Principals’ leadership style and instructional variables affecting the performance of high schools at Hai phong city, Vietnam

i APPROVAL SHEET The Dissertation of NGUYEN KIM PHA (Henry) entitled PRINCIPALS’ LEADERSHIP STYLE AND INSTRUCTIONAL VARIABLES AFFECTING THE PERFORMANCE OF HIGH SCHOOLS AT HAI PHONG CITY, VIETNAM Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management In the Graduate School Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam has been approved by the Committee _____________________ ______________________ Member Member ______________________ ______________________ ______________________ Chairman DR.TERESITA V. DE LA CRUZ DR. APOLONIA A. ESPINOSA Adviser Dean, Graduate School Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management WALBERTO MACARANAN, Ed. D Vice President, Academic Affairs _____________________ ii Date ACKNOWLEDGEMENT The researcher wishes to convey his gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality: DR. TERESITA V. DE LA CRUZ, her adviser for the guidance,supervision, suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials; DR. CECILIA N. GASCON, President of the Southern Luzon State University in the Republic of the Philippines, for her incomparable contribution and support to the development of Doctor of Philosophy in Educational Management program in Thai Nguyen University; DR. NGUYEN VAN BINH, Director of the International Training Center, Thai Nguyen University of Socialist Republic of Vietnam, for his enormous pursuit to provide Vietnamese people an opportunity to grow through education; MEMBERS OF THE ORAL EXAMINATION COMMITTEE, for their comments and suggestions that made this research possible; HEADMASTERS of high schools at Hai Phong City, for their cooperation in the conduct of the study; The Director of Hai Phong City Education and Training Department, and the Education Specialist, for the support during the conduct of the survey. Teachers-respondents, for their active involvement and participation for without their cooperation, the result of this thesis might not be possible; His family and friends, for the love and support in one way or another; and to all who have contributed to make this study a success. NKP iii DEDICATION This research is whole-heartedly dedicated to my family and to all my relatives, my colleagues and friends, and to all classmates, all headmasters and teachers of high schools of HaiPhong for giving the researcher the non-stop guidance and sources of everything. NKP iv TABLE OF CONTENTS Page TITLE PAGE... i APPROVAL SHEET... ii ACKNOWLEDGMENT...... iii DEDICATION...... iv TABLE OF CONTENTS........ v LIST OF TABLES... vii FIGURE viii ABSTRACT.. ix CHAPTER 1 INTRODUCTION.... Background of the Study.... Objectives of the Study... Hypothesis Significance of the Study ...... Scope and Limitation...... Definitions of Terms........ CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES.... Leadership Styles .. Authoritative or Autocratic Style . Democratic or Participative Style . Delegative or Laissez Faire Style . Instructional Variables . Self-regulated learners . Teacher Charateristics ............. Technology and Learning ............. Classroom Climate ............. Motivation in Diversity ............. School Performance ............. Theoretical Framework............. 1 3 5 6 6 7 8 11 11 14 15 18 21 21 23 25 28 29 32 34 v Research Paradigm. CHAPTER 3 RESEARCH METHODOLOGY Research Design..... Population and Sampling....... Research Instrumentation.. Data Gathering Procedures....... Statistical Treatment....... CHAPTER 4 RESULTS AND DISCUSSION. Leadership Styles of Principals . Instructional Variables that Influence High Schools’ Performance Leadership Style and Instructional Variables ..... Performance of High Schools in HaiPhong City, Viet Nam Instructional Variables and High Schools’ Performance Proposed Strategic Action Plan CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary .......... Findings. Conclusions.. Recommendations... 35 37 37 37 38 39 39 42 42 48 57 62 63 66 72 72 73 75 77 vi BIBLIOGRAPHY.. APPENDICES.. A Communication B Instrument ... CURRICULUM VITAE.... 78 81 82 88 vii LIST OF TABLES Table 1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 4 5.1 5.2 Frequency and Weighted Mean Distribution on Headmasters’ Leadership Styles as to Authoritative Style Frequency and Weighted Mean Distribution on Headmasters’ Leadership as to Democratic Style.. Frequency and Weighted Mean Distribution on Headmasters’ Leadership as to Delegative Style... Frequency and Weighted Mean Distribution of Instructional Variables as to Self-regulated Learners. Frequency and Weighted Mean Distribution of Instructional Variablesas to Teacher Characteristics. Frequency and Weighted Mean Distribution of Instructional Variables as to Classroom Climate. Frequency and Weighted Mean Distribution of Instructional Variables as to Technology and Learning. Frequency and Weighted Mean Distribution of Instructional Variables as to Motivation in Diversity Correlation of Authoritative Leadership Style to Instructional Variables. Correlation of Democratic Leadership Style to Instructional Variables. Correlation of Delegative Leadership Style to Instructional Variables. HaiPhong City, Viet Nam High Schools’ Performance from 2008-2013.. Predictor of High Schools’ Performance as to Instructional Variables in terms of Motivation in Diversity.. Predictor of High Schools’ Performance as to Instructional Variables in terms of in terms of Classroom Climate Page 43 44 46 48 50 52 53 55 57 58 60 62 64 65 viii FIGURE Figure Page 1 Research Paradigm .. 35 ix ABSTRACT Title of Research :PRINCIPALS’ LEADERSHIP STYLES AND INSTRUCTIONAL VARIABLES AFFECTING THE PERFORMANCE OF HIGH SCHOOLS AT HAI PHONG CITY, VIETNAM Researcher :NGUYEN KIM PHA (Henry) Degree Conferred :Doctor of Philosophy in Educational Management Name/ Address :Southern Luzon State University of Institution Lucban, Quezon Adviser :DR. TERESITA V. DE LA CRUZ Year Written : 2013 This study sought to determine the principals’ leadership styles and instructional variables affecting the performance of high schools and with an end view of developing a strategic action plan at Hai Phong City, Vietnam, for school year 2012-2013. The descriptive method of research was employed to 896 respondents drawn from 14 high schools in the city. The instrument used for the types of leadership styles was adapted from the questionnaire of Clark (2002), and instructional variables from that of Mentilla (2011). It was found out that the leadership styles of the respondent principals are authoritative with 3.34 AWM (sometimes carried out); democratic (3.81, oftentimes carried out); and delegative (3.52, oftentimes carried out). The instructional variables that may affect high schools’ performance are self-regulated learners with 2.93 AWM (agree); teacher characteristics (2.74, agree); classroom climate (2.76, agree); technology and learning (2.35, disagree), and motivation in diversity (2.60, agree). With an average of 66.4, there are nine high schools above the average and five (5) below average level of performance where the highest mean is obtained by Ngo Quyen High School with 94.8 and is consistently leading while the least is Phan Dang Luu High School with 36.3. Motivation in diversity can predict school performance up to 1% while the x classroom climate by up to 0.5% which indicates negligible correlation. Hence, most headmasters practice shared decision-making, participative and permissive leadership. The democratic and the delegative leadership styles are mostly related to some areas of instructional variables. However, it is still recommended that a balance of the authoritative, democratic and delegative leadership styles may be constantly practiced by the headmasters, since each holds benefits to the organizations they serve. Technology in learning may be improved by the department to further boost the performance of the high schools in Hai Phong City. 1 Chapter I INTRODUCTION Education is counted on as the important aspect of the human life. The ways how one translates it after receiving into the daily life is dependent largely upon the way the form of education gets passed on. The topic of educational leadership has been taught for a number of years in the education management institutions to address long-standing concern of all educators, students and the entire society. As the requirement to understand the style which would work best, in combination or alone, it is imperative to understand all types individually regarding what these types offer and their methods. The purpose of utilizing different types of leadership styles in education is mainly to improve the quality of teaching, that of learning, and to create a unique and effective combination of both. As the competitiveness in the world of education increases, implementation of these leadership styles becomes more and more important. The role of every individual starting from principal, to the teachers, to the students is important and the ultimate goal remains the enhancement and upkeep of teaching-learning relationship. The job of every individual in educational leadership, is to create the necessary conditions for teachers to develop and execute their own teaching styles and methods, in a manner that is simple and most effective for students. Also, the development of other aspects of educational framework, such as association with external groups that facilitate better teaching and learning, the care of infrastructure and others all come up under the purview of educational leadership. With the eye for reformation, a great number of educators either have criticized or supported some of the education management leadership styles, however, 2 which style works and suits best is subjected to a matter of opinion. The educational leadership styles are basically built on the understanding which contains characteristics like social interaction and/or physical energy play a part in the method the education is imparted. The theory of effective leadership is all about adding the performance of all the education