERTO MACARANAN, Ed D Vice President, Academic Affairs _ i Date ACKNOWLEDGEMENT The researcher wishes to convey his gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality: DR TERESITA V DE LA CRUZ, her adviser for the guidance,supervision, suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials; DR CECILIA N GASCON, President of the Southern Luzon State University in the Republic of the Philippines, for her incomparable contribution and support to the development of Doctor of Philosophy in Educational Management program in Thai Nguyen University; DR NGUYEN VAN BINH, Director of the International Training Center, Thai Nguyen University of Socialist Republic of Vietnam, for his enormous pursuit to provide Vietnamese people an opportunity to grow through education; MEMBERS OF THE ORAL EXAMINATION COMMITTEE, for their comments and suggestions that made this research possible; HEADMASTERS of high schools at Hai Phong City, for their cooperation in the conduct of the study; The Director of Hai Phong City Education and Training Department, and the Education Specialist, for the support during the conduct of the survey Teachers-respondents, for their active involvement and participation for without their cooperation, the result of this thesis might not be possible; His family and friends, for the love and support in one way or another; and to all who have contributed to make this study a success NKP ii DEDICATION This research is whole-heartedly dedicated to my family and to all my relatives, my colleagues and friends, and to all classmates, all headmasters and teachers of high schools of HaiPhong for giving the researcher the non-stop guidance and sources of everything NKP iii TABLE OF CONTENTS Page TITLE PAGE………………………………………………………….………… i APPROVAL SHEET…………………………………………………… ……… ii ACKNOWLEDGMENT…………………………………… ……………… … iii DEDICATION……………………………………………… ……………… … iv TABLE OF CONTENTS…………………………………… ……………… v LIST OF TABLES……………………………………………………………… vii FIGURE…………………………………………………………………………… viii ABSTRACT………………………………………………………………… …… ix CHAPTER INTRODUCTION……………………………… Background of the Study…………………… ……………………… Objectives of the Study….….………………………….……………… Hypothesis……………………………………………………………… Significance of the Study ………………… ………… …………… Scope and Limitation………………………………… … ………… Definitions of Terms………………………………….…….… …… CHAPTER REVIEW OF RELATED LITERATURE AND STUDIES.…… …… 11 Leadership Styles …….………………………………………… 11 Authoritative or Autocratic Style …….……………………………… 14 Democratic or Participative Style …….……………………………… 15 Delegative or Laissez Faire Style …….……………………………… 18 Instructional Variables …….……………………………… 21 Self-regulated learners …….……………………………… 21 Teacher Charateristics …….……………………………… 23 Technology and Learning …….……………………………… 25 Classroom Climate …….……………………………… 28 Motivation in Diversity …….……………………………… 29 School Performance …….……………………………… 32 Theoretical Framework…….……………………………… 34 iv Research Paradigm…………………………………….……………… 35 CHAPTER RESEARCH METHODOLOGY…………………………………… 37 Research Design.……………………….…………………………… 37 Population and Sampling……………………………………… … 37 Research Instrumentation………………………….………………… 38 Data Gathering Procedures……………………………………… 39 Statistical Treatment…………………………….………………… 39 CHAPTER RESULTS AND DISCUSSION…………………………………….… 42 Leadership Styles of Principals …………………………………….… 42 Instructional Variables that Influence High Schools’ Performance 48 Leadership Style and Instructional Variables ……… 57 Performance of High Schools in HaiPhong City, Viet Nam 62 Instructional Variables and High Schools’ Performance 63 Proposed Strategic Action Plan 66 CHAPTER SUMMARY, CONCLUSIONS AND RECOMMENDATIONS… 72 Summary …………………………….…………………………… 72 Findings………………………………………………………………… 73 Conclusions…………………………………………………….…….… 75 Recommendations…………………………………………… ……… 77 v BIBLIOGRAPHY….…….