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Chapter 1
THE PROBLEM AND ITS SETTING
Background of the Study
Teacher commitment is closely connected to teachers’ work performance
and their ability to innovate and to integrate new ideas into their own practice,
absenteeism, staff turnover, as well as having an important influence on
students’ achievement, and attitudes toward school (Firestone, 1996; Graham,
1996; Nias,1996; Tsui & Cheng, 1999). It is widely recognized that the role of the
teacher has intensified, and teachers need to adapt to bureaucratically driven
escalation of pressures, expectations and controls concerning what teachers do
and how much they should be doing within the teaching day (Hargreaves, 1994).
In the Philippines, the teachers and the teaching profession have
been confronted over the years by the various issues and concerns that are
directly affecting their commitment (Fernandez, 2007).Teacher’s ability to
perform the unexpected functions efficiently and effectively is very strongly linked
to the level of their teaching motivations and the type of preparation they
receive(Manalac,1998).
In Region XI, the existing competitions in the educational world had
challenged teachers to deepen their commitments to provide the best quality
education to their students. However, factors underlying the level of their
commitment need to be considered to ensure cooperation among them. Thus,
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the attainment of the institutional goal lies on their profound level of commitment
(Bernardo, 2003).
It is in this context that the researcher deemed it necessary to take
another look on the plight of the teachers. Teachers should be the first factor to
be considered if change or innovation has to be implemented in an educational
institution because they are the primary assets in an organization. As such, the
results of this study may contribute to the human resource development
component of the concerned institutions, making this study a source of
information with social relevance for organizational development.
Statement of the Problem
The main focus of the study was to determine the significance of the
relationship between socio-emotional competence of school heads and work
commitment of teachers. Specifically, it sought answers to the following
questions:
1. What is the level of socio emotional competence of school heads in
terms of:
1.1 self-awareness
1.2 self-regulation
1.3 self-motivation
1.4 social-awareness
3
1.5 social skills?
2. What is the level of work commitment of teachers in terms of;
2.1 commitment to school
2.2 commitment to teaching work
2.3 commitment to teaching occupation
2.4 commitment to work group?
3. Is there a significant relationship between socio-emotional competence
of school heads and work commitment of teachers?
Hypothesis
The null hypothesis which was tested at 0.05 level of significance states
that there is no significant relationship between socio-emotional competence of
school heads and work commitment of teachers.
Review of Related Literature
This section deals with the related literature and studies that have
essential bearing to socio-emotional competence and work commitment.
Socio-Emotional Competence
Socio-emotional competence is a concept which originated relatively recently,
and which has held the focus of the research community until today. Most useful
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in the workplace environment, socio-emotional competence can explain why
some leaders prosper and others do not. It can be developed, and this study
links it to character, as well as success. Individuals with high socio-emotional
competence do not necessarily function as a group with high socio-emotional
competence without practice (Bass, 2000). Men and women appear to have
equal amounts of EQ, and older individuals learn it better than younger ones.
Salovey & Meyer,1990, believed that emotional intelligence refers to the ability
to monitor one’s own and others feelings and emotions, to discriminate among
them and to use this information to guide one’s thinking and actions. On the other
hand, when it comes to the impact of mental health on academic outcomes:
developing social-emotional competence is key to success in school and in life
(Durlak & Weissberg, 2005).
Self-Awareness. School heads with accurate self awareness know one’s
strengths and limits. They are aware of their strengths and weaknesses,
reflective, learning from experience, open to candid feedback, new perspectives,
continuous learning, and self-development, and able to show a sense of humor
and perspective about themselves. Moreover, self-awareness is the identification
and recognition of one’s own emotions, recognition of strength’s in one’s self and
others, a sense of self efficacy, and self-confidence. People with competence on
self-awareness know which emotions they are feeling and why. They are able to
realize the links between their feelings and what they think, do, and say,
5
recognize how their feelings affect their performance, and have a guiding
awareness of their values and goals (Kouzes,2001).
In addition Klenke (2006) articulated that emotional intelligence can itself
be conceptualized relative to individuals’ awareness of their own emotions and
their ability to express those emotions, to individuals’ perceptions of and
awareness of emotions expressed by others, to the regulation of emotion both in
oneself and in others, and to the utilization of emotion (for example, utilization of
emotion for purposes of motivation, for creative acts, etc.).
Self – Regulation. Kouzes (2001) stressed that managing disruptive
emotions and impulses is required to have self-regulation. School heads should
manage their impulsive feelings and distressing emotions well. They should stay
composed, positive, and unflappable even in trying moments, and think clearly
and stay focused under pressure.
According to Devaney & Tobin (2003), caring and moral behavior must be
modeled. Transformational leaders understand that for a student to reach social,
emotional, and academic goals, the school, the parents, and the community must
act in consonant ways. All students and adults thrive when administrators,
teachers, and other education support staff members trust and respect students
and exude boundless optimism. In such a culture, the classrooms, schools, and
communities are safe havens for children and engaging sources of partnership
for parents.
6
The ability to hold back one’s emotions and instead get along with others,
develop trusting relations, and to communicate effectively with others comprises
a set of skills long deemed central to the task of management. Such social or
“people” skill have been variously referred to as “leader consideration”
(Fleishman, 1957), as a “socio-emotional” (as opposed to “task”) orientation
(Bales, 1950), or as “human relations skills” (Whyte, 1955; Likert, 1967). Taken
as a whole, this set of interpersonal communicative competencies deals with the
managers’ ability to establish warm, empathic, non-directive, trusting relations
with subordinates. Much as such interpersonal competencies are deemed central
to the task of management and leadership, insufficient attention has been paid to
their construct definition and validation, particularly with respect to the “softer”
aspects of such socio-emotional competencies—that is, empathy, listening skills,
and so on (Kouzes,2001).
While emotion is displayed through many channels—including kinesics
(such as bodily posture and hand gestures) or prosodic (such as vocal intonation
and pitch, Brown, 1987)—the focus of the present research is upon the
expression of emotion through faces. Facial expressions are heavily laden with
emotional information, perhaps far more so than any other channel. Indeed,
evidence from the field of physiological psychology indicates that there exist
discrete areas of the brain devoted to specialization at facial recognition, and that
individuals with damage to these areas are unable to recognize any faces
whatsoever. Additionally, an additional domain of psychological research, one
not directly tied to the body of research on emotional intelligence, focuses on
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cross-cultural universals of facial expression of emotion. This research is drawn
upon as a basis for developing a measure of skill at perception of nonverbal
facial expression (Miles,2005).
Unlike many other professions, teachers and school heads are constantly
exposed to emotionally provocative situations and have limited options for self-
regulation when a situation provokes a strong emotional reaction (Jaeger, 2004).
More emphasis should be placed on developing school heads' social and
emotional competence both in teacher training and professional development
programs.
Self motivation. School heads with self-motivation are results-oriented,
with a high drive to meet their objectives and standards, set challenging goals
and take calculated risks, pursue information to reduce uncertainty and find ways
to do better, and learn how to improve their performance. They must readily
make personal or group sacrifices to meet a larger organizational goal, find a
sense of purpose in the larger mission, use the group’s core values in making
decisions and clarifying choices, and actively seek out opportunities to fulfill the
group’s mission (Kouzes, 2001).
It is in this manner that accomplishing the kinds of changes needed to
integrate socio-emotional competence among school managers requires
transformative leadership: leadership that is willing to realign structures and
relationships to achieve genuine and sustainable change. Many transformations
can be identified as important, but the three that we deem to be essential are
8
leading with vision and courage, beginning and integrating efforts school wide,
and implementing with integrity (Bencivenga & Elias, 2003; Devaney et al.,
2003).
Furthermore, principals have special roles in setting the agenda for
leadership and inspiring others to share and elaborate their vision. That vision
includes helping everyone understand the relationship between social-emotional
well-being and success in school and life (Pasi, 2001). Perhaps the greatest
transformation of all will come when visionary and courageous education leaders
are supported by policies and accountability systems that emphasize that
achievement in schools involves developing the caring character, and academic
success of all children. Social inability can be a lifelong problem. Therefore it is
imperative that social skill deficits be identified early and addressed in much the
same way as identifying and addressing the problems because social
incompetence can be more debilitating and detrimental to success in life than
learning problems (Bencivenga, A., & Elias, M. J. 2003).
As Herdlein (2004), singled out, there are several types of social skills that
must be mastered for a school head to be socially adept. This ranges from the
ability to initiate, maintain and end a conversation to reading social signals to
more complex skills such as solving problems and resolving conflict. School
heads with social and emotional competence are better able to implement social
and emotional curriculum more effectively because they provide outstanding
examples of desired social and emotional behavior.
