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1 References

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Lawrence, G. (2003). The empowerment of teachers: overcoming the crisis of confidence. Teachers College Press. New York, USA. leaders: Leading with emotional intelligence. Leading schools of excellence in academics, learning (SEL) programs. Chicago, IL: learning (SEL): Implementation Likert, R. (1967). New patterns of management. New York: McGraw Hill Locke, E. (2000). The essence of leadership. Lanham, MD: Lexington Books. locus of control and alienation among primary schoolteachers. Louis, K. S. (1998). Effects of teacher quality of work life in secondary schools on commitment and sense of efficacy. School Effectiveness and School Improvement, 9(1), pp.1-27. Louis, K. S. (1998). Effects of teacher quality of work life in secondary schools on commitment and sense Manalac, P. (1998) introductory psychology. Quezon city: RP.Garcia Publishing Company,Inc. Manning, M., & Patterson, J. (2005). Unfulfilled promise: Ensuring quality teachers for our Nation's schools. Matsumoto, D. & Ekman, P. (1989). American-Japanese cultural differences in judgements Matsumoto, D. (1992). More evidence for the universality of a contempt expression. Motivation Mayer, J., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence. 17: metaphor. Academy of Management Review, 9:428437. Mayer, J., & Salovey, P. (1995). Emotional intelligence and the construction and regulation Meyer, J. P. & Allen, N. J. (1991) A three-part conceptualisation of organisational commitment. Human Meyer, J. P. & Allen, N. J. (1991) A three-part conceptualisation of organisational commitment. Human Meyer, J.P. (1990). Commitment to Organizations and Occupations:Extension of a test of a three component conceptualization. Journal of Applied Psychology, 78,538-551.

Miles, G. (2005). Organizational commitment: antecedents and outcomes in public organizations. Northwest Regional Educational Laboratory. Michigan, USA. Minton, G. (2001). Organizational commitment. Mc Grawhil. NY. Mowday, R. T., Steers, R. T., & Porter, L. W. (1979). The measurement of organisational commitment. Journal of Vocational Behavior, 14, pp. 224 -247. National Centre for Education Statistics (1997). Teacher professionalization and teacher commitment: A multilevel New York: Teachers College Press Nias, J. (1981). 'Commitment' and Motivation in Primary School Teachers. Educational Review, 33(3), pp. 181-190. Nias, J. (1981). Commitment' and Motivation in Primary School Teachers. Educational Review, 33(3), pp. 181-190.of facial expressions of emotion. Motivation and Emotion, 13:143157. of efficacy. School Effectiveness and School Improvement, 9(1), pp.1-27. of efficacy. School Effectiveness and School Improvement, 9(1), pp.1-27. of feelings. Applied & Preventive Psychology. 4:197208. Ogawa, N. (2006). Defining teacher empowerment. Teachers College Press. New York, USA. Orstein, R.E. (1986). The psychology of consciousness, 2nd ed.New York: penguin. Pasi, R. (2001). Higher expectations.New York, USA Patchen, R. (2001). Open Schools, school health. (5th ed.). Harper and Row Publishing. New York, USA. Pennings, L. (2006). Insights on leadership: service, stewardship, spirit and servant-leadership. John Wiley Press, Inc. New York, USA. Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. presentation at the Annual Meeting of Promoting social emotional learning and Psychology, 59, 603 609. Research in Education, 44, 5566.Resources Management Review, 1. pp. 61-89. Resources Management Review, 1. pp. 61-89. Reyes, P. (1990). Teachers and their workplace: Commitment, performance, productivity. Newbury Park, CA: Sage. Rickard, T. (2002). Effective leadership in student services. San Jossey-Bass Publishers. Sage Production. Francisco:

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APPENDIX A

LETTER TO THE SUPERINTENDENT

University of Mindanao Bolton St., Davao City Oct. 11, 2010 NENITA E. LUMAAD Schools Division Superintendent Tagum City Division Tagum 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-REYES Researcher Noted: SGD. EUNICE A. ATIENZAR, Ed.D. Research Adviser Approved:

SGD. NENITA E. LUMAAD Schools Division Superintendent

APPENDIX B

LETTER 0F ENDORSEMENT

APPENDIX C

LETTER OF PERMISSION

RESEARCH INSTRUMENT

APPENDIX D

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 socioemotional 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

Level 4.50 5.00

Descriptive Equivalent Very High

Interpretation This means that the socio-emotional competence of school heads is manifested all the time. This means that the socio-emotional competence of school heads is manifested oftentimes. This means that the socio-emotional competence of school heads is manifested sometimes. This means that the socio-emotional competence of school heads is rarely manifested.

3.50 4.49

High

2.50 3.49

Moderate

1.50 1.49

Low

1.00 1.49

Very Low

This means that the socio-emotional competence of school heads is never manifested.

The five point Likert scale will be used in this study. Scale for the level of work commitment of teachers.

Range of Mean

Descriptive Equivalent

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. This means that the work commitment of teachers is manifested sometimes. This means that the work commitment of teachers is rarely manifested.