……………………………………………………… 78 APPENDICES…………………………………………………………… …… A Communication………………………………………………………… 81 B Instrument ………………………………………………… ………… 82 CURRICULUM VITAE……… ……………………………………………… 88 vi LIST OF TABLES Page Table 1.1 Frequency and Weighted Mean Distribution on Headmasters’ Leadership as to Democratic Style……………………………… 44 Frequency and Weighted Mean Distribution on Headmasters’ Leadership as to Delegative Style……………………………… 46 48 Frequency and Weighted Mean Distribution of Instructional Variablesas to Teacher Characteristics………………………… 50 Frequency and Weighted Mean Distribution of Instructional Variables as to Classroom Climate……………………………… 52 Frequency and Weighted Mean Distribution of Instructional Variables as to Technology and Learning……………………… 53 Frequency and Weighted Mean Distribution of Instructional Variables as to Motivation in Diversity…………………………… 55 Correlation of Authoritative Leadership Style to Instructional Variables…………………………………………………………… 57 Correlation of Democratic Leadership Style to Instructional Variables…………………………………………………………… 58 Correlation of Delegative Leadership Style to Instructional Variables…………………………………………………………… 60 HaiPhong City, Viet Nam High Schools’ Performance from 2008-2013…………………………………………………… 62 Predictor of High Schools’ Performance as to Instructional Variables in terms of Motivation in Diversity…………………… 1.3 43 Frequency and Weighted Mean Distribution of Instructional Variables as to Self-regulated Learners………………………… 1.2 Frequency and Weighted Mean Distribution on Headmasters’ Leadership Styles as to Authoritative Style……………………… 64 Predictor of High Schools’ Performance as to Instructional Variables in terms of in terms of Classroom Climate…………… 65 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 5.1 5.2 vii FIGURE Figure Page Research Paradigm ………………………………………….…… 35 viii ABSTRACT Title of Research Researcher Degree Conferred Name/ Address of Institution Adviser Year Written :PRINCIPALS’ LEADERSHIP STYLES AND INSTRUCTIONAL VARIABLES AFFECTING THE PERFORMANCE OF HIGH SCHOOLS AT HAI PHONG CITY, VIETNAM :NGUYEN KIM PHA (Henry) :Doctor of Philosophy in Educational Management :Southern Luzon State University Lucban, Quezon :DR TERESITA V DE LA CRUZ : 2013 This study sought to determine the principals’ leadership styles and instructional variables affecting the performance of high schools and with an end view of developing a strategic action plan at Hai Phong City, Vietnam, for school year 2012-2013 The descriptive method of research was employed to 896 respondents drawn from 14 high schools in the city The instrument used for the types of leadership styles was adapted from the questionnaire of Clark (2002), and instructional variables from that of Mentilla (2011) It was found out that the leadership styles of the respondent principals are authoritative with 3.34 AWM (sometimes carried out); democratic (3.81, oftentimes carried out); and delegative (3.52, oftentimes carried out) The instructional variables that may affect high schools’ performance are self-regulated learners with 2.93 AWM (agree); teacher characteristics (2.74, agree); classroom climate (2.76, agree); technology and learning (2.35, disagree), and motivation in diversity (2.60, agree) With an average of 66.4, there are nine high schools above the average and five (5) below average level of performance where the highest mean is obtained by Ngo Quyen High School with 94.8 and is consistently leading while the least is Phan Dang Luu High School with 36.3 Motivation in diversity can predict school performance up to 1% while the ix in role expectations (.026), using leadership power to help subordinates grow (.047), and making teachers exercise self-direction once committed to objectives (.019) under classroom climate; statement (.004) for technology in learning; and trying to include one or more teachers in determining what and how to it but is still the final decision making authority (.035) and telling teachers that procedure is not working correctly when something goes wrong and establishes a new one (.011) for motivation in diversity; and 3.3 Delegative leadership to wanting to create an environment where teachers take ownership of project and allows them to participate in decision making (.034), allowing teachers to set