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In addition, school leaders should have the knowledge in maintaining
standards of honesty and integrity by acting ethically and are above reproach,
building trust through their reliability and authenticity, admitting their own
mistakes and confronting unethical actions in others, and taking tough, principled
stands even if they are unpopular. Taking responsibility for personal performance
is required for people with this conscientious. He is able to meet commitments
and keep promises. Must also hold them accountable for meeting their
objectives, and are organized and careful in their work (Kouzes, 2002).
Striving to improve or meet a standard of excellence is needed for school head to
have self-motivation.
Social Awareness. School heads with sense of social awareness extend
their empathy, respect for others and the ability to see different perspectives of
some issues (Kouzes, 2002). The extension of research on cross-cultural
universals in facial expression, toward the development of a measurement of
socio-emotional competency, is premised upon several assumptions. For one, it
seems reasonable that the six specified universal emotions form a valid basis for
developing a measure of emotion broadly conceived. That is, while discrete
emotions outside of the six known universals certainly exist— such as shame,
embarrassment, or contempt (e.g., Matsumoto, 1992)—a reasonable starting
point would seem to lie in the six basic universal expressions. Indeed, because
the six treated here are proven universals this enables experimental control of
confounding that might arise due to individual differences in emotional makeup,
10
or due to disparate socialization among research subjects. That is, while some
emotions are universal, others are to a degree socially constructed (Hare, 1986).
This stream of research indicates the there are indeed six universal facial
expressions (Ekman, 1973, 1982; Ekman & Friesen, 1984; Matsumoto, 1992;
Ekman, 1994). These expressions are happiness, fear, sadness, surprise, anger,
and disgust. Research shows that individuals from both modern and primitive
cultures, representing a number of highly disparate cultural traditions, to be
remarkably alike in their ability to recognize these six basic expressions. A further
assumption is that use of these six universal emotions will result in a measure
applicable to cross-cultural research contexts, for example, for assessment of
managerial skill at recognizing emotional expressions in diverse cultures. The
ability to extend the research in this direction represents an important advantage
given recent trends toward cross cultural research in organization studies
(Hare,1986).
Social Skills. Sensing others’ emotions or the ability in social skills is
obviously a skill central to the whole notion of interpersonal communicative
competency. Cooperation, willingness to seek and provide help, and
communication are among the evident manifestation (Kouzes, 2002).
Communication theory, for example, analyzes communicative processes
relative to the basic distinction between messages encoded (sent) and decoded
(received) (Axley, 1984). Accordingly, this research thus focused on managers’
ability to decode messages sent by others, specifically focusing on messages
11
existing at a non-verbal, emotional level. This appraisal of expressed emotion in
others is a crucial facet of socio-emotional communicative competence broadly
conceived.
Working in teams, rather than as individuals, is foundational to learning
within modern organizations (Senge, 2000). Within the context of schools, teams
may take many forms. Collaborative professional learning and decision making
offer a promising model for transformational change within schools, but it is a
complex endeavor presenting multiple challenges. Collaborative inquiry and
decision making require individual to take risks as their successes and failures
are shared publicly within the group. Differing interpretations of data and varying
perspectives on appropriate courses of action naturally lead to conflict which, if
not managed, can result in a diminished sense of efficacy or, worse, complete
group paralysis (Battaglia, 2000).
Principals and other school administrators who lead from below the
surface understand that authentic collaboration yields opposing ideas which, in
turn, may produce heightened anxiety. Change theorists advocate that school
leaders must be equipped to manage the inevitable intense emotions that arise
from authentic collaboration and changes in practice (Bass, 2001).
Other manifestation of social skills is the encouragement of the principal to
ignite a participative decision-making and distribution of the supportive leadership
function to yield a significant positive impact on teachers' organizational
commitment (Lawrence,2003).
12
Beyond becoming familiar with social-emotional theory, research, practice,
and pedagogy, some administrators lead themselves and their staff members in
exploration of their individual and collective social-emotional assets and areas in
need of improvement. This is followed by an ongoing process of continuous
improvement. Many resources support such approaches (Salovey & Mayer,
1990).
Wrapping it up, emotional intelligence has been identified by researchers
(Rickard, 2002) to be one such tool that is positively associated with effective
leadership. Schools are complex environments comprising heterogeneous
populations and activities. Students, teachers, staff, administrators, and parents
often have differing expectations of how a school should function. To establish a
school climate acceptable to all, a team representing all members of the school
community should be formed and asked to define school-wide behavioral norm.
(Swerdlik, 2000).
Work Commitment of Teachers
According to Huntington (2001), commitment embodies a sense of
being bound emotionally or intellectually to some course of action which may
include a person’s relationship with another individual or group, or organization.
The quality and performance of teachers has been a focused concern in
education (Ballou & Podgursky,1997).
13
Commitment to School. It is clear that the interaction among the
teachers in the school, the communication between the teachers and the
students, the quality of procedures and the level of the teachers’ apprehension of
their profession all affect the teachers’ level of organizational commitment.
Indeed, the question how to provide teacher commitment is still a problem (Miles,
2005). Lower commitment creates the dilemmas that both affect badly the
effectiveness of school and cause teachers to be less successful in their
professional performance or to leave the profession (Pennings, 2006).
The less committed teachers may both create difficulties and cause the
deviations in respect of the educational aims of the school, for example in the
classroom, the teachers may struggle to direct the students to behave in
accordance with different aims separated from the aims of the school. Those
types of negative attitudes may not be recognized and prevented at the proper
time. The reason of this may be the difficulty faced for evaluating the outcome
objectively ( Hoy,W.K., and Kottamp,R. 1991).
The degree of teacher commitment is one of the most important aspects
of the performance and quality of school staff. Commitment is defined as the
degree of positive, affective bond between the teacher and the school. It does
not refer to a passive type of loyalty where teachers stay with their jobs, but are
not really involved in the school or their work. Rather, it reflects the degree of
internal motivation, enthusiasm, and job satisfaction teachers derive from
teaching and the degree of efficacy and effectiveness they achieve in their jobs
(Ogawa 1988; Reyes, 1990).
14
Accepted ideas about teacher commitment assume that it is
multidimensional. These dimensions are thought to be external to the teacher but
interconnected and have some influence on each other (Meyer and Allen, 1991).
Understanding the orientation of an individuals’ commitment is crucial, as a
teacher may behave differently according to those aspects of the profession and
organization to which they are committed (Nias, & Tyree, 1996).
There is a growing body of literature that suggests that there is crucial link
between emotional attachment to the work of teaching and a teachers’ personal
levels of commitment (Day, 2004; Fried, 2005; Nias, 1996). This literature
challenges the view that teacher commitment is focused exclusively on external
dimensions and explores the relationship between teacher passions, values and
beliefs, and teacher commitment in a way that characterizes teacher commitment
as a highly personal way of viewing the self and its relationship to education.
This literature takes the position that while teachers do articulate a
commitment to external factors (such as students) they also make significant
links to personal passions which have clear articulations with ideology, values
and beliefs.
This notion holds true while focusing on quality of human resources that is
a major factor which contributes significantly to the organizational success (Tsui
& Cheng, 1999).
Teacher is the central element in educational system holding various
important responsibilities. The overall performance of universities depends upon
their teachers and ultimately their level of commitment and job satisfaction. Thus
15
understanding their behaviors and attitudes needs more attention in
organizations (Tsui & Cheng, 1999).
Commitment to teaching Work. According to Minton (2001),
commitment of teachers towards their work group, teaching occupation, school,
and teaching occupation spells a difference in achieving organizational
effectiveness.
Fried (2005) added that by being able to grasp ones commitment, it
already ascertains the success of the goals set by the organization. This means
that goals of a certain organization could not be achieved if the persons inside
that certain organization are very lax in the discharge of their duties and
responsibilities.
In his proposition, Kent (2004) believed that commitment of teachers plays
a very vital role in ensuring the effectiveness of the school because they are the
primordial persons in delivering the basic services towards their students.
The level of teachers’ commitment is considered to be a key factor in the
success of any education undertaking as it heavily influences teachers’
willingness to engage in cooperative and critical practice. To sustain energy and
enthusiasm for the work, teachers need to maintain their personal commitment to
the job. This concept of ‘commitment,’ as investment of personal resources, has
long been associated with the professional characteristics of a teacher. At a time
when education is in constant flux, teachers are expected to incorporate reforms
on a number of levels into their daily practice (Downie, 2000).
16
The present educational environment requires that those who wish to
survive and thrive must become involved in an increased rate of personal
adaptation and professional development. It appears to be a professional
necessity for teachers to be emotionally committed to their work, for without this
emotional connection, teachers face the constant danger of burn-out in an
increasingly intensified work environment (Nias, 1996).
Commitment to Teaching Occupation. A competent and committed
teacher is in demand for today’s revolutionary era. Teacher commitment has
been identified as one of the most crucial factors for the success of education
and schools. Teacher’s commitment to his profession is closely associated with
his/her work performance (Shore & Wayne, 1993).
