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040			_cNVSU
100			_aSantos, Racquel Pastor
245			_aLeadership behavior dimensions and performance of elementary school administrators of Nueva Vizcaya/ _cRacquel Pastor Santos
260			_aBayombong: _bNueva Vizcaya State University, _c2003.
300			_axiii, 92 leaves : _billustrations ; _c28 cm.
500			_aThe main thrust of this study was on the assessment of the leadership behavior dimensions and performance of elementary school administrators of Nueva Vizcaya. The descriptive method of research was utilized in gathering the needed data of the study. A set of questionnaire was constructed and validated to gather the profile data of the administrator-respondents. The main instrument used in gathering the leadership behavior dimensions of the administrators was the Leadership Behavior Descriptive Questionnaire (LBDQ) which was developed by the staff of the Personnel Research Bureau, the Ohio State University, directed by Dr. Carroll L. Shattle. In 1950, (cited by Manzano, 1979) Hamphill and Coons constructed the original form of the questionnaire. The other instrument used in gathering data on the Job Performance of the administrators was the Performance Appraisal System for School Administrators (PASSA) from DECS Form B-1 and Form B-2 during the S.Y.2001-2002. The descriptive and inferential statistics were used to describe the data and to test the null hypotheses. The profiles of the administrator-respondents were determined employing frequency, percentage, weighted mean and standard deviation. The t-test and F-test were used to determine significant differences and the Pearson r and Point Biserial Coefficient of correlation were used to determine significant relationships.. The administrator-respondents in the Division of Nueva Vizcaya were 50 years old and above, majority males, married, carned masters degree, head teachers, with 10-19 years of experience as administrator, below 5 years in the present school and had regional levels of training. 2. The elementary school administrators perceived their leadership behavior dimension as "high" in both consideration and initiating structure. 3. The school administrators had an "outstanding" performance rating for school year 2001 and 2002. 4. There were significant differences in the leadership behavior dimensions when respondents were grouped in terms of age, gender, number of years in present school and level of training attended. 5. There was no significant relationship between school administrators leadership behavior dimensions and job performance rating. 6. There was a significant relationship between the administrators' gender and leadership behavior dimensions. 7. There were significant relationships in the administrators profile on educational qualification and level of training attended and overall performance rating. In general, the school administrators' job performance correlated with both leadership behavior (consideration and initiating structure dimension).Conclusions Based on the foregoing findings, the following conclusions were drawn: 1. The school administrators are generally in their late adulthood, almost equal number of males and females, married, masters degree holders, majority are head teachers, most had 19 years and below experience as administrator, generally new in the present school station and had attended regional and national training. 2. The school administrators perceived their leadership behavior dimensions as "high" in both consideration and initiating structure dimensions (Quadrant I). 3. The school administrators are "Outstanding" in their job performance. 4. There exist significant differences between the school administrators' leadership behavior dimension and their profile in terms of age, gender, and numbers of years in present school and level of trainings attended. 5. There is no significant relationship between school administrators leadership behavior dimensions and job performance rating. 6. Administrators' gender and the leadership behavior dimensions are significantly correlated. 7. Job performance rating and administrators profile in terms of educational qualification and level of trainings attended are significantly correlated Recommendations 1. There is a need for school administrators to finish at least a master's degree to become more competent and qualified for the position. 2. School administrators are encouraged to attend more trainings particularly on higher levels to be kept abreast of present thrusts and development in the educational sector. 3. Female administrators have better leadership behavior, thus, they are more qualified and should be hired. 4. Older administrators have higher leadership behavior, thus, the younger administrators are challenged to have better leadership for the future. 5. Administrators stayed in their present school for 10-14 years have better leadership behavior, thus, the administrators are encouraged to improve their leadership for the progress of the organization.
500			_aThesis (Master of Education - Educational Administration)
504			_aIncludes appendices and bibliographical references.
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