Chapter I

THE PROBLEM AND ITS SETTING

Introduction

Instructional supervision is very important in the field of education. It is an

act that aims to monitor and supervise the implementation of a curriculum in

order to make sure that everything is effectively and efficiently implemented.

Therefore, instructional supervision intends to monitor teachers and provide

assist them needed assistance for the teachers in order to fulfill implement

quality teaching-learning process and in order to achieve the desired goals of

the community and the institution.

It should be noted, however, that Qquality teaching-learning process does

not just happen. It requires standard and systematic supervision by school

heads. Thus, supervision of school heads must be detailed and effective in order

to supervise the course efficiently. With this, Tordecilla, (2015) stated that

supervisors should supervise teachers by ensuring ensure that teachers there is

an early preparation prepare of lessons and that its structure hashave motivating

beginning, include a review of previous lessons, have provisions for variation of

teachers voice, and have sufficient time for generalization of major points at the

end.

As Eeffective teaching-learning process depends primarily on the teachers

and that . tTeachers play an important role in the achievement of the goal of the

Department of Education,. Thus, teachers competence and emotional

intelligence should be consideredgiven attention by school heads. It is because

Tthe teachers ability to understand their own emotions and those people around
them is very important for the success of their task. It is also believed that

Teachers who are comfortable and motivated in their work can perform better.

However, Boadou (2011) emphasized however, that the process of improving

instructional competencies of teachers, many educationalists realized that quality

of instruction depends not only depends on teachers themselves but also on

supervisory staff, specifically the school heads who.

Supervisory staffs such as school heads are vital catalyst in the effective

instruction. Their supervisory skills and performance of school heads in their

perceived role is anare likewise important elements of an effective supervision.

Hence, Sschool heads need to have required knowledge, skills, and trainings to

monitor, and empower teachers in order to improve the quality of teaching. They

must also have ethical sensitivity in order to identify the needs of the teachers

and empower them. SoIn other words, it is important that the school heads must

perform well for their schools to do better, too.

As teachers are expecting that they should be supervised and are thinking

how important supervision is for a positive outcome (Abdulkareem, 2001), school

heads and teachers must have harmonious perception and relationship with each

other. Moreover, they must have positive view about supervision for a smooth

process of implementation.

In that regard, it is important to examine if the 21 st century school heads

are well equipped in handling, supervising, and empowering modern teachers to

improve their teaching performance in the classroom. It is also important

necessary to determine if their supervisory skills of school heads, in their

2
perceived roles and functions, and their ethical sensitivity predicts the emotional

intelligence of the teachers. Hence, this study was conducted.

Statement of the Problem

This study investigated the supervisory practices and ethical sensitivity of

school heads and the emotional intelligence of teachers.

Specifically, it sought answers to the following problems:

1. What is the extent of supervisory practices of private and public school

heads in terms of the following fields:

1.1 Staff Development;

1.2 Instructional Supervision;

1.3 Program Planning; and

1.4 Financial Resource Management?

2. To what extent do private and public school heads demonstrate ethical

sensitivity in terms of the following fields:

2.1 Expressing emotions;

2.2 Caring for others;

2.3 Taking the perspectives of others;

2.4 Maintaining interpersonal relationship;

2.5 Preventing social bias;

2.6 Generating options; and

2.7 Identifying the consequences of actions?

3
 3. Is there a significant difference in the supervisory practices between

private and public school heads?

4. Is there a significant difference in the ethical sensitivity between private

and public school heads?

5. What is the emotional intelligence level of private and public school

teachers in terms of:

5.1 Emotional Self-Awareness;

5.2 Self-Confidence;

5.3 Emotional Self-Control;

5.4 Achievement;

5.5 Developing Others; and

5.6 Conflict Management?

6. Is there a significant difference between the emotional intelligence of

private and public school teachers?

7. Do supervisory practices of school heads influence teachers emotional

intelligence?

8. Do ethical sensitivity of school heads influence teachers emotional

intelligence?

Hypotheses

These null hypotheses were formulated and subjected to statistical test at

0.05 level of significance.

HO1: There is no significant difference in the supervisory practices

between private and public school heads.

4
 HO2: There is no significant difference in the ethical sensitivity between

private and public school heads.

HO3: There is no significant difference between the emotional intelligence

of private and public school teachers.

HO4: Supervisory practices of school heads have no influence on

teachers emotional intelligence.

HO5: Ethical sensitivity of school heads have has no influence on

teachers emotional intelligence.

Significance of the Study

The result of the study would benefit the following:

The result of the study would inform the Division Office of Sarangani

(Department of Education) on about the importance of supervisory practices of

school heads for effective curriculum implementation. It would also help DepEd

officials find out what kind of technical assistance they are going to provide for

the school administrators.

The outcome of the study could provide the school administrators

substantial information in administrative development matters. This would

provide guidelines and insights on how their roles and their ethical sensitivity

affect the teachers emotional intelligence, teachers performance and the school

as a whole. It will serve as their bases to improve and be motivated to perform

their task well in school.

5
 The data from this study would give teachers insights on their important

roles as educators and how they should be able to show their cooperation with

their school heads to strengthen school effectiveness. The result may create a

higher level of awareness on the significance of their emotional intelligence in the

effective implementation of school curriculum. It will also inform encourage them

to strive for their best tothe improvement of their emotional intellect for betterand

eventually aid the school to perform performance of the schoolbetter.

This study was can also be a good reference material to for other

researchers who will be interested to pursue related studies or do an in-depth

research on some related educational principles and trends.

Scope and Delimitation of the Study

This study focused on the school heads and teachers of both private and

public schools in South Malungon District of the Division of Sarangani. The

discussion was delimited to the significant difference between the emotional

intelligence of private and public school teachers and the significant relationship

between supervisory practices and ethical sensitivity of school heads and the

emotional intelligence of teachers.

The supervisory practices of school heads were measured on these

dimensions, namely: staff development; , instructional supervision; , program

planning; , and financial resource management. Moreover, ethical sensitivity was

based on the following: expressing emotions, caring for others, taking the

perspectives of others, maintaining interpersonal relationship, preventing social

bias, generating options and identifying the consequences of actions. The level

6
of teachers emotional intelligence was based on the following areas: emotional

self-awareness, self-confidence, emotional self-control, achievement, developing

others, and conflict management. This study was conducted during the second

semester of school year 2016-2017.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of some relevant literature and studies

which deal on the importance of supervisory practices of school heads and

teaching performance of teachers. The conceptual framework which presents the

variable in this study is also shown in this chapter.

Definition and Importance of Supervision

The author of the study believes that supervision is a fundamental

component in the implementation of a program in any institution especially in the

field of education. It serves as the brain of an organization that determines the

efficiency of the implementation. Its purpose is very vital for the workers, the

clients, and the administrators in order to monitor the quality of work. Therefore,

it is an act that intends to monitor and supervise the implementation of a

curriculum in order to make sure that everything is effectively and efficiently

implemented. In addition, it also serves as the basis for providing an intervention

for any program implementation to ensure quality results.

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 Supervision is defined by Farley (2010) as a complex process that

involves working with teachers and other educators in a collegial and

collaborative relationship to enhance the quality of teaching and learning within

schools and to promote the long career development of teachers. (Farley,

2010). In addition, supervision is viewed as an artistic, democratic, humanistic,

and inclusive, leadership process which aims to assess and develop the

educational process from all its aspects (Ministry of Education, 1999). It is clear

that those definitions revolve around helping and assisting teachers in facilitating

and improving the delivery of instruction. This obviously indicates that supervisor

or supervisory staff and teachers are the interacting elements in the supervisory

process. Moreover, it also suggests that all organizations do supervision to

achieve higher and quality outcome.

Importance of Supervisory Practices of School Heads

School heads need to exercise Ssupervisory practices of school heads

are very important in a school system for they are the over all in charge in the

monitoring, and development ing and improvingof pupils, teachers, and

programs in schools. School head aAs the over all in charge, they is should be

the ones best person to receive the merits for the school success as asserted by

Alonge and Oyowole (2013). Therefore, the school heads, together with the

teachers, are seen as the ones responsible persons who exert efforts in every

school towards for the attainment of the goals of the organizationschool. As

Egwu (2015) stated, the school head or principal as an instructional leader is the

8
one who is liable for sustaining, developing, and ensuring the quality of program

implementation for the effective and efficient realization of the goals of the

school.

In the earlier study of Egwu (2009), he recognized the functions of the

school head as an instructional leader. These functions include curriculum and

instruction management operation and classroom instruction supervision. In

managing the operation implementation of instruction and curriculum, the school

heads responsibilities and leadership are primarily required primarily in creating

effective instructional programs. He further stated that classroom instruction

supervision involves the school head or principal in class observations which

should aims to analyze classroom situations and assist teachers to improve

his/her classroom practices and the teaching-learning processes. It isClassroom

observations are opportunities the time wherefor the school head or principal is

to directly working with the teachers and learners and to witness the systematic

quality and efficiency of classroom events employedscenarios.

The Qquality of supervision may vary from one person to another. It may

also vary on also be dependent on the gender of the school heads or principals,

their length of service, and the location of the school (rural or urban). For many

years with regard to supervision role of school principals, experts have recorded

wavering qualities of performance among themschool heads. With regard to their

roles and responsibilities, the school heads or principals acts as an agents of

successful school because he/shethey are expected to must be functional in

his/her instructional supervision by choosing a suitable methodology which will

9
help them look into in the improvement of his/hertheir teachers (Egwu, 2009).

There are also positive and reinforcing views in supervision perspective which

slightly influence teachers teaching and assessment. According to Pierce and

Rowell (2005), supervision also promotes conducive school environment and

motivates professional growth and development among teachers.

Staff Development. Many Literatures and researches on staff

development contain a wide-ranging scale of theoretical structures and specified

program of activities which support the improvement of educative process. These

involve individualized peer mentoring to structured reflective teaching practices

and broad-based efforts to promote the value of educative process across large

groups of faculty. However, tThere is a widespread myriad of literature on the

specific processes and benefits for each type of improvement activity. Although

they do not Ggenerally, it does not stipulate or provide acceptable research for

assessing the applicability of each structure to basic skills of staff development,.

However, when observed in the other setting of effective practices articulated,

each structure has the potential for effective improvement of teacher related to

basic skills (Boroch, 2007).

In the same study by Boroch (2007) stated it was found out that the

amount of time that the designated leaders spend on development activities was

generally very inadequate. Also, and it is also found that there is an evident lack

of commitment on the part of leadership for faculty improvement which resulted

to low performance of the workforce. However, Tordecilla (2015) claimed in her

10
study that school heads in some schools often manifest supervisory practices in

staff development and resulted into better performance of their teachers.

Instructional supervision. Sharma and Kannan (2012) defined

supervision as a multifaceted process that deals mainly on with the development

of instruction and teachers improvement on their teaching-learning process. For

them, a common characteristic of instruction and supervision is that these

processes occur in a face-to-face environment. The process of teaching-learning

occurs in a building, in the a four corners of a classroom, where students and

teachers are actually together during the teaching-learning process.

In support, Glickman, C., Gordon, S., &and Ross-Gordon, J. (2007) stated

that supervision of instruction takes place in a building, inside the four corner of

classroom, mainly through observation and evaluation of the teaching process

and is described as direct assistance. So it is clear that the intention for the

conduct of instructional supervision is for the good and success of the teacher. In

addition, Burant (2009) asserted that the school divisions primarily goal is to

improve pupils performance. He also specified that the learning community

model formation for teacher is considered as empowerment activity that

encourages professional advancement focusing on learning among school staff.

Program planning. Teaching is a noble profession that needs planning

most of the time. It may be in individual lesson planning by chapters, units, or

entire years. The teachers are expected to always plan and look ahead. Program

planning is an important and difficult part of program implementation that may

covers a long period of time. It also required requires ample time and cautious

11
consideration as to what will be the result of the program. Indimuli J., Mushira N.,

Kuria P., Ndungu R., & Waichanguru S. (2009) highlighted that program planning

is essential for the success of the organization. With this, Bilash (2009) stated

thatdescribed program planning as refers referring to arranging or setting up an

effective program for a longer period of time. He further stated explained that

typically, program planning involves three years of improvement in the subject

area. For new or experienced teachers starting at in a new school, program

planning might be a challenging process in the beginning.

Financial resource management. Having a responsibility and position in

an organization requires knowledge and skills about financial and resource

management. In the field of education, Naidoo (2006) defined financial

management as something that involves dealing with difficulties relating to

receiving maximum revenue available to the school district protecting all financial

resources and monitoring expenses and financial commitment throughout the

fiscal period as directed by the budget adopted by the board of education. School

heads therefore, are mainly responsible for working the school system within its

monetary resources as directed by policies of board of education.

In a management point of view, Hansraj (2007) asserts that the most

significant implication of this crusade in the part of school management is better

self-governance for school governing personnel. This means that the schools

now have better financial and managerial tasks with regard to physical facilities

and the community compare with the past. The school head, together with the

school governing council, takes the accountability for ensuring the correct

12
administration of the school finances. This feature of financial management

highlights the big role of school heads in effective and efficient school financial

management. In addition, De Grauwe (2005) stated that in terms of financial

resource management, it indicated that school heads need to practice strict

implementation of transparency. There are has to be strict documentation, careful

record keeping, and constant reporting of finances to different stakeholders.

