Teachers' Motivational Needs and Leadership Styles of Elementary School Administrators: Their Relation to Job Satisfactions
Keywords:
Relation to Job Satisfactions, Teachers' Motivational Needs and Leadership Styles, Elementary School AdministratorsAbstract
This study attempted to find out the motivational needs of elementary school teachers, as well as, the leadership styles of school administrators in the four school districts of Catbalogan, Division of Samar and determined their relationship to job satisfaction. This study used the normative-descriptive research design with the questionnaire as the chief instrument used in data gathering. It tried to investigate the motivational needs of the elementary school teachers and the leadership styles of their administrators and showed their relation to teachers job satisfaction. Various instruments were utilized in this study. These were the questionnaire, documentary analysis, interview and observation. The statistical tools used to test the hypothesis in this study were percentage, weighted mean, t-test for independent samples, one-way analysis of variance, Pearson R, correlation ratio, and Fisher’s t. Based on the data gathered and the statistical instrument used in data processing as well as the analysis derived the following but not limited to: (1) the respondents were predominantly female, (2) there were 94.74 percent of administrators who are holders of the Masters degree, (3) the level of job satisfaction of the elementary teachers revealed an average weighted mean of 3.788, interpreted as “Very Satisfied”, and (4) on the level of the leadership style of the school administrators, the leadership styles that are “always” employed by the school administrators are as follow: put the welfare of his unit above the welfare of any person in it; encourage after-duty services by persons in his unit; emphasizes meeting of deadlines; allow the persons under him do their work the way they think is best. Based on the findings and conclusions, the following recommendations are drawn; (a) teachers should be motivated more to grow professionally, (b) a flexible salary scale together with other benefits be made, (c) school administrators should continue using the democratic style of leadership, and (d) that teachers be encouraged to set higher goals.
References
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