According to Coladarci (1992), commitment to teaching is defined as the
"teacher's psychological attachment to the teaching profession". When teachers
are not committed to the teaching profession, they would leave their work early.
Teacher commitment may be enhanced or diminished by factors such as student
behavior, collegial and administrative support, parental demands, and national
education policies (Downie, 2000; Louis, 1998; Tsui & Cheng, 1999). Evidence
presented at the UNESCO International Conference on Education in 1996
suggests that reform policies in many countries in recent years have led to
deterioration in the working conditions of teachers, in turn producing
demoralization, abandonment of the profession, absenteeism, and a negative
impact on the quality of education offered to students (Swerdlik,2000).
17
In his study, Downie (2000) has found out that passion to teaching has
significant implications for both school leaders and systems of education.
Ignoring the connection between teacher commitment and passion could be
considered to be perilous. As supported by Fawcett (2000) given the core role
that ‘passion’ appears to play in conceptions of teacher commitment it is
reasonable to assume that any reforms deemed desirable by schools and
systems are only likely to be successful if such reforms are interpreted for
teachers in a way that relates to their passions. Thus, school leaders are of
crucial importance in establishing and maintaining connections between the new
educational ideas and teachers’ existing passions and ideological frameworks.
While academic qualification, subject matter knowledge, pedagogy and
teaching skills are important factors in determining teachers' competency and
teaching efficacy, a knowledgeable teacher without motivation and dedication to
teaching may not sustain quality education (Manning & Patterson, 2005). In other
words, the quality of teaching is not only governed by the knowledge and skill
competence of teachers but also their enthusiasm and commitment in teaching
(Rikard, 2002).
In addition, when a teacher is motivated and loves the teaching
profession, the students do not only learn the content taught by the teacher, they
may also be motivated toward learning (Czubaj, 1996). Teachers who are
dedicated and committed to teaching might facilitate school-based innovations or
reformations that are meant to benefit students' learning and development. In
18
fact, teacher commitment and engagement has been identified as one of the
most critical factors in the success of education (Huberman, 1993, Nais, 1996).
It is difficult to claim that the external reward sources of the educational
organizations (salary, position, degree, etc.) are satisfactory for the teachers.
Alternatively, it can be asserted that these sources are not sufficient even for
minimum life conditions. On the other hand, the teachers do not, worse still, have
the chance of getting a degree on their status easily within the organization
because of the characteristics of teacher profession (Minton, 2001).
Commitment to Work Group. The close and friendly relationship of
members in a work group is the most effective motivation for the achievement
within the working process. If those relationships are introduced into the goals of
the organization, it may have a significant role on productivity of the organization.
Organizational commitment consists of the factors such as the employee’s belief
and acceptance of the organization’s goals and values, the employee willingness
to exert effort on behalf of the organization, and a strong desire to keep up
membership in the organization (Kouzes,2002). When teachers are committed to
their organizations, they may easily accept and adhere to the organizational
objectives and goals (Kottamp,1991).
Teachers’ sense of working conditions is effective on their working habits.
One of aspects that constitute the source of teachers’ sense of working
conditions is the teachers’ attitudes and interests towards the objects (such as
occupation, task, materials, students, school, etc.) in their working environment.
19
In that respect, the teachers do the activities in accordance with their interaction
and concern with those objects. In one way, one of the concepts that determine
the employee’s interests towards the objects in working environment is the
employee’s level of organizational commitment (Hoy, Tarter, 1991).
A person who is professionally committed, work is a vital part of life. This
means that both the work itself and the co-workers are very meaningful to the
employee, in addition to the importance s/he attaches to the organization as a
whole. Active participation in decision-making increases involvement and PC,
which result in a higher level of acceptance and satisfaction. Evers (1990)
suggested that teachers’ successful participation in decision-making could be
explained by the feeling of ownership that comes from initiating ideas rather than
responding to others’ proposals.
Gaziel and Weiss (1990) claimed that teachers’ participation, based on
establishing a strong voice in decisions and policies, was a characteristic of
‘‘professional orientation’’, and fostered better working relations among staff
members. With regard to self-efficacy, studies have shown that teachers with a
greater sense of efficacy are more enthusiastic about teaching and report a
higher level of commitment to teaching (Coladarci, 1992).
Principals need to establish working conditions that will bring teachers to
perceive themselves as having a high level of competency, and experiencing
high status and self-esteem. Teachers who view themselves as professionals or
perceive opportunities to grow professionally may contribute more to the school
20
as their commitment to the organization and to the profession increases.
Principals need to recognize that the feelings and perceptions of teachers about
their schools, and their desire to attain opportunities for professional growth, are
beneficial to the organization itself (Brief, A., & Motowidlo, S. (1989).
The quality and performance of teachers has been a focused concern in
education (Ballou & Podgursky, 1997;). The concepts stipulated in the related
literature put emphasis on the implication of school heads’ socio-emotional
competence with regards to the work commitment of teachers. The perception as
presented from the authors accentuates that teachers work commitment is
significant to the socio-emotional competence of their school heads and it is
obviously observed that when teachers feel in a harmonious relationship and are
accepted to a work group, there is a successful outcome on their profession.
A positive relationship has been found between organizational
commitment and regular employee attendance, and an inverse relationship
between organizational commitment and turnover intention (Porter, Steers,
Mowday, 1996). Employees who are highly committed to both the profession and
the organization were found to perform better than the less ones, a behavior
which results in improved overall to good instruction (Firestone & Pennell, 1996).
In their retrospective study Brief, A., & Motowidlo, S. (1989) argued that
principals need to establish working conditions that will bring teachers to perceive
themselves as having a high level of competency, and experiencing high status
and self-esteem.
21
Three classification of commitment is introduced by Allen and Meyer
(1991). These are affective commitment, continuance commitment and normative
commitment. In affective commitment, the employee has emotional attachment
to, identification with, and involvement in the organization and its goals. It results
from an agreement between individual and organization values so it became
natural the other hand; continuance commitment is the willingness of teachers to
remain for one to become emotionally attached to and enjoy his/her membership
in the organization.
In an organization, personal investment is a non-transferable investment.
These investments include close working relationship with co-workers,
retirement, career and skills that are unique to a particular organization.
Normative commitment is that which is induced by a feeling of obligation to
remain with an organization. Such a feeling often results from what Patchen
(2001) characterized as “generalized values of loyalty and duty. Relatively,
Adams (2002) believed that organizational commitment of teachers to the school
is an important concept in the analysis of school life. It goes beyond the standard
notions of satisfaction, loyalty, and esprit d ‘corps. It is not sufficient to encourage
promoting organizational commitment.
In one sense on Elliott and Croswell’s study it may be argued that the
specific external referents of children, school, subject etc. are not important
because these so-called ‘passions’ appear to act as a sustaining and motivating
force in these teachers’ professional lives. Even though these teachers consider
the job to be complex and demanding it is this involvement with the work at an
22
emotional level that sustains their commitment and dedication to the profession
(Lawrence,2003).
In support, Fried (2005) believed that teachers’ commitment is focused
exclusively on external dimensions and explores the relationship between
teachers’ passion, values and beliefs, and teachers’ commitment in a way that
characterized teachers’ commitment as a highly personal way of viewing the self
and its relationship to education. This is also confirmed by Ogawa (1988) who
added that while teachers do articulate a commitment to external factors, they
also make significant links to personal passions which have clear articulation with
ideology, values and beliefs.
On the other hand, the external rewards (salary, position, degree,
etc.) that the organization supplies and the internal rewards that are supplied
from working environment are the most important points for encouraging
employee in concept of professional performance (Kent, 2004). Therefore,
internal rewarding is more important in teaching occupation than the other fields.
The most significant internal rewarding sources for teachers are school, job
satisfaction, materials, students and their aims, and students’ own values. Those
sources that are internal rewards for teachers depart from other internal rewards
at other organizations.
The concepts stipulated in the related literature put prominence on the
implication of school heads’ socio-emotional competence with regards to the
work commitment of teachers. By and large, this research thus focuses on
managers’ ability to decode messages sent by others, specifically focusing on
23
messages existing at a non-verbal, emotional level. This appraisal of expressed
emotion in others is a crucial facet of socio-emotional communicative
competence fundamentally conceived. The perception as presented from the
authors accentuates that teachers work commitment is in proposition to the
socio-emotional competence of their school heads and it is obviously observed
that when teachers feel in a harmonious relationship and accepted to a work
group, this thesis results to a successful outcome on their profession.
Theoretical and Conceptual Framework
This study is anchored on the conception of Bass (2000) which explains
on how can socio-emotional contribute to the success or failure of a leader’s
supervisory skill since it is believed as most useful in the workplace environment.