leaders, basically the educators, in order to improve the achievement of the students. Hence, the effective leadership is very much important for both the students and the teachers to enhance the performance at highest level. As mentioned by Buckner (2006), the type of leadership style is one of the major factors that determine the performance of school besides others such as school traditions and policies. This is because a principal might find that deviating from the traditional leadership style of the school might result in management crisis. None can deny the fact that there is no single way to inspire and lead in the education field. Every educator and the schools as well, view all the leadership strategies in different ways, as in some situations, actions and features seem much more favorable than the others at different times and levels. In the broad ways, there are differet types of leadership styles that may be applied in educationl management. To mention few, most popularly used in the field of education is Lewin’s leadership styles as to authoritative, democratic, and delegative.Others that are used in versatile combination or individually are transformational, facilitative and hierarchical. Meanwhile, performance of schools may not only be attributed to the schoolheads’ leadership styles but may also be looked into another factor like the instructional variables. There are studies citing that instructional variables like classroom climate, teacher characteristics, class structured self-regulated learners, and 3 educational technology could be factors in uplifting the school performance as a whole (Pierce,2006; Acikgoz, 2005;Liao,2009). Considering leadership styles and instructional variables as a whole, school performance can be viewed in a clearer and more precise perspective. Quality school performance requires competent and well-skilled teachers and administrators in reconstructing and implementing school plans, policies and rules to strengthen learning. Based from the above premise, this study was conceived. Background of the Study High schools functions are far different from the primary schools since the former are of relatively high independence. Hence, the possible role of management is extremely important for principals. School heads as leaders if they fulfill the necessary strength and run the rail track will definitely reach the target in all aspect of management professional groups. However, the quality of teaching staff of a school being still inadequate in terms of number of teachers, structural mismatches, professional capacity of teachers not timely responding to the increasing demands of the innovation education today.Before these shortcomings, the development of the teaching staff of the school have become urgent tasks that need solutions to fix right away to improve the quality of teaching and learning to meet training needs of human resources for quality local country. Active professional groups in Hai Phong High School have still many problems that needed to be overcome. For the objective reasons emerge still human mechanisms and programs, the content is not compatible with each other. On the other hand, the supply conditions for the human needs and activities have too many contradictions especially the management team for many years has not been 4 mentioned in the argument, the head professional, the direct leadership of base unit in the school management training; should direct process practical observation. On the other hand, classroom climate is very important for high school students to develop their behavior to people who live around. Twenty-first century is a century for technology, there are a lot of software to manage to work better so each person has to take the chance to use technology. If not, then one is out of date. Moreover, students in high school are improving their behavior, so they must be encouraged to study better. Discussing the reality of student learning high school, besides the delight of students, passion for learning, there is also a small part of pupils feel school bored, caused by loss of interest in learning. Lazy pupils increase which affect learning outcomes of students in particular and in the quality of high school education in general, especially that high school agers are preparing for biggest turning point in college, and the loss of interest in learning to make them lose motivation. The lazy pupils say that many of them upon seeing the books feel headaches, dizziness, snapped just want to push them aside for free. The management of the center and the role of principals is huge. If the principal does not renew, it is difficult to reform school. Practice has proven that the most influential in the industry management system to learn results of school's students. The style of principal work affects operating environment of the school. In addition to capability to design programs and plans, principals must have thought of suggestive referendum and decide the goals to remedy the inconsistent management solutions, lack of scientific institutions from the direct innovation programs, teaching and learning methods, and the use of information technology to manage and improve teachers. This prompted the researcher to conduct the study on the principals’ 5 leadership style and the instructional variables affecting the performance of high schools at Hai Phong City in Vietnam. Objectives of the Study This study determined the principals’ leadership styles and instructional variables affecting the performance of high schools and with an endview of developing a strategic action plan at Hai Phong City, Vietnam, for school year 2012- 2013. Specifically, it sought to attain the following objectives: 1. Determine the leadership styles of the respondent principals as to; 1.1 Authoritative 1.2 Democratic 1.3 Delegative 2. Find out the instructional variables that may affect the performance of high schools in terms of: 2.1. Self-regulated learners, 2.2. Teacher characteristics, 2.3. Classroom climate, 2.4. Technology and learning, and 2.5. Motivation in Diversity. 3. Analyze if there is a significant relationship between the leadership styles of principals and the instructional variables. 4. Determine the level of performance of the respondent high schools. 5. Find out which of the instructional variables predict school performance. 6. Develop a strategic action plan. Hypothesis 6 1. There is no significant relationship between the principals’ leadership styles and the instructional variables in high schools at Hai Phong City. 2. None of the instructional variables predict the performance of high schools at Hai Phong City. Significance of the Study This research would help the school leaders, teachers, students, and future researchers. School Leaders.This study would contribute to the school supervision among school heads in the sense that they would be informed in the new dimension of modern leadership by knowing and understanding their own leadership styles. They would understand how the types of leadership may influence to the overall school performance. The output of this study which is the proposed strategic action plan may be considered by school heads in their school year planning for further improvement of their academic programs. Teachers.They would be benefited in this study since they play an important role in the delivery of knowledge. Knowing the different leadership styles of their immediate heads would give them time to adjust to the different situations in the school. They would be informed as well on various variables that may affect students’ performance whereby they could plan and innovate interesting classroom activities. The developed strategic action plan will guide them to know what would be their role to raise the school performance. Students. Since the heart of the teaching-learning process are the students, they would be benefited for they are the main concern of both the school heads and the teachers. A school with conducive environment, flexible school heads with the 7 good leadership styles, and committed teachers would create better school performance as a whole. Future Researchers.This study would give future references to those researchers who wish to have a similar study and likewise develop a strategic plan. Thus, knowledge on the leadership styles and important instructional variables could serve for their future reading resources. Scope and Limitations This study was conducted in Hai Phong City focusing only in the types of leadership styles and the instructional variables that may affect the school performance.There were 14 high schools involved in this study with a total of 896 respondents comprising of headmasters and teachers. The types of leadership styles used in this study were based from Lewin’s authoritative, democratic and delegative styles. On the other hand, instructional variables identified in this study were self-regulated learners, teacher characteristic, technology and learning, motivation in diversity, and classroom climate.A strategic action plan was developed based from the results of the study. To gather the data, the researcher used the validated questionnaire of Mentilla (2011) in determining the instructional variables that may affect the school performance. It was composed of 50 statements that describe each variable. The instrument to measure the leadership styles of respondents was based from leadership styles survey instrument used by Clark (2010). It was composed of 30 statements modified to suit to Vietnam High School setting. The time frame of this study was from October 2012 to August 2013. Definiton of Terms 8 For clarity and better understanding of this study, the following terms are defined both conceptually and operationally: Authoritative Style is a type of leadership where the leader makes decisions without consulting others (Lewin, 1939). The same definition was used in this study. Classroom climate is the combination of variables within a classroom that work together to promote learning in comfortable environment (www.ehow.com/info_definition-classroom-climate.html). In the study, it refers to a place where students are secured to learn to develop their self-efficacy, competence, self-determination and task comprehension. Delegative (or laissez-fair) is another leadership style used in this study in which leaders offer little or no guidance to group members and leave decision-making up to the group members (Lewin, 1939). Democractive (or Participative) Style refers to a type of leadership used in this study by which leaders offer guidance to group members, but they also participate in the group and allow input from other group members (Lewin, 1939). Instructional variables are one of the main variables in this study which comprise the self-regulated learners, classroom climate, motivation in diversity, teacher characteristics, and technology and learning. Leadership styles are likewise a main variable in the study referring to the manner and approach of providing direction, implementing plans, and motivating people (Lewin, 1939; Clark, 2010). Motivation in diversity in this study, it refers to the encouragement for the students to participate in the classroom activities, and interact with their peers despite their individual differences. 