priorities with his guidance (.019), believing that teachers can lead themselves just as well as he can (.005), and allowing teachers complete freedom in work (.007) under self-regulated learners; statements (.037), (.009) and (.021) under teacher characteristics; letting the teachers know more about their jobs than himself and allows them to carry out decisions to their job (.041) under classroom climate, and allowing the teachers to seek mainly security (.047) under technology in learning; and statements (.001) and (.032) under motivation in diversity With an average of 66.4, there are nine (9) high schools above the average and five (5) below average level of performance where the highest mean is obtained by Ngo Quyen High School with 94.8 and is consistently leading while the least is Phan Dang Luu High School with 36.3 On the basis of academic years, 2012-2013 got the highest mean of 76.8 while the least is 2008-2009 with 58.1 Motivation in diversity can predict school performance up to 1% while the classroom climate by up to 0.5% which indicates negligible correlation A strategic action plan has been developed based on the results of the study 71 Conclusions Based on the findings, the following conclusions are drawn: The dissertation studied some primarily leadership styles in high schools in Haiphong included : Authoritative leadership, democratic leadership and delegative leadership whereas democracy leadership was most interested to apply at high schools in the city of Hai Phong ( 3.81 AWM ) The dissertation specified factors affecting performance in high schools in Hai Phong included : Self-regulated learners, Teacher characteristics, Classroom climate, Technology and learning and Motivation in Diversity in which Selfregulated learners has the most significant effect ( 2.93 AWM ) The dissertation have also identified correlation between each specific leadership styles and factors affecting performance Democratic leadership style is asking for teachers’ ideas and input on upcoming plans and projects (018), calling a meeting to get teachers’ advice when things go wrong and strategy is needed to keep project or process running on schedule (001), and using leadership power to help subordinates grow (.042) under teacher’s characteristics; counting himself and teachers to vote whenever a major decision has to be made (.007), seeking approval of each individual or the majority for a major decision to pass in the department (.087), working with teachers to resolve differences when there are differences in role expectations (.026), using leadership power to help subordinates grow (.047), and making teachers exercise self-direction once committed to objectives (.019) under classroom climate; statement (.004) for technology in learning; and trying to include one or more teachers in determining what and how to it but is still the final decision making authority (.035) and telling teachers 72 that procedure is not working correctly when something goes wrong and establishes a new one (.011) for motivation in diversity Research results of performance at high schools in Hai Phong City showed that most of the high schools in Haiphong ( 9/14 researched schools) have higher performance compared with the average performance in the years from 2008 to 2013 Ngo Quyen High School leads the way with 94.8 and Phan Dang Luu was the lowest ( 36.3 ) On the basis of the school year , the 2012-2013 school year have the highest average value 76.8 and 2008-2009 school year was at least (58.1) Research findings on the impact of diversity in motivation to develop performance skills taught to show the diversity in development dynamics highest contribution which up to % The dissertation pointed out the need to have a campaign and action plan for applying the appropriate leadership style of the principal in high schools in Hai Phong City 73 Recommendations Based on the conclusions deduced, the following recommendations are offered: A balance of the authoritative, democratic and delegative leadership stylesmay be constantly