Headmasters leadership style and instructinal variables affecting the performance of hign schools at hai phong city, viet nam

HEADMASTERS’ 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 Vietnam _ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management _ By NGUYEN KIM PHA (HENRY) October 2014 i APPROVAL SHEET The Dissertation of NGUYEN KIM PHA entitled HEADMASTERS’ LEADERSHIP STYLE AND INSTRUCTIONAL VARIABLES AFFECTING THE PERFORMANCE OF HIGH SCHOOLSAT HAI PHONG CITY, VIETNAM Submitted in Partial Fulfilment of the Requirements for the Degree DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT A program offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam has been approved by Oral Examination Committee SUSANA A SALVACION, PhD Expert APOLONIA A ESPINOSA, PhD Expert RICARYL CATHERINE P CRUZ, EdD Expert BELLA R MUELLO, EdD External Panel CECILIA N GASCON, PhD Chairman Endorsed by: Recommended by: TERESITA V DE LA CRUZ, EdD Adviser SUSANA A SALVACION, Ph.D Dean, Graduate School Accepted in Partial Fulfilment of the Requirements for the Degree Doctor of Philosophy in Educational Management WALBERTO A MACARAAN, Ed.D Vice President for Academic Affairs _ Date ii CERTIFICATE OF ORIGINALITY iii ACKNOWLEDGMENT 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, his 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 support and incomparable contribution to the development of post graduate education 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; DR RICARYL P CRUZ, DR APOLONIA A ESPINOSA, DR SUSANA A SALVACION, and DR BELLA R MUELLO, panelists, for their support and constructive criticisms to improve this dissertation; HEADMASTERS of high schools atHai Phong City, for their cooperation in the conduct of the study; The Director of Hai Phong City Education and Training Department, and theEducation Specialist, for the support during the conduct of the survey iv 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 v 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 Hai Phong for giving the researcher the nonstop guidance and sources of everything NKP vi TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGEMENT ………………………………………………… iv DEDICATION ……………………………………………………………… vi TABLE OF CONTENTS ………………………………………………… vii LIST OF TABLES ………………………………………………………… ix LIST OF FIGURE ……………………………………………………… x ABSTRACT ………………………………………………………………… xi CHAPTER I II III INTRODUCTION …………………………………………… Background of the Study ………………………………… Objectives of the Study …………………………………… Hypothesis of the Study …………………………………… Significance of the Study ………………………………… Scope and Limitation of the Study ……………………… Definition of Terms ………………………………………… REVIEW OF LITERATURE ……………………….……… 12 Theoretical Framework ………………………….…….…… 35 Research Paradigm …………………………… ….……… 36 METHODOLOGY Locale of the Study ………………………….……………… 39 Research Design …………………………….……………… 39 Population and Sampling …………………….…………… 39 Research Instrument ……………………… …….…….… 40 Data Gathering Procedure ………………………………… 41 Statistical Treatment …….………………………………… 42 vii IV RESULTS AND DISCUSSIONS ……………………….… 44 V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary…………………….……………………………… 75 Findings ……………………………………………………… 76 Conclusions ………………………………………………… 78 Recommendations ………………………………………… 79 REFERENCES …………………………………………………………… 80 APPENDICES …………………………………………………………… 83 A Communications …………………………………… ……… 84 B Instrument 85 CURRICULUM VITAE …………………………………………………… 90 viii LIST OF TABLES TABLE PAGE 3.1 Frequency Distribution of Respondents by School ……… 40 4.1 Frequency and Weighted Mean Distribution on Headmasters’ Leadership Styles as to Authoritative Style 45 Frequency and Weighted Mean Distribution on Headmasters ‘Leadership as to Democratic Style ………… 46 Frequency and Weighted Mean Distribution on Headmasters’ Leadershipas to Delegative Style ………… 48 Frequency and Weighted Mean Distribution of Instructional Variables as to Self-regulated Learners …………………… 50 Frequency and Weighted Mean Distribution of Instructional Variables as to Teacher Characteristics …………………… 52 Frequency and Weighted Mean Distribution of Instructional Variables as to Classroom Climate………………………… 54 Frequency and Weighted Mean Distribution of Instructional Variables as to Technology and Learning………………… 56 Frequency and Weighted Mean Distribution of Instructional Variables as to Motivation in Diversity……………………… 58 Correlation of Authoritative Leadership Style to Instructional Variables ………………………………………… 60 Correlation of Democratic Leadership Style to Instructional Variables ……………………………………………………… 62 Correlation of Delegative Leadership Style to Instructional Variables ……………………………………………………… 64 Hai Phong City, Viet Nam High Schools’ Performance from 2008-2013 ……………………………………………………… 66 Predictor of High Schools’ Performance as to Instructional Variables in terms of Motivation in Diversity ……………… 67 Predictor of High Schools’ Performance as to Instructional Variables in terms of Classroom Climate …………………… 68 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 ix LIST OF FIGURE FIGURE PAGE Schematic Diagram on the Influence of Principals’ Leadership Styles and Instructional Variables to Hai Phong High Schools Performance as Basis for Strategic Action Plan……………………………………………………………… x 37 76 Findings The following are the findings of the study based on the analysis of data gathered: The leadership styles of the