THE PUBLIC ELEMENTARY SCHOOL PRINCIPALS’ COMMUNICATION

SKILLS AND STYLES IN RELATION TO SCHOOL PERFORMANCE IN THE

CONGRESSIONAL DISTRICT V OF QUEZON CITY:
A BASIS FOR EFFECTIVE COMMUNICATION SKILLS DEVELOPMENT
PROGRAM

A Thesis Proposal
Presented to the Faculty of
The Graduate School and Institute of Professional Development
ST. DOMINIC SAVIO COLLEGE
Block 1 Lot 6, Mountain Heights Subdivision
Quirino Highway, Caloocan City

In Partial Fulfillment
of the Requirements for Master of Arts in Education Major in Educational
Management

ARLENE CATHERINE T. ASIA

October 2019
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

School principals should be able to communicate with their subordinates

effectively; the popular politician Winston Churchill, once quoted “The difference

between mere management and true leadership is communication.” Hence, school

principals as managers of their school should be able to engage their teachers in

a communicative process that would allow them to convey their message in order

for others to follow.

Further, a survey from the European Communication Monitor in 2014, found

that the two most important characteristics of effective leaders are communicating

in an open, transparent way and providing a clear overall, long-term vision1. Thus,

for leaders to specifically highlight their vision, they should clearly highlight it to

everyone. On the same note, Longenecker and Yonder2 reported that a leader’s

1 Grue, C. (2014). The art of communicative leadership. Retrieved from

https://www.communication-director.com/issues/direct-empower-inspire/art-communicative-
leadership/#.XaHdBVUzYdU

2 Longenecker, C.O. & Yonder, R.D. (2013). Leadership deficiencies in rapidly changing
organizations: Multisource feedback as a needs assessment tool – Part I. Industrial and
Commercial Training, 45(3), 159-165.
skill in communicating, especially during periods of rapid change, is critical to

his/her effectiveness and to the success of the organization.

Therefore, communication is connected to all organizational activities and

business leaders and teachers/trainers since it is vital to organizational

effectiveness3.

However, the researcher has observed that the problem nowadays rests on

the ability and style of the school principal to properly inform her subordinates on

proper messages pertaining to work-related tasks in school. Relatively, the ability

of the school principal to personally communicate with her teachers in a manner in

which they would be able to understand her has deteriorated. School principal

readily expect that when they provide tasks to teachers the latter would easily

understand and perform. However, research has established the benefits of good

internal communication, such as job satisfaction, greater productivity, less

absenteeism, reduced costs, improved quality of goods and services, and

increased levels of innovation as identified by Desmidt and George.4

3Conrad, D., & Newberry, R. (2011). 24 business communication skills: Attitudes of HR resource
managers versus business educators. American Communication Journal, 13(1), 4-23.

4Desmidt, S. and George, B. (2016). Do We See Eye to Eye? The Relationship Between Internal
Communication and Between-Group Strategic Consensus: A Case Analysis. Management
Communication Quarterly 2016, Vol. 30(1) 84–102.
 Consequently, the communication skill and style of school principal yields

to important benefits in the school which even includes the work performance of

teachers. Hence, it is with this premise that the researcher decided to study on

the skills and styles of school principal vis-à-vis to the work performance of

teachers in the Congressional District V of Quezon City. The researcher believes

that the communicative skills and styles of the school principal impact the way the

teachers perform and is significantly vital to any institution particularly the school.

Theoretical framework

This study is guided by the Communicative Leadership Framework that was

conceptualized by Johannson, Miller and Hamrin.5 They found four central

communicative behaviors of leaders and these are: structuring, facilitating,

relating, and representing. According to them, the concept of “communicative

leadership” is widely used in Swedish national and multinational organizations;

hence, they have embraced the concept of “communicative leadership” with

reference to leaders who “engage others in communication” during the past

decade. However, connotations evoked by the concept seem to signify that leaders

5 Johansson, C., Miller, V. and Hamrin, S. (2014). Conceptualizing communicative leadership

Corporate Communications: An International Journal, Vol. 19 Iss 2 pp. 147 – 165
who are “communicative” are not just communicating, which all leaders and

members do continuously, but that they are “good communicators” – thus there is

a competence aspect of that which implies that this communication competence

can be developed.

It was acknowledged that when leaders actively engage in dialogue with

employees by sharing information and involving them in decision making, there

are profound influence on employee attitudes, well-being and performance.6

Hence, the concept of communicative leadership embraces a number of

communication-based activities of organizational leaders in relation to their

employees and this include dialogue, goal-setting and explanation of purposes,

involvement in decision-making, creation of energy and commitment, performance

evaluation and feedback, knowledge sharing, establishment of collaboration,

implementation of decisions with the overall purpose of creating organizational

results and leading organizational change.