practiced by the headmasters, since each holds benefits to the organizations they serve Hai Phong City Department of Education may set a training course for the enhancement of headmasters’ leadership styles Technology in learning may be improved by the department to further boost the performance of the high schools in HaiPhon City A parallel or follow-up study of similar nature with the present investigation may be conducted in other districts in Vietnam 74 BIBLIOGRAPHY a Books Acikgoz, G I (2005) TheLeadership Challenge.Thousand Oaks, California: Corwin Press Bedeian, M and R Glueck (2000).Leadership and New Science: Discovering Order in a Chaotic World Barrett-Koehler Publishing Conway, R (2012) Idea Bridge.CA: Brown University Press Drucker, F.(2007).Modern study of Management Lanham, MD: Rowman& Littlefield Fielder, H (2004).Greenleaf Center for Servant-Leadership San Francisco: JosseyBass Hirschy, S and T Braxton ( 2004).Emerging Leader.New York, NY: Oxford University Press Murray, A (2013) Style of Management and Leadership.New York: Oxford University Press Pearson, R (2010) School management styles and problem solving.Upper Saddle River, NJ: Prentice Hall b Journals and Publications Bass, J.and D Bass (2008).Center for Creative Leadership.Washington, DC: Education Writers Association ED 306660 Buckner, N (2006) Transformational Leadership.ERIC Digest #72, ERIC no ED347636 Ekpo, D., et al (2009) Pew Civic Entrepreneur InitiativeSpokes: Resources for Nonprofits Harvard Business Review, 52, 90-120 Karunanayake, S (2012) Power and Leadership Practices by Superintendent: What Do They Mean to Leaders and Followers?Draft position paper prepared for the Council of Educational Facility Planners, International Scottsdale, AZ Liao, X W (2009) Connective Leadership and Achieving Styles.Journal of Educational Management and Society, 11(4), 229-245 75 Pierce, J (2006) The Center for Strategic Management.Paper presented at the Annual Meeting of the Association of School Business Officials International in Detroit, Michigan ED 300929 C Theses and Dissertations Chen, Y C (2003) A synthesis of job analysis research on the job of the school principal.Washington, DC: Office of Educational Research and Improvement, U.S Department of Education Karori, K et al (2013) Published Doctoral Dissertation.Texas, USA.Sam Houston State University Mentilla, L (2011) Leadership behaviors and Instructional Variables: Basis for Strategic Plan Unpublished Doctoral Dissertation.Lucban, Quezon: Southern Luzon State University Oyetunji, W (2006).Strategic planning: A leadership imperative Alexandria, VA: American Society for Training and Development D Electronic Sources Amborse, P et al (2010) On Leadership.Retrieved Feb 2013 at http://ctb ku.edu/en/tablecontents/sub_section_main_1122.aspx Antoine (n.d.) Contingency Theory of Leadership Effectiveness Retrieved Feb 2013 at http://www.nwlink.com/~donclark/leader/leadstl.html Beaman, S (2005).Types of leadership.Retrieved Feb 2013 at http://www buzzle.com/ types-of-leadership-styles-in-education.html Chrislip, C and K Larson (n.d.) Modern day Leaders.Retrieved Feb 2013 at http://en.wikipedia.org/wiki/principal Clark (n.d.) Leadership Styles.Retrieved http://www.nwlink.com/don_clark/html Feb 2013 at Gardner, H (n.d.) On Leadership http;//ctb.ku.edu/en/main-1122.aspx Hall, F (2002).Characteristics of a good teacher.Retrieved Feb 2013 at http://voices.yahoo.com/characteristics-good-teacher.html Hickey, T (2000) Role of the School.Retrieved Feb 2013 at http://ahea org/files/pro1999wlodkowski.pdf Lewin, Kurt (1939) Leadership Style http://psychology.about.com/od/leadership/a/leadstyles.htm 76 McCombs, D and A Lambert (2001).Motivation in Diversity.Retrieved Feb 2013 at http://www.portal.state.pa.us/portal/server.pt/community/penn sylvania_department_of_education On Technology and Learning.Retrieved Feb 2013 at http://www.nsba.org/ toolkit.html Schunk, S and B Zimmerman (2007) Exploring the Self-regulated learner Retrieved fe 3, 2013 at http://duc.purduecal/vockell/EdPsyBook/7htm Technology