Locke (2000) which states that work commitment of teachers toward one’s
work, profession, group, and school is greatly influenced with what kind of school
heads it has. He also suggested that close relationships of the variables related
to the teacher’s commitment to their schools, the work group, and the teaching
occupation found out to have a direct relationship between the teachers’ work
commitment and school heads’ emotional and social competence in dealing with
their subordinates.
It is directly proportional to the social and emotional competence of the
school heads, as seen in how they treated their teachers inside the school.
24
This is also supported by Huntington (2001), which suggests that
commitment embodies as sense of being bound emotionally or intellectually to
some course of action which may include a teacher’s relationship with the school
heads, and vice versa.
The dependent and independent variables are shown in Figure 1.The
independent is the socio-emotional competence of school heads. It includes self-
awareness which pertains to the identification and recognition of one’s own
emotions, recognition of strength’s in one’s self and others, a sense of self
efficacy, and self-confidence; self-regulation which refers to one’s impulse
control, stress management, persistence, goal setting, and motivation; self-
motivation which refers to the evaluation and reflection and personal and
ethical responsibility; social awareness which refers to empathy, respect for
others and the ability to see different perspectives of some issues; and social
skills which refers to cooperation, willingness to seek and provide help, and
communication. While the dependent variable is the work commitment of
teachers with the following indicators: commitment to school which is shown
exerting efforts on behalf of the school, having a proper pride to belong to such a
school, the motivation of the school for better working situations, to be interested
in the future of the school, to perceive the school as the best one among the
other schools, not to appreciate the applications in the school relevant to the
teachers, and to be dissatisfied with the interaction of people in the school;
commitment to teaching work which means being satisfied with teaching, to
struggle more for the unsuccessful students, to be voluntary in teaching works, to
25
help the students out of the classes, to make effort for extensive classes on the
case that the routine classes are not enough, to teach the subjects, to have the
responsibility of taking the classes on time, and to get information about the
students’ families; commitment to teaching occupation which means to judge
positively the decision of being a teacher, to have a proper pride of his/her
profession, to perceive teaching occupation as the most important career, to
realize teaching occupation to be ideal for working life, to be famous in teaching
profession, to continue teaching occupation although they need not work for
money; commitment to work group is the close and friendly relationship of
members in a work group is the most effective motivation for the achievement
within the working process. If those relationships are introduced into the goals of
the organization, it may have a significant role on productivity of the organization.
Teacher’s commitment to work group was focused on with the factors of being
26
Independent Variable Dependent Variable
Figure 1. Conceptual Framework Showing the Variables
Socio-Emotional Competence Of School
Heads
Self-awareness
Self-regulation
Self-motivation
Social-awareness
Social Skills
Work Commitment Of Teachers
Commitment to School
Commitment to Teaching Work
Commitment to Teaching Occupation
Commitment to Work Group
27
pleased with the other teachers in the lesson breaks, having a proper pride of
her/his friends, perceiving the teachers as her/his close friends , feeling
himself/herself as the best friend of other teachers, having the same close
relationship with the teachers out of the school.
Significance of the Study
The study on socio-emotional competence of school heads in relation to
work commitment of teachers will be beneficial to the following:
Department of Education Officials. This will guide and direct them in the
formulation of plans and activities that will strengthen the relationship
School Heads. The findings of this study may enable school heads to
assess themselves and think of initiatives to help teachers improve efficacy and
passion for teaching.
Teachers. This study may encourage them to provide more varied
and meaningful experiences to their learners, thus developing their basic life
skills.
Future Researchers. Other researchers who may take similar
investigation to make follow-up study on the topic. Any vital information the study
can provide will help them make further or additional research on this area.
28
Definition of Terms
To establish a common frame of reference, the terms used in the study
are defined:
Commitment is defined here as the degree of positive, affective bond
between the teacher and the school. It does not refer to a passive type of loyalty
where teachers stay with their jobs, but are not really involved in the school or
their work. Rather, it reflects the degree of internal motivation, enthusiasm, and
job satisfaction teachers derive from teaching and the degree and efficacy and
effectiveness they achieve in their jobs.
Socio-emotional Competence. In this study, this refers to the
competence displayed by the school heads in terms of self-awareness, self-
regulation, self-motivation, social awareness, and social skills.
Work Commitment of Teachers. In this study, it refers to the
commitment given by the teachers towards his/her school, his/her teaching work,
his/her teaching profession, and his/her work group.
hapter 2
METHOD
29
Discussed in this chapter are the research design, the research subjects, the
research instrument, the research procedure in gathering of the data and the
statistical treatment of the data.
Research Design
This study employed the descriptive-correlational method to determine
socio-emotional competence of the school heads and the work commitment of
the teachers.
Descriptive method of research according to Downie (2000) is a measure
of variable with varying levels of measurement. In certain cases, this type of
research design gives a scientific picture of the variables under study.
According to Anastasi (2005), this research is appropriate when a
researcher would like to make an intervention program based on the data
generated from the study to improve the quality and standard of the mentioned
variables of the study.
Fawcett (2000) added that descriptive category includes co-relational
studies that are conducted in natural setting and that involve no attempts to
introduce something new or to modify or control a phenomenon.
Research Subjects
The respondents of the study were the school heads and the teachers of
public elementary schools of Tagum City Division of school year 2010-2011.
30
The distribution of these respondents per district is shown in Table 1 showing the
following: 147 or 48 percent from Tagum Central Distict, 124 or 53 percent from
Tagum North District, 84 or 49 percent is from Tagum South Ditrict.
Since this study assessed the socio-emotional competence of the school
heads in relation to the work commitment of the teachers, the respondents were
taken from based on the number of teachers and school heads per school.
Using the Slovin’s formula, the total number of respondents of the study is
255 but the researcher opted it to increase to 355 teachers and school heads out
of the the overall 710 teachers and school heads from the three districts of public
elementary schools in Tagum City.
Research Instrument
The questionnaires used in this study were adapted from the
questionnaires developed by Kouzes. However, some of the items were modified
and revised by pool of experts to fit the context of the study.
The first set of the questionnaires was adapted from the authors of both
variables. A draft of the said questionnaires was submitted to the research
adviser for comments, suggestions and recommendations for the improvement
its presentation. The final copy was submitted for the approval of the panel
incorporating their corrections, comments and suggestions.
Table 1
Distribution of Respondents
31
District Number of
Schools/School
Heads
Total
Population
Number of
Samples
%
Tagum Central
District 6 305 147 48%
Tagum
North
District
12 233 124 53%
Tagum South
District 13 172 84 49%
Total 31 710 355 50%
In interpreting data in socio-emotional competence of school heads
the following scale was used.
Range of Means
Descriptive Equivalent
Interpretation
32
4.50 – 5.00 Very High This means that the socio-emotional competence of school heads is manifested all the time.
3.50 – 4.49 High This means that the socio-emotional competence of school heads is manifested oftentimes.
2.50 – 3.49 Moderate This means that the socio-emotional competence of school heads is manifested sometimes.
1.50 – 1.49 Low This means that the socio-emotional competence of school heads is rarely manifested.
1.00 – 1.49 Very Low This means that the socio-emotional competence of school heads is never manifested.
In interpreting data work commitment of teachers the following
scale was used.
Range of Means
Descriptive Equivalent
Interpretation
4.50 – 5.00 Very High This means that the work commitment of teachers is manifested all the time.
3.50 – 4.49 High This means that the work commitment of teachers is manifested oftentimes.
2.50 – 3.49 Moderate This means that the work commitment of teachers is manifested sometimes.
33
1.50 – 1.49 Low This means that the work commitment of teachers is rarely manifested.
1.00 – 1.49 Very Low This means that the work commitment of teachers is never manifested.
Data Gathering Procedure
The study was conducted during the second semester of the school year
2010-2011. The researcher personally administered the research instrument to
the respondents to ensure 100 percent retrieval of the questionnaire. The
necessary data were gathered following these steps:
1. Asking Permission to Conduct Study from the Office of the
Schools Division Superintendent. The researcher sent a letter to the office of
the Schools Division Superintendent, Tagum City Division, SDS Nenita E.
Lumaad asking for permission to conduct a survey to the thirty-one public
elementary schools of Tagum City Division.
2. Asking Permission to Conduct Study from the Office
of the Principal of the public elementary schools of Tagum City. An
endorsement letter from the office of the Schools Division Superintendent was
sent to the Elementary School Heads to allow the researcher to conduct study in
their respective schools.
3. Retrieval of Questionnaire. Upon the approval of the request the
researcher personally distributed the questionnaires to the respondents to ensure
100 percent retrieval. To vouch that the researcher honestly collected the data
from the respondents of the study, Certificate of Appearance was secured.
34
4. Analysis and Interpretation. The data gathered were tallied,
tabulated, analyzed and interpreted accordingly.
Statistical Treatment of the Data
The following statistical tools were used in the conduct of this study:
Mean. This was used to determine the level of socio-emotional
competence of school heads and the work commitment of teachers.