On the other hand, the leaders’ communication competence is a wider

concept than leaders’ communication behavior or discourse. Payne7 in Johannson,

6 Nordblom, C. and Hamrefors, S. (2007). Communicative leadership. Development of middle

managers’ communication skills at Volvo Group, Business Effective Communication, Swedish
Public Relations Association, Stockholm.

7 Payne, H.J. (2005). Reconceptualizing social skills in organizations: exploring the relationship
between communication competence, job performance, and supervisory roles”, Journal of
Leadership and Organizational Studies, Vol. 11 No. 2, pp. 63-77.
Miller and Hamrin8 applied a three-component model of communication

competence and these are: motivation, knowledge and skill which McCroskey9

previously identified as understanding, ability and doing. The former explained that

a communicative leader is one who engages employees in dialogue, actively

shares and seeks feedback, practices participative decision making, and is

perceived as open and involved.

As how Ruben and Stewart puts it, communication is a process through

which individuals create and use information to relate to the environment and one

another. Thus, communication outcomes and the meanings and interpretations

involved are jointly created by senders and receivers, leaders and followers or

school principals and teachers. Finally, leadership is a social constructionist

concept, leadership is understood to be the joint product of leader–follower

interaction10.

8 Ibid, Johannson, Miller and Hamrin, p. 156

9 McCroskey, J.C. (1984). Communication competence: the elusive construct in Bostrom, R.N.
(Ed.), Competence in Communication, Sage Publications, Beverly Hills, CA.

10 Fairhurst, G. T., & Connaughton, S. L. (2014). Leadership communication. In L. L. Putnam & D.

K. Mumby (Eds.), The Sage handbook of organizational communication: Advances in theory,
research, and method (pp. 401-423). Thousand Oaks, CA: Sage
Conceptual Framework

The frameworks and models helped the researcher in forming the

conceptual framework of the study. Based on the framework, a leader who

engages in communication through dialogue and actively shares and seeks

feedback and practices participative decision making is perceived as open and

involved individual in the work place. Thus, it is vital that school principals

recognize such quality among themselves; accordingly, communication ability is

both related to individuals’ communication skills and styles and the enactment of

communication in a certain environment, which may enable or constrain

communication. When the school principal possesses such communication skill

and style this significantly affect the school performance of teachers since they

regard the message of their leader most importantly when doing their job.

Figure 2 shows the research paradigm of the study.

 Profile of the Respondents:
Age, Sex, Marital status,
Highest Educational
Attainment, Shool where
he/she graduated, Number
of years in the service,
Specialization,
Position/rank, Religion, and
Ethnicity

Teachers' School Performance:

Content knowledge and pedagogy,
Learning environment,
Diversity of learners,
Curriculum and planning,
Assessment and reporting,
Community linkages and
professional engagement, and
Personal growth and professional
development

Level of School Level of School

Principals' Principals'
Communication Skills: Communication Style
Structuring, Motivation
Facilitating, Knowledge
Relating, and Skill
Representing
COMMUNICATION SKILLS DEVELOPMENT PROGRAM
 Figure 2. Research Paradigm of the Study

As observed, the diagram is shown in a form of a pyramid. The topmost

represents the profile of the respondents referring both to the school principal and

the teachers’ age, sex, marital status, highest educational attainment, school

where he/she graduated, number of years in the service, specialization,

position/rank, religion, and ethnicity. The left side of the pyramid shows the

communication skills of the school principal as assessed by themselves and the

teacher-respondents. The communication skills include their ability in terms of

structuring, facilitating, relating, and representing. On the right side of the pyramid

is the communication style of the school principal as also assessed by themselves

and the teacher respondents and this include the former’s motivation, knowledge,

and skill. Further, the middle part of the pyramid denotes the work performance of

the teachers as educators in terms of content knowledge and pedagogy, learning

environment, diversity of learners, curriculum and planning, assessment and

reporting, community linkages and professional engagement, and personal growth

and professional development.

As gleaned, there are lines connecting the profile of the respondents and

the school principal’ communication skills and styles; this denotes the testing of

the significant difference between those variables when the respondents are

grouped according to their selected profile. Moreover, the double headed arrow
pointing at the teachers’ work performance and the school principals’

communication skills and styles indicates the testing of the significant relationship

between those variables. Finally, the sphere below the pyramid indicates the

output of the study pertaining to an effective communication skills development

program that will be created by the researcher based on the result of the findings

in the study.