in classroom Retrieved Feb 2013 at http://www.sedl.org/pubs /tec26/cnc.html Toshalis, A and W Nakkula (2012).Students at the Center.Retrieved Feb 2013 athttp://www.studentsatthecenter.org/scl.dldev.com/pdf Wlodkowski, G (2003) Motivating students.Retrieved Feb 2013 athttp:// www.uww.edu/learn/ motivating_students.php Zimmerman, B (2002) Self-regulated learners, Retrieved Feb 2013 at http: //www.gifted.uconn.edu/siegle/selfregulation/section2.html 77 APPENDICES 78 Appendix A COMMUNICATIONS Letter of Request to the Headmasters of HaiPhong, Viet Nam Republic of the Philippines SOUTHERN LUZON STATE UNIVERSITY GRADUATE SCHOOL Lucban, Quezon May 10, 2013 _ _ _ Dear Sir/ madam: The undersigned is a student of Doctor of Philosophy in Education Management, presently conducting a study on “Principal’s Leadership Style and Instructional Variables Affecting the Performance of High Schools at HaiPhongCity, Viet Nam” which is a requirement for the said degree In connection to this, he would like to ask permission from your good office to distribute the questionnaires to the headmasters and teachers The data that will be gathered from them will satisfy the purpose of the research Attached is the sample questionnaire for your reference Hoping for your kind approval to this request Thank you! Respectfully yours, (SGD.) Nguyen Kim Pha – Henry Researcher Noted: (SGD.) DR TERESITA V DE LA CRUZ, Research Adviser Approved: _ _ 79 Appendix B INSTRUMENTS Checklist Questionnaire on Headmasters’ Leadership Style and Instructional Variables Affecting the Performance of High Schools at HaiPhong City, Viet Nam Directions: This survey questionnaire consists of two parts The first one deals with the leadership styles of the principals and the second focuses on the instructional variables Rate them by checking a mark that corresponds to your perception in each item using the scales below: Part I Leadership styles For principal’s leadership styles: - Always carried out Oftentimes carried out Sometimes carried out Seldom carried out Never carried out Leadership styles – Democratic Headmaster tries to include one or more teachers in determining what to and how to it However, the headmaster maintains the final decision making authority Headmaster and teachers always vote whenever a major decision has to be made Headmaster asks for teachers ideas and input on upcoming plans and projects For a major decision to pass in my department, it must have approval of each individual or the majority Headmaster tells the teachers what has to be done and how to it When things go wrong and the headmaster need to create a strategy to keep project or process running on schedule, he calls a meeting to get his teacher's advice When something goes wrong, The headmaster tells the teachers that a procedure is not working correctly and the headmaster establishes a new one 80 When there are differences in role expectations, Headmaster works with the teachers to resolve the differences Headmaster likes to use his leadership power to help subordinates grow 10 Teachers will exercise self-direction if they are committed to the objectives Leadership styles – Authoritative Headmaster does not consider suggestions made by teachers as He does not have the time for them To get information out, Headmaster sends it memos, or letters; very rarely is a meeting called Teachers are then expected to act upon the information When someone makes a mistake, Headmaster tells them not to ever that again and make a note of it New hires are not allowed to make any decisions unless it is approved by the headmaster first Headmaster asks teachers for their vision of where they see their jobs going and then use their vision where appropriate Headmaster delegate tasks in order to implement a new procedure or process Headmaster closely monitors the teachers to ensure they are performing correctly Headmaster likes the power that my leadership position holds over subordinates Teachers must be directed or threatened with punishment in order to get them to achieve the organizational