MANAGEMENT VALUES AND EDUCATIONAL PRODUCTIVITY OF SCHOOL ADMINISTRATORS

Transcription

1 MANAGEMENT VALUES AND EDUCATIONAL PRODUCTIVITY OF SCHOOL ADMINISTRATORS Antonio A. Remojo, and Gary C. Garcia Journal of Educational and Human Resource Development Abstract The extent of commitment of school administrators to management values is considered to be vital in development. Differences in value commitments among groups of administrators and the association between levels of management values as possessed and the levels of educational productivity measured in terms of subordinates' job satisfaction were determined. The study reveals that administrator groups vary in their commitments to management values. Secondary school administrators showed reliable commitments while primary school administrators showed varying commitments to values. Educational productivity levels in terms of job satisfaction were high in advancement and work interest but low in terms of giving responsibility to the teachers. Keywords: commitment, management values, educational productivity, social learning theory 1.0 Introduction Our nation needs school administrators who possess values and personal attributes which will motivate and facilitate teachers to perform their duties and responsibilities. But at once, we are confronted with categorical questions: When are the teachers effective? What are the factors that contribute to the efficient delivery of teacher s functions and responsibilities? Do value systems of school administrators affect the levels of educational productivity? Answers to the questions raised have been substantiated by the wide range of literature in the field of education. As described by Nical (1988), they come in different perspectives philosophical, psychological, sociological as well as co-curricular. Above all, the innate values of the heads of schools fuel their aspirations for organizational efficiency, effectiveness and efficacy and their manifested example of commitment to organizational productivity points to factors essential in promoting harmonious relationships and teamwork in the organization. These values of school administrators are vital if they have to move towards a better and a more productive educational endeavor. Deeply committed school administrators are expected to ask How are we doing? Is the teaching-learning atmosphere of my school conducive to learning? Are

2 169 my management styles both efficient and effective? Do good morale and teamwork exist among teachers? Is there less absenteeism, dropouts and accidents? Any step the school administrators take on the aforementioned warning signs of organizational efficiency and effectiveness as expressed through their behavior, ideas, feelings and imaginations, constitute their value systems and is indicative of low and high levels of educational productivity. The importance of values contributes to the shared meaning in the organization, binds people together as a community, provides people with a common language, tells people how to behave to achieve the organization s goal, and contributes to the organization s vitality and performance (Bartol et al., 2002). Values are the ideals of an individual s personal importance. However, to be successful in an organization, managers need to learn adopted values, a set of values that are part of the organization s culture. When personal values (intended) and organizational values (adopted) are congruent, these become highly pragmatic operative values. Thus, they provide a frame of references for consistency in making decisions and relationships with others. The organization grows and prospers when operative values are strong. Whether these school administrators differ in their commitment to management values (Sergiovanni & Corbally, 1984) and whether management values as maintained by school administrators affect teachers levels of job satisfaction, is indicative of their educational productivity. This is the focus of the study. 2.0 Theoretical and Conceptual Framework This study is anchored on behavior modeling or social learning theory. Behavior modeling is the precise demonstration of a desired behavior. According to the theory, we learn not only by doing, but by watching what others do. In a therapeutic setting, behavior modeling is purposeful and positive, teaching clients healthier ways of behaving. In recent years, there has been a growing recognition of values in the development process in general and in development planning, in particular. It has drawn remarkable attention particularly to our educational planners and policy makers who recognize its importance in nation-building. Undeniably, there is a reciprocal relationship between values and development (Bennagen, as cited in Nical, 1988). Definitely, leaders are expected to be good in all aspects. They are likely to be more ethical

3 170 Figure 1. The theoretical and conceptual framework of the study and values oriented than any other persons in an organization. Leading by example, possessing management values (scientific value, ethical value, technical value, political value, and aesthetic value) are essential to school administrators to gain respect and more effectiveness and efficiency in their functions. Thus, management values are assumed to be associated with performance and job satisfaction. 3.0 Research Design and Methodology The study used descriptive survey research with six (6) elementary and ten (10) secondary school administrators of the six municipalities of the Pacific area of Southern Leyte as respondents. The study was limited to assessing the management value systems and the teachers levels of job content satisfaction as a measure of the educational productivity of administrators. In order to assess the management value systems of these schools administrators (primary and secondary), it made use of a questionnaire which was constructed by Allport et al., (1951). The questionnaire was adapted to Philippine conditions because of its Western orientation. Levels of teachers job content satisfaction were determined using the standardized opinionnaire devised by Everard et al. (as cited in Figi, 1988).

