Motivational Styles of School Principals: Their Implications to the Development of Effective Elementary School
Keywords:
Motivational Styles, School Principals, Development, ImplicationsAbstract
This study attempted to assess the motivational styles of school principals and their implications to the development of effective elementary schools in Samar. As to the executive style, this was assessed by the principals to be “often practiced” by the principals which obtained weighted means of 3.43 from the principals and 2.91 from the teachers. For the developer style of motivation, the principals assessed themselves to have “often practiced” this style while the teachers considered the principals to have “moderately practiced” developer styles as evidenced by the obtained weighted means of 3.61 and 3.28 respectively. As revealed by the responses given by the principals themselves and teachers, it can be said that the elementary school principals in Samar Division employed varied motivational styles, with deserter style as the least used. This is indicative of the ability of the school principals to be able to shift from one motivational style to another as called for by the situation they were in. For the recommendation, there is a need to further reinforce the desire of principals to pursue professional advancement to enhance their administrative and/or managerial skills. One way to do this is by granting them scholarships to enable them to finish their graduate and post-graduate courses. Food transportation as well as book allowances should be afforded to them as one way of giving them incentive for their good performance as principals.
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