9 Principal refers to the school headmaster who administers and supervises the whole academic programs in high schools. Performance of students refers to the average grades of the students in all their subjets in a school semester. Self-regulated learning (SRL) emphasizes the autonomy and control by the individual who monitors, directs, and regulates actions toward goals of the information acquisition, expanding expertise, and self-improvement (Paris & Paris 2001). In this study, it refers to students who can learn by themselves and work without closed supervision by the teacher. Strategic Action Plan refers to sequence of steps that must be taken, or activities that must be performed well for the strategy to succeed. An action plan has three major elements, viz: 1) specific tasks: what will be done; 2) time horizon: when will it be done; 3) resource allocation: what specific funds are available for specific activities ( It is the output developed based on the results of the study. Teacher characteristics form part of instructional variables whichrefer to the teacher’s personal and professional qualities.Personal qualities deal with their attitudes and behavioral attributes while professional qualities deal with how they deliver their teaching. Technology and learning refers to how technology is used by the teacher in teaching-learning process, and how students interact with this mode of teaching delivery. 10 Chapter II REVIEW OF LITERATURE AND STUDIES This chapter presents relevant readings and related literature which bear significance and similarities to this study. This also includes the conceptual/theoretical framework and paradigm that could help the readers fully understand the context of the study. Leadership Styles Managers and leaders in any organization are expected to influence the actions of their employees through the several channels. Some of these include communicating with staff members, stimulating subordinates to work hard and ensuring that all the resources within the company are allocated well. Numerous researchers felt a need to come up with theories that govern successful leadership. One of these is known as the contingency theory. Fielder (2004) came up with this approach to leadership after realizing that leaders can function well if they changed their styles to suit the situation at hand. This is where the name contingency originates. Fielder conducted several studies of effective and ineffective leaders. Thereafter he concluded that the most successful approach would be to match organizational settings with leadership styles. These two parameters form the basis of contingency theory of leadership. According to him, leadership style may be defned as the way leaders and employees interact with one another. One cannot claim that a manager’s leadership style changes from time to time. The leader's ability to lead is contingent upon various situational factors, including the leader's preferred style, capabilities and behaviors of followers and various situational factors. 11 He further stated that contingency theories are a class of behavioral theory that contend that there is no one best way of leading and that is effective in some situations which may not be successful in others. An effect of this is that leaders who are very effective at one place and time may become unsuccessful either when transplanted to another situation or when the factors around them change. This helps to explain how some leaders who seem for a while to have the 'Midas touch' suddenly appear to go off the boil and make very unsuccessful decisions. According to Gardner (n.d.), in On Leadership, "Leadership is the process of persuasion or example by which an individual (or leadership team) induces a group to pursue objectives held by the leader or shared by the leader and his or her followers." If we accept that definition, then leadership style is the way in which that process is carried out ( Leaders' styles encompass how they relate to others within and outside the organization, how they view themselves and their position, and - to a very large extent - whether or not they are successful as leaders. A task needs to be accomplished, how does a particular leader set out to get it done. Much of the material in this section looks at individual leaders, but leadership can be invested in team, or in several teams, or in different people at different times. Many - perhaps most - organizations have several levels of leadership, and thus many leaders. Regardless of the actual form of leadership, however, leadership style is an issue. Whether you're the leader of a large organization or a member of a small group that practices collective leadership, the way that leadership plays out will have a great deal to do with the effectiveness and influence of your work.The style of an organization's leadership is reflected in both the nature of that organization and its relationships with the community. If a leader is suspicious and jealous of his power, others in the organization are likely to behave 12 similarly, in dealing with both colleagues and the community. If a leader is collaborative and open, she is likely to encourage the similar attitudes among staff members, and work collaboratively with other groups ( Meanwhile, Antoine (n.d.) cited that the managerial leadership has influenced organizational activities in many ways. These influences include motivating subordinates, budgeting scarce resources, and serving as a source of communication. Over the years, researchers have emphasized influences of leadership on the activities of the subordinates. These emphases by the researchers led to theories about leadership. The first and perhaps the most popular, situational theory to be advanced was the Contingency Theory of Leadership Effectiveness developed by Fred E. Fiedler (Bedeian&Glueck, 2000). This theory explains that group performance is a result of interaction of two factors. These factors are known as the leadership styles. Contingency theories state that no leadership style is suited for all situations. Its success depends on situational factors, including the leadership style and the abilities and behavior of the followers. According to Murray (2013), leadership is less about one’s needs, and more about the needs of people and the leader’s organization. The leadership styles are not something to be tried on like so many suits, to see which fits. Rather, they should be adapted to the particular demands of the situation, the particular requirements of the people involved and the particular challenges facing the organization. He further stated that in developing one’s leadership style, the idea of Drucker (2007) may be considered based from his creation of “modern study of management.” Drucker divided manager’s job into five basic tasks: 1) sets objectives,2) organizes,3) motivates and communicates,4) measures, and 5) develops people. All leadership 13 styles can become part of the leader's repertoire. In many, or perhaps most organizations, more than one of these conceptions may define leader...eges (Hickey, 2000). Critical to this view is the realization that people learn through their interaction with and support from other people and objects in the world. We are more 29 aware that to help person learn may require understanding person’s thinking and emotions as inseparable from social context in which the activity takes place ( Beaman (2005) observed educators across America face enormous and growing challenge: motivating a diverse student population. The growing trend toward inclusion increases diversity by including special-needs students in the same classroom with regular education students. The increase in the number of students who do not speak English puts a huge responsibility on teachers. The requirements of No Child Left Behind expect that all children will succeed. Educators must motivate the at-risk population as well: students labeled as the gray area, difficult-to-motivate, slow learners, and children with untapped potential. In this article, the author shares some of the strategies he recommends for motivating students to put forth an honest effort to reach their potential. He suggests that teachers see themselves as facilitators, teach by expression, change the pace frequently, provide compelling and stimulating problems, make learning fun, and build and maintain a classroom community. By following these recommendations, teachers can stand behind children, see how they learn, and then support the process, rather than simply standing before the class and dispensing learning. Toshalis and Nakkula (2012) figured out what motivates the individual students and engages them in school is as essential as it is challenging. Indeed, it is the prerequisite for implementing student-centered approaches to learning. Today’s teachers—confronting large class size, fast-paced academic calendars, and standardized assessments—face particular pressures to lump all students together and “teach to the middle.” To help educators understand how to engage and motivate individual in large, diverse group of teenagers. 