Pearson-r. This statistical tool was used to determine the relationship
between the socio-emotional competence of school heads and the work
commitment of teachers.
For the decision as to reject or accept the null hypothesis, α was set at a
0.05 level of significance.
Chapter 3
PRESENTATION AND ANALYSIS OF FINDINGS
35
In this chapter, the researcher presents the data and the analysis of
findings. Discussions of topics are arranged in the following subheadings: Level
of Socio- Emotional Competence of School Heads, Level of Work Commitment of
Teachers and Significance of the Relationship between Socio-Emotional
Competence of School Heads and Work Commitment of Teachers.
Level of Socio-Emotional Competence of School Heads
Self-Awareness. Shown in Table 2 are the items and their means under
self-awareness. The overall mean score is 4.09 with a descriptive level of high.
This means that the socio-emotional competence of school heads in terms of
opening to candid feedbacks, distinguishing one’s strengths and weaknesses,
and ensuring on one’s worth is manifested oftentimes.
These following are the items which get a high level description: being
open to candid feedback, new perspectives, continuous learning, and self
development, 4.18 or high; being able to distinguish ones’ strengths and
weaknesses, 4.16 or high; and ensuring about one’s self-worth and capabilities,
4.16 or high.
The results indicate that the school heads oftentimes are accept
feedback, innovative standpoints, incessant wisdom, and growth in identity,
Table 2
Level of Socio Emotional Competence of School Heads in Terms of Self-Awareness
Item Mean Descriptive
36
Equivalent
1. Identifying one’s emotions and their effects to oneself
3.95 High
2. Distinguishig ones’ strengths and weaknesses4.16 High
3. Ensuring about one’s self-worth and capabilities 4.16 High
4. Appreciating the link between people’s feelings and what they think, say and do
3.99 High
5. Being open to candid feedback, new perspectives, continuous learning, and self development
4.18 High
Overall Mean4.09 High
discriminates ones’ strengths and weaknesses ensures about one’s self-esteem
and potentials. The following items belong to the bottom two but still have a high
level of description: appreciating the link between people’s feelings and what
they think, say and do, 3.99 or high and identifying one’s emotions and their
effects to oneself, 3.95 or high.
37
These findings mean that school heads oftentimes values the link between
their feelings and what they think, say and do and discovering one’s emotions
and their effects oneself.
Self-Regulation. Indicated in Table 3 are the items and mean scores
under self-regulation. The overall mean is 4.20 with a high level of description.
This shows that the school heads oftentimes manifest socio-emotional
competence in taking responsibility for personal performance, for entertaining
suggested solutions to problems, and for maintaining standards of honesty and
integrity.
The three items below belong to the top three: taking responsibility for
personal performance, 4.33 described as high; maintaining standards of
honesty and integrity, 4.27 or high; and entertaining suggested solutions to
problems, 4.27 or described as high.
These results denote that the school heads oftentimes utilize varied ways
of taking responsibility for individual performance, upholding principles of
sincerity and reliability, and in engaging suggested resolutions to problems.
Meanwhile, the following items belong to the bottom two but still have a
high descriptive rating: adapting their responses and tactics to fit the fluid
Table 3
Level of Socio Emotional Competence of School Heads In Terms Of Self-Regulation
Item Mean Descriptive Equivalent
38
1. Managing disruptive emotions and impulses
4.03High
2. Maintaining standards of honesty and integrity
4.27High
3. Taking responsibility for personal performance
4.33High
4. Adapting their responses and tactics to fit the fluid circumstances
4.18High
5. Entertaining suggested solutions to problems
4.20High
Overall Mean 4.20 High
circumstances 4.18 which is described as high; and managing disruptive
emotions and impulses, 4.03 which is described as high.
The results mean that school heads oftentimes adjust their responses and
tactics to fit fluid situations and consider suggestion, decision of subordinate and
avoid manages disruptive sentiments and inclinations.
39
Self-Motivation. Presented in Table 4 are the items and their mean
scores on self-motivation. The overall mean is 4.29 with a high level of
description. This indicates that school heads are oftentimes striving to improve or
meet a standard of excellence, aligning objectives and standards with goals of
the group or organization and pursuing goals despite obstacles and setbacks.
The following three items belong to top three: striving to improve or meet
a standard of excellence, with a mean score of 4.46 which is described as high;
aligning objectives and standards with goals of the group or organization, with a
mean score of 4.33 described as high; pursuing the goals despite obstacles and
setbacks, with a mean score of 4.28 described as high.
The following items belong to the bottom but still have a high level of
description: pursuing goals beyond what is required or expected of them, with a
mean score of 4.26 described as high; and seeing setbacks as due to
manageable circumstances rather than a personal flaw, 4.14 described as high.
These indicate that school heads oftentimes practice goals beyond what is
required or expected of them and perceive setbacks as due to manageable
circumstances rather than a personal imperfections.
Table 4
Level of Socio Emotional Competence of School Heads in Terms of Self-Motivation
Item Mean Descriptive Equivalent
40
1. Striving to improve or meet a standard of excellence
4.46High
2. Aligning objectives and standards with goals of the group or organization
4.33High
3. Pursuing goals beyond what is required or expected of them
4.26High
4. Pursuing the goals despite obstacles and setbacks
4.28High
5. Seeing setbacks as due to manageable circumstances rather than a personal flaw
4.14High
Overall Mean4.29 High
Social Awareness. Shown in Table 5 are the items and their mean
scores on social-awareness. The overall mean is 4.12 with a high level of
description. This means that school heads are oftentimes addressing to what
others need in order to develop and bolster their abilities, anticipates, recognizes,
and meets clients’ needs, and cultivating opportunities for diverse people.
41
The following three items belong to the top three: addressing to what
others need in order to develop bolster their abilities, with a mean score of 4.20
which is described as high; anticipating, recognizing, and meeting clients’ needs,
with a mean score of 4.18 described as high; cultivating opportunities for diverse
people, with a mean score of 4.12 described as high.
These denote that school oftentimes build an approach to address the
need in order to develop, and bolsters their abilities, anticipates, recognizes, and
meets clients’ needs, cultivates opportunities for diverse people
The two items which belong to the bottom league of the table though have
a high level of description are the following: helping out based on understanding
other people’s needs and feelings, 4.08 or high and being sensible to the
feelings and perspective, and taking active interest in other’s concerns, 4.01 or
high.
The findings indicate that school heads oftentimes help out based on
understanding other people’s needs and feelings and are sensitive to feelings
and perspective, and takes active interest in their concerns.
Table 5
Level of Socio Emotional Competence of School Heads In Terms Of Social-Awareness
Item Mean Descriptive Equivalent
42
1. Being sensible to the feelings and perspectives of others, and taking active interest in their concerns
4.01 High
2. Anticipating, recognizing, and meeting clients’ needs
4.18 High
3. Addressing others’ needs in order to develop, and bolster their abilities
4.20 High
4. Cultivating opportunities for diverse people
4.12 High
5. Helping out based on understanding other people’s needs and feelings
4.08 High
Overall Mean4.12 High
Social Skills. Presented in Table 6 are the items and their mean scores
on social-skills. The overall mean is 4.20 with a high level of description. This
means that school heads are oftentimes sending clear and convincing
messages, creating group synergy in pursuing collective goals and initiating and
managing change.
43
The following times belong to the top three: sending clear and convincing
messages, 4.26 or high; creating group synergy in pursuing collective goals, 4.22
or high; and initiating and managing change, 4.22 or high.
This results that school heads oftentimes send clear and convincing
messages, creates group synergy in pursuing collective goals, initiates and
manages change.
The two items which belong to the bottom league of the table though have
a high level of description are the following: exercising effective tactics for
persuasion, 4.20 or high; and negotiating and resolving disagreements. The
results tell that school heads oftentimes like to implement efficient strategies for
persuasion and negotiate and resolve differences.
Summary on the Level of Socio-emotional Competence of School Heads
The summary on the level of Socio-emotional Competence of School
Heads in Tagum District is shown in Table 7 with an overall mean of 4.18, high.
The highest and lowest means fall under the mean interval of 4.29 and 4.09
which is high.
Table 6
Level of Socio Emotional Competence of School Heads in Terms of Social Skills
Item Mean Descriptive Equivalent
4.20 High
44
1. Exercising effective tactics for persuasion
2. Sending clear and convincing messages4.26 High
3. Creating group synergy in pursuing collective goals
4.22 High
4. Initiating and managing change4.22 High
5. Negotiating and resolving disagreements4.12 High
Overall Mean
4.20 High
The overall mean for socio-emotional competence of school heads is 4.18
interpreted as high. This indicates that activities which could enhance the socio-
emotional competence of school heads are oftentimes manifested.