4 171 Establishing Commitment of School Administrators to Management Values The total commitment scores on the scientific, ethical, technical, political and aesthetic aspects were compared to the score set-up in this study to categorize their levels of value system into high, average, or low. Below is the summary of the procedure: 1. The questions of both Part I and Part II of the value systems survey were answered according to: a. For Part I, each of the alternative option was given 1 ½ point. Care was taken to be sure that the sum of (a) and (b) alternatives always equaled to 3. b. For Part II, each of the option was given 2 ½ points. The sum of scores for the four alternatives was assured to always equal to The scores on the vertical columns on each page were added, and the total score entered in the boxes at the bottom of the page. 3. The totals were transcribed from each of the foregoing pages to the columns. For each page, the totals were entered for each column of scientific, ethical, technical, political and aesthetic values coded as (K), (Z), (M), (L) and (X). These were assigned to the five columns in an exchanging pattern respectively. The letter codes inserted in the columns differ from the other pages. 4. The totals for the five columns were determined and deducted by their respective correction figures. 5. The final scores for all the five columns were plotted by marking points on the vertical lines corresponding to the values. Commitments of school administrators to the values were interpreted by comparing their mean scores. The mean of the responses from the value systems questionnaire and the upper, lower, and middle limits of the ranges of scores were obtained at 82% of the total and final totals of the ranges of scores and score distribution of each of the values set-up in this study (as indicated below). High and low scores in one of the values may be considered if they fall higher or lower than the following limits: Scientific Ethical Technical Political Aesthetic If the scores fall lower than Southern Leyte State University Vol. 2: (2014)

5 172 the higher limits and greater than the lower limits, the scores are considered average level. Establishing Differences To find out whether there is a significant difference in the degree of commitment of these school administrators in each of the management value systems, the t- test was used. In establishing the profile of school administrators educational productivity, the teachers job content satisfaction was used as the measure of school administrators educational productivity. To find out the extent to which the teachers had job satisfaction, this study made use of the standardized opinionnaire devised by Everard et al. (as cited in Figi, 1988). The questions were designed to measure one s feeling on the motivational factors leading to job content satisfaction, (Herzberg, as cited in Figi, 1988) achievement, responsibility, recognition, promotion, work interest and personal growth. There were sixteen (16) items used to determine responses according to the known motivational factors. The questions were answered through a six point scale: almost always, very often, fairly often, not very often, very seldom and never. These were given a scale value of 0, 1, 2, 3, 4, and 5 respectively. The respondents were asked to encircle the answer that came closest to his/her opinion on the 16 alternatives of job content satisfaction. A scoring sheet was prepared for each respondent on the questionnaire for each of the six factors identified as job content satisfier. The scoring sheet is a guide to interpret the responses to be able to give a rating to one s job satisfaction on achievement, coded as (ACH), responsibility (RY), recognition (RN), advancement (AD), work interest (WI), and personal growth (PG). These factors according to Herzberg are motivators in work. The interpretation is shown below: 3.5 and above - high level of job satisfaction room for improvement/ average level 2.4 and below - low level of job satisfaction Used as an indicator of educational productivity, a high level of job satisfaction would mean a high level of productivity. An average level job satisfaction would mean an average level educational productivity and a low level job satisfaction would mean a low level of educational productivity. In establishing a relationship between management values and educational productivity to determine whether there is a significant association between the levels of scientific, ethical, technical, Southern Leyte State University Vol. 2 : (2014)