30 They reviewed researches about school engagement, achievement motivation, and student voice and highlight what works. They conclude that fostering student voice—empowering youth to express opinions and influence their educational experiences so that they feel they have a stake in the outcomes—is one of the most powerful tools schools have to increase learning.They observe that to capitalize on individual motivations and meet individual needs, customized pedagogical approaches differentiate instruction for each student tend to work far better than uniform “catch-all” techniques. Research shows that both intelligence and motivation are malleable. Helping students understand that they acquire new skills and improve existing skills through effort, regardless of past achievement, increases their motivation to try ( pdf). School Performance The School Performance Framework (SPF) is used to evaluate school performance in terms of student achievement using a variety of measures, both status and growth related. Status performance is defined by a student’s absolute performance on a specific assessment. Meanwhile, growth related performance is defined by examining a student’s performance over a defined period of time.The overall goal of SPF is to: 1) support and improve overall student learning and achievement; 2) provide complete and comprehensive picture of how schools in LAUSD are performing; and 3) assist teachers and school site leaders in setting school goals that are aligned with the Single Plan for Student Achievement (SMART Goals; The School Performance Profile serves several purposes: 1) provide a building level score for educators as part of Educator Effectiveness System; 2) provide parents 31 with the comparative measures for schools, neighboring schools, and schools across the state; 3) inform the public of the academic performance measures of each school, comprehensive career and technical center, cyber charter and charter school; 4) offer a resource to communicate and compare performance, analyze performance indicators as related to achievement, and encourage best practice; 5) employ as an analysis tool to inform goal setting, planning, and allocating resources to improve student achievement; and 6) compare performance to a) local schools, b) schools with similar demographics; and c) various constituencies. The score for a school is based upon the indicators that define a high performing school. Many data elements contribute to academic score. These elements are categorized into five (5) indicators of: academic achievement (40%); indicators of closing the achievement gap – all students (5%); closing the achievement gap – historically underperforming students (5%); academic growth (40%); and other academic indicators (10%; pa.us/portal/server.pt/community/pennsylvania_department_of_education). The aforesaid readings of literature and studies gave the researcher sufficient background to develop his research framework. The reviews on the different variables used in the study like leadership styles and instructional variables and school performance differs and likewise similar in this study. Similarity in the used of leadership styles as to authoritative,democratic, and delegative; and the different instructional variables like classroom climate, motivation in diversity, self-regulated learners, technology and learning, and teacher characteristics. This study differs from the previous study since an output in the present study is developed through a strategic action plan based from the findings of the study. Theoretical Framework 32 This study is anchored to the contingency theory of leadership by Fiedler (1964). He came up with this approach to leadership after realizing that leaders could function well if they changed their styles to suit the situation at hand. This is where the name contingency originates. Fielder conducted several studies of effective and ineffective leaders. Thereafter he concluded that the most successful approach would be to match organizational settings with leadership styles. These two parameters form the basis of contingency theory of leadership. He further defined leadership style as the way leaders and employees interact with one another. Leader's ability to lead is contingent upon various situational factors, including leader's preferred style, capabilities and behaviors of followers and also various other situational factors. This contingency theory has been supported by another reading of the researcher from the work of Kurt Lewin (1934). He and his colleague identified three (3) major leadership styles: authoritarian or autocratic, participative or democratic, and delegative or laissez faire. Good leaders may well adopt some element of all of the styles of leadership. The types of leadership styles of Lewin had been supported by Clark (2002) and Mentilla (2011) who identified in their studies the types of leadership styles used by managers as to the same type with the study of Lewin. Leadership styles like autocratic, leaders often decide by themselves, does not give the other members of the group the opportunity to start their leadership development. Meanwhile, the delegative leaders gives little or no guidance to group members, but allows them to make decisions, and for democratic leaders, they promotes sharing of responsibility and continual consultation, delegates tasks to each member of the group and gives full control over them. The study of Yin Cheong Chen (2003) and Mentilla (2010) which gave focus on correlating the leadership styles of principals to instructional variables was also 33 lend credence in the study. The styles were measured in terms of relationship and initiating structure; organisational process in terms of teacher-teacher interactions, principal-teacher interactions, and the perceived organizational effectiveness. In like manner, instructional variables as to self-regulated learners, classroom cimate, teachers’ characterisitics, motivation in diversity, technology and learning variableswere correlated to the principal’s leadership styles and to identifyifthey may affect the school performance as a whole. Based from this premise, the researcher was able to develop his research framework which serves as the basic foundations of this study. Research Paradigm Independent Variable Dependent Variable Principals’ Leadership Styles and Instructional Variables Performance of High Schools at Hai Phong Strategic Action Plan Figure 1. Schematic Diagram on the Influence of Principals’ Leadership Styles andInstructional Variables to HaiPhongHigh SchoolsPerformance as Basis for Strategic Action Plan The figure shows the schematic diagram on the influence of principals’ leadership styles and instructional variables to Hai Phong High Schools performance with an endview of proposing a strategic action plan. It is presented in a modified independent-dependent variables model wherein principals’ leadership styles as to authoritative, democratic and delegativeand instructional variables with respect to motivation in diversity, classroom climate, technology and learning, teacher characteristics, and self-regulated learners serve as the independent variables while the performance of HaiPhong High Schools is the dependent variable. It is thus, 34 anticipated that leadership styles and instructional variables could greatly influence the high schools’ performance. 35 ChapterIII RESEARCH METHODOLOGY This chapter presents the research locale and design, population and sampling, research instruments, data gathering procedures and the statictical treatments used in this study. Locale of the Study This study was conducted in Hai Phong City, Vietnam involving 14 high schools in the said city where the researcher is an administration department vice manager in one of its districts. Research Design The descriptive method of research was employed by the researcher in this investigation since it describes the nature of the situation as it exists at the time of research and explores the cause of the particular event. The main sources of data were the questionnaires.The descriptive method of research is appropriate in determining the respondents’ perception so as to correlate principals’ leadership namely authoritative, democractic and deligative styles and instructional variables such in terms of self-regulated learners, teacher characteristic, classroom climate, technology and learning, and motivation in diversity to the school performance of high schools in Hai Phong City. Population and Sampling The total number of respondents used in this study was 896 drawn from 14 high schools in the city from a population of 1075 administrators and teachers. The Slovin formula was used to identify the number of respondents for each high school. The corresponding respondent-teachers for each school were obtained purposively 36 based from the number of present teachers during the time of the administration of the questionnaire. Table 1 Frequency Distribution of Respondents by School Name of the Schools Teachers and Headmasters Total Respondents 1. Thái Phiên High School 91 74 2. Lê Quý Đôn High School 93 75 3. Hải An High School 68 58 4. Lê Hồng Phong High School 70 60 5. Hồng Bàng High School 76 64 6. Ngô Quyền High School 98 79 7. Trần Nguyên Hãn High School 95 77 8. Kiến An High School 84 69 9. Đồng Hoà High School 58 51 10. An Dương High School 98 79 11. NguyễnTrãi High School 74 62 12. Phan Đăng Lưu High School 41 37 13. Thăng Long High School 67 57 14. An Hải High School 62 54 TOTAL 1075 896 The table shows the distribution of respondents. At the first column are the names of 14 high schools involved in this study, the total population for each of the high schools at the second column and at the third column are the corresponding number of respondents obtained from each school. Research Instrument The instrument used for the types of leadership styles was adapted from the questionnaire of