Specifically, these five indicators are rated under socio-emotional
competence of school heads variable: self-awareness having a mean score of
4.09 described as high. The result supports the view of (Klenke, 2006) that
45
people with competence self-awareness know which emotions they are feeling
and why. They are able to realize the links between their feelings and what they
think, do, and say, recognize how their feelings affect their performance, and
have a guiding awareness of their values and goals.
The second indicator, self-regulation, has a mean score of 4.20 or high.
This result can be related to Kouzes (2001) statement which states that
managing disruptive emotions and impulses is required to have self-regulation.
School heads should manage their impulsive feelings and distressing emotions
well. They should stay composed, positive, and unflappable even in trying
moments, and think clearly and stay focused under pressure.
The third indicator, self-motivation , has a mean score of 4.29 or high.
Such finding is related to Devaney & Tobin’s (2003) idea that the administrators
who are caring and moral behavior must be modeled
The fourth indicator, social awareness, has a mean score of 4.12 or high.
This result supports the view of Goleman, (1995), describing those who have the
ability to sense how their employees sense about their work situation and to
intervene effectively.
Table 7
Summary on the Level of Socio-Emotional CompetenceOf School Heads
Item Mean Descriptive Equivalent
Self-Awareness4.09 High
46
Self-Regulation4.20 High
Self-Motivation4.29 High
Social-Awareness4.12 High
Social Skills4.20 High
Overall Mean4.18 High
The third indicator, self-motivation , has a mean score of 4.29 or high.
Such finding is related to Devaney & Tobin’s (2003) idea that the administrators
who are caring and moral behavior must be modeled
The fourth indicator, social awareness, has a mean score of 4.12 or high.
This result supports the view of Goleman, (2001), describing those who have the
47
ability to sense how their employees sense about their work situation and to
intervene effectively.
The fifth indicator, social skills, has a mean score of 4.20 or high. This
supports to Whyte’s, (2004) idea that” sensing others’ emotions or the ability in
social skills is obviously a skill central to the whole notion of interpersonal
communicative competency.
Level of Work Commitment of Teachers
Commitment to School Work. Presented in Table 8 are the items and
their mean scores on work commitment of teachers. The overall mean for work
commitment of school heads to school is 4.38 or high. This indicates that
activities which could enhance the work commitment of teachers are oftentimes
manifested.
The following are the top three items which get a high level of description:
working hard for the school and being proud of the school performance, 4.48 or
high; preferring working at this school even though they have choices for working
Table 8Level of Work Commitment of Teachers
In Terms Of Commitment to School Work
Item Mean Descriptive Equivalent
1. Working hard for the school and being proud of 4.48 High
48
the school performance
2. Preferring to work at this school even though they have choices for working at the other the school
4.37 High
3. Perceiving school as the best among the others
4.37 High
4. Possessing a positive attitude of the relations existing between the people in the school
4.34 High
5. Perceiving the school as the best among others
4.33 High
Overall Mean4.38 High
at the other school, 4.37 or high; and perceiving school as the best among
others, 4.37 or high. The result indicate that teachers works hard for the school
and is proud of the school performance, prefers working at this school even
though the teachers have choices for working at the other the school, and
perceives school as the best one among the others.
49
While, the bottom two items which still receive a high level of description
are the following: possessing a positive attitude of the relations existing between
the people in the school, 4.34 or high; perceiving the school as the best one
among the others, 4.33 or high. Clearly, in making use of the art of possessing a
positive attitude of the relations existing between the people in the school and
perceives the school as the best one among the others can be manifested.
Commitment to Teaching Work. Shown in Table 9 are the items and
their mean scores on commitment to teaching work. The overall mean is 4.35
with a high level of description. The findings shows that the teachers are highly
satisfactory in their teaching work.
The following are the top three items which get a high level of description:
enjoying teaching and taking the responsibility of the entire class on time, 4.44
described as high; accomplishing the job with enthusiasm, 4.43 or high; and
implementing intervention strategies to help students with learning difficulties,
4.41 or high.
The result indicate that teachers enjoy teaching and take responsibility of
the entire class on time, accomplish the job with enthusiasm, and implements
Table 9Level of Work Commitment of Teachers
in Terms of Commitment to Teaching Work
Item Mean Descriptive Equivalent
50
1. Spending time with the students on subjects (activities) related with the lesson outside the classroom
4.24 High
2. Implementing intervention strategies to help students with learning difficulties
4.41 High
3. Accomplishing the job with enthusiasm4.43 High
4. Getting information about the student’s family life
4.24 High
5. Enjoying teaching and taking responsibility of the entire class on time
4.44 High
Overall Mean4.35 High
intervention strategies to help students with learning difficulties.
On the other hand, the two items though belong to the bottom league of
the table still get a high level of description are the following: spending time with
the students on subjects (activities) related to the lesson outside the classroom,
51
4.24 described as high and getting information about the student’s family life,
4.24 described as high.
These denote that teachers are highly satisfactory and spends time with
the students on subjects (activities) related with the lesson outside the classroom
and gets information about the student’s family life.
Commitment to Teaching Occupation. Shown in Table 10 are the items
and their mean score on commitment to teaching occupation. The overall mean
is 4.49 with a high level of description. These findings mean that teachers are
highly satisfactory in terms of professional and personal characteristics.
The following are the three top items which get a high level of
description: perceiving the values of teaching occupation more important than
those of other professional values with a mean score of 4.54 which is described
as very high; perceiving the values of being a teacher with a mean score of 4.52
which is described as very high; and perceiving teaching occupation as the best
profession with the mean score of 4.48 or high.
This means that teachers are highly satisfactory and perceives the values
of teaching occupation are more important than those of other professional
values, perceives the values of being a teacher, and perceives teaching
occupation as the best profession
Table 10
Level of Work Commitment of Teachersin Terms of Commitment to Teaching Occupation
52
Item Mean Descriptive Equivalent
1. Taking the choice of becoming a teacher as the best decision in his/her life
4.48High
2. Perceiving the values of being a teacher4.52 Very High
3. Perceiving the values of teaching occupation more important than those of other professional values
4.54 Very High
4. Perceiving teaching occupation as the best profession
4.49 High
5. Desiring to continue teaching regardless of the salary
4.44 High
Overall Mean4.49 High
On the other hand, the items which fall under the bottom line though still
has a high level of description are the following: taking the choice of becoming a
teacher as the best decision in his/her life, 4.48 described as high and desiring to
53
continue teaching regardless of the salary, 4.44 described as high. This means
that teachers are very satisfactory in taking the choice of becoming a teacher as
the best decision in his/her life, and in desiring to continue teaching regardless of
the salary.
Commitment to Work Group. Shown in Table 11 are the items and
their mean scores on commitment to work group. The overall mean is 4.47 with a
high level of description. The result indicates that teachers are highly satisfactory
in establishing camaraderie with colleagues and takes pride with the
achievement their colleagues
Establishing camaraderie with colleagues is the top item with a mean
score of 4.53 which is described as very high; and by taking pride of the
achievement his/her colleagues has a mean score of 4.49 described as high
level.
The three items in the bottom of the league table are the following: being
pleased in helping colleagues for professional growth with the mean of 4.46,
high; feeling himself/herself as the other teachers’ close friend in the school with
a mean of is 4.43 or high. This means that teachers are please in helping his/her
colleagues for professional growth, please in helping his/her colleagues for
professional growth and feels himself/herself as the other teachers’ close friend
in the school.
Table 11
Level of Work Commitment of Teachers in Terms of Commitment to Work Group
54
Item Mean Descriptive Equivalent
1. Taking pride of the achievement colleagues4.49 High
2. Being pleased in helping his/her colleagues for professional growth
4.46 High
3. Getting good relation with colleagues4.46 High
4. Feeling himself/herself as the other teachers’ close friend in the school
4.43 High
5. Establishing camaraderie with colleagues4.53 Very High
Overall Mean4.47 High
Summary on the Level of Work Commitment of Teachers
The summary on the level of work commitment of teachers is presented in
Table 12. The overall mean is 4.42 or high indicating that the teachers showed a
55
highly satisfactory rating in terms of commitment to school work, commitment to
teaching work, commitment to teaching occupation and commitment to work
group respectively. Specifically, these four indicators are rated under work
commitment of teachers’ variable: commitment to school work, commitment to
teaching work, commitment to teaching occupation and commitment to work
group.
The first indicator, commitment to school work, has a mean score of 4.38
or high. Such results are related to Day’s (2001) finding that teaching is a
complex and demanding profession. To sustain the energy and enthusiasm for
the work, teachers need to maintain their personal commitment to the job. This
notion sees teacher commitment as a passion or a positive emotional attachment
to the work involved in teaching generally, or specific aspect of teaching
(Tyree,1996). The second indicator, commitment to teaching work has a
mean score of 4.35 or high. Teachers who hold this conception –having
commitment to teaching work-places great value on the role that they play
preparing students for the future and take responsibility for passing on a core set
of skills, understandings and values Tyree (1996). Such finding can be made to
relate relate to Stogdill & Coons’s (1997) stage of being in which an individual
becomes bound in his actions and it is these actions sustain his activities and
involvement.