Thus, effective and efficient financial resource management is the key for the

success of the school.

Ethical Sensitivity

Ethical sSensitivity, as defined by Karakoc (2016), is the empathic way of

understanding of a situation. It covers the identification process for the involved

person, making decision on the action that will be taken, and what possible

feedbacks and result might be received. He added that standards on appropriate

behavior, decision-making, and motivation is are the roles of ethics. He also

highlighted that problematic situation related on ethics arise day by day in many

fields of professions. and oOne of the fields that really needs it ethics is the

education for it ethics is essential for school managers in supervising people. In

another light, Ahmad, Yunus, Norwani & and Musa (2012) stated that school

heads from different ethnicity must strive for their tough commitment for the

success of their organization. They further stated that they school heads must

maintain strong foundation of the organizations which can surpass future

contests and keep personnels trust to in the organization,.

13
 For Dellaportas, Jackling, Leung, and Cooper (2011), stated that ethical

sensitivity is vital on the part of school administrators. Their Mmindfulness and

concern are very important in the workplace especially when dealing with school

personnel. He also asserts that ethical sensitivity is considered to be a

developing concept with potential usefulness in research and practice. For In

this regard, Narvaez (2001), enumerated the domains of ethical sensitivity:

involves the following domains: expressing emotion, taking perspective of others,

caring for others, maintaining interpersonal relationships, preventing social bias,

generating options, and identifying the consequences of actions.

Expressing emotion. Reading and eExpressing emotions involve the

skills relating to intrapersonal and interpersonal domains and recognizing the

feeling and personal desires of yourself as well as of yourand those of ones

colleagues. Learning on expressing appropriate emotion is a vital and precarious

element in dealing other people. In fact, Cconflict resolution and communication

require skills in expressing emotions (Narvaez, 2001). In additionMoreover, Tirri,

K., Nokelainen, P., & Ubani, M. (2006), stated that awareness of the

consequences of our ones actions to other people helps one express proper

emotion. He specified that it which in turn covers awareness of varied course of

actions and its that affect to the people involvedothers. (Tirri, K., Nokelainen,, P.,

& Ubani, M. (2006),

Caring for others. This is the course one-self of pertains to increasinged

sense of concern for other people. It encompasses the development of traits in

valuing connectedness to other group of people locally and internationally.

14
Eagerness in perceiving and understanding other people as being connected

with one-self is required in order to practice empathic skill or sense of concern for

other people. In this case, individuals most likely take actions and decisions

necessary are in showing care and concern for individuals which to meet others

their needs and expectations, and foster relationships with them (Endicott, L.,

Narvaez, D., & Bock, T. 2006). Related to this, In the study of Tirri, K. et. al., .

(2006) in about the ethical sensitivity of pupils, they found out that pupils

possess high extent of ethical sensitivity in caring for others.

Taking the perspectives of others. Perspective-taking involves

discovering multiple views of people in different conditions or occasions.

Communication and problem resolution which is connected with behavior

requires the skills of perspective-taking (Tirri, K. et. al., 2006). They further stated

that this skill is needed in order to improve an empathic skill which recognizes the

importance of emotion. Bebeau and Monson (2008) have also pointed out that

ethical sensitivity is a consciousness of the ethical problems or situation that

create a specialized setting and situation in order to understand the perception of

others.

Maintaining interpersonal relationship. Maintaining interpersonal

relationship involves valuing the effect of individual differences and how it can

cause conflict, problems and misunderstanding among people. It is significant to

be conscious of the multiplicity of people we work in with, as well as the

differences of one-self from others (frombased on the character differences we

show and cultural identify group we caome from (Endicott, L., Narvaez, D. &

15
Bock, T. (2006). Thus, Attainment a ttainment in of this skill results in

sensitiveness in multicultural set up and being able to handle multiple contexts.

She They also added that in reality, no family, school or classroom, society or

workplace is comprises comprised of similar types of people in terms of behavior

and characteristics. So, it is vital to be well-informed on how to interact with

people having different views, perceptions, morals, and principles in order to

achieve effective decision making, conflict resolution and establishment of good

leadership and relationship among people.

Preventing social bias. Controlling social bias involves considering,

recognizing, and actively opposing bias. In controlling bias, it is necessary to

identify and understand the nature of bias and how it comes about (Narvaez,

2001). Tirri, K. et. al., (2006), indicated that bias is partly human nature because

all people indeed prefer common and familiar things and become bias naturally.

Moreover, they stated that controlling social bias takes a lot of effort and is

necessary to promote respectful and fair society. In support, Chan and Leung

(2006) stated thatexplained that there is an increasing evidence and also

increasing number of experts who believe that insensible biases play a significant

role in peoples interaction and decision making.

Generating options. Generating options involve emerging creative skills

used in creating multiple understandings of different conditions and making

multiple options on how to deal with it them. It is a crucial stage in any kind of

conflict resolution. People often do the same errors because they did not learn

from their mistakes and did not consider another option (Narvaez, 2001). In

16
relation to work, Choi and Perry (2010) emphasized that the tendency of making

options and ethical alternative in their action is high for those people who

observe ethical sensitivity. He They further stated that administrators in schools

should put importance on ethical issues of teachers and make it high priority in

their everyday work life.

Identifying the consequences of actions. Identifying consequences of

actions involves considering the relationships between cause and the possible

effect of actions and then make making it them as the basisbases in predicting

possible consequences. So, it is vital to consider both temporary and lasting

consequences of an action including the effect of it for all the people concerned

(Narvaez, 2001). He further stated that in identifying and predicting best

potential options, learning from past experiences is the best attitude to practice.

As Tirri, K. et. al., (2006), asserted, that ethical sensitivity involves skills in

creatively constructing and guessing probable situations based on the limited and

partial information and knowing the probable consequences by relating it them to

the real world.

There were studies that were related in to ethical sensitivity and other

forms of profession or work. In the study of Arshad, Zaidi, and S. Mahmood K.

(2015) related on ethical sensitivity, findings show that self-worth and ethical

sensitivity of students positively influence their academic achievement. It further

reveals that an increase in self-worth and ethical sensitivity will also increase

academic achievement of students. However, Chan and Leung (2006) found no

significant relationship between students ethical sensitivity and their reasoning.

17
However, he stated that there is significant difference between ethical sensitivity

of students in terms of gender. Female students were also found out to possess

higher ethical sensitivity compared to male students. and it isLastly, the study

also found out that male students are pessimistic and tend to behave unethically

than females do.

Emotional Intelligence of Teachers.

Our aAttitudes influence our performance in school especially in a

teaching learning process. Rust (2014) stated pointed out that the classroom

teachers is are vital and the most influential personnel who can motivate and

inspire pupils for better performance outside their home environment. Thus,

emotional intelligence of a teacher should be valued as one of the important

variables that can help the teacher increase pupils performance inside the

classroom. Teachers understanding of his/hertheir own emotions and the pupils

around them is the role of emotional intelligence inside the classroom.

The idea of emotional intelligence is the awareness and management of

ones feelings and emotions as well as the others (Goleman, 1995).Teachers

emotion is a constant variable that would always influence him in his everyday

life.

For Goleman (1995) Tteachers are known to be the constructors of the

nation. The Education Commission (1966) stated that Indias As such, a countrys

future is being molded starting from the classroom. It is stressed believed that to

make any process of education a success, the value of competence and

character of the teachers were are the most important characteristics. After all, A

18
teachers has have a main part to play in communicating knowledge in specific

subjects and support students grow to their fullest stature, develop appropriate

attitudes, and reveal their personality.

Ranganathananda (2007) states thatemphasized that teachers has have

to produce that energy in oneself themselves and handle it in ones their work of

educating the boys and girls that resort to him/herunder their care. The A

teachers roles of teachers is are not only to instruct but also inspire the learners.

This is because Tteachers are leaders to their learners. Thus, Kaur & and Kaur

(2006) suggested emphasized that as leaders, teachers have to be more who

are more effective. Once they become one, are those whothey can already

create common trust, respect, and warmth and relationship among group

members their learners.

Research showed that teachers competence is vital for better learning-

related outcomes (Snyder & Lopez, 2007). The teachersTeachers must also work

as a team. Otherwise, but conflict and misunderstanding between them and the

supervisors would only result to suffering of the schools (Michael, 2005). Thus, it

is also important to examine and identify if emotional intelligence is a factor that

influences the performance of teachers in school.

In identifying emotional intelligence of teachers, it is necessary to look on

into the important elements of emotional intelligence. Goleman (1995) summed

up the components of emotional intelligence into the following: emotional self-

awareness - handling one's own emotions highlighting the role of emotions to

various events in life such as maximizing intellectual processes, decision-making,

19
and self-motivation; however, developing empathy involves the social skill and

emotional management skill. However, CM (2015) summarizes emotional

intelligence into just three psychological dimensions: emotional competency,

emotional maturity, and emotional sensitivity. All the dimensions inspire an

individual to identify truthfully, understand honestly, and handle tactfully the

dynamics of human behavior.

Emotional competency constitutes the capacity to sensitively respond to

emotional stimuli caused by several situations, having higher self-esteem and

optimism, undertaking emotional upsets such as frustration, conflicts and

inferiority developments, enjoying emotions, doing what succeeds, ability tolerate

to others, emotional self-control, capacity to avoid emotional exhaustion such as

stress and burnout. Emotional maturity establishes assessing personal emotions

and others, recognizing and expressing moods, harmonizing state of heart and

mind, adaptability and flexibility, appreciating the point of view of others,

improving others, and suspending fulfillment of immediate psychological

satisfaction while emotional sensitivity covers appreciating onset of emotional

arousal, managing the immediate environment, maintaining relationship, accord,

and comfort with others.

Teachers emotional intelligence is being defined as their ability to notice

emotions, access and create emotions so as to support thought, recognize

emotions and emotional knowledge, and thoughtfully regulate emotions so as to

promote emotional and intellectual advancement in dealing with learners (Mayer

& Salovey, 1997).

20
 Emotional intelligence is very essential for teachers for it they cannot

perform well if he/she isthey are not in a good state of mind. Unpleasant facial

gestures of teachers cannot motivate students to perform well inside the

classroom. Teachers emotional intelligence is being defined as their ability to

notice emotions, access and create emotions so as to support thought, recognize

emotions and emotional knowledge, and thoughtfully regulate emotions so as to

promote emotional and intellectual advancement in dealing learners (Mayer &

Salovey, 1997).

In the study of Abdul Madhar (2010), he enumerated several traits that a

teacher must possess in order to become effective in classroom settings, the

ability to listen and create a conducive atmosphere to teaching-learning process

that focuses on the interests of the learners; demonstrate effective teaching

methods; believes that learners can do well; able to connect with learners; fair;

optimistic/ positive/smiling; displays a great sense of humor; endorses active and

collaborative learning among learners; very engaging, flexible; adaptable;

understands that every learner is a unique individual that need a fair treatment.

However, those traits of teachers are not enough to inspire the learners to learn.

In addition to learning, there is a need to carry out total personality development

within the learner through application of emotional intelligence in classroom

settings. As a matter of fact, CM (2015) categorized emotional intelligence of a

teacher as emotional self-awareness, self-confidence, emotional self-control,

achievement or performance, developing others, and conflict management.,

21
 Emotional Self-awareness. Emotional awareness of one-self will enables

people to show appropriate emotion at any given time and situation. They have

the skills that enable them to identify the rapport between their own emotional,

intellectual, and moral aspect as well as their goal in life (CM, 2015). According to

(Folkman, 2009) self-awareness is the ability of being aware and able to interpret

emotions and how it occurs. He further stated that it is not good to think that

emotion can be good or bad. Iinstead one should think of it thinking it as

appropriate or inappropriate. In support, Galbines R. (2014) found the growing

effect of self-awareness on self-esteem and ideal identification of individuals of

their selves. He further stated that by increasingBy increasing self- awareness,

greater self-esteem was reported.

Self-confidence. A personPeople who is are self-confident is are self-

assured and knows their self-worth. and people They can also truthfully and

powerfully present their views in life (CM, 2015). They are those who

courteously insist for their opinions, create choices, and follow up with suitable

action. In addition, people with self-confidence they are open-minded and

value the opinions of others opinions. Thus, Gruber (2015) explained that self-

confidence can change and make your life better. On the other hand, lacking of

it will definitely create negative effect on social life, professions, and even with

on your ones emotion.

Mellalieu, Neil, & Hanton (2006), stated that in relation to sports, they

found out that elite athletes suggest the mediation of self-confidence in their

22
worry symptoms and following directional analyses. However, they propose

that great self-confidence and little indication intensity are required for novice

athletes to exhibit a less interpretation. In addition,

Al-Hebaish (2012) discovered a positive significant relationship between

self-confidence and academic achievement of students. Students who got high

score in self-confidence questionnaire test also achieved better in oral

examinations. Thus, He further stated that it is recommended that to enhance

the self-confidence of students should be enhanced in order improve their

academic achievement and specifically in oral examinations.