Clark (2002). Meanwhile, for instructional variables, the validated questionnaire of Mentilla (2011) was utilized. The questionnaire consisted of two parts: Part I dealt with leadership styles in terms of authocractic, democractic and delegative which composed 30 statements. Part 2 consists of instructional variables such as self-regulated learners, teacher characteristic, classroom climate, technology and learning and motivation in diversity 37 which comprised 50 statements. Since the adapted questionnaires were validated already, the researcher just asked permission from his adviser to administer the questionnaire after translating it to the Vietnamese language. The translated version of the questionnaire was shown to other language experts to determine the correctness of the statements. After obtaining the findings, the researcher developed the strategic actions plan which served as the main output of the study. The action plan was presented in matrix form which consists of the following parts: a) area of management, b) compentencies to be developed, c) behavioral indicator, d) content, e) duration, f) strategies, g) activities, and h) expected outcome. Data Gathering Procedures The researcher asked the permission from each school through their headmaster. Upon approval of each school, the researcher administered the questionnaire for both the headmaster and teachers. Before administration of the questionnaire, he explained first the purpose of the study so that it will be easy for the respondents to answer it. The questionnaire was translated to Vietnamese language for clearer understanding. All the data collected were encoded, tallied and tabulated and interpreted. All data were subjected to statistical treatment through the use of the SPSS program. Statistical Treatment The following statistical tools were used to analyze data gathered: 1. Weighted mean was used to describlethe principals’ leadership styles and the instructional variables. The formula is: WM = WM = weighted mean 38 = sum of the product of the frequency and weight N = total number of respondents 2. Chi-square test was used to determine the significant relationship between the principals’ leadership styles and instructional variables. The formula is: = = chi-square value O = observed frequencies E = expected frequencies 3. Percentage formula and mean were utilized to describle the performance of high schools for each year. 4. Multiple regressions were used to find out the predictability of the influence of leadership styles and instructional variables to HaiPhonghigh schools’ performance. The formula is: Y = a + + + Y = dependent variable being predicted or explained a = constant or intercept bn = expected frequencies X1 = independent variable expaining the variance of Y The following scales were used to rate the instructional variables and headmasters’ leadership styles: For principal’s leadership styles: Point Range Interval Verbal Interpretation 5 4.20 – 5.00 Always carried out (AC) 4 3.40 – 4.19 Often carried out (OC) 39 3 2.60 – 3.39 Sometimes carried out (SOC) 2 1.80 – 2.59 Seldom carried out (SEC) 1 1.00 – 1.79 Never carried out (NC) For instructional variables: Point Range Interval Verbal Interpretation 4 3.25 – 4.00 Strong Agree (SA) 3 2.50 – 3.34 Agree (A) 2 1.25 – 2.49 Disagree (D) 1 1.00 – 1.24 Strong disagree (SD) 40 Chapter IV RESULTS AND DISCUSSION This chapter presents the data on tables with corresponding analysis and interpretation. The presentation follows the sequence of specific problem. Leadership Styles of Principals Table 1.1 on the next page shows that an average weighted mean on headmasters’ leadership styles in terms of authoritative style is 3.34 described as “sometimes carried out.” It follows that the headmasters tell teachers not to ever do a mistake again and note it (3.38), do not consider suggestions made by teachers as they do not have the time for them (3.36), tell what to do and clearly oversee a thing (3.34), do not allow newly hired to make any decision unless approved and ask teachers for their vision of where they see their jobs going and then use vision when appropriate (3.33), like the power that leadership position holds over subordinates (3.32), closely monitor teachers to ensure they are performing correctly (3.23), and delegate tasks to implement a new procedure or process (3.15). On the other hand, headmasters often direct or threaten teachers with punishment to get them to achieve the organizational objectives (3.54) and send memos, or letters to get information out, call meeting very rarely but expect teachers to act upon the information (3.45). This means that authoritative style is sometimes used by the headmasters by making all the decisions, which doesn't give the other members of the group the opportunity to start their leadership development. By taking all responsibility, headmasters work at full capacity, which lead to poor working relationships with colleagues. 41 Table 1.1 Frequency and Weighted Mean Distribution on Headmasters’ Leadership Styles as to Authoritative Style Authoritative Style The headmaster 5 AC 4 OC 3 SOC 2 SEC 1 NC WM DR 1. Does not consider suggestions made by teachers as he does not have the time for them. 189 232 226 216 33 3.36 SOC 2. Sends memos, or letters to get information out, calls meeting very rarely but expects teachers to act upon the information 195 252 247 174 28 3.45 OC 3.Tells them not to ever do that again and make a note of it when someone makes mistake 184 269 200 192 51 3.38 SOC 4. Does not allownewly hired to make any decision unless approved by headmaterfirst. 188 245 160 282 21 3.33 SOC 5. Asks teachers for their vision of where they see their jobs going and then use their vision when appropriate. 168 238 230 248 12 3.33 SOC 6. Delegates tasks in order to implement a new procedure or process. 119 224 280 223 50 3.15 SOC 7. Closely monitors the teachers to ensure they are performing correctly. 163 235 198 248 52 3.23 SOC 8. Likes the power that leadership position holds over subordinates. 180 255 176 246 39 3.32 SOC 9. Directs or threatens teachers with punishment to get them to achieve the organizational objectives. 237 266 180 176 37 3.54 OC 10.Tells what to do and clearly oversee a thing. 152 284 222 198 40 3.34 SOC Average Weighted Mean 3.34 SOC It may be further interpreted by the researcher that Vietnmese school leaders tend to be autocratic sometimes depending on the situations that they encounter in decision making. They have the characteristics of being the center of meeting and to ask the opinion of his constituents is not necessary for they believe that there are matters that do not need consultation with his subordinates. 42 Table 1.2 Frequency and Weighted Mean Distribution on Headmasters’Leadership as to Democratic Style Democratic Style The headmaster 5 AC 4 OC 3 SOC 2 SEC 1 NC WM DR 1. Tries to include one or more teachers in determining what to do and how to do it but is still the final decision making authority 349 202 161 128 56 3.73 OC 2. Counts himself and teachers to vote whenever a major decision has to be made 353 182 203 113 45 3.76 OC 3. Asks for teachers’ ideas and input on upcoming plans and projects 153 386 193 116 48 3.53 OC 4. Seeks approval of each individual or the majority for a major decision to pass in the department 426 177 113 164 16 3.92 OC 5. Tells the teachers what has to be done and how to do it. 353 321 171 34 17 4.07 OC 6. Calls a meeting to get his teachers’ advice when things go wrong and strategy is needed to keep project or process running on schedule 300 159 223 151 63 3.53 OC 7. Tells the teachers that a procedure is not working correctly when something goes wrong and establishes a new one. 362 174 161 173 26 3.75 OC 8. Works with teachers to resolve the differences when there are differences in role expectations 356 236 121 165 18 3.83 OC 9. Likes to use leadership power to help subordinates grow. 364 244 156 127 5 3.93 OC 10. Makes teachers exercise self- direction if they are committed to the objectives. 353 336 167 39 1 4.11 OC Average Weighted Mean 3.81 OC Table 1.2 presents that an average weighted mean on headmasters’ leadership styles in terms of democratic style is 3.81 described as “oftentimes carried out.” Likewise, headmasters often make the teachers exercise self-direction if they are committed to the objectives (4.11), tell the teachers what has to be done and how to do it (4.07), use leadership power to help subordinates grow (3.93), seek approval of each individual or the majority for a major decision to pass in the department (3.92), work with teachers to resolve the differences when there are differences in role 43 expectations (3.83), count himself and the teachers to vote whenever major decision has to be made (3.76), tell teachers that a procedure is not working correctly when something goes wrong and establishes new one (3.75), try to include one or more teachers in determining what to do and how to do it but is still a final decision making authority (3.73), and ask for teachers’ ideas and input on upcoming plans and projects and call a meeting to get his teachers’ advice when things go wrong and strategy is needed to keep project or process running on schedule (3.53). This shows that headmasters are perceived to be democratic leaders who understand that there is no organization without its people, look at themselves and others' positions in terms of responsibilities, and often consult in decision-making. The finding conforms with what is cited in that headmasters use democractic style by having a lot of discussion before a decision is made. In effect, the subordinates become happy to attend the meeting and shareexperience, get the idea, give options then choose best option, ask and aswer, think of different fields, then discuss. Moreso, the respondents agreed that they like their leaders’democratic style of leadership since they get used to share their ideas to contribute the schools better. The leaders just show the objectives, while each department can build their detailed objective following the main objective of schools. Headmasters give the tools to manage the objective getting achieved, need the support and advice from teachers. While headmasters solicit, value, and take into account others' opinions, however, they see ultimate responsibility for decision-making as their own, accept authority although they see organization as cooperative venture, and know that they ultimately has to face consequences of decisions. 