Table 12
Summary on the Level of Work Commitmentof Teachers
56
Item Mean Descriptive Equivalent
Commitment to School Work 4.38 High
Commitment to Teaching Work 4.35 High
Commitment to Teaching Occupation 4.49 High
Commitment to Work Group 4.47 High
Overall Mean 4.42 High
The third indicator, commitment to teaching occupation, has a mean score
of 4.49 or high. Such finding is related to Allen and Meyer’s (1990) idea that
57
teachers are willing to remain in an organization because of personal investment
in non-transferable investment, and the maintenance of professional knowledge
and ongoing professional learning. Within this conceptualization is the notion that
committed teachers are proactive in their professional development and in many
cases are willing to share with and learn from their colleagues (Tyree, 1996).
The last indicator, commitment to work group, has a mean score of
4.47or high. Such finding is related to Tyree’s deliberation on teacher
commitment as the willingness to engage with the school and the school’s
community. Within this premise is the belief that teachers have a professional
responsibility that reaches out beyond the four walls of the classroom and
perhaps even extends beyond the boundary of the school.
Significance of the Relationship between Socio-Emotional Competence of School Heads and Work Commitment of Teachers
The focus of this study was to determine the significance of the relationship
between socio-emotional competence of school heads and work commitment of
teachers. As shown in Table 13, the overall r is very significant which is 0.65
greater than the critical value of 0.197, hence, the null hypothesis is rejected. It
can be stated therefore that the socio-emotional competence of school heads
has a significant relationship with the work commitment of teachers.
Table 13
58
Independent Variable
(Socio-Emotional Competence of School Heads)
Dependent Variable( Work Commitment of Teachers)
Commitment to School
Work
Commitment to Teaching
Work
Commitment to Teaching Occupation
Commitment to Work Group
Overall
SELF-AWARENESS
0.68* 0.54* 0.40* 0.53* 0.62*
SELF-REGULATION
0.56* 0.53* 0.41* 0.48* 0.57*
SELF-MOTIVATION
0.61* 0.54* 0.49* 0.56* 0.63*
SOCIAL-AWARENESS
0.54* 0.50* 0.36* 0.43* 0.52*
SOCIAL-SKILLS
0.60* 0.55* 0.46* 0.54* 0.62*
Overall 0.66* 0.59* 0.47* 0.56* 0.65*
Significance of the Relationship between Socio-Emotional Competence of School Heads and Work Commitment of Teachers
*Significant at α = 0.05Critical Value r = 0.197
As to the correlation between the indicators of the independent and the
dependent variables, it can be stated that the socio-emotional competence of
school heads has significant relationship with work commitment to school.
59
Self-awareness as indicator showed a significant relationship between
commitment to school, commitment to teaching work, commitment to work
occupation, and commitment to work group as revealed in the r computed values
of 0.68, 0.54, 0.40, and 0.53 respectively which are greater that the tabular value
of 0.197.
The result is significant and therefore the null hypothesis is rejected. This
means that self-awareness of school heads is associated with the commitment to
school, commitment to teaching work, commitment to teaching occupation, and
commitment to work group of teachers.
Self-regulation skills a revealed significant relationship with commitment to
school, commitment to teaching work, commitment to work occupation, and
commitment to work group as revealed in the r computed values of 0.56, 0.53,
0.41, and 0.48 respectively which are greater than the tabular value of 0.197.
The result is significant thus the null hypothesis is rejected. This means that self-
regulation of school heads is associated with the commitment to school,
commitment to teaching work, commitment to teaching occupation, and
commitment to work group of teachers.
Self-motivation showed vital relationship commitment to school,
commitment to teaching work, commitment to work occupation, and commitment
to work group as revealed in the r computed values of 0.61, 0.54, 0.49, and 0.56
respectively which are greater that the tabular value of 0.197. The result is
significant and the null hypothesis is rejected. This means that self-motivation of
school heads is associated with the commitment to school, commitment to
60
teaching work, commitment to teaching occupation, and commitment to work
group of teachers.
Social-awareness showed significant relationship with commitment to
school, commitment to teaching work, commitment to work occupation, and
commitment to work group as revealed in the r computed values of 0.54, 0.50,
0.36, and 0.43 respectively which are greater that the tabular value of 0.197.
The result is worth mentioning and the null hypothesis is rejected. This means
that social-awareness of school heads is associated with the commitment to
school, commitment to teaching work, commitment to teaching occupation, and
commitment to work group of teachers.
Social skills showed significant relationship commitment to school, commitment
to teaching work, commitment to work occupation, and commitment to work
group as revealed in the r computed values of 0.60, 0.55, 0.46, and 0.54
respectively which is greater that the tabular value of 0.197. The result is
significant and the rejection of the null hypothesis. This means that social skills of
school heads is related the commitment to school, commitment to teaching
work, commitment to teaching occupation, and commitment to work group of
teachers. The above results affirms the theory of Locke (2000) that work
commitment of teachers toward one’s work, profession, group, and school is
associated with what kind of school heads it has. This is also supported by
Huntington (2001), who suggested that commitment embodies a sense of being
bound emotionally or intellectually to some course of action which may include a
teacher’s relationship with the school heads, and vice versa.
61
Chapter 4
62
SUMMARY, CONCLUSION AND RECOMMENDATION
Presented in this chapter is the summary of findings based on the results of the
data gathered, drawn conclusions on the bases of the findings and
recommendations for consideration.
Summary
The main purpose of the study was to determine the significance of the
relationship between socio-emotional competence of school heads and work
commitment of teachers. Specifically, the study sought answers to the following
questions:
1. What is the level of socio emotional competence of school heads
in terms of:
1.2 self-awareness
1.2 self-regulation
1.3 self-motivation
1.4 social-awareness
1.5 social skills?
2. What is the level of work commitment of teachers in terms of;
2.1 commitment to school
2.2 commitment to teaching work
63
2.3 commitment to teaching occupation
2.4 commitment to work group?
3. Is there a significant relationship socio-emotional competence of school
heads and work commitment of teachers?
This study tested the null hypothesis that there is no significant
relationship between socio-emotional competence of school heads and work
commitment of teachers.
The research method used in this study was descriptive-correlational to
determine the relationship between socio-emotional competence of school heads
and work commitment of teachers. The questionnaires used in this study were
adapted from the standardized questionnaires. However, some items were
modified and revised by pool of expert valuators to fit the purpose of the study.
The Slovin’s formula was used in the study. With a total of 355 school heads
and teachers and who participated to rate from the 31 public elementary schools
of Tagum City Division.
Based on the analysis of the data, these findings were drawn:
1. The level of socio-emotional competence of school heads was high with
a mean score of 4.09. The mean scores obtained for the indicators were self-
awareness, 4.20; self-regulation 4.20 l; self-motivation 4.29; social-awareness
4.12; and social skills 4.20.
64
2. The level of commitment to school of teachers was high with a mean
score of 4.38.; commitment to teaching work was 4.35 ; commitment to teaching
occupation 4.49; commitment to work group 4.47.
3. There was a significant relationship between socio-emotional
competence of school heads and work commitment teachers as revealed in the r
computed value 0.05 which is lesser than the tabular value of 0.197. The result is
significant and the rejection of the null hypothesis.
Conclusion
Based on the findings obtained in this study, the following conclusions are
drawn:
1. The level of socio-emotional competence of school heads is as follows;
self-awareness is high; self-regulation is high; self-motivation is high; social-
awareness is high; and social skills are very high.
2. The level of work commitment of elementary teachers as described as :
commitment to school is high; commitment to teaching work is high; commitment
to teaching occupation is high; and commitment to work group is very high.
3. There is a significant relationship between socio-emotional competence
of school heads and work commitment of teachers.
Recommendations
65
In the light of the foregoing findings and conclusions of this study, the
researcher formulated the following recommendations:
1. The Department of Education Officials may use the findings and
analysis of the study to formulate policy on the management of socio-emotional
development of school heads.
2. School administrators should assess themselves and think of strategies
to improve the efficacy and passion for teaching.
3. Teachers should evaluate themselves in providing more varied and
meaningful experiences to help the learners develop the basic life skills.
4. Other researchers who may take similar investigation or follow-up study
on the topic may utilize the information from the study help them make in-depth
analysis of the data gathered.
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72
APPENDIX A
LETTER TO THE SUPERINTENDENT
73
University of MindanaoBolton St., Davao City
Oct. 11, 2010
NENITA E. LUMAADSchools Division SuperintendentTagum City DivisionTagum City
Madam:
I, Chonaly Manto-Reyes, a student of the University of Mindanao, Bolton St., Davao City would like to ask permission from your good office to allow me to conduct a survey to the public schools of the three districts of Tagum City Division.This is in connection with my research study entitled “SOCIO-EMOTIONAL COMPETENCE OF SCHOOL HEADS IN RELATION TO WORK COMMITMENT OF TEACHERS”. The results of this academic endeavor may serve as reference in designing a training to strengthen the socio-emotional competence of school heads and foster deeper work commitment of teachers thus help increase student achievement.