Emotional self-control. A person who has emotional self-control is good

in amending and handling their impulsive feelings and stressful emotions. They

stay calm, focused, and positively control their self themselves even in

emotionally problematic condition. and They can also work under pressure (CM,

2015). He further emphasized thatMoreover, teachers who tend to adopt and

control their emotions are can often easily to oversee problems in the classroom

and look for remedy. In additionOn the other hand, he stated that undesirable

emotions hinder effective teaching which could resulted to frustration and failure.

In additionsupport, Victor (2010) stated emphasized that one cannot control or

manage others unless he/she controls /manages his/her own first. He further

stated that a A leader who is uncertain over their faintness and misdoings will find

it hard in to convincing convince others to improve.

23
 Achievement or performance. Basically, achievement is the capacity of

a person to utilize his or her knowledge efficiently and effectively. Based on the

discussion of some researchers, performance is based on intellectual, physical,

and emotional aspects of a person. Azam and Qasim (2013) discussed teachers

performance as based on the delivery of the lesson as well as his or her

classroom management. With regard to performance, it is also identified that job

related skills; attitude and values towards job, and participation in professional

growth, and development activities are the primary roles of teachers. Mainly, the

performance of the teacher highly depends on the quality of teaching

performance inside the classroom. In teacher efficiency assessment, different

methods are utilized by the governing bodies. In support,As Tanner (2008) stated

detailed, that teaching efficiency and performance is are not measured only by

teachers intelligence on how to deal with people but also with their used of

appropriate teaching methodology and pedagogy.

There are a lot of systems that focus on the overt teachers performance

inside the classroom; however, there are systems that value covert traits through

giving personality tests like assessment. Azam and Qasim (2013) presented an

interesting evaluation method on teachers performance. They included the social

and personal development of pupils socially and personally as bases in rating

teachers performance. They also added that teachers performance can also be

measured through his/her classroom management styles.

Developing others. It is anThis refers to the ability of a personteachers to

be able to develop and coach others learners and positively assess their work of

24
others in order to develop and improve their skills, knowledge, and performance

levels of those who report to them (Folkman, 2009). In support, Hwang (2006)

stated pointed out that effective teachers must are those who possess

knowledge and communication skill, as well as creativity in preparing

instructional materials. In addition, he/she has anthose are teachers who

possess inspiring, motivating, and friendly traits. and has aThey are those who

have good classroom management skill which is necessary in influencing and

developing otherslearners.

The Ministry of Education Guyana (2015) stated confirmed that indeed,

teachers influence the lives of classroom students. It is further stated

thatFurthermore, teachers are the ones in charge of cultivating students under

their premisescare. Above all, it was enumerated that teachers play a lot of

important roles such as providing conducive school environment, guiding and

caring the students, modelling proper behaviours, and identifying and resolving

classroom problems.

Conflict management. The term conflict management refers to

processes and programs that demonstrate individuals concepts and skills for

avoiding, handling, and solving conflicts non-violently. Conflict management can

educate life skills, intervention plans, mediation skills, and violence avoidance

strategies. They are implemented to help students, teachers, managers and

parents resolve the conflicts effectively (Batton, 2006).

For the past 20 years, there are studies that mainly focus on commercial

settings which specify that in identifying and selecting employees and employers,

25
which possess their affective ability capable ofin connecting with and inspiring

others, as well as their emotional intelligence is should be highly required

considered (Othman, Abdullah, & Ahmad, 2008). Rust (2014) asserts thatadded

that within when creating organizations, the traits of emotional intelligence are

vital as previously used cognitive intelligence processes and experience to

discover and develop future leaders. Additional research conducted supported

Golemans (1995) claim that success in business can be predicted using

emotional intelligence.

In the study conducted by Carmeli and Josman, (2006) concerning

emotion, they observed the association between the two aspects of labor results,

performance task and two forms of managerial residency behaviors, selflessness

and submission and the emotional intelligence of an individual. Their study, unlike

various others have avoided self-rating questionnaire. Instead, they used hired

evaluators in the assessments of persons performance. They discovered strong

evidence in positive association between employee emotional intelligence and

work outcomes. Precisely, the study found that the parameter of emotions in the

work place was meaningfully and positively related to the task performance

outcomes, selflessness, and submission.

There are also researchers that have associated emotional intelligence to

the emotional work discussion and their connections to workplace efficiency.

Othman, et. al, (2008) discussed emphasized that there is need to show specific

emotion in order to achieve success in some definite job. Workers should also be

specifically hired and placed in specific positions to exhibit this emotional labor.

26
When we say emotional labor, itThis refers to the feelings and emotions required

to project in order to achieve the cooperation and satisfaction of customers or

workmates (Meier, Mastracci, & Wilson, 2006). Hence, Othman, et.al. (2008)

insisted that personnel would only attain higher performance in their career if

they observe, comprehend, and regulate self-emotions, and emotions towards

others. Moreover,It is so because emotional awareness speaks concerns to

about the concentration of general intelligence in the part of feelings in such

ways that experience and researching feelings are revealed.

In the study of Caruso and Salovey (2007), it was found out stated in their

study that emotional intelligence is a new form of intelligence which is based on

emotions of personnel which influenceswhich influences their performance in the

organization. To support their findings, Brackett, M.A., Rivers, S., &and Salovey,

P. (2008) saidassumed that emotional intelligence promotes patience and

confidence in a person that makes him able to manage and comfort himself in

time of problematic situation. In addition, they assumed asserted that by having

emotional intelligence, a person can cultivate leadership skills and makes himself

alert of different unwanted qualities of an other individuals. The current study is

different from their work because it aims to measure not only the supervisory

performance but also the effects of ethical sensitivity of school heads on the

emotional intelligence of teachers.

Synthesis

27
 This synthesis of the study presents the similarities and differences which

the recent study has compared with related studies cited in this chapter. The

current study made use of supervisory practices and ethical sensitivity of school

heads and the emotional intelligence of teachers.

The current study has a similarity with the study conducted by Egwus

(2015) study on principal supervisory performance in his/herand supervisory

practices. Results revealed that principals are effective in his/hertheir supervisory

practices in instructions. Activities initiated by the school are supportive and this

these makes the school head as the main and leading classroom manager.

Therefore, the findings that school heads were performing well in their assigned

role and attained the expected results are enough toworthy to be acknowledged.

In the same study, it was also found out that there is a significant difference in the

performance of school principals from rural and urban schools in respect

withrelation to the classroom supervision. School principals from rural areas

perform better compared to those from urban areas.

There are also a lot of studies conducted connected withabout the

influence of supervisory practices and performance of school heads and many

aspects of performance of human force and achievement of the organization.

Based on the study of Alonge and Oyowole (2013), it was determined that there

was a substantial association between the instructional supervisory performance

of school heads and teachers motivation. It was also revealed that there was a

significant relationship between the instructional supervisory role of experienced

and inexperienced school heads and their teachers motivation. The findings of

28
the study have some implications for practice and for further research. Since

experience of school head is a very significant aspect in school management, it.

It is concluded that only well experienced school heads should be tasked to hold

big schools for best output.

Amina (2015) also conducted a study related to the supervisory practices

of school heads. Result shows that supervisory practices demonstrated in the

district were acceptable and outstanding. School heads always conduct

monitoring, specifically on teachers attendance, warranting punctuality at school,

and also classroom visitation during class hours to observe the educative

process. There was also feed backing through reports and inquiries to update

teachers on their teaching performances. Almost all the respondents school

headsrespondents said that supervision would allow teachers to work up to

optimum expectation and thats the reason for it was one of their main areas of

concern. In addition, Onuma (2016) also found finds out the significant positive

difference between urban and rural teachers on their school head performance in

supervisory practices. The result of theHis study suggested that systematic

internal supervision needs to be implemented in schools of teaching since it

boosts broader coverage of the curriculum and lessens occurrences of

examination misconducts by students.

Definition of terms

The following terms are defined operationally for a clearer understanding

of this study.

29
 Achievement refers to the capacity or ability of a teacher to attain specific

target, to judge the performance of others and anticipate intervention for the

arising problems in the school.

Caring for others refers to the interpersonal skills of the school heads to

value relationship and emphasizes sense of concern for other people especially

their teachers.

Conflict Management refers to ability of a teacher to stand as the

mediator for the purpose of lessening and resolving problems arising in the

school.

Developing Others refers to the skills the teachers to instruct, coach and

guide others to develop emotionally, intellectually, morally and professionally.

Emotional Intelligence refers to the ability of the teachers to understand

their own emotions and those of people around them.

Emotional Self-Awareness refers to the ability of the teachers to show

proper emotion at any given time or situation and interpret the causes of those

emotions.

Emotional Self-Control refers to the ability of the teachers in handling

and controlling their emotion even in the worst problematic situations.

Ethical Sensitivity refers to the ability of the school heads to recognize

the ethical or moral implications of every situation that they encounter everyday

in the field. It involves viewing positive result for every situation or problem they

face every day.

30
 Expressing Emotions refers to the ability of the school heads to express

appropriate emotions in various settings for the purpose of inspiring others and

avoiding conflict.

Financial Resource Management refers to the ability of the school heads

to manage and allocate resources highlighting utmost transparency. It involves

managing the School Maintenance and Other Operating Expences (MOOE) in

their respective schools.

Generating Options refers to the ability of the school heads to be

creative in decision making, understanding situation and generating multiple best

option.

Instructional Supervision refers to the extent of supervisory practices

demonstrated by the school heads to ensure quality delivery of instruction. It

involves the monitoring of the implementation of the school curriculum in their

respective schools.

Maintaining Interpersonal Relationship refers to the ability of the school

heads to maintain good and harmonious relationship with the people around

them especially the teachers, pupils and stakeholders in their respective schools.

Preventing Social Bias refers to the ability of the school heads to be fair

in treating, responding, settling, and solving problems in school involving different

persons.

Private school teachers refer to the teachers who are teaching in private

schools in South Malungon District.

31
 Program Planning refers to the capacity of the school heads in designing

and planning a program which will help the school to improve and achieve their

target goals.

Public school teachers refers to the teachers who are teaching in public

schools of the Department of Education in South Malungon District

Self-Confidence refers to the ability of the teachers to be sure of their

capacity and potentials to perform specific skills at a given time without the help

and supervision of others.

Staff Development refers to the capability of the school heads in

designing supportive activity or program necessary to improve the teachers

competence and to develop them professionally.

Supervisory Practices refers to the set of roles and functions performed

by the school administrators to ensure the effective implementation of the school

curriculum. As used in the study, the dimensions include: Staff Development,

Instructional Supervision, Program Planning, and Financial Resource

Management.

Taking the Perspectives of Others refers to the ability of the school

heads in discovering, identifying and viewing multiple perceptions of different

peoples involved in different situation and used it for problem resolution.

Conceptual Framework

32
 The concept of this study is anchored on the idea that emotional

intelligence of teachers depend on the supervisory practices and ethical

sensitivity of school heads.

Figure 1 shows the conceptual framework of the study. The independent

variables are the supervisory practices of school heads in with the following

indicators namely: staff development, instructional supervision, program

planning, and financial resource management. The ethical sensitivity of school

heads involves the following indicators: expressing emotions, caring for others,

taking the perspectives of others, maintaining interpersonal relationship,

preventing social bias, generating options and identifying the consequences of

actions.

The intervening variables of the study are the types of schools in South

Malungon District, whether private or public school. In, addition, the dependent

variables are the emotional intelligence of teachers in with the following

indicators: mainly: emotional self-awareness, self-confidence, emotional self-

control, achievement, developing others, and conflict management.

The study is somehow supported by Behavioral Management Theory

stated by of Kadian (2000), which depends on the idea that administrators and

managers would better value the human relationship and give importance in

roles of the employees in achieving the goals of the organization. Employees

should feel belongingness in the group for better performance. Thus, constant

motivation should be made to inspire and empower the workers.

33
 Independent Variable Dependent Variable

Supervisory Practices of School Heads Emotional Intelligence of

in the following domains:
Teachers Based on the
Staff Development
Instructional Supervision Following Areas:
Program Planning
Financial Resource
Emotional Self-
Management
Awareness
Self-Confidence
Emotional Self-Control
Achievement
Ethical Sensitivity of School Heads Developing Others
Conflict Management
Expressing Emotions
Caring for To Others
Taking The Perspectives Of
Others
Maintaining interpersonal
relationship
Preventing Social Bias
Generating Options
Identifying the Consequences of
Actions

Type of School
1. Private School
2. Public Variable
Intervening School

Figure 1. Conceptual Framework

Chapter III

34
 METHODOLOGY

This chapter presents the description of the research respondents, the

locale of the study, method of research employed, the instruments, data

gathering procedure and the statistical tools to be used in the study.

Research Design

The study used the descriptive-correlational research design in

determining the supervisory practices and ethical sensitivity of school heads and

the emotional intelligence of selected public and private school teachers of South

Malungon District. Costales and Zulueta (2003) said that descriptive-correlational

method is utilized in determining existing conditions on presenting new ideas and

in determining the existing relationship and the kind of relationship between two

variables.