44 Table 1.3 Frequency and Weighted Mean Distribution on Headmasters’Leadership as to Delegative Style Delegative Style The headmaster 5 AC 4 OC 3 SOC 2 SEC 1 NC WM DR 1. Wants to create an environment where teachers take ownership of project and allows them to participate in decision making 105 217 243 131 199 2.88 SOC 2. Allows the teachers to determine what needs to be done and how to do it. 267 250 210 65 104 3.57 OC 3. Lets the teachers know more about their jobs than himself and allows them to carry out the decisions to do their job 198 229 329 107 33 3.50 OC 4. Allows the teachers to set priorities with his guidance 156 373 193 118 56 3.50 OC 5. Makes individual responsible for defining their job 178 208 282 136 92 3.27 SOC 6. Gives teachers the right to determine their own organizational objectives. 212 270 223 74 117 3.43 OC 7. Allows teachers to seek mainly security. 322 266 190 95 23 3.85 OC 8. Inspires teachers to use creativity and ingenuity to solve organizational problems 311 338 154 85 8 3.95 OC 9. Believes that teachers can lead themselves just as well as he can 215 370 260 42 9 3.82 OC 10.Allows teachers complete freedom in their work 273 177 199 193 54 3.47 OC Average Weighted Mean 3.52 OC Table 1.3 shows that an average weighted mean on the headmasters’ leadership styles in terms of delegative style is 3.52 described as “oftentimes carried out.” Similarly, the headmasters often inspire the teachers to use creativity and ingenuity to solve organizational problems (3.95), allow teachers to seek mainly security (3.85), believe that teachers can lead themselves just as well as he can (3.82), allow the teachers to determine what needs to be done and how to do it (3.57), let the teachers know more about their jobs than himself and allows them to carry out the 45 decisions to do their job and allow teachers to set priorities with his guidance (3.50), allow teachers complete freedom in their work (3.47), and give teachers right to determine their own organizational objectives (3.43). On the other hand, they just sometimes make an individual responsible for defining the job (3.27), and want to create environment where teachers take ownership of project and allows them to participate in decision making (2.88). This means that most of the headmasters give little guidance to group members, but allow them to make decisions because they perhaps believe that their subordintes are highly qualified and consequently trust them. Such result is strengthened by Bass and Bass (2008) who explained that delegative leadership can be effective in situations where group members are highly qualified in area of expertise. They further stated that delegative leadership style is somewhat hands off approach in which the leader places great responsibility on lower level managers and employees because they have skills to analyze situations, and confidence to implement decision. Some of the respondents claimed that when leaders empower teachers, the teachers understand the problem they themselves do, solve it, not asking an advice from the leaders first. They have actual situation to deal with, they themselves clear how to solve the problem and take action immidiately, not waiting for the approval of their headmasters. 46 Instructional Variables that Influence High Schools’ Performance Table 2.1 shows that the respondents agree that instructional variables as to self-regulated learners with an average weighted mean of2.93 influence the performance of high schools. Table 2.1 Frequency and Weighted Mean Distribution of Instructional Variables as to Self-regulated Learners Self-regulated Learners The learners 4 SA 3 A 2 D 1 SD WM DR 1. Develop their ability and inclination to accept responsibility for any control their learning. 274 188 434 0 2.82 A 2. Initially set and monitor goals to receive awards and avoid punishments 263 385 241 7 3.00 A 3. Expose themselves to intergrated learning process which consists of constructive behaviors that affect one's learning. 295 248 349 4 2.93 A 4.Show control of various cognitive strategies for learning such as the use of deep processing strategies that result in better learning 234 417 220 25 2.96 A 5.Correctly provide feedback for themselves 353 199 333 11 2.99 A 6.Make connections between concrete and abstract concepts 195 403 293 5 2.87 A 7.Guide their own self beliefs, goal setting and expectations 301 272 318 5 2.97 A 8.Engage in reflective dialogues 142 395 327 32 2.72 A 9.Link new experiences to prior learning 380 271 232 13 3.13 A 10 Understand the purposes and benefits of assignments and projects. 190 495 158 53 2.91 A Average Weighted Mean 2.93 A Thus, the respondents agree that self-regulated learners link the new experiences to prior learning (3.13), set and monitor goals to receive awards and avoid punishments (3.00), correctly provide feedback for themselves (2.99), guide their own self beliefs, goal setting and expectations (2.97), show control of various cognitive strategies for learning such as the use of deep processing strategies that result in better learning (2.96), expose themselves to intergrated learning process 47 which consists of constructive behaviors that affect one's learning (2.93), understand purposes and benefits of assignments and projects (2.91), make connections between the concrete and abstract concepts (2.87), develop their ability and inclination to accept responsibility for any control their learning (2.82), and engage in reflective dialogues (2.72). This means that students must develop personally to be successful in school and life. They personally set goals, select strategies to attain goals, monitor progress, restructure if the goals are not being met, use time efficiently, self-evaluate the methods selected, and adapt future methods based on what was learned this time through. The result conforms with the assumption of Zimmerman (2002) that self- regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills. Self-regulation of learning involves more than detailed knowledge of a skill ...OLOGY AND LEARNING Objectives: a) Heighten learner's motivation b) Provide computers-based activities where students can work at their pace. Area of management Compentencies to Develop Behavioral Indicators Persons Involved Activities Duration Expected outcome Technology as a motivating tool Technology for individualized instruction Students’ sense of independence in using computer technology Classroom use of technology-based activities Better computer- oriented instruction Independent learning of ICT (information and communication technology Technology integration in every classroom undertaking Computer technology literacy among administrators, faculty, and staff Students All instructional and support staff; administrators ICT specialists Using web-based tasks such as CAI and webquests Training of instructional and support staff as well as administrators on optimum use of technology Whole year Students develop a sense of freedom in using the computers and proceed on individualized learning with minimal assistance from the teachers Integration of technology into lesson plans, classroom observations Technology literate faculty, employees, and other staff 66 Goal: TECHNOLOGY AND LEARNING Objective: a) Make instruction more student-centered and encourage cooperative learning b) Increase teacher-student interaction c) Act as effective tool in teaching when students have received training in collaborative process Area of management Compentencies to Develop Behavioral Indicators Persons Involved Activities Duration Expected outcome Technology towards cooperative learning Technology for maximizing teacher-student and student- student interactions Technology in collaborative tasks Students’ group processing of information Teaching cooperative social skills Establishing positive interdependence Assigning students to mixed-ability teams Insuring individual accountability Cooperative work by small groups of a common learning task Promoting computer and communication literacy and interpersonal abilities Encouraging active learning while motivating students Improving teacher facilitating skills Students ICT spealists, webpage developers All instructional and support staff; administrators Engagement to problem-solving and group tasks via knowledge webpages and learning project management tools Enhancement of listening, negotiating, and compromising skills through teamwork and information- learning activities Workshop on facilitating skills in real and virtual environment learning Whole year Students learn hypermedia in non-linear manner and boost their thinking skills Sound instruction which concerns learners’ control and wide range of navigation routes Judicious use of technology-based differentiated instruction and learner self- assessment Goal: TECHNOLOGY AND LEARNING 67 Objective: a) Support variety of ways learners construct their understanding. b) Help students build understanding by using computer as resource tools Area of management Compentencies to Develop Behavioral Indicators Persons Involved Activities Duration Expected outcome Technology for establishing understanding Technology as a resource tool Students’ skills on analyzing, synthesizing and promoting Amplification of learning along computer literacy in classroom setting Creativity through task definition, barinstorming, idea evaluation, and adopting flexibility Production of self-made multimedia and web-based projects Maximization of instructive, communication and resource tools in teaching Students ICT spealists, webpage developers All instructional and support staff; administrators Engagement to problem-solving and group tasks via knowledge webpages and learning project management tools Enahancement of listening, negotiating, and compromising skills through teamwork and information- learning activities Workshop on facilitating skills in real and virtual environment learning Whole year Students create their software materials to supplement the need for relevant and effective materials Familairity on the productive use of communication and audiovisual media Introduction and inclusion of e- commerce, entertainment, advertising and propaganda instruction as part of technology capability Goal: TECHNOLOGY AND LEARNING Objective: a) Develop imagination, induction, reflection and critical thinking. 