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APPENDIX A
LETTER TO THE
SUPERINTENDENT
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University of MindanaoBolton St., Davao City
Oct. 11, 2010
NENITA E. LUMAADSchools Division SuperintendentTagum City DivisionTagum 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 toconduct a survey to the public schools of the three districts of Tagum CityDivision.This is in connection with my research study entitled SOCIO-EMOTIONALCOMPETENCE OF SCHOOL HEADS IN RELATION TO WORK COMMITMENTOF TEACHERS. The results of this academic endeavor may serve as referencein designing a training to strengthen the socio-emotional competence of schoolheads and foster deeper work commitment of teachers thus help increasestudent achievement.
I hope that this request may be given a favorable action. Thank you and Godbless.
Respectfully yours,
SGD. CHONALY MANTO-REYESResearcher
Noted: SGD. EUNICE A. ATIENZAR, Ed.D. Research Adviser
Approved:
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SGD. NENITA E. LUMAADSchools Division Superintendent
APPENDIX B
LETTER 0F ENDORSEMENT
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APPENDIX C
LETTER OF PERMISSION
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APPENDIX D
RESEARCH INSTRUMENT
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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 socio-
emotional 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
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The five point Likert scale will be used in this study.
Scale for the level of work commitment of teachers.
Range ofMean
DescriptiveEquivalent
Interpretation
4.50 5.00 Very High This means that the work commitment of
teachers is manifested all the time.
Level DescriptiveEquivalent
Interpretation
4.50 5.00 Very High This means that the socio-emotionalcompetence of school heads is manifested all
the time.
3.50 4.49 High This means that the socio-emotionalcompetence of school heads is manifestedoftentimes.
2.50 3.49 Moderate This means that the socio-emotionalcompetence of school heads is manifestedsometimes.
1.50 1.49 Low This means that the socio-emotional
competence of school heads is rarelymanifested.
1.00 1.49 Very Low This means that the socio-emotionalcompetence of school heads is nevermanifested.
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3.50 4.49 High This means that the work commitment of
teachers is manifested oftentimes.
2.50 3.49 Moderate This means that the work commitment of
teachers is manifested sometimes.
1.50 1.49 Low This means that the work commitment of
teachers is rarely manifested.
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 SELF-AWARENESSThe school head
5 4 3 2 1
1 Identifies ones emotions and their effects to oneself.
2 Distinguishes ones strengths and weaknesses.
3 Ensures about ones self-worth and capabilities.
4 Appreciates the link between their feelings and what theythink, say and do.
5 Opens to candid feedback, new perspectives, continuouslearning, and self development.
Item SELF-REGULATIONThe school head
5 4 3 2 1
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1 Manages disruptive emotions and impulses.
2 Maintains standards of honesty and integrity.
3 Takes responsibility for personal performance.
4 Adapts their responses and tactics to fit fluidcircumstances. Takes responsibility for personal
performance.5 Entertains suggested solutions to problems.
Item SELF-MOTIVATIONThe school head
5 4 3 2 1
1 Strives to improve or meet a standard of excellence.
2 Aligns objectives and standards with goals of the groupor organization.
3 Pursues goals beyond what is required or expected ofthem.
4 Pursues goals despite obstacles and setbacks.
5 Sees setbacks as due to manageable circumstancesrather than a personal flaw.
Item SOCIAL-AWARENESSThe school head
5 4 3 2 1
1 Is sensitive to feelings and perspective, and takes activeinterest in their concerns.
2 Anticipates, recognizes, and meets clients needs.
3 Addresses to what others need in order to develop, andbolsters their abilities.
4 Cultivates opportunities for diverse people.
5 Helps out based on understanding other peoples needsand feelings.
Item SOCIAL-SKILLSThe school head
5 4 3 2 1
1 Exercises effective tactics for persuasion.
2 Sends clear and convincing messages.
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3 Creates group synergy in pursuing collective goals.
4 Initiates and manages change.
5 Negotiates and resolves disagreements.
II Questionnaire on Work Commitment of Teachers
Item COMMITMENT TO SCHOOL WORKThe teacher
5 4 3 2 1
1 Works hard for the school and is proud of the schoolperformance.
2 Prefers working at this school even though the teachershave choices for working at the other the school.
3 Perceives school as the best one among the others.
4 Possesses a positive attitude of the relations existingbetween the people in the school.
5 To perceive the school as the best one among theothers.
Item COMMITMENT TO TEACHING WORKThe teacher
5 4 3 2 1
1 Spends time with the students on subjects (activities)related with the lesson outside the classroom.
2 Implements intervention strategies to help students withlearning difficulties.
3 Accomplishes the job with enthusiasm.
4 Gets information about the students family life.
5 Enjoys teaching and take responsibility of the entire class
on time.