The supervisory practices of school heads can be measured through the

following dimensions: staff development, instructional supervision, program

planning, and financial resource management. The ethical sensitivity can be

determined by the following areas: expressing emotions, caring to others, taking

the perspectives of others, maintaining interpersonal relationship, preventing

social bias, generating options and identifying the consequences of actions. The

emotional intelligence of teachers involves emotional self-awareness, self-

confidence, emotional self-control, achievement, developing others and conflict

management.

SUPERVISORY Figure 2 shows theAND

PERFORMANCE design of the study.
ETHICAL SENSITIVITY OF SCHOOL
HEADS AND THE EMOTIONAL INTELLIGENCE OF TEACHERS OF PRIVATEAND
PUBLIC ELEMENTARY SCHOOL 35
 Level of supervisory practices Locale of the Study
of school heads
South Malungon District:
Staff Development
Selected public school with
Instructional Supervision
atleast Ten teacher per school and
Level of ethical
Program Planningsensitivity of
school heads
Financial Resource all private schools of the district
Expressing
Management Emotions
Caring to Others
Taking the Perspectives of
Others
Level of Emotional Intelligence Respondents of the Study
Maintaining Interpersonal
of Teachers
Relationship 146 Teachers
Emotional Self-Awareness,
Preventing Social Bias
Self-Confidence
Generating Options
Emotional
Identifying Self-Control
The Consequences
Significant relationship on
supervisory
Achievement practices and Research Instrument
ethical
Developing Others
sensitivity ThreeDesign
Figure 2. Research
of school (3) sets of Survey Questionnaires:

heads IMPROVEDSUPERVISORY
Conflict
and Management.
the emotional PERFORMANCE AND ETHICAL
Part ISupervisory practicesSENSITIVITY
of School
OF SCHOOL
intelligence HEADS
of teachers Heads
Locale of Study
BETTER EMOTIONAL INTELLIGENCE Part II Ethical Sensitivity of School
OF TEACHERS
Heads
South Malungon District was established in the year
Part III- Emotional 1990 and
Intelligence of it is
Teachers
currently headed by District Supervisor Ronnie S. Recto. It was is composed of

19 schools with 4 integrated schools and known as one

Statistical of the
Tools competitive
to be used district

in Malungon. Weighted Mean

T-test
Malungon Central Elementary School SPED Center
Pearson r is headed by Fernie
L. Cabanalan, Principal I and the only elementary school in South Malungon

District offering a Special Education Program., POCMLC, MCLC and Holy Infant

School of Malungon are private schools located in Poblacion Malungon. and take

a couple of minutes to travel to access the school location; Panamin Integrated

School is headed by Avelina J. Saromines, Principal I and found in Brgy.

36
Panamin with which is approximately 20 Kms kilometers from Malungon proper.;

Upper Mainit Elementary School is headed by Romeo J. Bacietes, Principal I and

found in Brgy. Upper Mainit with a Ddistance of more or less 10 Kms kilometers

from Malungon Proper.; San Roque Elementary School is headed by Relanie I.

Cabatuan, Principal I and found in Brgy. San Roque with a distance of more than

12 Km kilometers from Malungon Proper.; San Miguel Elementary School is

headed by Alan B. Andress, Head Teacher I and found in Brgy. San Miguel with a

distance of almost 13 Km kilometers from Malungon proper.; Upper Lumabat

Integrated School is headed by Darwin M. Tawanero, Head Teacher I and is

found located in Brgy. Upper Lumabat with a distance of approximately 23 Kms

kilometers from Malungon Proper.; and San Juan Integrated School is headed by

Julie E. Manocay, Head Teacher I and is found situated in Brgy. San Juan with a

distance of almost 22 Kms kilometers from Malungon Proper.

Respondents of the study

The respondents of this study were the school teachers of selected public

schools with at least ten teachers and all the private schools in South Malungon

District for school year 2016-2017.

Table 1.Distribution of Respondents of the study

Public School Name Teachers

1. Malungon Central Elementary School 36
SPED Center
2. Panamin Integrated School 13
3. San Juan Integrated School 12
4. San Miguel Elementary School 10
5.San Roque Elementary School 12
6. Upper Lumabat Integrated School 26

37
 7. Upper Mainit Elementary School 14
Private School
1. Holy Infant School of Malungon 5
2. Malungon Christian Learning Center 8
3. Pablo Omerez Cedeno Memorial Center 10
Total 146

Research Instruments

The instrument used in this study for supervisory practices of school

heads was adapted from the study of Tordecilla (2015) with the following mean

range, description and interpretations.

Mean Range Description Interpretations

4.50 5.00 Always School Head always performs his/her task and
consistently exceeds expectations.
School Head often performs his/her task and often
3.50 4.49 Often exceeds expectations.
School Head sometimes performs his/her task and
2.50 3.49 Sometimes meets basic expectations.
School Head seldom performs his/her task and meets is
1.50 2.49 Seldom below the standard expectations.
School Head never performs his/her task and
1.0 1.49 Never expectations and outputs on of the job fall very way
below the standard.

The survey instrument used for ethical sensitivity of school heads was

adapted from the study of Narvaez (2001) with the following mean range,

description and interpretations.

Mean Range Description Interpretations

Very high extent School Heads possess very high ethical sensitivity
4.50 5.00 and consistently exceed very high expectations.
School Heads possess high ethical sensitivity and
3.50 4.49 High extent exceed high expectations.

38
 School Heads possess moderate level of ethical
2.50 3.49 Moderate sensitivity and meets basic expectations.
School Heads possess low level of ethical
1.50 2.49 Low sensitivity and meets are below the standard
expectations.
School Heads possess very low level of ethical
1.0 1.49 Very low sensitivity and outputs on the job fall very way
below the standard.

The survey instrument used in this study for emotional intelligence of

teachers was adapted from the study of Qasim and Azam (2013) with the

following mean range, description and interpretations.

Mean Range Description Interpretations

Strongly Teacher possesses very high level of emotional

4.50 5.00 Agree intelligence and consistently exceeds very high
expectations.
Teacher possesses high level of emotional intelligence
3.50 4.49 Agree and exceeds high expectations.
Teacher possesses prerequisite emotional intelligence
2.50 3.49 Neutral and meets basic expectations.
Teacher possesses low level of emotional intelligence
1.50 2.49 Disagree and meets is below the standard expectations.
Teacher possesses very low level of emotional
1.0 1.49 Strongly intelligence and outputs on the job fall very way below
Disagree the standard.

The survey questionnaire contains three (3) parts. The first part includes

the supervisory practices of school heads. The, second part is for the ethical

sensitivity of school heads, and while the third part is for the emotional

intelligence of teachers. The three research instruments were administered in

English using the scale below.

Scal
e Descriptions
Supervisory Practices of Ethical Sensitivity Emotional Intelligence of
School Heads of School Heads Teachers
5 Always Very High Extent Strongly Agree
4 Often High Extent Agree

39
 3 Sometimes Moderate Neutral
2 Seldom Low Disagree
1 Never Very Low Strongly Disagree

Data gathering procedure

A letter asking of permission to allow the researcher to conduct the study

at South Malungon District was sent to the Schools Division Superintendent to

allow the researcher to conduct the study at South Malungon District. After the

permission was granted, another letter asking of permission to allow the

researcher to conduct the study was sent to the school heads allowing the

researcher to conduct the study. Then questionnaires was were distributed to the

teachers. The setting for administering the survey questionnaire was during a

district meeting. The researcher made himself available to acceptfor verification

or clarification pertaining to the survey. After the survey was conducted, the

researcher gathered and tabulated the data ready for statistical treatment.

Statistical tTreatment

The following statistical treatments was were used in the study.

Weighted Mean was used to determine the level of school heads

supervisory practices in the following aspects: staff development, instructional

supervision, program planning, and financial resource management; ethical

sensitivity in the following domains: expressing emotions, caring for others,

taking the perspectives of others, maintaining interpersonal relationship,

preventing social bias, generating options and identifying the consequences of

40
actions.; and the level of emotional intelligence of teachers in the following areas:

of emotional self-awareness, self-confidence, emotional self-control,

achievement, developing others and conflict management.

T-test was used to test the significant difference between the supervisory

practices and ethical sensitivity of selected public and private school heads and

the significant difference between the emotional intelligence of public and private

school teachers.

Pearson r Product Moment Correlation Coefficient was used to test

the significant relationship between supervisory practices and ethical sensitivity

of school heads and emotional intelligence of teachers.

All tests were conducted at the0.05 level of significance.

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered in this

study. The various results are presented in the succeeding tables.

The Extent of Supervisory Practices of School Heads

Tables 2a, 2b, 2c, 2d, and 2e provide the data that describe the extent of

supervisory practices among the school heads in selected schools of South

Malungon District.

Table 2a
Extent of Supervisory Practices of School Heads
(Staff Development)

41
 Mea Descriptio
No. Indicators n n
Our school head
4.11 Often
1 involves us in all staff meetings.
ensures that the whole staff is updated and
2 continue to explore best practices. 3.82 Often
ensures that all of us have high quality and
3 technology-aided curriculum materials. 3.77 Often
communicates and demonstrates high standards of
4 ethical and administrative practices. 3.84 Often
Mean 3.88 Often

As shown in Table 2a, the highest computed mean is registered across

item No. 1 with 4.11 with a description equivalent to Often while the least mean is

recorded across item No. 3 with 3.77 with an Often as the assigned descriptor.

Item No. 1.deals with the school heads claim that they involve teachers in all

staff meetings. However, item No. 3 points out that they ensure that all of

teachers have high quality and technology-aided curriculum materials.

In summary, all the indicators that describe the extent of Supervisory

Practices of School Heads in Staff Development have a description of Often, with

an overall mean of 3.88.

Based on the data, it can be inferred that school heads in South Malungon

District often perform supervisory practices in staff development and have a good

performance in their respective schools to achieve the quality results. The results

implyies that teachersthat teachers in South Malungon District rated the school

heads in their respective schools based on their performance on handling,

communicating, developing, and encouraging professional growth on of their

staff. In addition, they might have observed that the quality of teachers and

performance of the schools depends on the school heads that they have. The

42
results of the study haves the same findings as that of Tordecilla (2015) that

school heads often manifest supervisory practices in staff development in their

respective schools.

Table 2b provides the data that describe the extent of supervisory

practices in instructional supervision among the school heads in selected schools

of South Malungon District.

Table 2b
Extent of Supervisory Practices of School Heads
(Instructional Supervision)
No. Mea Descriptio
Indicators n n
visits 2-4 classrooms a day and gives helpful, face-
1 to-face feedback to each teacher within 24 hours. 3.41 Sometimes
creates an environment which supports continuous
2 instructional improvement. 3.75 Often
courageously engages in conversations with
3 teachers that need mentoring. 3.75 Often
counsels teachers for the improvement of their 3.76 Often
4 teaching practices.
Mean 3.66 Often

As shown in the Table 2b, the highest computed mean is registered across

item No. 4 with 3.76 with a description equivalent to Often while the least mean is

recorded across item No. 1 with 3.41 with an Often as the assigned descriptor.

Item No. 1.deals with the school heads statement that they counsels teachers for

the improvement of their teaching practices. However, item No. 3 claimed that

they visits 2-4 classrooms a day and gives helpful, face-to-face feedback to each

teacher within 24 hours.

In summary, all the indicators that describe the extent of supervisory

practices of school heads in instructional supervision have a description of Often,

with an overall mean of 3.66. Based on the data, it can be inferred that school

43
heads in South Malungon District perform his/hertheir task and often exceeds

expectations. They frequently provide technical assistance for their teacher to

improve their performance in teaching-learning process. The results imply that

teachers in South Malungon District might have noticed that technical assistance

in instructional supervision given by their school heads is very important to

ensure quality teaching-learning process. They also value the accountability of

every personnel in their assigned roles to improve the performance of the school.

It was supported by the claim of Sharma and Kannan (2012) that supervision is a

complex process and that the primary concern of school heads is the

development of instruction and teachers improvement on theirin the teaching-

learning process.

Table 2c provides the data that describe the extent of supervisory

practices in program planning among the school heads in selected schools of

South Malungon District.

Table 2c
Extent of Supervisory Practices of School Heads
(Program Planning)
No. Mea Descriptio
Indicators n n
develops and implements an administrative plan
1 that supports the use of instructional technologies. 3.79 Often
designs and implement s constructive evaluation
procedure to improve the teachers individual plans 3.79 Often
2 for development.
3 provides alternative means of educational services. 3.68 Often
develops programs including the integration of
4 related services for individuals based on a 3.79 Often
thorough understanding of individual differences.

44
 Mean 3.76 Often

Based on Tthe data in Table 2c, the highest computed mean is registered

across item Nos. 1, 3 and 4 with a mean of 3.79 having a description equivalent

to Often while the least mean is recorded across item No. 3 with 3.68 with an

Often as the assigned descriptor. Item Nos. 1, 2 and 3 deals with the school

heads statement that they developed and implemented an administrative plan

that supports the use of instructional technologies, designed and implemented

constructive evaluation procedure to improve the teachers individual plans for

development, and developed programs including the integration of related

services for individuals based on a thorough understanding of individual

differences. However, Item No. 3 claimed that they provide alternative means of

educational services.

