Chapter 1 4

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

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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.

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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

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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,

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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

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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).

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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).

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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).

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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

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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).

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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).

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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

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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.

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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

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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.

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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


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


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


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


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


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


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


Self-Awareness4.09 High

46

Self-Regulation4.20 High

Self-Motivation4.29 High

Social-Awareness4.12 High

Social Skills4.20 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


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


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


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


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


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


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


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


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


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


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


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


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


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


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

mailto:[email protected]

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


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


XI

Feb., 2003

96

2002 District Demonstration

Teacher (Math-VI)

DepED-Laak March 14, 2002

Seminars/ Trainings/ Workshop Attended

Chapter 1 4

Documents

tagum city

civil service

takes active

entertaining

creating group

taking active

implementing

interpersonal