The Behaviours of Principals and Teachers in Selected Top Performing Secondary Schools in the National Capital Region of the


The study sought to develop a model of principals’ leadership and interpersonal behaviours and teachers’ classroom interpersonal behaviours for secondary schools, based on the data gathered from top performing schools in the National Capital Region of the Philippines. Twelve of these schools were covered in the study: three Chinese, three government (non-science), three private, and three science secondary schools. The study covered all the principals and a random sample of permanent teachers (n=224) in the participant schools. Data were gathered through interviews and the use of five standardized instruments. REVIEW OF RELATED LITERATURE Every successful private or public organization has one major attribute that sets it apart from unsuccessful ones: a dynamic and effective leadership (Hersey & Blanchard, 1993). In the field of education, particularly at the secondary level, research findings have generally supported that effective schools have effective principals (Wendel & Hoke, 1996). Thus, recognition of the importance of the principal's role in effective schools has been on the rise. Furthermore, there exists a great need for principals with strong leadership skills because their absence could undermine needed educational reforms (Hipp, 1997; “Leadership Attitudes,” 2000). As leaders, they are accountable for the continuous growth of students and for increased school performance as measured over time (Barker, 2000). In a convention of school principals held in 1999, former Philippine Undersecretary Nilo Rosas of the Department of Education emphasised that principals are the energetic motivators of human resources. Through their gift of words and examples, they should be able to demand action and performance, strive for excellence, and productivity (“Principal is the Most Important,” 1999). They can either unite people toward institutional goals or cause factions, based on the way they lead. The distinction between effective and ineffective leaders varies. It often depends on the way they diagnose and resolve a problem under a specific circumstance, while taking the role of a responder, a manager, or an initiator (Schmitt, 1990). In other words, the difference between

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@inproceedings{Muoz2007TheBO, title={The Behaviours of Principals and Teachers in Selected Top Performing Secondary Schools in the National Capital Region of the}, author={Michaela Perez Mu{\~n}oz}, year={2007} }