In summary, all the indicators that describe the extent of supervisory

practices of school heads in program planning have a description of Often, with

an overall mean of 3.66. Based on the data, it can be inferred that school heads

in South Malungon District perform their task and often exceeds teachers

expectations. They regularly develop, design and implement related program on

teachers evaluation, administrative plan and educational services for individual

growth. This simply denotes that teachers in South Malungon District might have

valued the importance of various program implementations for the improvement

of their schools and to ensure the quality of education. The results of the study

were supported by the statement of Indimuli J., Mushira N., Kuria P., Ndungu R.,

45
& and Waichanguru S. (2009) which highlighted that program planning is a vital

element for the success of every organization.

Table 2d provides the data that describe the extent of supervisory

practices in program planning among the school heads in selected schools of

South Malungon District.

Table 2d
Extent of Supervisory Practices of School Heads
(Financial Resource Management)
No. Mea Descriptio
Indicators n n
taps all possible financial resources to support the
1 school's long term development goals. 3.73 Often
skilfully manages efficient use of the budget and 3.71 Often
2 finances efficiently.
is being transparent about how and why financial
3 decisions are reached. 3.75 Often
allows teachers, parents, and stakeholders to
scrutinize the records on the operating expenses 3.74 Often
4 of the school and how were these allocated.
Mean 3.73 Often

Based on Tthe data shown in the Table 2d, the highest computed mean is

registered across item No. 3 with 3.75 with a description equivalent to Often

while the least mean is recorded across item No. 2 with 3.71 with an Often as the

assigned descriptor. Item No. 3.deals with the school heads statement that they

are transparent about how and why financial decisions are reached. However,

item No. 2 claimed that they skilfully manages efficient use of the budget and

finances efficiently.

In summary, all the indicators that describe the extent of supervisory

practices of school heads in financial resource management have a description

of Often, with an overall mean of 3.73. Based on the data, it can be inferred that

46
school heads in South Malungon District perform their task and often exceeds

expectations. They are transparent in handling financial resources, budget and

operating expenses. They frequently provide reports necessary to inform the

teachers and stakeholders regarding the use of finances.

It implies that teachers in South Malungon District might have realized that

transparency is a very important quality of a school head to make sure that

finances are utilized efficiently for the improvement of the school. It also revealed

that teachers in South Malungon District value the act of transparency for they

want to be informed and want to participate in the utilization of school resources

specifically, Money. The result is supported by the claim of De Grauwe (2005)

that in financial resource management, school heads need to practice strict

implementation of transparency. Strict documentation, careful record keeping,

and constant reporting of finances to different stakeholders are need to be done

to maintain effective and efficient financial resource management.

Table 2e provides the summary of the entries describing the extent of

supervisory practices of school heads in selected schools of South Malungon

District.

Table 2e
Summary of Table Supervisory Practices of School Heads
No. Mea Descriptio
Indicators n n
1 Staff Development 3.88 Often
2 Instructional Supervision 3.66 Often

47
 3 Program Planning 3.76 Often
4 Financial Resource Mamagement 3.73 Often
Over all Mean 3.75 Often

Based on the entries in the summary table, the mean describing the extent

of supervisory practices of school heads in selected schools of South Malungon

District in relation to staff development is 3.88, instructional supervision is 3.66,

program planning is 3.76 and financial resource management is 3.73. The overall

mean describing the extent of supervisory practices of school heads in selected

schools of South Malungon District is 3.75, with a description of Often.

The results show that school heads in selected schools of South

Malungon District often perform all categories of supervisory practices in their

respective schools. It implies that school heads value the importance of the

conduct of supervisory practices for the improvement of the teachers

performance and for the overall improvement of the school as well. The findings

of the study is are somehow related to Egwus (2015) study which revealed that

school heads were performing well in their assigned roles and attained the

expected results which are enough worthy to be acknowledged.

The Extent of Ethical Sensitivity of School Heads

Tables 3a, 3b, 3c, 3d, 3e, 3f, and 3g provide the data that describe the the

extent of ethical sensitivity among the school heads in selected schools of South

Malungon District.
Table 3a
The Extent of Ethical Sensitivity of School Heads
(Expressing Emotions)
Mea Description
No. Indicators n
Our school head

48
 is able to identify other persons feelings when
1 conflicts situations arise. 3.79 High Extent
is able to express his/her different feelings to other
2 people. 3.62 High Extent
notices if someone is offended while working with
3 him/her. 3.68 High Extent
expresses to other people if he/she is offended or
4 hurt because of them. 3.67 High Extent
Mean 3.66 High Extent

As revealed by the data in the Table 3a, the highest computed mean is

registered across item No. 1 with 3.79 with a description equivalent to High

Extent while the least mean is recorded across item No. 2 with 3.62 with a High

Extent as the assigned descriptor. Item No. 1.deals with the school heads

statement that he/she is able to identify other persons feelings when conflicts

situationsarise. However, item No. 2 claimed showed that he/shethe school head

is able to express his/her different feelings to other people. In summary, all the

indicators that describe the extent of ethical sensitivity of school heads in

expressing emotions have a description of High Extent, with an overall mean of

3.66.

Based on the data, it can be inferred that school heads possess high

ethical sensitivity and exceed high expectations. They can express appropriate

emotions in diverse settings and with different people. They have high ethical

sensitivity that enables them to deal appropriately with people around them. It

implies that teachers might have appreciated it when school heads the

expressing appropriate of emotions is for it motivates teachers to perform well in

their assigned roles.

49
 .The result is somehow related with Tirri, Nokelainen, and Ubanis (2006)

study claiming that awareness of the consequences of our action to other people

is necessary to help express proper emotion. He They specified that it covers

awareness of varied course of actions which affects to the people involved.

Table 3b provides the data that describe the extent of ethical sensitivity in

caring to among the school heads in selected schools of South Malungon

District.

Table 3b
The Extent of Ethical Sensitivity of School Heads
(Caring to Others)
No. Indicators Mean Description
Our school head
is concerned about the well-being of his/her
1 partners. 3.66 High Extent
takes care of the well-being of others and tries to
2 improve it. 3.50 High Extent
does his/her best to take actions that aim at
3 maintaining good personal relationships. 3.49 Moderate Extent
tries to have good contact with all the people
4 he/she is working with. 3.43 Moderate Extent
Mean 3.49 Moderate Extent

The data revealed in Table 3b revealed, that the highest computed mean

is registered across item No. 1 with 3.66 with a description equivalent to High

Extent while the least mean is recorded across item No. 4 with 3.43 with a

Moderate Extent as the assigned descriptor. Item No.1 deals with the school

heads statement that they are concerned about the well-being of their partners.

However, item No. 4 claimed revealed that they try to have good contact with all

the people they are working with.

In summary, all of the indicators describe the extent of ethical sensitivity of

school heads in caring to for others have a description of Moderate Extent with
50
an overall mean of 3.49. Based on the data, it can be inferred that school heads

possess moderate level of ethical sensitivity and meet basic expectations. They

can able to show cares to for others to motivate and inspire them. They have

moderate extent of ethical sensitivity that enables them to give sensible care for

other people around them. It implies that teachers have respected that the school

heads quality of caring to others enables them to inspire people to maximize

their potentials. The result of the study is connected with the claim of Delaportas

et. al, (2011) that school heads mindfulness and concern are vital traits in the

work place especially when , dealing with the school personnel.

Table 3d provides the data that describe the extent of ethical sensitivity in

taking the perspectives of others among the school heads in selected schools of

South Malungon District.

Table 3c
The Extent of Ethical Sensitivity of School Heads
(Taking the Perspectives of Others)
No. Indicators Mean Description
Our school head
cooperates with people who do not share his/her
1 opinions on what is right and what is wrong. 3.83 High Extent
tolerates different ethical views in his/her
2 surroundings. 3.79 High Extent
thinks it is good that his/her closest friends think in
3 different ways. 3.86 High Extent
gets along with people who do not agree with
4 him/her. 3.83 High Extent
Mean 3.80 High Extent

As revealed by the data in the Table 3c, the highest computed mean is

registered across item No. 3 with 3.86 with a description equivalent to High

Extent while the least mean is recorded across item No. 2 with 3.79 with a High

Extent as the assigned descriptor. Item No.1 deals with the school heads

51
statement that they think it is good that his/her closest friends think in different

ways. However, item No. 2 claimed revealed that they tolerate different ethical

views in their surroundings. In summary, all the indicators that describe the

extent of ethical sensitivity of school heads in taking the perspectives of others

have a description of High Extent, with an overall mean of 3.80.

Based on the data, it can be inferred that school heads possess high

ethical sensitivity and exceed high expectations. They can take the perspectives

of others for better understanding of their nature. They have high ethical

sensitivity that enables them to appreciate people around them. It implies that

teachers might have valued that school heads quality of taking the perspectives

of others enables him/her to appreciate and value teachers individual differences

and their achievements which maximize their potentials. The result is somehow

related with the claim of Bebeau and Monson (2008) that ethical sensitivity is

means awareness of ethical problems or situations which will result in taking and

understanding the perspective of others.

Table 3d provides the data that describe the extent of ethical sensitivity in

maintaining interpersonal relationship among the school heads in selected

schools of South Malungon District.

Table 3d
The Extent of Ethical Sensitivity of School Heads
(Maintaining Interpersonal Relationship)
No. Indicators Mean Description
Our school head

52
 takes other peoples points of view into account
1 before making any important decisions in his/her life. 3.77 High Extent
tries to consider another persons position when
2 he/she faces a conflicts situationarise. 3.68 High Extent
When he/she is working on ethical problems, he/she
considers the impact of his/her decisions on other
3 people.when he/she is working on ethical problems. 3.70 High Extent
tries to consider other peoples needs even in
4 situations concerning his/her own benefits. 3.78 High Extent
Mean 3.70 High Extent

As shown by the data in the Table 3d, the highest computed mean is

registered across item No. 4 with 3.78 with a description equivalent to High

Extent while the least mean is recorded across item No. 2 with 3.68 with a High

Extent as the assigned descriptor. Item No.4 deals with the school heads act that

they try to consider other peoples needs even in situations concerning their own

benefits. However, item No. 2 claimed revealed that they try to consider another

persons position when they face a conflicts situation. In summary, all the

indicators that describe the extent of ethical sensitivity of school heads in

maintaining interpersonal relationship have a description of High Extent, with an

overall mean of 3.70.

Based on the data, it can be inferred that school heads possess high

ethical sensitivity and exceed high expectations. They can able maintain good

and harmonious relationship with their teachers and the other people around. It

implies that teachers might have venerated that school heads quality of

maintaining good and harmonious interpersonal relationship enables them to

work effectively and efficiently with his/her teacher.

The result of the study is somehow related with the claim of Endicott,

Narvaez, and Bock, T. (2006) that in maintaining interpersonal relationship, it

53
resulted in sensitiveness in multicultural set up and able to handle multiple

contexts. They further stated that in reality, no family, school or classroom,

society or workplace have has similar types of people in terms of behavior and

characteristics.

Table 3e provides the data that describe the extent of ethical sensitivity in

preventing social bias among the school heads in selected schools of South

Malungon District.

Table 3e
The Extent of Ethical Sensitivity of School Heads
(Preventing Social Bias)
No. Indicators Mean Description
Our school head
recognizes his/her own bias when he/she takes a Moderate
1 stand on ethical issues. 3.48 Extent
realizes that I amhe/she is tied to certain prejudices
2 when I he/she assesses ethical issues. 3.55 High Extent
tries to control his/her own prejudices when making
3 ethical evaluations. 3.54 High Extent
tries to take a position evolving out of his/her own
social status When when he/she is resolving ethical
problems., he/she tries to take a position evolving
4 out of his/her own social status. 3.55 High Extent
Mean 3.50 High Extent

As shown in Table 3e, the highest computed mean is registered across

item No. 2 and item No. 4 with 3.55 with a description equivalent to High Extent

while the least mean is recorded across item No. 1 with 3.48 with a Moderate

Extent as the assigned descriptor. Item No. 2 and item No. 4 deals with the

school heads acts that they realizeof realization that they are tied to certain

prejudices when they assess ethical issues and when they is are resolving

54
ethical problems, they try to take a position evolving out of their own social

status. However, item No. 1 claimed showed that they recognize their own bias

when they take a stand on ethical issues.

In summary, all the indicators that describe the extent of ethical sensitivity

of school heads in preventing social bias have a description of High Extent, with

an overall mean of 3.50. Based on the data, it can be inferred that school heads

possess high ethical sensitivity and exceed high expectations. They can prevent

social bias in dealing with other people around them.

It implies that teachers might have recognized that the school heads

quality of preventing social bias enables him/her to work effectively and efficiently

and treat his/her teachers fairly and equally. The result is related with the

statement of Chan and Leung (2006) that there was an increasing proof and a lot

of experts believe that insensible biases play a significant role in every persons

interaction and decision making.

Table 3f provides the data that describe the extent of ethical sensitivity in

generating options among the school heads in selected schools of South

Malungon District.

