The Relationship of Leadership Styles and Organizational Productivity Skills to Teacher Professionalism

Abstract

The primary aim of this study is to examine the relationship of leadership styles and organizational productivity skills to teacher professionalism. The leadership styles of the administrators were categorized as coercive, pacesetting, coaching, democratic, affiliative, and authoritative. The organizational productivity skills were assessed in terms of global strategic skills, team-building skills, organizational skills, communication skills, and transfer of knowledge skills. Teacher professionalism was discussed in terms of these components: teacher confidence, teacher practice, teacher collaboration, and teacher leadership. The study utilized the descriptive survey research method. There were (333) three hundred thirty three respondents classified as administrators group and teachers group. The following statistical tools were used to ensure the valid and systematic presentation, analysis and interpretation of data: frequency and percentage, weighted mean, t-test for independent samples, and Pearson Product Moment Correlation. The study revealed that school administrators are generally viewed as democratic and coaching leaders who allow people a say in decisions that affect their goals and how they do their work, thus, driving up flexibility, responsibility and keeping morale high. It can also be inferred from the finding that school administrators possess effective strategic skills which is primarily demonstrated by their openness to change particularly those concerning global trends and innovations. Apparently, it is also revealed that teachers manifest a high sense of professionalism in terms of teacher confidence and are highly capable of performing different classroom and school related tasks. They are described as efficacious teachers who are able to achieve good results with their students as well as with their respective schools. The more often school administrators employ the aforementioned leadership styles, the more professionalism is enhanced among the teachers. The school administrators’ organizational productivity skills are significantly correlated to teacher professionalism. The more effective are the organizational productivity skills of school administrators, the more teacher professionalism is developed. It is highly recommended that the school administrators should express their willingness to help increase teacher professionalism by empowering the school teachers.

Keywords: Leadership Styles, Global Skills, Organizational Climate, Organizational Productivity Skills, Professionalism