Item COMMITMENT TO TEACHING OCCUPATION 5 4 3 2 1
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The teacher
1 Takes the choice of becoming a teacher as the bestdecision in his/her life.
2 Perceives the values of teaching occupation are moreimportant
than those of other professional values3 Perceives the values of teaching occupation more
important than those of other professional values.
4 Perceives teaching occupation as the best profession.
5 Desires to continue teaching regardless of the salary.
Item COMMITMENT TO WORK GROUPThe teacher
5 4 3 2 1
1 Takes pride with the achievement his/her colleagues.
2 Is pleased in helping his/her colleagues for professionalgrowth.
3 Gets good relation with colleagues.
4 Feels himself/herself as the other teachers close friendin the school.
5 Establishes camaraderie with colleagues.
APPENDIX E
RATINGS OF THE EXPERTS
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APPENDIX E
SUMMARY OF VALIDATORS
RATING
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Summary of Validators Ratings
Validators Name rating
1 Dr. Eugenio S. Guhao, Jr.3
2 Dr. Gloria S. Gempes3
3 Dr. Marilou T. Lozarita3.7
4 Dr. Lilia C. Saromines4
Mean
3.43
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Name of Researcher: CHONALY M. REYESTitle of Research: SOCIO-EMOTIONAL COMPETENCE OF SCHOOL HEADS
IN RELATION TO WORK COMMITMENT OF TEACHERSType of Study: O Dissertation Thesis O Faculty Research
PAGENO. AUTHOR YEAR TOPIC REF.
1 Firestone, W.A. 1996Images of Teaching and proposalsfor Reform
1 Graham, G.H. 1991The impact of non-verbal communication in organizations
1 Nias, J. 981Commitment and Motivation inPrimary Teachers
1 Tsui,K.T. 2000School organizational health andteacher commitment
1 Cheng, Y.C. 1999
School organizational health and
teacher commitment1 Day, C. 2004 A passion for teaching
1 Hargreaves, A 1994Changing Teachers, ChangingTimes: Teachers work and culture inthe post modern age
2 Bernardo, A. 2003Exploring mathematics and scienceteaching in the Philippines
2 Fernandez, A 2007 The lie and work of teachers
4Durlak, J.A., &
Weissberg, R.P 2005Education
4 Bass, B. 2001
Leadership and performance beyond
expectations4 Senge,k. 2000 Emotional development and
emotional intelligence
5 Battaglia, A 2000Key resources on higher educationgovernance, management, andleadership
5 Bass, B 2000Leadership, psychological, andorganizational behavior
5 Rickard, T 2002Effective leadership in studentservices
5 Swerdlik, M. 2000
Psychological testing and
assessment
6Bencivenga, A.,
Elias, M.J. 2003
6 Coleman, D 2000The new professional: A resourceguide for new student affairs
professionals and their supervisors
6 Pasi, R. 2001 Higher expectations
Survey of chief student affair officers
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7 Herdleinn, R. 2004 regarding relevance of graduatepreparation of new professionals
7 Jaeger, r.2004
Sampling in education and the socialsciences
8 Klenke, K. 2006 Women and leadership
8 Kouzes, J 2001 Leadership practices inventory8 Kouzes, J 2002 The leadership challenge
9 Devaney, E. 2003 Development
9 Tobin, J. 2003 Smart school
10Salovey, P.,
Meyer, J.1991 A three-pert conceptualization of
organizational commitment
10 Goleman, D 1995 Emotional intelligence
10 Gardner, H. 1985 Frames of Mind
10Salovey, P.,
Meyer, J. 1990Commitment to organizations andoccupation
11 Axley, S.R. 1984
Managerial and organizational
communication in terms of conduit
11Salovey, P.,
Meyer, J. 1995Emotional intelligence and theconstruction and regulation
11 Orstein, R.E. 1986The psychology of consciousness
12 Brown, S.A., &Levenson
1987 Teaching for living success
12 Miles, G. 2005Organizational commitment:antecedents and outcomes in publicorganization
12
Ekman,
P.,Frisen, &Matsumoto,D.