Table 3f
The Extent of Ethical Sensitivity of School Heads
(Generating Options)
No. Indicators Mean Description
Our school head
contemplates on the consequences of his/her
1 actions when making ethical decisions. 3.68 High Extent
ponders on different alternatives when aiming at the
best possible solution to an ethically problematic
2 situation. 3.66 High Extent

55
 is able to create many alternative ways to act when
3 he/she faces ethical problems in his/her life. 3.67 High Extent
believes there are several right solutions to ethical
4 problems. 3.79 High Extent
Mean 3.67 High Extent

As shown in Table 3e, the highest computed mean is registered across

item No. 4 with 3.79 with a description equivalent to High Extent while the least

mean is recorded across item No. 2 with 3.66 with a High Extent as the assigned

descriptor. Item No. 4 deals with the school heads claim that they believe that

there are several right solutions to ethical problems. However, it is shown in item

No. 2 stressed that they ponder on different alternatives when aiming at the best

possible solution to an ethically problematic situation. In summary, all the

indicators that describe the extent of ethical sensitivity of school heads in

generating options have a description of High Extent, with an overall mean of

3.67.

Based on the data, it can be inferred that school heads possess high

ethical sensitivity and exceed high expectations. They can generate many

options in dealing with problems in the field of profession. It implies that teachers

might have recognized that the school heads quality of generating options

enables him/her to address ethical problems, especially school-related ones, in

many ways with appropriate solutions especially school-related problems. The

result is somehow connected with the claim of Choi and Perry (2010) that the

tendency of making options and ethical alternative in their action is high for those

people who observe ethical sensitivity.

56
 Table 3f provides the data that describe the extent of ethical sensitivity in

identifying the consequences of actions among the school heads in selected

schools of South Malungon District.

Table 3g
The Extent of Ethical Sensitivity of School Heads
(Identifying the Consequences of Actions)
No. Indicators Mean Description
Our school head
notices that there are ethical issues involved in
1 human interaction. 3.63 High Extent
Moderate
sees a lot of ethical problems around him/her.
2 3.48 Extent
3 is aware of the ethical issues he/she faces at school. 3.59 High Extent
is better than other people in recognizing new and
4 current ethical problems. 3.59 High Extent
Mean 3.54 High Extent

As presented by the data in the Table 3g, the highest computed mean is

registered across item No. 1 with 3.63 with a description equivalent to High

Extent while the least mean is recorded across item No. 2 with 3.48 with a

Moderate Extent as the assigned descriptor. Item No. 1 deals with the school

heads claim that they notice that there are ethical issues involved in human

interaction. However, item No. 2 says that they see a lot of ethical problems

around them. In summary, all the indicators describe the extent of ethical

sensitivity of school heads in identifying the consequences of actions and have a

description of High Extent with the overall mean of 3.54.

Based on the data, it can be inferred that school heads possess high

ethical sensitivity and exceed high expectations. They can identify the

consequences of their actions toward other people around them. It implies that

teachers might have recognized that the school heads quality of identifying the

57
consequences of actions enables him/her to avoid work related problems

especially on dealing with teachers and stakeholders.

The results is are somehow related with the claim of Narvaez (2001) that

vital consideration for both temporary and lasting consequences of an action

including the effect of it for all the people concerned is necessary for every

individual. Learning from past experiences is the best attitude to practice in

predicting best potential options.,

Table 3h provides summary of the entries describing the extent of ethical

sensitivity among the school heads in selected schools of South Malungon

District.

Table 3h
Summary Table for the Extent of Ethical Sensitivity of School Heads
G. Indicators Mean Description
1 Expressing Emotions 3.66 High Extent
2 3.49 Moderate
Caring to Others
Extent
3 Taking the Perspectives of Others 3.80 High Extent
4 Maintaining Interpersonal Relationship 3.70 High Extent
5 Preventing Social Bias 3.50 High Extent
6 Generating Options 3.67 High Extent
7 Identifying the Consequences of Actions 3.54 High Extent
Overall Mean 3.62 High Extent

Based on the entries in the summary table, the mean describing the extent

of the ethical sensitivity of school heads in relation to expressing emotion is 3.66,

caring to others is 3.49, taking perspective of others is 3.80, maintaining

interpersonal relationship is 3.70, preventing social bias is 3.50, generating

options is 3.67, and lastly identifying the consequences of actions is 3.54. The

overall mean describing the extent of ethical sensitivity of school heads is 3.62

with a description of High Extent.

58
 The outcome of the study indicated that the school heads in selected

schools of South Malungon District had high extent of ethical sensitivity in all

categories. It implies that school heads must be ethically sensitive in order to

improve his performance and to easily monitor and address certain problems

inside their respective schools. The results of the study somehow opposed a

related study of Karakoc (2016) that ethical sensitivity of business learners and

practitioners is low and desperate.

Significant Difference in the Supervisory Practices

between Private and Public School heads

The difference in the supervisory practices and ethical sensitivity between

private and public school heads are shown in tTables 4 respectively.

Table 4
Difference in Supervisory Practices of Private and Public School Heads
Group Mean t-value p-value Remarks
Public 3.67 With
3.879 .000 Significant
Private 4.29 Difference

As shown in the Table 4, the t-test computations revealed a significant

difference in the supervisory practices of public and private school heads when

they are classified into types of school, t (144)=3.879, p= .000. The computed p-

value was lower than the set alpha of .05 under a two-tailed test. The null

hypothesis of no significant difference in the supervisory practices between

private and public school heads was, therefore, rejected. This means that the

results showed 95% confidence that differences existed in the supervisory

practices of the school heads as to their type of school they manage or

supervise. In addition, it was shown that school heads from private schools have

59
better performance in supervisory practices than those from public schools of

South Malungon District.

The result implies that school heads from public schools might have

attended a lot of trainings, orientations and seminars attended that keep their

schedule busy and disturbed which resulted to less performance in supervision

compared to those school heads from private schools who are more focused and

have better performance when it comes to monitoring the teachers. However, the

goal of the schools as part of the Department of Education is the same and

needs to be achieved. That is why regardless of types of school, school heads

must perform their roles to havefor better performanceoutcome.

The result is related to the findings of Egwu (2015) that there is a

significant difference in the performance of school principals from rural and urban

schools in relation with the classroom supervision. School principals from rural

areas perform better compared to those from urban areas.

Significant Difference in the Ethical Sensitivity between

Private and Public School heads

Table 5 provides the data that describe the difference in ethical sensitivity

of private and public school heads in selected schools of South Malungon

District.

Table 5
Difference in Ethical Sensitivity of Private and Public School Heads
Group Mean t-value p-value Remarks
Public 3.55 With
3.414 .001 Significant
Private 4.06 Difference

As exposed in the table 5, t-test computations revealed a significant

difference in the ethical sensitivity of public and private school heads, t (144) =

60
3.414, p = .001, as reflected in table 5. Since the computed p-value was lower

than 0.05 alpha under two-tailed test, the null hypothesis of no significant

difference in the ethical sensitivity between private and public school heads was

therefore rejected. This simply means that the ethical sensitivity of school heads

coming from private and public schools is not similar. In addition, school heads

from private schools has better ethical sensitivity compared to those from public

schools of South Malungon District.

The result implies that school heads from public schools might have a lot

of trainings, meetings and seminar to be attended to that always keep them busy

and disturbed resultinged to have no focused attitudes, less contact with the

school personnel, and less ethical sensitivity compared to those from private

schools who are more focused, have more contact time with the school

personnel, and have better ethical sensitivity. However, the goal of the schools as

part of the Department of Education is the same and needs to be achieved. That

is why regardless of types of school, school heads must perform their roles to

have better performanceoutcome.

The result is somehow related with Ahmad, Yunus, Norwani & and Musas

(2012) statement that school heads from different ethnicity must be committed to

ensure success of their organization. They further stated that they must maintain

strong foundation of the organizations enabling them to overcome future

contests.

The Level of Emotional Intelligence of Teachers

61
 Tables 6a, 6b, 6c, 6d, 6e, 6f and 6g provides the data that describe the

level of emotional intelligence of teachers in selected schools of South Malungon

District.
Table 6a
The Level of Emotional Intelligence of Teachers
(Emotional Self-Awareness)
No. Emotional Self-Awareness Mean Description
I
1 express my own feelings. 4.10 Agree
recognize the situations that trigger my own
2 emotions. 3.96 Agree
know how my own feelings impact impact my own
3 performance. 4.15 Agree
4 am sensitive to the feelings of others. 4.17 Agree
5 care what happens to other people. 4.23 Agree
Mean 4.12 Agree
As presented in the Table 6a, the highest computed mean is registered

across item No. 5 with 4.23 with a description equivalent to Agree while the least

mean is recorded across item No. 2 with 3.96 with an Agree as the assigned

descriptor. Item No. 5 deals with the teachers claim that they express their own

feelings. However, it is stressed in item No. 2 stressed that they recognize the

situations that trigger their own emotions. In summary, all of the indicators that

describe the level of emotional intelligence of teachers in terms of emotional self-

awareness have a description of Agree with an overall mean of 4.12.

Based on the data, it can be inferred that teachers possess high level of

emotional intelligence and exceed high expectations. They can express and

recognize their emotions and its their aeffects to people around them. Teachers

in South Malungon District might have recognized the value of emotions in

dealing with other people, especially the pupils and stakeholders. The result is

supported with the statement of CM (2015) that emotional awareness enables

62
people to show appropriate emotion at any time and situation. He further stated

that it is a skill that makes people identify the relationship between their own

emotional, intellectual, and moral aspect as well as their goal in life.

Table 6b provides the data that describe the level of emotional intelligence

in and self-confidence among teachers in selected schools of South Malungon

District.

Table 6b
The Level of Emotional Intelligence of Teachers
(Self-Confidence)
No. Indicators Mean Description
I
feel confident to work without the need for direct
1 supervision. 3.93 Agree
believe ones self to be among the most capable for
2 a job and likely to succeed. 3.90 Agree
present myself in an assured, forceful, impressive
3 and unhesitating manner. 3.80 Agree
4 have personal presence (iI.e stands out in a group) 3.73 Agree
5 am sure of myself in most situations. 3.88 Agree
Mean 3.84 Agree

As presented in the Table 6b, the highest computed mean is registered

across item No. 1 with 3.93 with a description equivalent to Agree while the least

mean is recorded across item No. 4 with 3.73 with an Agree as the assigned

descriptor. Item No. 1 deals with the teachers claim that they feel confident to

work without the need for direct supervision. However, item No. 4 says proves

that teachers do have personal presence (iI.e stands out in a group). In

summary, all of the indicators that describe the level of emotional intelligence of

teachers in emotional self-awareness have a description of Agree with the overall

mean of 3.84.

63
 Based on the data, it can be inferred that teachers possesses high level of

emotional intelligence and exceeds high expectations. They are confident

enough and highly motivated individuals. They can do every task that is assigned

to them. It implies that teachers in South Malungon District might have realized

that self-confidence is one factor that can predict ones success in life. In relation

to their work, they might value the importance of it in order to accomplish the

given responsibility by the school heads or higher authority.

The result is supported by the statement of Gruber (2015) which

explained that self-confidence can change and make your ones life better. On

the other hand, lacking of it can create negative effects on social life,

professions, and even on emotion.

Table 6c provides the data that describe the level of emotional

intelligence in terms emotional self-control among teachers in selected schools

of South Malungon District.

Table 6c
The Level of Emotional Intelligence of Teachers
(Emotional Self-Control)
No. Indicators Mean Description
I
assume significant personal or professional risk to
accomplish important goals. (e. Eg. Challenging
1 powerful others with an unpopular point of view.) 3.84 Agree
speak out for a course of actions one believes in
2 even when others disagree. 3.74 Agree
3 behave calmly in stressful situations. 4.02 Agree
stay composed and positive, even in trying
4 moments. 4.01 Agree
5 calm others in stressful situations. 4.01 Agree
Mean 3.92 Agree

64
 As presented by the data in the Table 6c, the highest computed mean is

registered across item No. 3 with 4.02 with a description equivalent to Agree

while the least mean is recorded across item No. 2 with 3.74 with an agree as the

assigned descriptor. Item No. 3 deals with the teachers claim that they behaves

calmly in stressful situations. However, item No. 2 claimed revealed that they

speak out for a course of actions they believes in even when others disagree. In

summary, all of the indicators describe the level of emotional intelligence of

teachers in emotional self-control have a description of Agree with the overall

mean of 3.92.

Based on the data, it can be inferred that teachers possess high level of

emotional intelligence and exceed high expectations. They can be able to control

their emotion when dealing with other people and behave calmly even in stressful

situations. The result implies that teachers in South Malungon District might

have realized that emotional self-control is a trait that one must possess

enabling him/her to create best solutions even in a worst scenario especially

classroom-related problems and students-related problems.

The results is related to the claim of Dr.CM (2015) which emphasized that

teachers who tend to adopt and control their emotions are often easy to oversee

problems in the classroom and look for remedy. He further stated that

undesirable emotions hinder effective teaching which resulted to frustration and

failure.

65
 Table 6d provides the data that describe the level of emotional intelligence

in terms of achievement among teachers in selected schools of South Malungon

District.

