Personality Attributes of Public Elementary School Heads in Relation to Teachers' Performance in Samar Division: A Proposed Training Design on Personality Enhancement
Keywords:
Personality Attributes, School Heads, Performance, Training DesignAbstract
The study determined the personality attributes of public elementary school heads and their relationship to teachers’ performance in the Division of Samar for school year 2010-2011. The results were used as bases for a proposed training design on personality enhancement. This study used the descriptive-developmental research design that determined the significant differences among the three groups of respondents on the personality attributes of elementary school heads. Along the personality attributes in terms of creativity, the indicator under this were the following with their corresponding average weighted means: 1) takes the initiative in devising ways and means of helping teachers and students in achieving high educational performance (4.38); 2) develops creative solutions and new insights into problem (4.29); 3) respond with resourcefulness to new people and situations (4.27); 4) is imaginative, innovative and dynamic (4.22); and experiments with new approaches to situations/problems (4.20). The three groups of respondents differed in their perceptions as to the personality attributes of the elementary school heads along honesty/integrity, initiative, and flexibility/adaptability. The performance of the elementary school teachers based on the NCBTS showed a direct proportional relationship. This meant that the higher the NCBTS performance of elementary school teachers, the more favourable the personality attributes of the school heads. For those elementary school heads who were not able to meet the basic requirements, it is recommended that they pursue a masteral degree for their professional and career advancement.
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