I hope that this request may be given a favorable action. Thank you and God bless.
Respectfully yours,
SGD. CHONALY MANTO-REYESResearcher
Noted: SGD. EUNICE A. ATIENZAR, Ed.D. Research Adviser
Approved:
74
SGD. NENITA E. LUMAADSchools Division Superintendent
APPENDIX B
LETTER 0F ENDORSEMENT
75
76
APPENDIX C
LETTER OF PERMISSION
77
78
APPENDIX DRESEARCH INSTRUMENT
79
Greetings!
This instrument assesses the socio-emotional competence of school
heads in relation to work commitment of teachers.
Kindly answer honestly every item of this instrument. Check the
appropriate box that best describes your honest evaluation of the socio-
emotional competence of school heads in relation to work commitment of
teachers. as embodied in every item of this questionnaire. For the description of
your responses, use the following scaling below.
Thank you and God Bless.
The Researcher
In interpreting data in socio-emotional competence of school heads the
following scale was used.
Level Descriptive Equivalent
Interpretation
4.50 – 5.00 Very High This means that the socio-emotional competence of school heads is manifested all the time.
3.50 – 4.49 High This means that the socio-emotional competence of school heads is manifested oftentimes.
2.50 – 3.49 Moderate This means that the socio-emotional competence of school heads is manifested sometimes.
80
1.50 – 1.49 Low This means that the socio-emotional competence of school heads is rarely manifested.
1.00 – 1.49 Very Low This means that the socio-emotional competence of school heads is never manifested.
In interpreting data work commitment of teachers the following
scale was used.
Range of Mean
Descriptive Equivalent
Interpretation
4.50 – 5.00 Very High This means that the work commitment of teachers is manifested all the time.
3.50 – 4.49 High This means that the work commitment of teachers is manifested oftentimes.
2.50 – 3.49 Moderate This means that the work commitment of teachers is manifested sometimes.
1.50 – 1.49 Low This means that the work commitment of teachers is rarely manifested.
1.00 – 1.49 Very Low This means that the work commitment of teachers is never manifested.
81
I – Questionnaire on Socio-Emotional Competence of School Heads
Item SELF-AWARENESSThe school head…
5 4 3 2 1
1 Identifies one’s emotions and their effects to oneself.2 Distinguishes ones’ strengths and weaknesses.3 Ensures about one’s self-worth and capabilities.4 Appreciates the link between their feelings and what they
think, say and do.5 Opens to candid feedback, new perspectives, continuous
learning, and self development.
Item SELF-REGULATIONThe school head…
5 4 3 2 1
1 Manages disruptive emotions and impulses.2 Maintains standards of honesty and integrity.3 Takes responsibility for personal performance.4 Adapts their responses and tactics to fit fluid
circumstances. Takes responsibility for personal performance.
5 Entertains suggested solutions to problems.
Item SELF-MOTIVATIONThe school head…
5 4 3 2 1
1 Strives to improve or meet a standard of excellence.2 Aligns objectives and standards with goals of the group
82
or organization.3 Pursues goals beyond what is required or expected of
them.4 Pursues goals despite obstacles and setbacks.5 Sees setbacks as due to manageable circumstances
rather than a personal flaw.
Item SOCIAL-AWARENESSThe school head…
5 4 3 2 1
1 Is sensitive to feelings and perspective, and takes active interest in their concerns.
2 Anticipates, recognizes, and meets clients’ needs.3 Addresses to what others need in order to develop, and
bolsters their abilities.4 Cultivates opportunities for diverse people.5 Helps out based on understanding other people’s needs
and feelings.
Item SOCIAL-SKILLSThe school head…
5 4 3 2 1
1 Exercises effective tactics for persuasion.2 Sends clear and convincing messages.3 Creates group synergy in pursuing collective goals.4 Initiates and manages change.5 Negotiates and resolves disagreements.
II – Questionnaire on Work Commitment of Teachers
Item COMMITMENT TO SCHOOL WORKThe teacher…
5 4 3 2 1
1 Works hard for the school and is proud of the school
83
performance. 2 Prefers working at this school even though the teachers
have choices for working at the other the school.3 Perceives school as the best one among the others.4 Possesses a positive attitude of the relations existing
between the people in the school.5 To perceive the school as the best one among the
others.
Item COMMITMENT TO TEACHING WORKThe teacher…
5 4 3 2 1
1 Spends time with the students on subjects (activities) related with the lesson outside the classroom.
2 Implements intervention strategies to help students with learning difficulties.
3 Accomplishes the job with enthusiasm.4 Gets information about the student’s family life. 5 Enjoys teaching and take responsibility of the entire class
on time.
Item COMMITMENT TO TEACHING OCCUPATIONThe teacher…
5 4 3 2 1
1 Takes the choice of becoming a teacher as the best decision in his/her life.
2 Perceives the values of teaching occupation are more importantthan those of other professional values
3 Perceives the values of teaching occupation more important than those of other professional values.
4 Perceives teaching occupation as the best profession. 5 Desires to continue teaching regardless of the salary.
84
Item COMMITMENT TO WORK GROUPThe teacher…
5 4 3 2 1
1 Takes pride with the achievement his/her colleagues.2 Is pleased in helping his/her colleagues for professional
growth.3 Gets good relation with colleagues. 4 Feels himself/herself as the other teachers’ close friend
in the school.5 Establishes camaraderie with colleagues.
APPENDIX E
RATINGS OF THE EXPERTS
85
86
87
88
89
APPENDIX E
SUMMARY OF VALIDATORS
RATING
90
Summary of Validators’ Ratings
Validator’s Name
1 Dr. Eugenio S. Guhao, Jr.3
2 Dr. Gloria S. Gempes3
3 Dr. Marilou T. Lozarita3.7
4 Dr. Lilia C. Saromines4
Mean
3.43
91
Curriculum Vitae
92
Chonaly Manto-ReyesContact Information
Address Blk. 7 Lot 9 Betty’s Subd., Apokon Tagum City
E-mail Address [email protected]
Contact numbers 0927-534-33570909-5618-328
Personal Information
Date of birth July 9, 1978
Place of birth Tagum City
Citizenship Filipino
Spouse Gilbert B. Reyes
Children Vladimir Nicky Micky Prudence
93
Employment History:
Agency Department of Education2002-2008
Compostela Valley
Station Sto. Nino Elem. School
Department of Education2008-present
Tagum City Division
Station Mangga Elem, School
Address Visayan Village, Tagum City
Educatinaol Background
Post Study University of MindanaoDavao City
Master of Arts in Education Major in Educational Management
Tertiary University of Southeastern PhilippinesTagum City
Bachelor of Elementary Education
Secondary Tagum City National High School Tagum City
Elementary Magugpo Pilot Central Elementary School Tagum City
94
Professional Qualification
Passer Licensure Examination for Teachers1999
Rating:81.20%
Title of Seminar Sponsored/Conducted by
Date
Techniques in Writing the
Review of Related Literature
UM-Grad School March 11, 2011
Interfacing English Language
and Literature Pedagogies
University of Mindanao-
University of San Jose Recoletos Grad School
Dec. 11, 2010
Plagiarism in Research
UM- Grad School Aug. 8, 2010
Theory in Research
University of Mindanao-Ateneo de Davao Grad
School
Feb. 6, 2010
Kawani: Karapatan at
Kalusugan Pahalagahan
Civil Service Commission RO-
XI
Sept., 2007
Benipisyo N’yo, Alamin N’yo
Civil Service Commission RO-
XI
Sept., 2006
Learning BEAM-DepED Oct. 4, 2006
95
Guide/Learning Group Training –
OrientationBEAM Teacher-In-
Service and Materials
Development Workshop
BEAM-DepED Apr. 18-20, 2005
BEAM Stage 2Teacher Training Program for the
In-Service Component
BEAM-DepED Apr. 20, 2005
2004 Midyear Performance Review and Evaluation
Demonstration Teacher (Science
VI)
DepED-Laak Oct. 29, 2004
School-Based Training Program
Expansion 2Writeshop/Training of
Trainers
DepED-Comval June 3-11, 2004
Seminar-Workshop on Assessment
Learning And Reporting of
Students’ Progress
DepED-Laak Nov. 6-7, 2003
Distance Learning Program on RA
6713
Civil Service Commission RO-
XI
Feb., 2003
96
2002 District Demonstration
Teacher (Math-VI)
DepED-Laak March 14, 2002
Seminars/ Trainings/ Workshop Attended