Statement of the Problem

This study aimed to determine school principal’s communication skills and

styles and its relation to school performance of teachers in the Congressional

District V of Quezon City during the Academic Year 2019 – 2020.

Specifically, this study sought answers to the following questions:

1. What is the profile of the school principal -respondents and teacher-

respondents in terms of:

1.1 age,
1.2. sex,
1.3 marital status,
1.4 highest educational attainment,
1.5 school where he/she graduated,
1.6 number of years in the service,
1.7 specialization,
1.8 position/rank,
1.9 religion, and
 1.10 ethnicity?

2. What is the level of the school principal’ communication skills in terms

of:
2.1 structuring,
2.2 facilitating,
2.3 relating, and
2.4 representing?

3. What is the level of the school principals’ styles in terms of:

3.1 motivation,
3.2 knowledge, and
3.3 skill?

4. What is the level of the teacher’s school performance in terms of:

4.1 content knowledge and pedagogy,

4.2 learning environment,
4.3 diversity of learners,
4.4 curriculum and planning,
4.5 assessment and reporting,
4.6 community linkages and professional engagement, and
4.7 personal growth and professional development?

5. Is there a significant difference on the level of school principals’

communication skills when they are grouped according to their profile?

6. Is there a significant difference on the level of the school principals’

communication styles when they are grouped according to their
profile?
 7. Is there a significant relationship between the school principals’
communication skills and teachers’ school performance?

8. Is there a significant relationship between the school principals’ styles

and teachers’ school performance?

9. Based on the result of the study, what communication skills development

program may be proposed?

Hypotheses of the Study

At the 0.05 level of significance, the given hypotheses will be tested using

appropriate statistical tests:

1. There is no significant difference on the level of school principals’

communication skills when they are grouped according to their profile.

2. There is no significant difference on the level of the school principals’

styles when they are grouped according to their profile.

3. There is no significant relationship between the school principals’

communication skills and teachers’ school performance.

4. There is no significant relationship between the school principals’

styles and teachers’ school performance.
Significance of the study

The researcher believes that the present study is deemed significant to

the following groups of individuals:

Department of Education will benefit from the study since they will be able

to determine the communication skills and styles of the school principals. Through

this, they can develop programs that can help the school principals improve their

communication skills and become better in relaying and conveying themselves to

their teachers.

School Principals will benefit from the study since they will be able to

identify their strengths and weaknesses in terms of their communication skills and

styles. Based on the result, they can participate on programs and seminars that

will help them enhance their abilities as school principals.

Teachers will benefit from the study since they will be able to recognize the

effect of the communication skills and styles of their school principals in relation to

their work performance. Through this, they can help themselves to define their

work effectiveness and how they can better perform in school.

Academe will significantly benefit from the study since they will be able to

gain insights on the current communication skills and styles of school principals
and how they can improve themselves. Thus, they can provide programs and

information guides for school principals to perform better and effectively

particularly in their communication.

Future Researchers will benefit from the study since they use the current

research as their reference and cite it among the results of the study pertaining to

school principals’ communication skills and styles.

Scope and Limitations of the Study

The scope of the study includes the communication skills and styles of

school principals and the teachers’ school performance in the Congressional

District V of Quezon City during the Academic Year 2019-2020. The variables and

indicators that is included in the study will also be limited as to the questions posted

in the study.

The primary limitations included in the research undertaking will include the

following: first, the number of respondents, since there is a significant number of

teachers in the Division, a selected few will only be taken as respondents to

represent their school, however, the school principals will all be included in the

study; second, the variables used in the study will only be the main focus and

limited as to those identified by the researcher as was identified in the framework

and concepts; third, the perception of the respondents is also a limitation since

they vary in their experiences and line of thinking in terms of the variables in the

study; lastly, the locale or area of the study is limited since it will only focus in

congressional district V of Quezon City and will thus particularly reveal a particular

area of under study. Hence, the result of the study will not be able to generalize

the whole congressional district V in terms of the school principals’ communication

skills and styles.

Definition of Terms

The following terminologies were defined contextually and operationally in

order to have a clearer understanding of the study:

Communication style refers to the school principals’ use of the language

in terms of his ability to utilize the words in relaying the information between and

among individuals in the school.

Communication skills refer to the school principals’ ability to utilize

language effectively and efficiently in conveying his messages to his subordinates.

Facilitating refers to the school principals’ ability to perform the message

of what he/she communicated.