2.50 3.49

Moderate

1.50 1.49

Low

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 1 2 3 4 5 SELF-AWARENESS The school head Identifies ones emotions and their effects to oneself. Distinguishes ones strengths and weaknesses. Ensures about ones self-worth and capabilities. Appreciates the link between their feelings and what they think, say and do. Opens to candid feedback, new perspectives, continuous learning, and self development. 5 4 3 2 1

Item

SELF-REGULATION The school head

5 4 3 2 1

1 2 3 4 5

Manages disruptive emotions and impulses. Maintains standards of honesty and integrity. Takes responsibility for personal performance. Adapts their responses and tactics to fit fluid circumstances. Takes responsibility for personal performance. Entertains suggested solutions to problems.

Item 1 2 3 4 5

SELF-MOTIVATION The school head Strives to improve or meet a standard of excellence. Aligns objectives and standards with goals of the group or organization. Pursues goals beyond what is required or expected of them. Pursues goals despite obstacles and setbacks. Sees setbacks as due to manageable circumstances rather than a personal flaw.

5 4 3 2 1

Item 1 2 3 4 5

SOCIAL-AWARENESS The school head Is sensitive to feelings and perspective, and takes active interest in their concerns. Anticipates, recognizes, and meets clients needs. Addresses to what others need in order to develop, and bolsters their abilities. Cultivates opportunities for diverse people. Helps out based on understanding other peoples needs and feelings.

5 4 3 2 1

Item 1 2

SOCIAL-SKILLS The school head Exercises effective tactics for persuasion. Sends clear and convincing messages.

5 4 3 2 1

3 4 5

Creates group synergy in pursuing collective goals. Initiates and manages change. Negotiates and resolves disagreements.

II Questionnaire on Work Commitment of Teachers

Item 1 2 3 4 5

COMMITMENT TO SCHOOL WORK 5 4 3 2 1 The teacher 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. Perceives school as the best one among the others. Possesses a positive attitude of the relations existing between the people in the school. To perceive the school as the best one among the others.

Item 1 2 3 4 5

COMMITMENT TO TEACHING WORK 5 4 3 2 1 The teacher Spends time with the students on subjects (activities) related with the lesson outside the classroom. Implements intervention strategies to help students with learning difficulties. Accomplishes the job with enthusiasm. Gets information about the students family life. Enjoys teaching and take responsibility of the entire class on time.

Item

COMMITMENT TO TEACHING OCCUPATION

5 4 3 2 1

1 2 3 4 5

The teacher Takes the choice of becoming a teacher as the best decision in his/her life. Perceives the values of teaching occupation are more important than those of other professional values Perceives the values of teaching occupation more important than those of other professional values. Perceives teaching occupation as the best profession. Desires to continue teaching regardless of the salary.

Item 1 2 3 4 5

COMMITMENT TO WORK GROUP 5 4 3 2 1 The teacher Takes pride with the achievement his/her colleagues. Is pleased in helping his/her colleagues for professional growth. Gets good relation with colleagues. Feels himself/herself as the other teachers close friend in the school. Establishes camaraderie with colleagues.

APPENDIX E

RATINGS OF THE EXPERTS

APPENDIX E

SUMMARY OF VALIDATORS RATING

Summary of Validators Ratings


Validators Name 1 2 3 4 Dr. Eugenio S. Guhao, Jr. 3 Dr. Gloria S. Gempes 3.7 Dr. Marilou T. Lozarita 4 Dr. Lilia C. Saromines 3.43 Mean rating 3

Name of Researcher: CHONALY M. REYES Title of Research: SOCIO-EMOTIONAL COMPETENCE OF SCHOOL HEADS IN RELATION TO WORK COMMITMENT OF TEACHERS Type of Study: O Dissertation Thesis O Faculty Research PAGE NO. 1 1 1 1 1 1 1 2 2 4 4 4 5 5 5 5 6 6 6 REF. AUTHOR Firestone, W.A. Graham, G.H. Nias, J. Tsui,K.T. Cheng, Y.C. Day, C. Hargreaves, A Bernardo, A. Fernandez, A Durlak, J.A., & Weissberg, R.P Bass, B. Senge,k. Battaglia, A Bass, B Rickard, T Swerdlik, M. Bencivenga, A., Elias, M.J. Coleman, D Pasi, R. YEAR 1996 1991 981 2000 1999 2004 1994 2003 2007 2005 2001 2000 2000 2000 2002 2000 2003 2000 2001 The new professional: A resource guide for new student affairs professionals and their supervisors Higher expectations Survey of chief student affair officers Leadership and performance beyond expectations Emotional development and emotional intelligence Key resources on higher education governance, management, and leadership Leadership, psychological, and organizational behavior Effective leadership in student services Psychological testing and assessment TOPIC Images of Teaching and proposals for Reform The impact of non-verbal communication in organizations Commitment and Motivation in Primary Teachers School organizational health and teacher commitment School organizational health and teacher commitment A passion for teaching Changing Teachers, Changing Times: Teachers work and culture in the post modern age Exploring mathematics and science teaching in the Philippines The lie and work of teachers Education

7 7 8 8 8 9 9 10 10 10 10 11 11 11 12 12 12 13 13 13 14 14 1 14 14 14 14

Herdleinn, R. Jaeger, r. Klenke, K. Kouzes, J Kouzes, J Devaney, E. Tobin, J. Salovey, P., Meyer, J. Goleman, D Gardner, H. Salovey, P., Meyer, J. Axley, S.R. Salovey, P., Meyer, J. Orstein, R.E. Brown, S.A., & Levenson Miles, G. Ekman, P.,Frisen, & Matsumoto,D. Matsumoto,D. Hare, K. Axley, S.R. Huntingtun, K. Ballou, D., & Podgursky, M. Manalac P. Manning, M., & Patterson, J. Rikard, T. Czubaj, C.A. Huberman,M.