objectives 10.Tells what to and clearly oversee a thing Leadership styles – Delegative Headmaster wants to create an environment where the teachers take ownership of the project He allows them to participate in the decision making process Headmaster allows the teachers to determine what needs to be done and how to it 5 81 The teachers know more about their jobs than the headmaster, so the headmaster allows them to carry out the decisions to their job The headmaster allows the teachers to set priorities with his guidance Each individual is responsible for defining their job Teachers have the right to determine their own organizational objectives Teachers seek mainly security Teachers know how to use creativity and ingenuity to solve organizational problems The teachers can lead themselves just as well as the headmaster can 10.Allows teachers complete freedom in their work Part II: Instructional variables For instructional variables: Strong Agree Agree Disagree Strong Disagree Self-regulated learners SA (4) A (3) D (2) SD (1) Develop their ability and inclination to accept responsibility for any control their learning Initially set and monitor goals to receive awards and avoid punishments Expose themselves to intergrated learning process which consists of constructive behaviors that affect one's learning Show control of various cognitive strategies for learning such as the use of deep processing strategies that result in better learning Provides correctly feedback for themselves Makes connections betwwen concrete and abstract concepts Guides their own self beliefs, goal setting and expectations Engages in reflective dialogues Links new experiences to prior learning 10 Understands the purposes and benefits of assignments and projects 82 Teacher's Characteristics SA (4) A (3) D (2) SD (1) S A () A () D () S D () S A () A () D () S D () 1.Know how to keep the temper in check and act calmly in such situations 2A py go sne f u o w i ia ipr npr pl a od es o hm r h hs nm ot t a c a t o sces lecig rga fucsf t h porm u a n 3H v a od i e aae etk lad las a e ae go t m ngm n sis n a y vl s m l w u t i pr ne fi e h m ot c o t e a m 4A ot f rtue hn to e t m k g n fr dp aa at w e icm so ay om i id n o ea ao fvl t n ui 5H v ncs r cm ad vrh sb cm trhy ae ees y o m n oet uj t a et a e e t e t c eh a 6A ts od edrad od r ns ca go l e n go fed a s i 7Po o go r aosi wt t s dnb rm t od e t nh s i h t et y e li p h e u ecuai sa n af o aoao nor n hr g n clbr i gg i l tn 8P s s go r prwt t s dn w i m as os s od a ot i h t et h h en e p h eu s c ko i t inm sbi aet e n r pni t nwn h r a e, e g tn v ad e os eo g e n t i s v a s de ad ebudr so apor tsut n l t nt n st ona e frprpi e i ao lu s i a t i 9Se ad cetedak rmclaus n ek n acp f bc f e o o ege ad l spri r ue s s vo e osa t icraothis dn b bi D m nt t h rae but rt et y e g re e e u s n wln tsed e oat e i t mad ii o pn pr nli wt h n lg s m h e dm nt tr eto i i da e osa e cfrn v ul re p di Classroom climate 1Poier un y edako t etaothi rv f qet f bc ts dn but r d e l e u s e pr r ac e om ne f 2Tah o m aiguudrad g ec fr en fl ne t i n sn n 3Ogn e n p n l s cv i w l r i ad l c s at ie e az a a i ts l 4Et lh fc n c s on ot e,o m nct n s b s e ietl s o ru nscm ui i a i fi a r i ao rl ad rcdr u s n poeue e s 5U e l rn ogn e i ci t co s c a ad rai d etn r t n e z r su i 6Stn m i a c a epc t n o cn n m s r ead a tn l r xet i s fot t at y ni e ao e e 7Tah k lwt nh cn xo m fl ec sis i i t ot t f en gu l h e e n ap ct n pla o i i 8Poie od xm l ad nl i t cnr i t rv go ea p s n aa g so oc teh d e oe ez e at cad a ia z t sag satn f lr eh t ne r m ii e r 9Ma tn t et a aees feri ga ad i a s dns w r s o l n g ol n ni u ' n a n s epc t n xeti s ao rv eak ii l w i epss t ettt k 0Poi t d f u y h h xoe s dn oa d s fc t c u s s w i cn na y n apor t y hlne t m h h ot ul ad prpi e caegsh c i l al l e Technology and learning 1H i t seres o vt n e h n l nr m t ao ge a ' i i k i t co m rs dn cn r ad nor e en r t n oe t et et e n ecua s Ma s u i u - ed g coe t eeri opr i l n g av a n 3Si u t ii r s g ece s