Table 6d
The Level of Emotional Intelligence of Teachers
(Achievement)
No. Indicators Mean Description
I
set own standards and use them to judge
1 performance. 3.77 Agree
express dissatisfaction with the status quo and
2 seeks ways to improve performance. 3.85 Agree
set measureable and challenging goals for oneself
3 or others. 3.79 Agree
make decisions, sets priorities and choose goals on
4 the basis of calculated costs and benefits. 3.89 Agree
anticipates obstacles to a goal in order to overcome
5 them. 3.88 Agree
Mean 3.83 Agree

As presented by the data in the Table 6d, the highest computed mean is

registered across item No. 4 with 3.89 with a description equivalent to Agree

while the least mean is recorded across item No. 1 with 3.77 with an agree as the

assigned descriptor. Item No. 4 deals with the teachers claim that they make

decisions, set priorities and choose goals on the basis of calculated costs and

benefits. However, item No. 1 says proves that they sets own standards and use

them to judge performance. In summary, all of the indicators that describe the

level of emotional intelligence of teachers in achievement have a description of

Agree with the overall mean of 3.83.

Based on the data, it can be inferred that teachers possess high level of

emotional intelligence and exceeds high expectations. They possess high

standards and have better achievement. It implies that teachers in South

66
Malungon District might have realized that better achievement and high

standards are essential elements for better performance in teaching-learning

process. The result is related with the assertion of Azam and Qasim (2013) that

teachers performance includes their rating in the development of pupils socially

and personally and his/hertheir performance in classroom management.

Table 6e provides the data that describe the level of emotional

intelligence in developing others among teachers in selected schools of South

Malungon District.

Table 6e
The Level of Emotional Intelligence of Teachers
(Developing Others)
No. Indicators Mean Description
I
express positive expectations about others
1 potentials. 3.92 Agree
2 give directions or demonstrations to develop others. 3.85 Agree
recognize specific strengths or development
3 opportunities in others. 3.90 Agree
give timely, constructive feedback in behavioural
4 rather than personal terms. 3.82 Agree
provide long term mentoring or coaching in the
5 context of a continuing relationship. 3.76 Agree
Mean 3.85 Agree

As presented in the Table 6e, the highest computed mean is registered

across item No. 1 with 3.92 with a description equivalent to Agree while the least

mean is recorded across item No. 5 with 3.76 with an agree as the assigned

descriptor. Item No. 1 deals with the teachers claim that they express positive

expectations about others potential. However, item No. 5 says stipulates that

they provide long term mentoring or coaching in the context of a continuing

67
relationship. In summary, all of the indicators that describe the level of emotional

intelligence of teachers in developing others have a description of Agree with the

overall mean of 3.85.

Based on the data, it can be inferred that teachers possess high level of

emotional intelligence and exceeds high expectations. They can give positive

expectations for others and able to inspire them to strive for their best to

maximize their potentials. It implies that teachers in South Malungon District

might have recognized that a trait of developing others is an important

characteristic of a good leader and a member in order to achieve great deals in

their career.

The result is related to the statement of Hwang (2006) that effective

teachers are those who must possess knowledge and communication skill,

prepare creative and effective instructional materials, are inspiring, motivating

and have friendly traits and good classroom management.

Table 6f provides the data that describe the level of emotional intelligence

in terms of conflict management among teachers in selected schools of South

Malungon District.

Table 6f
The Level of Emotional Intelligence of Teachers
(Conflict Management)
F Conflict Management Mean Description
I
1 bring disagreements and grievance into the open. 3.69 Agree
communicate the positions of those involved in a
2 conflict to all concerned. 3.65 Agree

68
 focus disagreements on the issue or actions
3 involved rather than on the person. 3.58 Agree
4 help de-escalate conflicts. 3.63 Agree
find common idea to which all parties in conflict can
5 endorse. 3.70 Agree
Mean 3.64 Agree

As presented by the data in the Table 6f, the highest computed mean is

registered across item No. 5 with 3.70 with a description equivalent to Agree

while the least mean is recorded across item No. 4 with 3.63 with an agree

Agree as the assigned descriptor. Item No. 5 deals with the teachers claim that

they find common idea to which all parties in conflict can endorse. However, item

No. 4 says that they help de-escalate conflicts. In summary, all of the indicators

that describe the level of emotional intelligence of teachers in conflict

management have a description of Agree with the overall mean of 3.64.

Based on the data, it can be inferred that teachers possess high level of

emotional intelligence and exceed high expectations. They can fix conflict in their

environment and takes a position which is just and fair for both parties. It implies

that teachers in South Malungon District might have recognized that a teacher

and also a school head must be excellent in conflict management.

The result is connected with the statement of Batton, et.al. (2006) that

conflict management can educate life skills, intervention plans, mediation skills,

and violence avoidance strategies. They further stated that conflict management

is practiced to help students, teachers, managers and parents in resolving the

conflicts effectively.

Table 6g provides summary of the entries describing the level of emotional

intelligence among teachers in selected schools of South Malungon District.

69
 Table 6g
Summary of Tables for Emotional Intelligence of Teachers
No. Indicators Mean Description
1 Emotional Self -Awareness 4.12 Agree
2 Self-Confidence 3.84 Agree
3 Emotional Self-Control 3.92 Agree
4 Achievement 3.83 Agree
5 Developing Others 3.85 Agree
6 Conflict Management 3.64 Agree
Overall Mean 3.86 Agree

Based on the entries in the summary table, the mean describing the level

of emotional intelligence among teachers in relation to emotional self-awareness

is 4.12, self-confidence is 3.84, emotional self-control is 3.92, achievement is

3.83, developing others is 3.85, and conflict management is 3.64. The overall

mean describing the level of emotional intelligence of teachers is 3.86 with a

description of Agree.
The result of the study revealed that the level of teachers emotional

intelligence in selected schools of South Malungon District showed agreement to

perform emotional intelligence traits in all categories and indicators. Teachers

and school heads must possess high level of emotional intelligence for it is

necessary to deal with and solve problems in schools effectively and efficiently.

The finding is somehow connected with Brackett, Rivers, and Saloveys (2005)

findings that emotional intelligence promotes patience and confidence in a

person that and makes him able to manage and comfort himself in times of

problematic situation. In addition, they assumed that with emotional intelligence,

a person can cultivate leadership skills and makes himmaking him alert of

different unwanted qualities of an individual.

Significant Difference in the Emotional intelligence

of Private and Public School Teachers

70
 Table 7provides the data that describe the significant difference between

emotional intelligence of private and public school teachers in selected school of

South Malungon District.

Table 7
Difference in the Emotional intelligence of Private and
Public School Teachers
Group Mean t-value p-value Remarks
Public 3.84 No
1.683 .094 Significant
Private 4.00 Difference

As shown in the Table 7, the emotional intelligence of teachers when

categorized in toaccording to type of school where they came from t (144) =

1.683, p = 0,094, exhibited no significant difference. This means that the level of

emotional intelligence of teachers, those who came whether coming from the

private and or public schools is similar. It implies that teachers from private and

public school possess same level of emotional intelligence needed to address

everyday problems and situations in the school especially handling students.

The result is connected with the statement of Othman, et.al. (2008) that

emotional intelligence is necessary to achieve better performance. School

personnel would attain higher performance in their career if they observe,

comprehend, and regulate self-emotions and emotions towards others.

Relationship between the Supervisory Practices of School

Heads and the Emotional Intelligence of Private
and Public Schools Teachers.

Table 8 provides the data that describe the significant relationship

between the supervisory practices of school heads and teachers emotional

intelligence in selected schools of South Malungon District.

Table 8
Relationship between the Supervisory Practices of School

71
 Heads and Teachers Emotional Intelligence
Supervisory Practices Teacher's Emotional Intelligence
Correlational P-value Remarks
Coefficient
(r)
Staff Development 0.161 0.053 Not Significant
Instructional Supervision 0.138 0.097 Not Significant
Program Planning 0.152 0.068 Not Significant
Financial Resource 0.134 0.106 Not Significant
Management

As shown in Table 8, the relationship between the supervisory practices of

school heads and the emotional intelligence of private and public school teachers

are not significantly related to each other. This means further that teachers

emotional intelligence is not influenced by the supervisory practices of their

school heads in terms of staff development (r- value=.161, p=.053), instructional

supervision (r- value= .138, p=.097), program planning (r- value= .152, p= .068),

and in terms of financial resource management (r- value= .134, p=.106). In

addition, this simply elucidates further that emotional intelligence of teachers is

not dependent on their school heads supervisory practices. Thus, the extent of

school heads supervisory practices in South Malungon District, whether always

or never have nothing to do with the emotional intelligence and performance of

their teachers.
The result implies that whether the school heads perform their roles or not,

teachers in South Malungon District may still be effective or ineffective in their

functions or work. However, performing specific function of every personnel in the

organization is necessary to achieve the school systems overall goal. With that

regard, school heads must perform their assigned task regardless of any reasons

for the betterment of the school and the improvement of the overall performance

72
of the school. The results of this study negated the study of Alonge and Oyowole

(2013) as the latter established a substantial association between the

instructional supervisory performance of school heads and teachers motivation.

Relationship between the Ethical Sensitivity of

School Heads and the Emotional Intelligence
of Private and Public Schools Teachers.

Table 9 provides the data that describe the significant relationship

between the ethical sensitivity of school heads and teachers emotional

intelligence in selected schools of South Malungon District.

Table 9
Relationship between the Ethical Sensitivity of School
Heads and Teachers Emotional Intelligence
Indicators Teacher's Emotional Intelligence
Correlational P-
Coefficient (r) value Remarks
Expressing Emotions 0.255 0.002 Significant
Caring for others 0.356 0.000 Significant
Taking the perspective of others 0.261 0.001 Significant
Maintaining interpersonal relationship 0.238 0.004 Significant
Preventing social bias 0.307 0.000 Significant
Generating options 0.303 0.000 Significant
identifying the consequences of actions 0.301 0.000 Significant

As shown in table 9, the relationship between the ethical sensitivity of

school heads and teachers emotional intelligence are significantly related with

each other. The emotional intelligence of teachers from private and public

schools is dependent to the ethical sensitivity of their school heads with respect

to expressing emotions (r- value= .255, p=.002), caring for others (r- value= .356,

p= .000), taking the perspective of others (r- value= .261, p= .001), maintaining

interpersonal relationship (r- value= .238, p= .004), preventing social bias (r-

73
value= .307, p=.000), generating options (r- value= .303, p= .000), and identifying

the consequences of actions (r- value= .301, p= .000), This can be inferred

further that the ethical sensitivity of the school heads influenced the emotional

intelligence of those teachers from private and public schools.

The study implies that school heads in South Malungon District must

possess high extent of ethical sensitivity for it can help their teachers to improve

their emotional intelligence and performance in teaching-learning process.it also

signifies that teachers need ethically sensitive school head for it can boost their

interest and inspire them to maximize their skills and talents.

The result of the study supports the statement of Karakoc (2016) that

school managers such as school heads must possess ethical sensitivity for them

to execute standards on appropriate behavior, decision-making, and motivation.

He further stated that in conflict situations, they can identify process for the

involved person, make decision and can predict possible feedbacks and results

of the action taken.

74
 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter provides the summary of findings, conclusions and

recommendations.

Summary of Findings
1. The Extent of Supervisory Practices of School Heads

1.1. The indicators that describe school heads supervisory practices in

staff development have a description of Often, with an overall mean

of 3.88.

1.2. The indicators that describe school heads supervisory practices in

instructional supervision have a description of Often with an overall

mean of 3.66.

1.3. The indicators that describe school heads supervisory practices in

program planning have a description of Often, with an overall mean

of 3.76.

1.4. The indicators that describe school heads supervisory practices in

financial resource management have a description of Often, with an

overall mean of 3.73.

2. The Extent of Ethical Sensitivity of School Heads

75
 2.1. The indicators that describe school heads ethical sensitivity in

expressing emotions have a description of High Extent, with an

overall mean of 3.66.

2.2. The indicators that describe school heads ethical sensitivity in

caring to others have a description of Moderate Extent, with an

overall mean of 3.49.

2.3. The indicators that describe school heads ethical sensitivity in

taking perspective of other have a description of High Extent, with

an overall mean of 3.80.

2.4. The indicators that describe school heads ethical sensitivity in

maintaining interpersonal relationship have a description of High

Extent, with an overall mean of 3.70.

2.5. The indicators that describe school heads ethical sensitivity in

preventing social bias have a description of High Extent, with an

overall mean of 3.50.

2.6. The indicators that describe school heads ethical sensitivity in

generating options have a description of High Extent, with an

overall mean of 3.67.

2.7. The indicators that describe school heads ethical sensitivity in

identifying consequences of actions have a description of High

Extent, with an overall mean of 3.54.

3. Significant Difference in the Supervisory Practices

between Private and Public School Heads

76
 The t-test computations revealed a significant difference in the supervisory

practices of public and private school heads when they are classified into types

of school, t (144)=3.879, p= .000. The computed p-value was lower than the set

alpha of .05 under a two-tailed test. The null hypothesis of no significant

difference in the supervisory practices between private and public school heads

was, therefore, rejected. This means that the results showed 95% confidence

that differences existed in the supervisory practices of the school heads as to

their type of school they manage or supervise.