2004 2004 2006 2001 2002 2003 2003 1991 1995 1985 1990 1984 1995 1986 1987 2005 1994 1992 1986 1984 2001 1997 1998 2005 2002 1986 1993

regarding relevance of graduate preparation of new professionals Sampling in education and the social sciences Women and leadership Leadership practices inventory The leadership challenge Development Smart school A three-pert conceptualization of organizational commitment Emotional intelligence Frames of Mind Commitment to organizations and occupation Managerial and organizational communication in terms of conduit Emotional intelligence and the construction and regulation The psychology of consciousness Teaching for living success Organizational commitment: antecedents and outcomes in public organization Facial action coding system More evidence for the universality of a contempt expression The social construction of emotions Managerial and organizational communication in terms of conduit Leader as servant. Executive excellence Teacher pay and teacher quality Introductory Psychology Unfulfilled promise: ensuring quality teachers for our nation Effective leadership in student services Maintaining teacher motivation The lives of teachers

14 15

Nais, J. Allen, N.

1981 1990

15 15 15 15 16 16 16 16 17 17 17 17 18 18 18 18

Meyer, J. Patchen, R. Adams, D. Lawrence, G. Fried, L. Ogawa, N. Kent, B Minton, G. Miles, G.

1990 2001 2002 2003 2005 2006 2004 2001 2005

Pennings, L. Minton, G. Fried, L. Kent,.B. Day, C. Nias, J. Shore, L.M. & Wayne, S.J. National Centre for Education Statistics Coladarci, T. Louis, K.S.,

2006 2001 2005 2004 2000 1996 1993

Commitment and motivation in primary school teachers The measurement and antecedents of effective, continuance and normative commitment to the organization Commitment to organizations and occupation Open schools, school health The social psychology of organizations The empowerment of teachers: overcoming the crisis of confidence Teacher empowerment and principal leadership Defining teaching empowerment Creating empowered schools Organizational commitment Organizational commitment antecedents and outcomes in public organizations Insights on leadership service, stewardship, service, and servantleadership Organizational commitment Teacher empowerment and principal leadership Creating empowered school Stories of change and professional development School effectiveness and school improvement Commitment and employee behavior: comparison of affective commitment with perceived organizational support Teacher professionalization and teacher commitment Teachers sense of efficacy and commitment to teaching Effects of Teacher quality of work life in secondary schools on commitment and sense Open schools, health schools

19 19 19 19

1997 1992 1998

Hoy, W.K., Tarter, C.J., &

1991

20 21 21 22 22 22 22 23 23 23 23 23 23 24 24 24 24 26

Kottamp, R.B. Ogawa, N., Reyes, P Nias,J., Tyree, A.K. Day, C. Tsui, K.T., & Cheng, Y.C Porter, L.W., Steers, R.M, Mowday, R.T. Evers, C.W. Gaziel, H.H., & Weiss, I. Coladarci, T. Brief, A., Motowidlo, S Ballou, D., & Podgursky, M. Mannig, M., & Patterson, J. Rickard, T. Czubaj, C.A Huberman, M. Nias, J. Locke, E. Huntington,K. Collaborative for Academic,Social, and Emotional Learning (CASEL)

1990 1996 2004 1999 1996 1990 1990 1992 1989 1997 2005 2002 1996 1997 1981 2000 2001 2003

Teachers and their workplace Conceptualizing and measuring commitment ti high school teaching A passion for teaching School organizational health and teacher commitment: a contingency study with multi-level analysis Promoting social emotional learning and psychology Schooling organizational learning and efficiency in the growth of knowledge School bureaucratic structure Teachers sense of efficacy and commitment to teaching Pro-social organization behaviors Teacher pay and teacher quality Unfulfilled promise: ensuring quality teachers for our nations school Effective leadership in student services Maintaining teacher motivation The lives of teachers Commitment and motivation in primary school The essence of leadership Leader as a servant: executive excellence Safe and sound: an educational leaders guide to evidence-based social and emotional learning

CURRICULUM VITAE

CURRICULUM VITAE

Chonaly Manto-Reyes Contact Information


Address Blk. 7 Lot 9 Bettys Subd., Apokon Tagum City chona_manto30@yahoo.com

E-mail Address

Contact numbers 0927-534-3357 0909-5618-328

Personal Information
Date of birth Place of birth Citizenship Spouse Children Nicky Micky Prudence July 9, 1978 Tagum City Filipino Gilbert B. Reyes Vladimir

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