6 173 political and aesthetic value systems, the Pearson Coefficient (r) was used. 4.0 Results and Discussion The grouped school administrators vary in their commitments to the five management values. Secondary school administrators were high in their commitments to values while elementary school administrators showed varying commitments: high for scientific, average commitment to ethical and political values, and low in technical and aesthetic values (Table 1). Specifically, of the sixteen (16) school administrators covered in this study, 15 or 94% were high in scientific value; 11 or 69% were high in ethical; 9 or 56% were high in technical, political and aesthetic value systems. On the other hand, 3 and 2 or 19% and 13% Table 1. Commitment of school administrators to management values. are on average levels for political, ethical, technical and aesthetic values respectively (Table 2).

7 174 Differences in the Commitment of Administrators to Management Values The commitments of school administrators to the values grouped do not differ significantly. The t- value of 1.04, 1.07, 1.24, 0.30, and 1.37 of scientific, ethical, technical, political and aesthetic respectively are less than the critical t-value of 1.76 with 14 degrees of freedom at 0.05 percent level. It implied that administrators have quite similar commitments to the management values. Although by human nature, no two individuals are exactly alike they differ in their orientations, direction, motivation and conviction and also in their commitments, the results could be interpreted that the differences in commitments to the values is so small that the statistic failed to show a significant level. Thus, it is safe to say that elementary and secondary school administrators are quite similar in their perception and responses to affect management values for educational productivity. Table 2. Distribution of school administrators commitment to the management values.

8 175 Table 3. Result of t-test of management values of elementary and secondary school administrators. Educational Productivity Profile of Secondary and Primary School Administrators in Terms of Teachers Job Content Satisfaction The teachers level of job content satisfaction showed a variation from low, average and high on the six (6) motivational factors of Herzberg. Of the six motivational factors, it was only in the advancement and works interest that the teachers showed high levels of satisfaction. In the rest of the factors responsibility, achievement recognition and personal growth with mean score 2.3, 3.3, 2.5 and 3.4 respectively, the teachers showed low and average levels. Table 4. Teachers levels of job content satisfaction in the context of Herzberg motivational factors The degree to which the teachers felt on each of the motivational factors are summarized in the discussion of its dimensions below: Achievement The teachers to be satisfied in this factor must have the opportunities to use their full capabilities in the performance of their jobs making valuable contributions; the feeling that they have done something useful; and the extent to which they can do well in their jobs. Southern Leyte State University Vol. 2 : (2014)

9 176 The overall mean of 3.3 is interpreted as average which means that the teachers moderately felt they have done something useful, the feeling to introduce new ideas in their work, and the feeling that they have done well in their jobs. The need for achievement motivation in an organization that envisioned to translating educational objectives into performance standards is absolute. Thus, school administrators must provide the teachers with an organizational climate that would encourage them to feel satisfied on the aspects of achievement motivation to the highest level possible. Responsibility The teachers to be satisfied in this factor must have a complete freedom of action in decision making, style in dealing with things, people and ideas and the approaches towards job development. It meant to show how much the teachers have in deciding how their jobs are carried out and how they react to freedom of action in accomplishing their goals. The overall mean of 2.3 indicates that the teacher have weak sense of satisfaction in the way their respective leaders have provided them freedom of action to achieve their goals. This result simply tells our school administrators to give considerable level of responsibility to their teachers in deciding how their jobs are to be carried out and freedom of action to achieve their goals. Teachers are professionally matured to be responsible, and that much is expected from them. Recognition The teachers to be satisfied in this factor must frequently receive some credit for their job accomplishments. The mean score of 2.5 in recognition as a motivational factor is on the average. The school administrator needs some improvements in the manner they recognize jobs well done among their teachers. A number of teachers reacted that they have had almost no way of knowing to what extent it is possible for them to know whether they are doing well or doing poorly in their jobs; occasionally to receive some types of recognition for their accomplishments, and seldom that they feel their job has given them the opportunity for personal recognition. The school administrators, as promoters and facilitators of the activities and experiences of students in the classroom through the teachers, must review certain procedures in recognizing job well done among their teachers. Advancement The teachers to be satisfied in this factor must know that their present posts are suitable for those who want to get ahead potential of the job in terms of promotion,