68 b) Cast students as explorers through technology-rich activities. Area of management Compentencies to Develop Behavioral Indicators Persons Involved Activities Duration Expected outcome Technology for higher thinking skills Technology and state-of-the-art application practices Students foster both cognitive and analytical and creative skills thru ICT Students become more acquainted with inquiry-based or discovery approach using computers Teachers’ effective use of computer- based remediation, reviewing and enrichment activities Decision-making through strategizing, modeling and manipulating ICT Metacognitive skills of self- questioning and experiential learning Providing comprehensive information on concepts and practice exercises through the help of technology Students ICT spealists, webpage developers All instructional and support staff; administrators Curriclum planners Putting up computer online tutorial and problem-solving softwares Development of instructional games and internet-based resources Setting up informative, constructive and situating tools, multimedia encyclopedia and e- books over school- exclusive online sites Whole year Insured students’ knowledge and skills for any sequential or structured computer activity Novel ways of evaluating students’ achievement by ways testing the specific expected outcomes Instruction, delievered and reinforced; strategies and rules are applied to real- life problems 69 Chapter V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of the findings, the conclusions drawn and recommendations of the study. Summary This study sought to determine the principals’ leadership styles and instructional variables affecting the performance of high schools and with an endview of developing a strategic action plan at HaiPhong City, Vietnam, for school year 2012- 2013.Specifically, it aimed to determine the leadership styles of the respondent principals in terms of authoritative, democratic, and delegative; find out the instructional variables that may affect the performance of high schools in terms of self-regulated learners, teacher characteristics, classroom climate, technology and learning, and motivation in diversity; analyze if there is a significant relationship between the leadership styles of principals and the instructional variables; determine the level of performance of the respondent high schools; find out which of the instructional variables predict school performance; and develop a strategic action plan. The descriptive method of research was employed to 896 respondents drawn from 14 high schools in the city. The instrument used for the types of leadership styles was adapted from the questionnaire of Clark (2002), and instructional variables from that of Mentilla (2011). The weighted mean, chi-square test, percentage formula and mean, and multiple regressions were the statistical treatments used to analyze the data. The developed strategic action plan served as the main output of the study. Findings 70 The following are the findings of the study based on the analysis of data gathered: 1. The leadership styles of the respondent principals are as follows: 1.1 Authoritative with 3.34 AWM described as “sometimes carried out”; 1.2 Democratic with 3.81AWM described as “oftentimes carried out”; and 1.3 Delegative with 3.52AWM described as “oftentimes carried out.” 2. The instructional variables that may affect high schools’ performance are: 2.1. Self-regulated learners with 2.93 AWM (agree); 2.2. Teacher characteristics with 2.74 AWM (agree); 2.3. Classroom climate with 2.76 AWM (agree); 2.4. Technology and learning with 2.35 (disagree), and 2.5. Motivation in Diversity with 2.60 (agree). 3. Significant Correlation between the headmasters’ leadership styles and the instructional variables are observed in the following: 3.1 Authoritative leadership to sending memos, or letters to get information out, calls meeting rarely but expects teachers to act upon information to motivation in diversity with chi= .001; 3.2 Democratic leadership to asking for teachers’ ideas and input on upcoming plans and projects (018), calling a meeting to get teachers’ advice when things go wrong and strategy is needed to keep project or process running on schedule (001), and using leadership power to help subordinates grow (.042) under teacher’s characteristics; counting himself and teachers to vote whenever a major decision has to be made (.007), seeking approval of each individual or the majority for a major decision to pass in the department (.087), working with teachers to resolve differences when there are differences 71 in role expectations (.026), using leadership power to help subordinates grow (.047), and making teachers exercise self-direction once committed to objectives (.019) under classroom climate; statement 2 (.004) for technology in learning; and trying to include one or more teachers in determining what and how to do it but is still the final decision making authority (.035) and telling teachers that procedure is not working correctly when something goes wrong and establishes a new one (.011) for motivation in diversity; and 3.3 Delegative leadership to wanting to create an environment where teachers take ownership of project and allows them to participate in decision making (.034), allowing teachers to set priorities with his guidance (.019), believing that teachers can lead themselves just as well as he can (.005), and allowing teachers complete freedom in work (.007) under self-regulated learners; statements 1 (.037), 2 (.009) and 6 (.021) under teacher characteristics; letting the teachers know more about their jobs than himself and allows them to carry out decisions to do their job (.041) under classroom climate, and allowing the teachers to seek mainly security (.047) under technology in learning; and statements 2 (.001) and 7 (.032) under motivation in diversity. 4. With an average of 66.4, there are nine (9) high schools above the average and five (5) below average level of performance where the highest mean is obtained by Ngo Quyen High School with 94.8 and is consistently leading while the least is Phan Dang Luu High School with 36.3. On the basis of academic years, 2012-2013 got the highest mean of 76.8 while the least is 2008-2009 with 58.1. 5. Motivation in diversity can predict school performance up to 1% while the classroom climate by up to 0.5% which indicates negligible correlation. 6. A strategic action plan has been developed based on the results of the study. 72 Conclusions Based on the findings, the following conclusions are drawn: 1. The dissertation studied some primarily leadership styles in high schools in Haiphong included : Authoritative leadership, democratic leadership and delegative leadership whereas democracy leadership was most interested to apply at high schools in the city of Hai Phong ( 3.81 AWM ) . 2 . The dissertation specified factors affecting performance in high schools in Hai Phong included : Self-regulated learners, Teacher characteristics, Classroom climate, Technology and learning and Motivation in Diversity in which Self- regulated learners has the most significant effect ( 2.93 AWM ) . 3 . The dissertation have also identified correlation between each specific leadership styles and factors affecting performance . Democratic leadership style is asking for teachers’ ideas and input on upcoming plans and projects (018), calling a meeting to get teachers’ advice when things go wrong and strategy is needed to keep project or process running on schedule (001), and using leadership power to help subordinates grow (.042) under teacher’s characteristics; counting himself and teachers to vote whenever a major decision has to be made (.007), seeking approval of each individual or the majority for a major decision to pass in the department (.087), working with teachers to resolve differences when there are differences in role expectations (.026), using leadership power to help subordinates grow (.047), and making teachers exercise self-direction once committed to objectives (.019) under classroom climate; statement 2 (.004) for technology in learning; and trying to include one or more teachers in determining what and how to do it but is still the final decision making authority (.035) and telling teachers 73 that procedure is not working correctly when something goes wrong and establishes a new one (.011) for motivation in diversity. 4 . Research results of performance at high schools in Hai Phong City showed that most of the high schools in Haiphong ( 9/14 researched schools) have higher performance compared with the average performance in the 5 years from 2008 to 2013 . Ngo Quyen High School leads the way with 94.8 and Phan Dang Luu was the lowest ( 36.3 ) . On the basis of the school year , the 2012-2013 school year have the highest average value 76.8 and 2008-2009 school year was at least (58.1). 5 . Research findings on the impact of diversity in motivation to develop performance skills taught to show the diversity in development dynamics highest contribution which up to 1 % . 6 . The dissertation pointed out the need to have a campaign and action plan for applying the appropriate leadership style of the principal in high schools in Hai Phong City . 74 Recommendations Based on the conclusions deduced, the following recommendations are offered: 1. 