4. Significant Difference in the Ethical Sensitivity

between Private and Public School Heads

The computed t-value for ethical sensitivity of school heads is 3.414.

Since the p-value which is .001 was lower than 0.05 alpha under two-tailed test,

the null hypothesis of no significant difference in the ethical sensitivity between

private and public school heads was rejected. This simply means that the ethical

sensitivity of school heads coming from private and public schools is not similar.
5. The Level of Emotional Intelligence of Teachers

5.1. The indicators that describe teachers emotional intelligence in

emotional awareness have a description of Agree, with an overall mean of

4.12.

5.2. The indicators that describe teachers emotional intelligence in self-

confidence have a description of Agree, with an overall mean of 3.84.

5.3. The indicators that describe teachers emotional intelligence in

emotional self-control have a description of Agree, with an overall mean of

3.92.

77
 5.4. The indicators that describe teachers emotional intelligence in

achievement have a description of Agree, with an overall mean of 3.83.

5.5. The indicators that describe teachers emotional intelligence in

developing others have a description of Agree, with an overall mean of

3.85.

5.6. The indicators that describe teachers emotional intelligence in conflict

management have a description of Agree, with an overall mean of 3.64.

6. Significant Difference in the Emotional intelligence

of Private and Public School Teachers

The computed t-value when categorized into types of school is 1.683.

Since the p-value which is .094 was greater than the set alpha of .05 under a

two-tailed test, the null hypothesis of no significant difference in the emotional

intelligence between private and public school teachers was accepted. This

means that the level of emotional intelligence of teachers coming from the private

and public schools is similar.

7. Significant Relationship between the Supervisory Practices
of School Heads and the Emotional Intelligence of Teachers.

The supervisory practices of school heads are not significantly related to

emotional intelligence of teachers. This means further that teachers emotional

intelligence is not influenced by the supervisory practices of their school heads in

terms of staff development (r- value=.161, p=.053), instructional supervision (r-

value= .138, p=.097), program planning (r- value= .152, p= .068), and in terms of

financial resource management (r- value= .134, p=.106). Based on the computed

p-value, the null hypothesis that there is no significant relationship between the

78
supervisory practices of school heads and emotional intelligence of teachers was

accepted.
8. Significant Relationship between the Ethical Sensitivity of
School Heads and the Emotional Intelligence of Teachers.

The ethical sensitivity of school heads are significantly related to teachers

emotional intelligence. The computed value with respect to expressing emotions

(r- value= .255, p=.002), caring for others (r- value= .356, p= .000), taking the

perspective of others (r- value= .261, p= .001), maintaining interpersonal

relationship (r- value= .238, p= .004), preventing social bias (r- value= .307,

p=.000), generating options (r- value= .303, p= .000), and identifying the

consequences of actions (r- value= .301, p= .000), Based on the computed p-

value, the null hypothesis that there is no significant relationship between the

ethical sensitivity of school heads and emotional intelligence of teachers was

rejected. This can be inferred further that the ethical sensitivity of the school

heads influenced the emotional intelligence of those teachers from private and

public schools.

Conclusions
Based on the findings, the following conclusions are hereby made:
1. The school heads in selected schools of South Malungon District often

demonstrate supervisory practices.

2. The school heads in selected schools of South Malungon District had

high extent of ethical sensitivity.

3. Private school heads perform better in terms of their roles compared to

public school heads.

4. Private school heads are more ethically sensitive compared to public

school heads

79
 5. Teachers in selected schools of South Malungon District possess

varying emotional intelligence levels.

6. There was no significant difference in the emotional intelligence of the

teachers in private and public schools of South Malungon District.

7. There was a significant relationship between ethical sensitivity and

emotional intelligence of the school heads and teachers in South

Malungon District.

Recommendations

Based on the summary of findings and conclusions, the following are

hereby recommended:

1. School heads in South Malungon District should always conduct

supervisory practices for it they can improve teaching performance of

teachers.
2. School heads in South Malungon District regardless of types of school

should be ethically sensitive for it can improve the performance inside the

classroom.
3. School heads in South Malungon District should always be ethically

sensitive for it can influence the teachers emotional intelligence. The

Department of Education should also conduct orientations and seminars

on how to improve ethical sensitivity of school heads for better supervision

of schools.
4. Further studies related to the supervisory practices and ethical sensitivity

of school heads and emotional intelligence of teachers should be

conducted.; Rreplication of this study is likewise recommended.

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Appendix A

86
87
88
89
90
91
92
93
94
 Appendix
Appendix
Appendix
AppendixB1
Appendix B9
B5
B2
B4
B7
B6B3
Appendix
B.9
B8

95
Appendix B10

96
 Appendix C

Questionnaire in Supervisory Practices of School Heads

(Adapted from the study of Tordecilla (2015))
Name: ________________________ Age: _________________________________
Sex: _______________________Educational Attainment:_____ ______________
Rank: _________________________ No. of Years in the Profession: ____________
Direction: Below are the statements which may indicate the supervisory practices of
your school heads in your assigned school. Check () the box that corresponds to
your evaluation. Please be guided by the following rating scale. Be assured that your
answers will be kept confidentially.
5- Always
4- Often
3- Sometimes
2- Seldom
1- Never
No
. Label of Items 5 4 3 2 1
A. Staff Development
Our school head
1 involves us in all staff meetings.
ensures that the whole staff is updated and continue to explore
2 best practices.
ensures that all of us have high quality and technology-aided
3 curriculum materials.
communicates and demonstrates high standards of ethical and
4 administrative practices.
B. Instructional Supervision
Our school head
visits 2-4 classrooms a day and gives helpful, face-to-face
1 feedback to each teacher within 24 hours.
creates an environment which supports continuous instructional
2 improvement.
courageously engages in conversations with teachers that need
3 mentoring.
counsels teachers for the improvement of their teaching
4 practices.
C. Program Planning
Our school head
develops and implements an administrative plan that supports
1 the use of instructional technologies.
designs and implement s constructive evaluation procedure to
2 improve the teachers individual plans for development.

97
 3 provides alternative means of educational services.
develops programs including the integration of related services
for individuals based on a thorough understanding of individual
4 differences.
D. Financial Resource Management
Our school head
taps all possible financial resources to support the school's long
1 term development goals.
2 skillfully manages the budget and finances efficiently.
is being transparent about how and why financial decisions are
3 reached.
allows teachers, parents, and stakeholders to scrutinize the
records on the operating expenses of the school and how were
4 these allocated.

Appendix D

98
 Questionnaire in Emotional Intelligence of Teachers
{ Adapted from the study of Qasim and Azam (2013)}
Name: _____________________________ Age: ______________________________
Gender: ____________________________ Educational Attainment: ______________
Position: ____________________________ No. of Years in the Profession: ________
Direction: Below are the statements which may indicate the level of your emotional
intelligence. Check () the box that corresponds to your evaluation. Please be guided by
the following rating scale. Be assured that your answers will be kept confidentially.
5-Strongly Agree
4- Agree
3-Neutral
2- Disagree
1-Strongly Disagree
No
. Label of Items 5 4 3 2 1
I
A Emotional Self Awareness
1 express my own feelings.
2 recognize the situations that trigger own emotions.
3 know how own feelings impact own performance.
4 am sensitive to the feelings of others.
5 care what happens to other people.
B Self Confidence
feel confident to work without the need for direct
1 supervision.
believe oneself to be among the most capable for a job
2 and likely to succeed.
present self in an assured, forceful, impressive and
3 unhesitating manner.
4 have personal presence (I.e. stands out in a group)
5 am sure of myself in most situations.
C Emotional Self-Control
assume significant personal or professional risk to
accomplish important goals. (Eg. Challenging powerful
1 others with an unpopular point of view.)
speak out for a course of actions one believes in even
2 when others disagree.

3 behave calmly in stressful situations.

4 stay composed and positive, even in trying moments.
5 calm others in stressful situations.
D Achievement

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1 set own standards and use them to judge performance.
express dissatisfaction with the status quo and seeks
2 ways to improve performance.
set measureable and challenging goals for oneself or
3 others.
make decisions, sets priorities, and choose goals on the
4 basis of calculated costs and benefits.

5 anticipate obstacles to a goal in order to overcome them.

E Developing Others
1 express positive expectations about others potential.
2 give directions or demonstrations to develop others.

3 recognize specific strengths or opportunities in others.

give timely, constructive feedback in behavioral rather
4 than personal terms.
provide long term mentoring or coaching in the context of
5 a continuing relationship.
F Conflict Management
1 bring disagreements and grievance into the open.
communicate the positions of those involved in a conflict
2 to all concerned.
focus disagreements on the issue or actions involved
3 rather than on the person.
4 help de-escalate conflicts.
find common idea to which all parties in conflict can
5 endorse.

Appendix E
Questionnaire in Ethical Sensitivity of School Heads
{Adapted from the study of Narvaez (2001)}
Name: ____________________________Age: ___________________________
Gender: __________________________ Educational Attainment: ____________
Position: __________________________ No. of Years in the Profession_______
Direction: Below are the statements which may indicate the level of your ethical
sensitivity. Check () the box that corresponds to your evaluation. Please be guided by
the following rating scale. Be assured that your answers will be kept confidentially.
5-Very high extent
4- High extent
3-Moderate

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 2- Low
1-Very low
No. Label of Items 5 4 3l 2 1
A. Expressing Emotions
Our school head
is able to identify other persons feelings when
1 conflict situations.
is able to express his/her different feelings to other
2 people.
notices if someone is offended while working with
3 him/her.
expresses to other people if he/she is offended or
4 hurt because of them.
B. Taking the Perspectives of Others
Our school head
cooperates with people who do not share his/her
1 opinions on what is right and what is wrong.
tolerates different ethical views in his/her
2 surroundings.
thinks it is good that his/her closest friends think in
3 different ways.
gets along with people who do not agree with
4 him/her.
C. Caring to Others
Our school head
1 is concerned about the well-being of his/her partners.
takes care of the well-being of others and tries to
2 improve it.
does his/her best to take actions that aim at
3 maintaining good personal relationships.
tries to have good contact with all the people he/she
4 working with.
D. Maintaining Interpersonal Relationship
Our school head
takes other peoples points of view into account
1 before making any important decisions in his/her life.
tries to consider another persons position when
2 he/she faces a conflict situation.
When he/she is working on ethical problems, he/she
considers the impact of his/her decisions on other
3 people.
tries to consider other peoples needs even in
4 situations concerning his/her own benefits.

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 E. Preventing Social Bias
Our school head
recognizes his/her own bias when he/she takes a
1 stand on ethical issues.
realizes that I am tied to certain prejudices when I
2 assess ethical issues.
tries to control his/her own prejudices when making
3 ethical evaluations.
When he/she is resolving ethical problems, he/she
tries to take a position evolving out of his/her own
4 social status.
F. Generating Options
Our school head
contemplates on the consequences of his/her actions
1 when making ethical decisions.
ponders on different alternatives when aiming at the
best possible solution to an ethically problematic
2 situation.
is able to create many alternative ways to act when
3 he/she faces ethical problems in his/her life.
believes that there are several right solutions to
4 ethical problems.
G. Identifying the Consequences of Actions
Our school head
notices that there are ethical issues involved in
1 human interaction.
2 sees a lot of ethical problems around him/her.
3 is aware of the ethical issues he/she faces at school.
is better than other people in recognizing new and
4 current ethical problems.
CURRICULUM VITAE

PERSONAL INFORMATION

Name : Dennis D. Sargado

Sex : Male
Age : 24
Birthdate : December 23, 1992
Birth Place : Poblacion, Malungon
Present Address : Lower Mainit
Malungon, Sarangani Province

EDUCATIONAL BACKGROUND
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Graduate Study : Holy Trinity College of General Santos City
Master of Arts in Education
Major in Educational Management
March 2017

Tertiary : Mindanao State University-General Santos City

Bachelor in Elementary Education
April 2013

Secondary : Upper Mainit High School Annex

Class Valedictorian
March 2009

Elementary : Lower Mainit Elementary School

5th Honor
March 2005
Eligibility : Licensure Examination for Teachers (LET)
Rating 81.80%
September 2013

WORK EXPERIENCE

2013 to 2014
LSB Teacher
Laginan Elementary School
Lutay, Malungon
Sarangani Province
2014 to 2016
: Teacher I
Laginan Elementary School
Lutay, Malungon
Sarangani Province
2016 to PRESENT
Teacher I
San Roque Elementary School
San Roque Malungon
Sarangani Province

TRAININGS AND SEMINARS

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1 2017 International Mind Education Specialist Training With Cultural
Exchange Focusing on Leadership Management and Enhancement
2 Seminar-Workshop on ICT Literacy Skills Development Training Of
Trainers
3 K to 12 Grade 5 Mass Training Of Teachers (MTOT)
4 Scout And Basic Training Course For Troop Leader
5 Orientation-Training on Teachers on Induction Program (TIP) for Newly-
Hired Teachers
6 Early Grade Reading Assessment And Assessment Results Associated
Teaching Strategies (EGRA-ARATA) Cum Whole School Reading
Program (WSRP).

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