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APPENDIX A

LETTER TO THE

SUPERINTENDENT


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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 toconduct a survey to the public schools of the three districts of Tagum CityDivision.This is in connection with my research study entitled SOCIO-EMOTIONALCOMPETENCE OF SCHOOL HEADS IN RELATION TO WORK COMMITMENTOF TEACHERS. The results of this academic endeavor may serve as referencein designing a training to strengthen the socio-emotional competence of schoolheads and foster deeper work commitment of teachers thus help increasestudent achievement.

I hope that this request may be given a favorable action. Thank you and Godbless.

Respectfully yours,

SGD. CHONALY MANTO-REYESResearcher

Noted: SGD. EUNICE A. ATIENZAR, Ed.D. Research Adviser

Approved:


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SGD. NENITA E. LUMAADSchools Division Superintendent

APPENDIX B

LETTER 0F ENDORSEMENT


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APPENDIX C

LETTER OF PERMISSION


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APPENDIX D

RESEARCH INSTRUMENT


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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


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The five point Likert scale will be used in this study.

Scale for the level of work commitment of teachers.

Range ofMean

DescriptiveEquivalent

Interpretation

4.50 5.00 Very High This means that the work commitment of

teachers is manifested all the time.

Level DescriptiveEquivalent

Interpretation

4.50 5.00 Very High This means that the socio-emotionalcompetence of school heads is manifested all

the time.

3.50 4.49 High This means that the socio-emotionalcompetence of school heads is manifestedoftentimes.

2.50 3.49 Moderate This means that the socio-emotionalcompetence of school heads is manifestedsometimes.

1.50 1.49 Low This means that the socio-emotional

competence of school heads is rarelymanifested.

1.00 1.49 Very Low This means that the socio-emotionalcompetence of school heads is nevermanifested.


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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.

I Questionnaire on Socio-Emotional Competence of School Heads

Item SELF-AWARENESSThe school head

5 4 3 2 1

1 Identifies ones emotions and their effects to oneself.

2 Distinguishes ones strengths and weaknesses.

3 Ensures about ones self-worth and capabilities.

4 Appreciates the link between their feelings and what theythink, say and do.

5 Opens to candid feedback, new perspectives, continuouslearning, and self development.

Item SELF-REGULATIONThe school head

5 4 3 2 1


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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 fluidcircumstances. 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 groupor organization.

3 Pursues goals beyond what is required or expected ofthem.

4 Pursues goals despite obstacles and setbacks.

5 Sees setbacks as due to manageable circumstancesrather than a personal flaw.

Item SOCIAL-AWARENESSThe school head

5 4 3 2 1

1 Is sensitive to feelings and perspective, and takes activeinterest in their concerns.

2 Anticipates, recognizes, and meets clients needs.

3 Addresses to what others need in order to develop, andbolsters their abilities.

4 Cultivates opportunities for diverse people.

5 Helps out based on understanding other peoples needsand feelings.

Item SOCIAL-SKILLSThe school head

5 4 3 2 1

1 Exercises effective tactics for persuasion.

2 Sends clear and convincing messages.


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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 schoolperformance.

2 Prefers working at this school even though the teachershave 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 existingbetween the people in the school.

5 To perceive the school as the best one among theothers.

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 withlearning difficulties.

3 Accomplishes the job with enthusiasm.

4 Gets information about the students family life.

5 Enjoys teaching and take responsibility of the entire class

on time.

Item COMMITMENT TO TEACHING OCCUPATION 5 4 3 2 1


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The teacher

1 Takes the choice of becoming a teacher as the bestdecision in his/her life.

2 Perceives the values of teaching occupation are moreimportant

than those of other professional values3 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.

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 professionalgrowth.

3 Gets good relation with colleagues.

4 Feels himself/herself as the other teachers close friendin the school.

5 Establishes camaraderie with colleagues.

APPENDIX E

RATINGS OF THE EXPERTS


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APPENDIX E

SUMMARY OF VALIDATORS

RATING


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Summary of Validators Ratings

Validators Name rating

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


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Name of Researcher: CHONALY M. REYESTitle of Research: SOCIO-EMOTIONAL COMPETENCE OF SCHOOL HEADS

IN RELATION TO WORK COMMITMENT OF TEACHERSType of Study: O Dissertation Thesis O Faculty Research

PAGENO. AUTHOR YEAR TOPIC REF.

1 Firestone, W.A. 1996Images of Teaching and proposalsfor Reform

1 Graham, G.H. 1991The impact of non-verbal communication in organizations

1 Nias, J. 981Commitment and Motivation inPrimary Teachers

1 Tsui,K.T. 2000School organizational health andteacher commitment

1 Cheng, Y.C. 1999

School organizational health and

teacher commitment1 Day, C. 2004 A passion for teaching

1 Hargreaves, A 1994Changing Teachers, ChangingTimes: Teachers work and culture inthe post modern age

2 Bernardo, A. 2003Exploring mathematics and scienceteaching in the Philippines

2 Fernandez, A 2007 The lie and work of teachers

4Durlak, J.A., &

Weissberg, R.P 2005Education

4 Bass, B. 2001

Leadership and performance beyond

expectations4 Senge,k. 2000 Emotional development and

emotional intelligence

5 Battaglia, A 2000Key resources on higher educationgovernance, management, andleadership

5 Bass, B 2000Leadership, psychological, andorganizational behavior

5 Rickard, T 2002Effective leadership in studentservices

5 Swerdlik, M. 2000

Psychological testing and

assessment

6Bencivenga, A.,

Elias, M.J. 2003

6 Coleman, D 2000The new professional: A resourceguide for new student affairs

professionals and their supervisors

6 Pasi, R. 2001 Higher expectations

Survey of chief student affair officers


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7 Herdleinn, R. 2004 regarding relevance of graduatepreparation of new professionals