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Self-regulated learners, Retrieved 3 Feb. 2013 at http: //www.gifted.uconn.edu/siegle/selfregulation/section2.html. 78 APPENDICES 79 Appendix A COMMUNICATIONS Letter of Request to the Headmasters of HaiPhong, Viet Nam Republic of the Philippines SOUTHERN LUZON STATE UNIVERSITY GRADUATE SCHOOL Lucban, Quezon May 10, 2013 _______________________ _______________________ _______________________ Dear Sir/ madam: The undersigned is a student of Doctor of Philosophy in Education Management, presently conducting a study on “Principal’s Leadership Style and Instructional Variables Affecting the Performance of High Schools at HaiPhongCity, Viet Nam” which is a requirement for the said degree. In connection to this, he would like to ask permission from your good office to distribute the questionnaires to the headmasters and teachers. The data that will be gathered from them will satisfy the purpose of the research. Attached is the sample questionnaire for your reference. Hoping for your kind approval to this request. Thank you! Respectfully yours, (SGD.) Nguyen Kim Pha – Henry Researcher Noted: (SGD.) DR. TERESITA V. DE LA CRUZ, Research Adviser Approved: _________________________________ _________________________________ 80 Appendix B INSTRUMENTS Checklist Questionnaire on Headmasters’ Leadership Style and Instructional Variables Affecting the Performance of High Schools at HaiPhong City, Viet Nam Directions: This survey questionnaire consists of two parts. The first one deals with the leadership styles of the principals and the second focuses on the instructional variables. Rate them by checking a mark that corresponds to your perception in each item using the scales below: Part I. Leadership styles For principal’s leadership styles: 5 - Always carried out 4 - Oftentimes carried out 3 - Sometimes carried out 2 - Seldom carried out 1 - Never carried out Leadership styles – Democratic 5 4 3 2 1 1. Headmaster tries to include one or more teachers in determining what to do and how to do it. However, the headmaster maintains the final decision making authority. 2. Headmaster and teachers always vote whenever a major decision has to be made. 3. Headmaster asks for teachers ideas and input on upcoming plans and projects. 4. For a major decision to pass in my department, it must have approval of each individual or the majority. 5. Headmaster tells the teachers what has to be done and how to do it. 6. When things go wrong and the headmaster need to create a strategy to keep project or process running on schedule, he calls a meeting to get his teacher's advice. 7. When something goes wrong, The headmaster tells the teachers that a procedure is not working correctly and the headmaster establishes a new one. 81 8. When there are differences in role expectations, Headmaster works with the teachers to resolve the differences. 9. Headmaster likes to use his leadership power to help subordinates grow. 10. Teachers will exercise self-direction if they are committed to the objectives. Leadership styles – Authoritative 5 4 3 2 1 1. Headmaster does not consider suggestions made by teachers as He does not have the time for them. 2. To get information out, Headmaster sends it memos, or letters; very rarely is a meeting called. Teachers are then expected to act upon the information. 3. When someone makes a mistake, Headmaster tells them not to ever do that again and make a note of it. 4. New hires are not allowed to make any decisions unless it is approved by the headmaster first. 5. Headmaster asks teachers for their vision of where they see their jobs going and then use their vision where appropriate. 6. Headmaster delegate tasks in order to implement a new procedure or process. 7. Headmaster closely monitors the teachers to ensure they are performing correctly. 8. Headmaster likes the power that my leadership position holds over subordinates. 9. Teachers must be directed or threatened with punishment in order to get them to achieve the organizational objectives. 10.Tells what to do and clearly oversee a thing. Leadership styles – Delegative 5 4 3 2 1 1. Headmaster wants to create an environment where the teachers take ownership of the project. He allows them to participate in the decision making process. 2. Headmaster allows the teachers to determine what needs to be done and how to do it. 82 3. The teachers know more about their jobs than the headmaster, so the headmaster allows them to carry out the decisions to do their job. 4. The headmaster allows the teachers to set priorities with his guidance. 5. Each individual is responsible for defining their job. 6. Teachers have the right to determine their own organizational objectives. 7. Teachers seek mainly security. 8. Teachers know how to use creativity and ingenuity to solve organizational problems. 9. The teachers can lead themselves just as well as the headmaster can. 10.Allows teachers complete freedom in their work Part II: Instructional variables For instructional variables: 4 - Strong Agree 3 - Agree 2 - Disagree 1 - Strong Disagree Self-regulated learners SA A D SD (4) (3) (2) (1) 1. Develop their ability and inclination to accept responsibility for any control their learning. 2. Initially set and monitor goals to receive awards and avoid punishments. 3. Expose themselves to intergrated learning process which consists of constructive behaviors that affect one's learning. 4. Show control of various cognitive strategies for learning such as the use of deep processing strategies that result in better learning. 5. Provides correctly feedback for themselves. 6. Makes connections betwwen concrete and abstract concepts 7. Guides their own self beliefs, goal setting and expectations. 8. Engages in reflective dialogues 9. Links new experiences to prior learning. 10. Understands the purposes and benefits of assignments and projects. 83 Teacher's Characteristics SA A D SD (4) (3) (2) (1) 1.Know how to keep the temper in check and act calmly in such situations. ? 2. Apply a good sense of humor which is an important part of successful teaching program. ? 3. Have a good time management skils and always values the importance of time. ? 4. Adopt a fair atitude when it comes to making any form of evaluation. 5. Have necessary command over the subject mater they teach. 6. Act as good leaders and good friends 7. Promote good relationships with the student by encouraging sharing anf colaboration 8. Possess good rapport with the students which means knowing their names, being atentive and responsive to al studnets and set boundaries for appropriate situation 9. Seek and accept feedback from coleagues and supervisors. 10. Demonstrate their care about their students by being wiling to spend personal time with them and demonstrate repect for individual. Classroom climate SA A D SD (4) (3) (2) (1) 1. Provide frequently feedback to students about their performance. 2. Teach for meaningful understanding. 3. Organize and plan class activities wel. 4. Establish eficient classroon routines, communication rules and procedures. 5. Use clear and organize direct instruction. 6. Set and maintain clear expectations of content mastery. 7. Teach skils within the context of meaningful application. 8. Provide good examples and analogies to concretize the astract and familiarize the strange 9. Maintain student's awareness of learning goals and expectations. 10. Provide task dificulty which exposes students to task which continualy and appropriately chalenges them. Technology and learning SA A D SD (4) (3) (2) (1) 1. Heightens learner's motivation 2.Make instruction more student-centered and encourages cooperative learning 3. Stimulates in increasing teacher-student interaction. 4. Support variety of ways learners construct their understanding. 84 5. Provide computers-based activities where students can work at their own pace. 6. Helps students buiding understanding by using computer as resource tools 7. Acts as efectiveness tool in teaching when student have received training in colaborative process. 8. Articulates cooperative learning to achieve students higher self esteem and student achievement. 9. Develops imagination, induction, reflection and critical thinking. 10. Casts students as explorers through technology-rich activities. Motivation in diversity SA A D SD (4) (3) (2) (1) 1. Centers on the needs of learners which produce motives that lead to the accomplishment of objectives. 2. Make teachers reward learners for a job wel done. 3. Atempts to reduce boredom and increase the meaning of task-based performance in the classroom. 4. Give students more control over their tasks and more responsibility for execution and output. 5. Depends the motivation on the preferences and expectations of the learners. 6. Emphasizes the purose of what is being learned and its relationship to their personal experiences. 7. Shares their ownership of knowing with al learners. 8. Upholds colaboration and cooperation as the expected ways of proceeding and learning. 9. Make teacher employs equitable treatment of al learners. 10. Uses positive emotions to enhance learning 85 CURRICULUM VITAE NGUYEN KIM PHA (Henry Nguyen) 356 Mieu Hai Xa, Du Hang Kenh quarter, Le Chan district, HaiPhong, Viet Nam 0912560178 mrheryhaiphong@gmail.com nguyenkimpha@haiphong.gov.vn PERSONAL INFORMATION Gender : Male Date of birth : November 12, 1964 Place of birth : HaiPhong, Viet Nam Marital status : Married EDUCATION AND QUALIFICATIONS MBA : 2002 – 2004, MBA at Ha Noi National University Major of Education Management University : 1995 – 1999 Ha Noi Open University/ Major in IT 1982 – 1985 HaiPhong University of Education and Training Secondary School : 1978 – 1981 at VinhBao district, HaiPhong High School : 1969 – 1978 at VinhBao district, HaiPhong EMPLOYMENT 2005 – Present : Vice Manager of Administration Dept, HaiPhong People’s Commitee 1996 – 2005 : Senior Staf of HaiPhong Provincial Department of Education and Training 1985 – 1996 : Teacher, Secretary of Youth Union of HaiPhong Education Management Vocational School ABILITY AND SKILLS Fluency in management Ability of working independently or part of a team, working with local people Ability working under pressure and to meet tight deadlines Flexibility to adapt to possible changes in job demands Excelent relationship skil.