 Knowledge refers to the practical understanding of the school principals’

regarding how he should act or perform.

Communication Skills Development Program refers to the output of the

study that highlights enhancement of the school principals’ communication skills

and competence.

Motivation refers to the school principals’ understanding on the impact

and significant of his/her job and the reason behind his/her desire to perform it.

Relating refers to the skill of the school principals to connect and identify

with everyone in the school.

Skill refers to the competence of the school principals to perform based on

his ability as a communicative leader.

Structuring refers to the school principals’ skill to properly construct, plan

and provide a pattern of information.

Teachers’ School Performance refers to the teachers’ ability to perform

the objectives of his/her roles and achieve and solve those objectives.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies pertinent to the

selected parameters of the study. The literature and studies were organized

according to the objectives of the study indicated in the statement of the problem.

At the end, a synthesis was provided.

Related Literature

Foreign

Steers, Nardon and Sanchez-Runde11 stressed the importance of

communication competence to leadership and effectiveness in general and in

multicultural organizations in particular, and in their model include attention,

interpretation, and message. They also recognize the influencing factors in the

communication environment to this process. In this perspective, improving

communication involves three individual-level strategies: (1) expanding knowledge

and understanding of cultural dynamics; (2) improving perceptual and critical

11Steers, R.M., Nardon, L. and Sanchez-Runde, C. (2013), Management Across Cultures:

Developing Global Competencies, 2nd ed., Cambridge University Press, New York, NY.
analysis skills; and (3) enhancing the behavioral repertoire of applied

communication skills.

Miller12 identified three levels of communication skills for leaders and these

include the following, namely: core communication skills, team communication

skills and strategic and external communication skills. He explained that

communication skills are categorized under a broader term known as interpersonal

skills or people skills. Interpersonal skills are the skills needed to develop

relationships with other people.

On the other hand, Riggio, Riggio, Salinas and Cole13 highlighted that an

effective leader uses influence skills to help set a clear and motivating direction,

focus people on actionable and important areas of impact, and coordinate and link

organizational resources, especially people. According to them, communication is

a fundamental practice area within the interpersonal influence/people skill domain

that can contribute to leadership effectiveness and business outcomes.

12 Miller, P. 2012, ‘Leadership Communication – the three levels’, Today’s Manager, Singapore
Institute of Management, Issue February—March 2012, pp. 19-21.

13 Riggio, R., Riggio, H., Salinas, C., & Cole, E. (2003). The role of social and emotional
communication skills in leader emergence and effectiveness. Group Dynamics, Theory, Research,
and Practice, 7, 83-103.
 However, the implementation and success of the educational process at all

levels and units of education is largely determined by teacher factors, particularly,

teachers’ work performance will have an impact on the low quality of education14.

In agreement, Tilaar15 also added that teachers are the main force in

addition to other education personnel who determine the good and bad quality of

education, so the effectiveness of teacher work needs special attention because

they are keys to improving school quality is the quality of the teacher. Therefore,

teachers are required to work professionally in running the task of learning in the

classroom or in their working effectiveness.

Armstrong16 explained that the concept of work effectiveness involves the

exertion of effort and the application of knowledge and skills to achieve a purpose.

The work process involves the effort and the application of knowledge and skills to

achieve the goals to be achieved. On a similar note, Schermerhorn et al.17 revealed

the concept of work as something that is seen from the involvement of individual

14Hamalik, O. (2014). Teacher Education Based on Competency Approach. Jakarta: PT Bumi

Aksara.

15
Tilaar, H.A.R. (2016). Some National Education Reform Agenda In Perspective 21st Century.
Magelang: Tera Indonesia.
16
Armstrong, M. (2013). Armstrong's Hand Book of Human Resource Management Practice, 12th
Edition. London: Kogan Page.

17Schermerhorn, JR, Hnt JG, Osborn, RN (2013). Organizational Behavior. Eleven Edition, USA:
John Willey & Son.
work and it includes job involvement, which is defined as the extent to which an

individual is dedicated to a job.

Champoux18 defines the effectiveness of work as the behavioral outcome

closely associated with internal work motivation. Internal work motivation is a

feeling of self-reward from doing the job itself. Work effectiveness is the result of

behavior most closely related to internal work motivation. The motivation of internal

work is a feeling of self-esteem for the achievement of the work that has been done

by themselves. The effectiveness of teacher work, in this concept, is understood

as the effectiveness of the implementation of teaching tasks.