respondent principals are as follows: 1.1 Authoritative with 3.34 AWM described as “sometimes carried out”; 1.2 Democratic with 3.81AWM described as “oftentimes carried out”; and 1.3 Delegative with 3.52AWM described as “oftentimes carried out.” The instructional variables that may affect high schools’ performance are: 2.1 Self-regulated learners with 2.93 AWM (agree); 2.2 Teacher characteristics with 2.74 AWM (agree); 2.3 Classroom climate with 2.76 AWM (agree); 2.4 Technology and learning with 2.35 (disagree), and 2.5 Motivation in Diversity with 2.60 (agree) Significant Correlation between the headmasters’ leadership styles and the instructional variables are observed in the following: 3.1 Authoritative leadership to sending memos, or letters to get information out, calls meeting rarely but expects teachers to act upon information to motivation in diversity with chi= 001; 3.2 Democratic leadership to 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 77 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 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 78 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 Conclusions Based on the findings, the following conclusions are drawn: Most of the headmasters practice democratic leadership style through the shared decision-making, participative and permissive leadership The instructional variable which is self-directed learners in comparison to teachers’ attributes, classroom atmosphere and encouragement is greatly influential to the performance of the high schools Democratic and delegative leadership styles are mostly related to some areas of instructional variables High schools in Hai Phong City generally have average performance on the basis of five curriculum years from 2008-2013 Motivation in diversity and classroom climate strongly determine the high schools’ performance The developed strategic action plan is ready for validation 79 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 maximizing its use in the said department to further boost the performance of the high schools in Hai Phong City A parallel or follow-up study of similar nature with the present investigation may be conducted in other districts in Vietnam 80 REFERENCES Acikgoz, G I (2005) The Challenge Thousand Oaks, California: Corwin Press 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 Bass, J.and D Bass (2008) Leadership Washington, DC: Education Writers Association ED 306660 Beaman, S (2005) Types of leadership Retrieved Feb 2013 at http://www buzzle.com/ types-of-leadership-styles-in-education.html Bedeian, M and R Glueck (2000) Leadership and New Science: Discovering Order in a Chaotic World Barrett-Koehler Publishing Buckner, N (2006) Transformational Leadership.ERIC Digest #72, ERIC no ED347636 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 Chernoff, H (2004) "Maximum Likelihood Estimates in Tests for Goodness of Fit" The Annals of Mathematical Statistics 25 (3): 579-586 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 Feb 2013 at http://www.nwlink com/don_clark/html Conway, R (2012) Idea Bridge.CA: Brown University Press Drucker, F.(2007) Modern study of management Lanham, MD: Rowman & Littlefield Ekpo, D., et al (2009) Pew Civic Entrepreneur InitiativeSpokes: Resources for Non-profits Harvard Business Review, 52, 90-120 Fielder, H (2004) Greenleaf Center for Servant-Leadership San Francisco: Jossey-Bass Hall, F (2002) Characteristics of a good teacher Retrieved Feb 2013 at http://voices.yahoo.com/characteristics-good-teacher.html 81 Hickey, T (2000) Role of the School Retrieved Feb 2013 at http://ahea org/files/pro1999wlodkowski.pdf Hirschy, S and T Braxton (2004) Emerging Leader New York, NY: Oxford University Press Karori, K et al (2013) Published Doctoral Dissertation Texas, USA Sam Houston State University 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 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 Mentilla, L (2011) Leadership behaviors and Instructional Variables: Basis for Strategic Plan Unpublished Doctoral Dissertation Lucban, Quezon: Southern Luzon State University Murray, A (2013) Style of Management and Leadership New York: Oxford University Press On Technology and Learning Retrieved Feb 2013 at http://www.nsba.org/ toolkit.html Oyetunji, W (2006) Strategic planning: A leadership imperative Alexandria, VA: American Society for Training and Development Pearson, R (2010) Solving Upper Saddle River, NJ: Prentice Hall Pierce, J (2006) Management Paper presented at the Annual Meeting of the Association of School Business Officials International in Detroit, Michigan ED 300929 Schunk, S and B Zimmerman (2007) Exploring theSelf-regulated learners Retrieved Feb 2013 athttp://education.purduecal.edu/Vockell/EdPsy Book/ Edpsy7.htm) Technology in classroom Retrieved Feb 2013 at http://www.sedl.org/pubs /tec26/cnc.html 82 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 83 APPENDICES 84 Appendix A COMMUNICATIONS Letter of Request to the Headmastersof Hai Phong, 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 Hai Phong City, 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: _ _ 85 Appendix B INSTRUMENTS Checklist Questionnaire on Headmasters’ Leadership Style and Instructional Variables Affecting the Performance of High Schools at Hai Phong 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 86 Leadership styles – Democratic 