dni e co t le nn e i t hrt etn r t n m a s c a n a -u ta i 4S pot a e o w y l re cnt ct i uprvr t f ase nr os uth r iy a s r e udrad g ne t i sn n 83 5Poi cm u r bsd cv i w e s dn cn rv e o pt s ae at ie hr t et a d ei ts eu s w r at io n ae ok th r w pc e 6H l s dn bi n udrad g y s g o pt e s t et u ig ne t i b ui cm u r p u s d sn n n e a r or to se uc ol s e s 7A ta e et eesoln ecig hn t et ae c s f cvns t it h w e s dnhv s f i o a n u r e e t i n i clbr ie rcs e i dr n gn o aoav poes cv l t 8Atu t coe t eeri tah v s dn rcle opr i l n go ci e t et i as av a n e u s h hre et m ad t etci e et i esl s e n s dnah vm n g f e u e 9D vl sm g ao, dco,e et n n cta ee p i t ni ut nr l i ad ri l o ni n i f co ic t ni hkg i n ats dn a ep r shog t ho g-c 0C s t et s xl e t uh e nl yr h su s or r c o i at ie cv i i ts Motivation in diversity S A () A () D () S D () 1C n ro t nes fere w i poue o vs et s nh ed o l nr h h rdc m t e e e a s c i t ted oh acm lh et f bet e h l t t co p sm n o oj i s a a e i cv 2Maeece r a l re f ao w ldn k t hr e r e nr o j e oe a s w d a s r b l 3At p t r ue oeo ad nr s te en g f tm t o e c br m n i e eh m o e s d d ca n t kbsd e om nenh c s om a -ae pr r ac i t l s o s f e ar 4Gv s dn m r cn ooet it k ad oe i t et oe ot l vrh s n m r eu s r e s r pni ly o eeu o ad u u e os itfr xct n n ot t s bi i p 5D pnsh m t ao o t pe r cs n eed t o vt n nh r e ne ad e i i e fe epc t n o teere xeti s fh l nr ao a s 6E pai sh prs o w aibi l re ad t m hs e t uoe f hts e g e nd n i z e n a s r aosi t t ipr nlxe ecs e t nh oh r e oaepr ne li p e s i 7S a shio nr i o ko i wta l re hr t r w e h f nwn i l e nr e e sp g h la s 8U hl clbr i ad opr i a t epc d po s o aoao n coe t n sh xet d l tn ao e e w y o poed g n l ri as f rcei ad e n g n a n 9Maeece e pos qiber t et fl k t hr m ly eu alt a n o a a t em l l re e nr a s s psi e o oso nac l ri U e oiv m t n t ehnee n g s te i a n CURRICULUM VITAE NGUYEN KIM PHA (Henry Nguyen) 36 e H i aD H n K n q a e Mi aX , u ag eh ur r u t, L C a d tc H ihn, i N m e hn ir t a ogVe a si, P t 01507 92618 m hrhi og ma m reya hn@g ic p lo nuek pa a hn v n gyni h@hi og o m p g v PERSONAL INFORMATION G ne edr : D to b t a f ih e r Pae f ih l obt c r Ma t s ts tu il a Ma l e : N vm e1,94 oe br 216 : H ihn, i N m a ogVe a P t : Ma i re rd EDUCATION AND QUALIFICATIONS MB A : 20 – 04MB aH N i aoaU i rt 02 20, A t a o N t nl n e i i v sy Ma r f dct n ngm n j o E uao Maae et o i U i rt n ei v sy : 19 – 99 a o O e U i rt Ma rn T 95 19 H N i pn n e i/ j iI v sy o 18 – 95 a hn U i rto E uao 92 18 H i og n e i f dct n P v sy i ad r n g n Ta i in Scnay co l eodr Sho : 17 – 91 t i B o ir t a hn 98 18 aVn a d tc H i og h si, P Hg Sho i co l h : 16 – 98 t i B o ir t a hn 99 17 aVn a d tc H i og h si, P EMPLOYMENT 20 – r et 05 Pe n: s Vc Maaeo A mn t t n et i e ngr f d i D p, ir i H ihn Pols o mte a og ep ’C m ie P e t 19 – 05 96 20 : Sn r tf f a hn Poi i D pr et ei Sa o H i og rv c l ea m n o f P na t o E uao ad r n g f dct n n Ta i i in 18 – 96 95 19 : TahrSc t y f otU i o H ihn ece er a o Y u n n f a og , er h o P E uao Maae et oaoaSho dct n ngm nV ct nl co l i i ABILITY AND SKILLS Funyn aae et l c im ngm n e A ito w ri i eedn y r a o aem w ri wt l apol b i f ok gn pnet o pr f t , ok g i o l ep ly n d l t a n h c e A itw ri udr r sr ado eti t ed ns b i ok g nepe ue n tm et hdale ly n s g i Fei lyo dptpsb cagsno dm ns l b i t aato os l hne ij e ad x it ie b E clnr aosi si xeete t nh k l l li p l ... research possible; HEADMASTERS of high schools at Hai Phong City, for their cooperation in the conduct of the study; The Director of Hai Phong City Education and Training Department, and the... the instructional variables in high schools at Hai Phong City None of the instructional variables predict the performance of high schools at Hai Phong City Significance of the Study This research... Performance of High Schools at Hai Phong Strategic Action Plan Figure Schematic Diagram on the Influence of Principals’ Leadership Styles andInstructional Variables to HaiPhongHigh SchoolsPerformance