In terms of effective teaching, Kyriacou19 defined is as the intentional

teaching by pupils intended by the teacher. Furthermore, he explains that effective

teaching as a successful teaching achieves a learning that is in accordance with

the wishes (expectations) of students and teachers. Basically, there are two simple

elements for effective teaching: The effectiveness of the teacher's work

illustrates the extent to which the teacher can carry out the task the principal has

given to him. Among others, to educate, teach, guide, train, and provide learning

motivation to learners, in order to achieve the goals of learning in school. The

18 Champoux, J. E. (2015). Organizational Behavior: Integrating Individuals, Group, and

Organization. Fourth Edition. New York: Taylor & Francis.

19 Kyriacou, C. (2014). Effective Teaching in Schools, Theory, and Practice, Third Edition. United
Kingdom: Nelson Thornes Ltd.
implementation and completion all of the duties, is an illustration of the degree/level

to which he is capable of performing his duties. A teacher is expected to work

effectively when the tasks assigned to him is accomplished according to

procedures, methods, and techniques and achieve maximum results in

accordance with the objectives of learning.

Local

Loyola20 asserted that through good communication, the Filipinos were able

to make some big changes specifically through their strength in learning and being

effective in speaking English is their proficiency.

Castaneda21 wrote that school heads spend a large portion of their time

interacting with others the majority of which is in face-to-face communication.

Failure to interact well with others may hamper their careers, since people whether

superiors, colleagues or subordinates can make or break a school head’s career.

The school head is expected to provide the appropriate leadership which will assist

each staff member in making a maximum contribution to the schools’ effort of

providing quality and up-to-date education; and lastly, leading means

20 Loyola, L. (2018). Present status of English communication skills of Filipinos. Press Reader.
Retrieved from https://www.pressreader.com/

21 Castaneda, A. M. (2017). Leadership Skills of the School Head. Press Reader. Retrieved from
https://www.pressreader.com/philippines/sunstar-pampanga/20170103/281616715040517
communicating goals to staff members and infusing them with the desire to

perform at a high level.

Garcia,22 pertaining to the National Adoption and Implementation of the

Philippine Professional Standards for Teachers (PPST) explained that the new

standards for teachers basically aims to: 1) set the clear expectations of teachers

along well-defined career stages of professional development from beginning to

distinguished practice; 2) engage teachers to actively embrace a continuing effort

in attaining proficiency; and 3) apply uniform measure to assess teacher

performance, identify needs, and provide support for professional development.

He added that the six modules of PPST are all anchored on the seven domains

that quality teachers should exhibit: 1) Content knowledge and pedagogy; 2)

Learning Environment; 3) Diversity of Learners; 4) Curriculum and Planning; 5)

Assessment and Reporting; 6) Community Linkages and Professional

Engagement; and 7) Personal growth and Professional Development.

22Garcia, J. K. (2018). Philippine Professional Standards for Teachers (PPST): Remaking Filipino
Teacher. Press Reader Retrieved from https://www.pressreader.com/philippines/sunstar-
pampanga/20180501/281749859981907
Related Studies

Foreign

Leaders who communicate with high impact can help their organizations

more effectively formulate and execute strategies to create and sustain cultures of

employee engagement which will help provide for a competitive advantage and

successful positioning of enterprises in the global marketplace23.

In addition, Luthra and Dahiya24 suggest that it is a manager’s

communication skills which motivate and inspire teammates to work hard and

achieve team targets and organizational goals. According to the literature that they

gathered, every day manager spent 70 to 90 percent of their time in communicating

with their teams and others at work place. Effective communication act as an

advantage of a leader to lead effectively. They also concluded that A leader cannot

become an effective leader until unless he is an excellent communicator and must

use this ability to let individuals follow him. He must have knowledge and will be

able to communicate that knowledge to others at work. Must have the

competences to motivate team to achieve which seems to be impossible for others.

Communication makes a leader effective who develops better understanding in

teams. These understanding bring a sense of trust in employees on the leader and

23 Taneja, S., Sewell, S.S., & Odom, R.Y. (2015). A culture of employee engagement: A strategic
perspective for global managers. Journal of Business Strategy, 36(3), 46-56.

24Luthra, A. and Dahiya, R. (2015). Effective Leadership is all About Communicating Effectively:
Connecting Leadership and Communication. IJMBS Vol. 5, Issue
on each other, work together, which further reinforce congenial relations with team

members and creates an excellent work atmosphere. While working with such a

good, healthy, positive and congenial environment they get motivated and

enthusiastic to work much harder.

Stam, Lord, Knippenberg and Wisse25 underscore the importance of

communication and its influence with a leader’s effectiveness. He cited that varied

benefits can be derived from it and in return, it also results to job satisfaction and

effective organizations and achieved organizational goals.