1994 Facial action coding system
13 Matsumoto,D. 1992 More evidence for the universality ofa contempt expression
13 Hare, K. 1986 The social construction of emotions
13 Axley, S.R. 1984Managerial and organizationalcommunication in terms of conduit
14 Huntingtun, K. 2001 Leader as servant. Executiveexcellence
14 Ballou, D., &Podgursky, M.
1997 Teacher pay and teacher quality
1 Manalac P. 1998 Introductory Psychology14 Manning, M., &
Patterson, J.2005 Unfulfilled promise: ensuring quality
teachers for our nation
14 Rikard, T. 2002 Effective leadership in studentservices
14 Czubaj, C.A. 1986 Maintaining teacher motivation
14 Huberman,M. 1993 The lives of teachers
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14 Nais, J. 1981 Commitment and motivation inprimary school teachers
15 Allen, N. 1990 The measurement and antecedentsof effective, continuance andnormative commitment to the
organization
15 Meyer, J. 1990Commitment to organizations andoccupation
15 Patchen, R. 2001 Open schools, school health
15 Adams, D. 2002The social psychology of organizations
15 Lawrence, G. 2003 The empowerment of teachers:overcoming the crisis of confidence
16 Fried, L. 2005 Teacher empowerment and principalleadership
16 Ogawa, N. 2006 Defining teaching empowerment
16 Kent, B 2004 Creating empowered schools16 Minton, G. 2001 Organizational commitment
17Miles, G.
2005Organizational commitmentantecedents and outcomes in publicorganizations
17 Pennings, L. 2006Insights on leadership service,stewardship, service, and servant-leadership
17 Minton, G. 2001 Organizational commitment
17 Fried, L. 2005Teacher empowerment and principalleadership
18 Kent,.B. 2004 Creating empowered school
18 Day, C. 2000 Stories of change and professionaldevelopment
18 Nias, J. 1996 School effectiveness and schoolimprovement
18 Shore, L.M. &Wayne, S.J.
1993 Commitment and employee behavior:comparison of affective commitmentwith perceived organizational support
19National Centrefor Education
Statistics
1997Teacher professionalization andteacher commitment
19Coladarci, T.
1992Teachers sense of efficacy andcommitment to teaching
19Louis, K.S.,
1998Effects of Teacher quality of work lifein secondary schools on commitmentand sense
19Hoy, W.K.,
Tarter, C.J., & 1991Open schools, health schools
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Kottamp, R.B.
20 Ogawa, N.,Reyes, P
1990 Teachers and their workplace
21 Nias,J.,Tyree, A.K.
1996 Conceptualizing and measuringcommitment ti high school teaching
21 Day, C. 2004 A passion for teaching
22 Tsui, K.T., &Cheng, Y.C
1999School organizational health andteacher commitment: a contingencystudy with multi-level analysis
22Porter, L.W.,Steers, R.M,
Mowday, R.T.1996
Promoting social emotional learningand psychology
22 Evers, C.W.1990 Schooling organizational learning
and efficiency in the growth ofknowledge
22
Gaziel, H.H., &
Weiss, I.
1990 School bureaucratic structure
23 Coladarci, T. 1992Teachers sense of efficacy andcommitment to teaching
23 Brief, A.,Motowidlo, S
1989 Pro-social organization behaviors
23 Ballou, D., &Podgursky, M.
1997 Teacher pay and teacher quality
23 Mannig, M., &Patterson, J.
2005 Unfulfilled promise: ensuring qualityteachers for our nations school
23 Rickard, T. 2002 Effective leadership in studentservices
23 Czubaj, C.A 1996 Maintaining teacher motivation24 Huberman, M. 1997 The lives of teachers
24Nias, J. 1981 Commitment and motivation in
primary school
24 Locke, E. 2000 The essence of leadership
24 Huntington,K. 2001 Leader as a servant: executiveexcellence
26 Collaborative for Academic,Social,
and EmotionalLearning(CASEL)
2003 Safe and sound: an educationalleaders guide to evidence-basedsocial and emotional learning
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CURRICULUM VITAE
CURRICULUM VITAE
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Chonaly Manto-Reyes
Contact Information
Address Blk. 7 Lot 9 Bettys Subd., ApokonTagum City
E-mail Address [email protected]
Contact numbers 0927-534-33570909-5618-328
Personal Information
Date of birth July 9, 1978
Place of birth Tagum City
Citizenship Filipino
Spouse Gilbert B. Reyes
Children Vladimir
Nicky
Micky
Prudence
mailto:[email protected]:[email protected]