7 Jaeger, r.2004

Sampling in education and the socialsciences

8 Klenke, K. 2006 Women and leadership

8 Kouzes, J 2001 Leadership practices inventory8 Kouzes, J 2002 The leadership challenge

9 Devaney, E. 2003 Development

9 Tobin, J. 2003 Smart school

10Salovey, P.,

Meyer, J.1991 A three-pert conceptualization of

organizational commitment

10 Goleman, D 1995 Emotional intelligence

10 Gardner, H. 1985 Frames of Mind

10Salovey, P.,

Meyer, J. 1990Commitment to organizations andoccupation

11 Axley, S.R. 1984

Managerial and organizational

communication in terms of conduit

11Salovey, P.,

Meyer, J. 1995Emotional intelligence and theconstruction and regulation

11 Orstein, R.E. 1986The psychology of consciousness

12 Brown, S.A., &Levenson

1987 Teaching for living success

12 Miles, G. 2005Organizational commitment:antecedents and outcomes in publicorganization

12

Ekman,

P.,Frisen, &Matsumoto,D.

1994 Facial action coding system

13 Matsumoto,D. 1992 More evidence for the universality ofa contempt expression

13 Hare, K. 1986 The social construction of emotions

13 Axley, S.R. 1984Managerial and organizationalcommunication in terms of conduit

14 Huntingtun, K. 2001 Leader as servant. Executiveexcellence

14 Ballou, D., &Podgursky, M.

1997 Teacher pay and teacher quality

1 Manalac P. 1998 Introductory Psychology14 Manning, M., &

Patterson, J.2005 Unfulfilled promise: ensuring quality

teachers for our nation

14 Rikard, T. 2002 Effective leadership in studentservices

14 Czubaj, C.A. 1986 Maintaining teacher motivation

14 Huberman,M. 1993 The lives of teachers


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14 Nais, J. 1981 Commitment and motivation inprimary school teachers

15 Allen, N. 1990 The measurement and antecedentsof effective, continuance andnormative commitment to the

organization

15 Meyer, J. 1990Commitment to organizations andoccupation

15 Patchen, R. 2001 Open schools, school health

15 Adams, D. 2002The social psychology of organizations

15 Lawrence, G. 2003 The empowerment of teachers:overcoming the crisis of confidence

16 Fried, L. 2005 Teacher empowerment and principalleadership

16 Ogawa, N. 2006 Defining teaching empowerment

16 Kent, B 2004 Creating empowered schools16 Minton, G. 2001 Organizational commitment

17Miles, G.

2005Organizational commitmentantecedents and outcomes in publicorganizations

17 Pennings, L. 2006Insights on leadership service,stewardship, service, and servant-leadership

17 Minton, G. 2001 Organizational commitment

17 Fried, L. 2005Teacher empowerment and principalleadership

18 Kent,.B. 2004 Creating empowered school

18 Day, C. 2000 Stories of change and professionaldevelopment

18 Nias, J. 1996 School effectiveness and schoolimprovement

18 Shore, L.M. &Wayne, S.J.

1993 Commitment and employee behavior:comparison of affective commitmentwith perceived organizational support

19National Centrefor Education

Statistics

1997Teacher professionalization andteacher commitment

19Coladarci, T.

1992Teachers sense of efficacy andcommitment to teaching

19Louis, K.S.,

1998Effects of Teacher quality of work lifein secondary schools on commitmentand sense

19Hoy, W.K.,

Tarter, C.J., & 1991Open schools, health schools


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Kottamp, R.B.

20 Ogawa, N.,Reyes, P

1990 Teachers and their workplace

21 Nias,J.,Tyree, A.K.

1996 Conceptualizing and measuringcommitment ti high school teaching

21 Day, C. 2004 A passion for teaching

22 Tsui, K.T., &Cheng, Y.C

1999School organizational health andteacher commitment: a contingencystudy with multi-level analysis

22Porter, L.W.,Steers, R.M,

Mowday, R.T.1996

Promoting social emotional learningand psychology

22 Evers, C.W.1990 Schooling organizational learning

and efficiency in the growth ofknowledge

22

Gaziel, H.H., &

Weiss, I.

1990 School bureaucratic structure

23 Coladarci, T. 1992Teachers sense of efficacy andcommitment to teaching

23 Brief, A.,Motowidlo, S

1989 Pro-social organization behaviors

23 Ballou, D., &Podgursky, M.

1997 Teacher pay and teacher quality

23 Mannig, M., &Patterson, J.

2005 Unfulfilled promise: ensuring qualityteachers for our nations school

23 Rickard, T. 2002 Effective leadership in studentservices

23 Czubaj, C.A 1996 Maintaining teacher motivation24 Huberman, M. 1997 The lives of teachers

24Nias, J. 1981 Commitment and motivation in

primary school

24 Locke, E. 2000 The essence of leadership

24 Huntington,K. 2001 Leader as a servant: executiveexcellence

26 Collaborative for Academic,Social,

and EmotionalLearning(CASEL)

2003 Safe and sound: an educationalleaders guide to evidence-basedsocial and emotional learning


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CURRICULUM VITAE

CURRICULUM VITAE


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Chonaly Manto-Reyes

Contact Information

Address Blk. 7 Lot 9 Bettys Subd., ApokonTagum 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]:[email protected]

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