The study of Juhri, Tri and Agus26 found that there is a difference in the

effectiveness of work between permanent and non-permanent teachers; however,

the difference lies in the aspects of composing and planning learning activities. It

was also added that the administration of general administration has been carried

out well equally by both teachers’ groups. Further, there is no difference in the

effectiveness of work between permanent teachers and non-permanent teachers

25Stam, D., Lord, R.G., Knippenberg, D., & Wisse, B. (2014). An image of who we might become:
Vision communication, possible selves and vision pursuit. Organization Science, 25(4), 1172-1194.

26 Juhri, A., Tri, Y. and Agus, S. (2017). The effectiveness of teacher work between permanent
and non-permanent teachers on the implementation of school-based management in
Muhammadiyah Metro elementary school. Educational Research and Reviews. Vol. 12(20), pp.
980-987
on the aspects of responsibility and duty which implies that they performed their

responsibilities and duties excellently.

Ruben and Gigliotti27 enumerated several principles concerning

communication among leaders. These principles are as follows: (1) leaders cannot

communicate, (2) leadership communication is a process that involves the

negotiation of—rather than the transmission of—meaning, (3) communication

dynamics create a history that shapes and guides future influence efforts, (4) all

leadership communication is intercultural, (5) leadership communication always

has both content and relational consequences, (6) leadership functions occur in all

social decision making, (7) leadership opportunities are not something that one

waits for; rather, they are situations leaders must create, (8) there is often a gap

between what leaders know and intend, and how they behave and the impact of

their actions, (9) if leaders want others to be committed to solutions, they need to

engage those individuals in naming and framing the problem, (10) initiating the

learning process for the group builds stronger leader–follower collaboration than

does simply describing the conclusion one has reached through their own learning

process, and lastly, (11) leadership training and development efforts are subject to

the same communication issues and challenges as leadership itself.

27Ruben, B. and Gigliotti, R. (2016). Leadership as Social Influence: An Expanded View of

Leadership Communication Theory and Practice. Journal of Leadership & Organizational Studies
2016, Vol. 23(4) 467–479
 On the other hand, Kerns28 identified that organizational leaders are

challenged in terms of finding and adopting practical frameworks which integrate

key communication skill components. However, through conflict management,

decisive problem solving and self-awareness leader’s communication

effectiveness is benefitted. He added that communication takes place in changing

contexts, requiring the leader to be flexible in seeking to be a high-impact

communicator, especially when communicating with diverse target audiences.

According to him, global leaders who show flexibility when communicating with key

stakeholders across diverse cultures will likely be more impactful in their

communications.

Phelps29 also identified another challenge among managerial leaders, and

this is in the use of communication technologies and social media influence in their

efforts at practicing high-impact communicating. According to him, technology

assisted communication underscores the importance for a leader to recognize and

understand what is in his or her communication filter as it relates to this

contemporary topic. It also highlights the significance of a leader knowing what is

in the target audience’s filter when addressing the topics of technology and social

media. This may be particularly relevant when a leader is communicating with

28Kerns, C. (2016). High-Impact Communicating: A Key Leadership Practice. Journal of Applied

Business and Economics Vol. 18(5) 2016. Pepperdine University Corperformance, Inc.

29 Phelps, K.C. (2014). “So much technology, so little talent”? Skills for harnessing technology for
leadership outcomes. Journal of Leadership Studies, 8(2), 51-56.
individuals considered millennials. Focusing on the challenges of assessing the

effectiveness of frameworks, the impacts of other interpersonal influence practices

on high-impact communicating, behavioral flexibility, key alignments and

technology influences will enhance our understanding and execution of this key

area of managerial leadership practice. On the other hand, Skourdoumbis30

illucidated that Australian teachers effectiveness were viewed as teachers who:

know the content and how to teach it; know students and how they learn; plan for

and implement effective teaching and learning; create and support safe learning

environments; assess, provide feedback and report on student learning; engage

in professional learning; engage professionally with colleagues, parents/careers

and the community. It was also added by the Australian Department of Education

and Training31 that teachers should have a specialist knowledge of the subject(s)

they teach, plus the necessary pedagogical skills to teach them, including teaching

to heterogeneous classes, making effective use of ICT, and helping pupils to

acquire transversal competences.

30 Skourdoumbis, A. (2017). Teacher Quality, Teacher Effectiveness and the Diminishing Returns
of Current Education Policy Expressions. Deakin University, Melbourne, Australia.