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 1 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 87 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 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 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 SA (4) A (3) D (2) SD (1) 88 Self-regulated learners SA (4) A (3) D (2) SD (1) SA (4) A (3) D (2) SD (1) SA (4) A (3) D (2) SD (1) 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 Teacher's Characteristics 1.Know how to keep the temper in check and act calmly in such situations Apply a good sense of humor which is an important part of successful teaching program Have a good time management skills and always values the importance of time Adopt a fair atitude when it comes to making any form of evaluation Have necessary command over the subject matter they teach Act as good leaders and good friends Promote good relationships with the student by encouraging sharing anf collaboration Possess good rapport with the students which means knowing their names, being attentive and responsive to all studnets and set boundaries for appropriate situation Seek and accept feedback from colleagues and supervisors 10 Demonstrate their care about their students by being willing to spend personal time with them and demonstrate repect for individual Classroom climate Provide frequently feedback to students about their performance Teach for meaningful understanding Organize and plan class activities well Establish efficient classroon routines, communication rules and procedures Use clear and organize direct instruction Set and maintain clear expectations of content mastery Teach skills within the context of meaningful application Provide good examples and analogies to concretize the astract and familiarize the strange Maintain student's awareness of learning goals and expectations 89 Classroom climate SA (4) A (3) D (2) SD (1) SA (4) A (3) D (2) SD (1) SA (4) A (3) D (2) SD (1) 10 Provide task difficulty which exposes students to task which continually and appropriately challenges them Technology and learning Heightens learner's motivation 2.Make instruction more student-centered and encourages cooperative learning Stimulates in increasing teacher-student interaction Support variety of ways learners construct their understanding Provide computers-based activities where students can work at their own pace Helps students buiding understanding by using computer as resource tools Acts as effectiveness tool in teaching when student have received training in collaborative process Articulates cooperative learning to achieve students higher self esteem and student achievement Develops imagination, induction, reflection and critical thinking 10 Casts students as explorers through technologyrich activities Motivation in diversity Centers on the needs of learners which produce motives that lead to the accomplishment of objectives Make teachers reward learners for a job well done Attempts to reduce boredom and increase the meaning of task-based performance in the classroom Give students more control over their tasks and more responsibility for execution and output Depends the motivation on the preferences and expectations of the learners Emphasizes the purose of what is being learned and its relationship to their personal experiences Shares their ownership of knowing with all learners Upholds collaboration and cooperation as the expected ways of proceeding and learning Make teacher employs equitable treatment of all learners 10 Uses positive emotions to enhance learning 90 CURRICULUM VITAE NGUYEN KIM PHA (Henry Nguyen) 356 Mieu Hai Xa, Du Hang Kenh Quarter, Le Chan district, Hai Phong, Viet Nam 0912560178 mrheryhaiphong@gmail.com nguyenkimpha@haiphong.gov.vn PERSONAL INFORMATION Gender Date of birth Place of birth Marital status : : : : Male November 12, 1964 Hai Phong, Viet Nam Married EDUCATION AND QUALIFICATIONS MBA : 2002 – 2004, MBA at Ha Noi National University Major of Education Management University : 1995 – 1999 Ha Noi Open University/ Major in IT 1982 – 1985 Hai Phong University of Education and Training Secondary School : 1978 – 1981 at Vinh Bao district, Hai Phong High School : 1969 – 1978 at Vinh Bao district, Hai Phong 2005 – Present : Vice Manager of Administration Dept., Hai Phong People’s Committee 1996 – 2005 : Senior Staff of Hai Phong Provincial Department of Education and Training 1985 – 1996 : Teacher, Secretary of Youth Union of Hai Phong Education Management Vocational School EMPLOYMENT ABILITY AND SKILLS Fluency in management Ability of working independently or part of a team, working with local people Ability working under pressure and to meet tight deadlines Flexibility to adapt to possible changes in job demands Excellent relationship skill ...APPROVAL SHEET The Dissertation of NGUYEN KIM PHA entitled HEADMASTERS? ?? LEADERSHIP STYLE AND INSTRUCTIONAL VARIABLES AFFECTING THE PERFORMANCE OF HIGH SCHOOLSAT HAI PHONG CITY, VIETNAM Submitted... determine the principals’ leadership styles and instructional variables affecting the performance of high schools and with an endview of developing a strategic action plan at Hai Phong City, Vietnam,... researcher to conduct the study on the principals’ leadership style and the instructional variables affecting the performance of high schools at Hai Phong City in Vietnam Objectives of the Study This