10 177 inside or outside the organization in which they currently work. The mean scores of teachers in this factor was 3.5, it means that the teachers, through their performance in school evaluated according to their proficiency rating, extra credits on their contributions, awards including length of service and MA units earned were optimistic that their efforts could contribute so much for their own advancement. The teachers highly considered their present posts helpful for a person who wants to get ahead. Work Interest The teachers to be satisfied in this factor must feel that the functions performed in their job are important; consider the work they are doing to be interesting; and has no mental reservation of resigning or change job. As shown in this study, work interest showed a high level of satisfaction. It means that in spite of the teachers moderate satisfaction in achievement, responsibility and the manner they were recognized for their job well done, they still feel happy and satisfied for their jobs. This high level of work interest could probably be due to the teachers vision of teaching as a noble profession teaching is molding the youths in particular and the society in general. Personal Growth The teachers to be satisfied in this factor must express a sense of his general relationship with the school as an opportunity for learning. The teachers had an overall mean score revealing average level of job satisfaction. The teachers felt about their present posts as a job they can continually learn. Similarly, the teacher knew about their general relationship with the school as an opportunity for learning. This part may always seem on the average. The need for personal growth is relative to one s goal in life. Association between Management Values and Job Satisfaction The management values have affected the teachers levels of job satisfaction in varying amounts (Table 5). In a descending order, 0.771,.737,.599, and.472 for scientific, technical, aesthetic, and ethical respectively reveal from a slightly high to slightly moderate amounts. The weak association of political value with teachers job satisfaction r value of.061 indicates that the teachers are not happy for the political value systems of their administrators. This result is explained by the fact that the lower the commitments of school administrators to political values, the higher are the tendency of teachers to feel satisfied. This implies that a school administrator who possesses a high

11 178 level of commitment to political value is a factor to teachers job satisfaction. This result corroborates with Stoker (2006) ideas that most often, political value system is accompanied with negative impressions. Power is a neutral phenomenon which can be used for both good and bad. Table 5. Association between management values and teachers job content satisfaction. 5.0 Conclusions The employees precisely observed administrator s commitment to management value that might have a say to their job satisfaction, it confers the social learning theory that give emphasis on learning not only by doing, but by observing what others do. 6.0 References Cited Allport, G. W., Vernon, P. E., & Lindzey, G. E. (1960). Study of values: A scale for measuring the dominant interests in personality. Boston: Houghton Mifflin. Bartol, K. M., & Srivastava, A. (2002). Encouraging knowledge sharing: the role of organizational reward systems. Journal of Leadership & Organizational Studies, 9(1), Bennagen, P. (1977). Values and the development process: Some considerations. In: Questioning development in Southeast Asia. Singapore: Select Books. Everard, K. B., Morris, G., & Wilson, I. (2004). Effective school management. London: Sage. Retrieved from books? hl=en&lr=&id=8utulq2j4r AC&oi=fnd&pg=PA1&dq= everard+effective+school+mana gement.+&ots=ckctegs-

12 179 as&sig=1wxsiar5ennjbqn hr3p1yxszvc0&redir_esc= y#v=onepage&q=everard% 20Effective%20school% 20management.&f=false Figi, D. G. (1988). Value alternatives and job content satisfiers of educational administrators. (Doctoral dissertation). Divine Word University, Tacloban City. Nical, I. C. (1988) Value systems of the students of LIT: Baseline information for curriculum decisions. LIT Journal, 6. Sergiovanni, T. J., & Corbally, J.E. (1984). Leadership and organizational culture: New perspectives on administrative theory and practice. Stoker, G. (2006). Public value management a new narrative for networked governance?. The American Review of Public Administration, 36 (1),