31 Australian Department of Education and Training (2015). Students First Strategy. Retrieved from
http://www.studentsfirst.gov.au/teacher-quality.
Local

Saleh32 in Villaber and Gonzaga33 explained that communicating effectively

in a language requires the speaker’s good understanding of linguistic,

sociolinguistic and socio-cultural aspects of that language. This understanding

enables the speaker to use the appropriate language in the right context for the

right purpose to be referred to as communicatively competent. He further added

that developing oral communication skills lead to being communicative competent.

Nonetheless, the mastery of skills requires more than the formal ability to present

well and a range of formulaic expression.

The study of Agsalud34 found that the level of teaching effectiveness among

teachers is very satisfactory in terms of commitment, subject matter, independent

learning and management of learning. However, it was also found that the

awards/honors received by the respondents has a significant relationship on their

level of teaching effectiveness. Thus, it was suggested that the board should

32Saleh, S. E. (2013). Understanding communicative competence. University Bulletin, 3(15), pp.

102-103. Retrieved 25 March 2016 from https://goo.gl/hkN7DY
33 Villaber, A. and Gonzaga, M. V. (2018). Effectiveness of the Implementation of Oral Examination
to the Communication Skills of College Students in One Academic Institution in the Philippines.
Asia Pacific Journal of Multidisciplinary Research Vol. 6 No. 3, 31-40
34 Agsalud, P. (2017). Teaching Effectiveness of the Teacher Education Faculty Members in

Pangasinan State University Asingan Campus, Philippines. Asia Pacific Journal of Multidisciplinary
Research Vol. 5 No.1, 16-22
consider the profile awards/honors received by the instructor-applicants, as this

was found to influence their level of teaching effectiveness.

The result of the study of Magulod35 showed that there were three factors

that were significant for both private and public elementary schools in their

teaching effectiveness among teachers in the second congressional district of

Cagayan Province. These factors are instructional leadership (0.82), high

expectation for success (0.79), as well as clear and focus mission (0.76). These

principal components can be reduced into two factors namely school leadership

competency and professional collaboration. To sum up the factors for both public

and private schools, the principal components came out that these are the primary

functions of the school principal who is at the front desk to direct, , and collaborate

to ensure healthy and conducive learning environment in the Department of

Education.

Vipinosa and Acevedo36 found that Science teachers are effective in class

regardless of the levels of their productivity. Thus, even if science teachers did not

pursue advance education or undergo further training, still they are effective in

35Magulod, G. (2017). Factors of School Effectiveness and Performance of Selected Public and
Private Elementary Schools: Implications on Educational Planning in the Philippines. Asia Pacific
Journal of Multidisciplinary Research, Vol. 5, No. 1

36Vipinosa, L. and Acevedo, C. (2015). Productivity, Work Values, and Teaching Effectiveness of
Science Teachers in Capiz State University. Capiz State University Main Campus, Fuentes Drive,
Roxas City, Capiz.
imparting their lessons to their students. Further, teachers are still highly effective

inside the classroom even if they do not have higher educational attainment,

experience, professional development, achievements and honors; hence, their

effectiveness in class is not dependent on their work values.

Synthesis

The review of related literature and studies pointed at similar and different

context related to the present study. The literatures and study of Steers, Nardon

and Sanchez-Runde; Miller; Loyola and Castaneda emphasized on the importance

of communication as a leadership quality of a school principal. Meanwhile, Riggio,

Riggio, Salinas, Luthra and Dahiya, and Cole and Stam, Lord, Knippenberg and

Wisse and Villaber and Gonzaga gave qualities of an effective communication

towards leaders. Tilaar, Armstrong Champoux, Kyriacou, Agsalud, Magulod

provided factors and other reasons pertaining to teachers’ school performance and

the importance of teachers in attaining quality education.

However, it is different from the literature and studies of Armstrong, Garcia,

Juhri, Tri and Agus and Ruben and Gigliotti and Kerns and Phelps and also

Vipinosa and Acevedo since they gave reasons, examples and other factors

pertaining the communication and teacher’s school performance.

 Consequently, the uniqueness of the study relies on its goal to identify the

difference of the school principals’ communication skills and styles and the

relationship of which to teachers’ school performance; and finally, it is also unique

since it will provide a program that is in line with the study.

 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the description of the research design used,

highlights of the research locale, respondents of the study, samples and

sampling technique employed, validation and reliability test of the research

instrument, steps in data gathering procedure and appropriate statistical tools for

data analysis and interpretation.

