Administrators' discussion and classroom exploration, self-recovery, coaching skills, and leadership behavior as related to organizational culture and performance: Inputs to school heads' capability program

Abstract

This survey-correlational research aimed to ascertain the relationship among the school administrators’ discussion and classroom exploration, self-discovery, coaching skills, leadership behavior, organizational culture, and performance in public elementary schools in the second congressional district of Iloilo. The study was conducted on October 2016 among 255 teachers and 58 purposively selected school heads of the public elementary schools in the second congressional district of the Schools Division of Iloilo. The data-gathering instruments utilized to gather the data needed for the investigation were the Discussion and Classroom Exploration Survey for discussion and classroom exploration skills, the Coaching Skills Evaluation Survey for coaching skills, the Organizational Culture Assessment Instrument (OCAI) for organizational culture, Life Questionnaire Tool for self-discovery; and the Leader Behavior Description Questionnaire (LBDQ) for leadership behavior. The first two instruments are researcher-made and the other three instruments are published and standardized and are valid constructs for their administration. For the purpose of validity, all five instruments were subjected to construct validity and pilot tested for reliability testing and factor analysis. Frequency count, mean, and standard deviation were utilized as descriptive statistics, while Persons’ r set at .05 alpha was used as inferential statistics. Study results revealed that majority of the school heads in public elementary schools had good discussion and classroom exploration skills; had good coaching skills; and had frame of mind of individuality, home, responsibility, and service and humanitarian. Moreover, most of the school heads manifested dominant behaviors of integration, initiation of structure, and tolerance, and freedom, and their prevailing and preferred organizational culture was can culture. Generally, the public elementary schools were found to have very satisfactory performance. Furthermore, the study also revealed positive and significant relationships between discussion skills and classroom exploration skills, coaching skills, leadership behavior; between classroom exploration skills and coaching skills; between coaching and leadership behavior; between principals’ prevailing and preferred organizational culture; between teachers’ prevailing and preferred organizational culture; and between principals’ preferred organizational culture and school performance. However, negative but significant relationships existed between teachers’ preferred organizational culture and classroom exploration and coaching skills.