Quality management practices of school principals and teacher empowerment of selected public elementary schools in Region III Basis for organization /
Martin, Imelda N.
Quality management practices of school principals and teacher empowerment of selected public elementary schools in Region III Basis for organization / [manuscript] : Imelda N. Martin. - Balanga City : BPSU, - 178 leaves ; 28 cm.
Include bibliographical references.
This descriptive study aimed to identify how total quality management practices of the school principals influence faculty empowerment among selected public elementary schools in Region III during Academic Year 2015-2016. The research locales of the study included leading central elementary schools in Pampanga, Bataan, Bulacan, Tarlac and Olongapo City. These schools were considered to be locale of the study since they have the largest number of teachers as well as the fact that they are the leading elementary schools in their respective provinces. The respondents of the study included all teachers and schools principals, School principals were selected using universal sampling while the teachers were chosen using random sampling technique, hence, there were 293 teachers and 5 schools principals who participated in the study. The data were gathered, tallied and treated using IBM SPSS 20. Frequently and percentage distribution were used to present the profile of the school principals. Mean and descriptive rating were utilized to present the total quality management practices of the school principals and the faculty empowerment. One-Way analysis of Variance (ANOVA) was used to determine if there is any significant difference between the teachers in terms of empowerment when they are grouped according to profile. The same was used also in identifying the significant difference between the school principals' quality management practices when the respondent are grouped according to profile. To test the relationship between the perceived quality management practices of principals and the level of empowerment of teachers, Pearson Product Moment Correlation Coefficient r was used. It was found out that school principals and teachers are both in middle adulthood, have been in the service for more than 15 years, have attended trainings and seminars on Total Quality Management for principals and Teacher Empowerment for teacher, majority are female teachers and male principals and are all eligible. The total quality management practices of the school principals is satisfactory as perceived by teachers while school principals, perceive the quality management practices as very satisfactory. The teachers are empowered most of the time. The hypothesis that there is no significant difference between the perceptions of the respondents on the quality managements practices of their school principals when grouped according to age, sex, and trainings attended is accepted while along the number of years in the service, was rejected . The hypothesis that there is no significant difference between the teachers in terms of empowerment is accepted. The hypothesis that there is no significant relationship between the total quality management practices of the school principals and empowerment of faculty members is rejected. Based on the conclusions drawn, a proposed organizational interventions on Teacher Empowerment was developed which may serve as basis for empowering teachers while the school principals are implementing quality management practices in the school operation school principals and teachers must continue undertaking post-graduate and post-doctorate studies in order to be more educationally competent in running the school and instituting changes in the academic operations. Opportunities for career executive services eligibility must be made available to them so that they may become effective implements of total quality management system in the school. To further improve the total quality management system being utilized in the school, low performing schools (LPS) must benchmark to high performing schools (HPS) so that best practices may be learned and adopted by LPS which they can incorporate in their Annual Improvement Plan and School Improvement Plan. Cross-faculty and cross-functional teams which involved both the teachers and school principals should be created to promote increased faculty empowerment. Also, merit system must be developed and implemented since it's one of the best way to further motivate and empower teachers in the discharge of their duties and responsibilities. School principals should go to highly specialized trainings courses on total quality management system to expose them to various management and leadership styles and techniques that are compatible with quality management. School principals must develop a systematic approach to manage the implementation of quality management through the adoption of modern methods of supervising and training. This is to eliminate barriers between departments and external and internal stakeholders by managing the process and eliminating goals without methods, school standards which are based only on numbers and barriers to pride of workmanship and fiction. Members of the School Planning Team must include in the Annual improvements plan (AIP) and School Improvement Plan (SIP) the measures and programs to continually empower the teachers along the implementation of the total quality management practices of the school principals.
Quality management practices of school principals and teacher empowerment of selected public elementary schools in Region III Basis for organization / [manuscript] : Imelda N. Martin. - Balanga City : BPSU, - 178 leaves ; 28 cm.
Include bibliographical references.
This descriptive study aimed to identify how total quality management practices of the school principals influence faculty empowerment among selected public elementary schools in Region III during Academic Year 2015-2016. The research locales of the study included leading central elementary schools in Pampanga, Bataan, Bulacan, Tarlac and Olongapo City. These schools were considered to be locale of the study since they have the largest number of teachers as well as the fact that they are the leading elementary schools in their respective provinces. The respondents of the study included all teachers and schools principals, School principals were selected using universal sampling while the teachers were chosen using random sampling technique, hence, there were 293 teachers and 5 schools principals who participated in the study. The data were gathered, tallied and treated using IBM SPSS 20. Frequently and percentage distribution were used to present the profile of the school principals. Mean and descriptive rating were utilized to present the total quality management practices of the school principals and the faculty empowerment. One-Way analysis of Variance (ANOVA) was used to determine if there is any significant difference between the teachers in terms of empowerment when they are grouped according to profile. The same was used also in identifying the significant difference between the school principals' quality management practices when the respondent are grouped according to profile. To test the relationship between the perceived quality management practices of principals and the level of empowerment of teachers, Pearson Product Moment Correlation Coefficient r was used. It was found out that school principals and teachers are both in middle adulthood, have been in the service for more than 15 years, have attended trainings and seminars on Total Quality Management for principals and Teacher Empowerment for teacher, majority are female teachers and male principals and are all eligible. The total quality management practices of the school principals is satisfactory as perceived by teachers while school principals, perceive the quality management practices as very satisfactory. The teachers are empowered most of the time. The hypothesis that there is no significant difference between the perceptions of the respondents on the quality managements practices of their school principals when grouped according to age, sex, and trainings attended is accepted while along the number of years in the service, was rejected . The hypothesis that there is no significant difference between the teachers in terms of empowerment is accepted. The hypothesis that there is no significant relationship between the total quality management practices of the school principals and empowerment of faculty members is rejected. Based on the conclusions drawn, a proposed organizational interventions on Teacher Empowerment was developed which may serve as basis for empowering teachers while the school principals are implementing quality management practices in the school operation school principals and teachers must continue undertaking post-graduate and post-doctorate studies in order to be more educationally competent in running the school and instituting changes in the academic operations. Opportunities for career executive services eligibility must be made available to them so that they may become effective implements of total quality management system in the school. To further improve the total quality management system being utilized in the school, low performing schools (LPS) must benchmark to high performing schools (HPS) so that best practices may be learned and adopted by LPS which they can incorporate in their Annual Improvement Plan and School Improvement Plan. Cross-faculty and cross-functional teams which involved both the teachers and school principals should be created to promote increased faculty empowerment. Also, merit system must be developed and implemented since it's one of the best way to further motivate and empower teachers in the discharge of their duties and responsibilities. School principals should go to highly specialized trainings courses on total quality management system to expose them to various management and leadership styles and techniques that are compatible with quality management. School principals must develop a systematic approach to manage the implementation of quality management through the adoption of modern methods of supervising and training. This is to eliminate barriers between departments and external and internal stakeholders by managing the process and eliminating goals without methods, school standards which are based only on numbers and barriers to pride of workmanship and fiction. Members of the School Planning Team must include in the Annual improvements plan (AIP) and School Improvement Plan (SIP) the measures and programs to continually empower the teachers along the implementation of the total quality management practices of the school principals.