Research Design

The researcher will employ the descriptive research design in undertaking

the study. O’Leary37 opined that this research design is used to describe

characteristics of population or phenomenon being studied. In agreement, Shields

and Hassan38 also asserted that this research design also addresses the "what"

question such as the characteristics of the population or situation being studied.

37
O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). London: SAGE.

38 Shields, P. & Hassan, T (2006). Intermediate Theory: The Missing Link in Successful Student
Scholarship. Journal of Public Affairs Education. Vol. 12, No. 3. Pp. 313-334. Retrieved from
http://ecommons.txstate.edu/polsfacp/39/
Research Locale of the Study

The study will be conducted in the Congressional District V of Quezon City

during the Academic Year 2019-2020.

Respondents of the Study

The respondents of the study will include public school principals and

teachers in Congressional District V of Quezon City who presently hold a

permanent position in the said district during the Academic Year 2019-2020.

Research Instrument

The researcher will utilize a researcher-constructed questionnaire that will

be drafted base on the literature and studies that are relevant to the present study.

Further, the drafting of the questionnaire will be done with the help of the panel of

experts such as her thesis adviser, the panel and the statistician.

The researcher-constructed questionnaire will consist of three (3) parts and

this will include the following namely: Part I or the Profile of the school principals

and teacher respondents’; Part II or the Level of the School Heads’ Communication
Skills; Part III or the Level of the School Heads’ Communication Styles; and lastly,

Part IV or the Level of the Teachers’ School Performance.

Data Gathering Procedure

The researcher will first write a letter of intent to the Division Superintendent

of Quezon City regarding her purpose in coming up with the research; she will also

attach the questionnaire to the letter together with the affixed signature of her

Thesis Adviser. Upon approval, she will also write a letter to the School Principals

in the District where she will conduct the study. Hence, she will also personally talk

to them and disclose her aim. Likewise, a letter to the teacher-respondents will

also be attached to the questionnaire for the teachers. The researcher will ensure

to maintain strict confidentiality with the responses of the respondents and will also

be kind and friendly to them. After all the questionnaires were answered, she will

tally their responses and ask for the help of a statistician to make sure that

appropriate statistical tools will be employed in determining the results of the

survey.
Statistical Treatment of Data

After administering and retrieving the accomplished questionnaire, data

will then be categorized, organized and statistically treated using the following

statistical tools:

1. Frequency and Percentage distribution will be used by the researcher to

describe the profile of the school heads and teachers as seen in problem number

1 of the study. The formula below will be employed:

f
P = n x 100%

Where: f frequency
n number of respondents
100% constant
P percentage (%)

2. Weighted Mean will be used to determine the level of the school heads’

communication skills and competence and the teachers’ work effectiveness as

posted in problem numbers 2, 3 and 4 of the study. The formula below will be

utilized:

Wtd x = ∑ ƒX
N
Where: x weighted mean
∑ ƒX summation of the product of the rating
and the frequency
N number of respondents
 To interpret the result of the weighted mean the following table will be used:

Problem numbers 2, 3 and 4 of the study:

Scale Range of Values Verbal Interpretation Legend

5 4.51 - 5.00 Very High Level VHL
4 3.51 - 4.50 High Level HL
3 2.51 - 3.50 Average Level AL
2 1.51 - 2.50 Low Level LL
1 1.00 - 1.50 Very Low Level VLL

3. One-Way Analysis of Variance (ANOVA) will be used to determine the

difference on the level of school principals’ communication skills and styles when

they are grouped according to their profile as posted in question numbers 5 and

6. The formula below will be used:

F = MSb
MSw

Where: MSb mean sum of the squares between groups

MS mean sum of squares within groups

4. Pearson Product Moment Correlation or Pearson r s will be used to

determine the significant relationship between the school heads’ communication

skills and styles to that of the teachers’ work effectiveness as posed in problem

number 7 and 8 of the study. The formula below will be used:

r= n∑xy-∑x ∑y
 √[𝒏(∑𝐱𝟐) − (𝟐𝒙)𝟐][n(∑y2)-(∑𝐲)𝟐

Where:
r is the computed coefficient of Pearson r
x is one variable of the study
y is another variable of the study
n is the sample

To interpret the result of Pearson r, the following table of interpretation was

used:

Coefficient Description
± 1.00 Perfect Correlation
± 0.80 - 0.99 Very High Correlation
± 0.60 - 0.79 High Correlation
± 0.40 - 0.59 Moderately High Correlation
± 0.20 - 0.39 Low Correlation
± 0.01 - 0.19 Very Low or Negligible Correlation
0.00 No Correlation
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