Self-Confidence, Readiness for Leadership Role, Work Commitment and Elementary Teachers’ Performance in Panay Island

Abstract

The study was conducted in the four DepEd Schools Divisions in Panay Island namely: Aklan, Antique, Capiz and Iloilo from October 2013 to January 2014 during the school year 2013-2014 to ascertain the self-confidence, readiness for leadership role, and work commitment of elementary school teachers’ as these relate to their performance. Respondents of the study were the 313 elementary school master teachers who served for at least three years or more in DepEd Schools Division in Panay Island. A questionnaire was used to gather data on their personal and profession-related characteristics such as age, sex, civil status, educational qualification, teaching position, and length of experience. Standardized instruments such as DuBrin’s Self-confidence Test (1996), DuBrin’s Readiness for Leadership Role Test (1996), Elwin’s Work Commitment Rating Scale (1987) and Lisao’s Classroom Performance Assessment Rating Scale (1998) were utilized in the study. Data were analyzed using descriptive statistics such as frequency count, mean, percentage and standard deviation, and inferential statistics such as Pearson Product - Moment of Correlation, t-test for independent samples, and Analysis of Variance (ANOVA). Level of significance was set at 0.05 alpha. Findings showed that majority of the respondents were old, female and mostly married; most have earned their master’s degree and were moving towards doctorate degree; were master teacher I and have been long in teaching service. Elementary school teachers in Panay Island perceived themselves to be highly self-confident, very much ready for the leadership role, and were highly committed. In terms of personal and profession-related characteristics, respondents were found in all variables categories to be highly confident, very much ready to become leaders and were highly committed to their profession except on educational attainment variable where respondents occupying master teacher I position showed very high commitment to their work. In general, respondents were found outstanding in their performance as well as in the three other performance indicators such as intellectual and scholastic qualities, facilitator of learning experience and pupil-teacher interaction. In all the variable categories under performance, master teachers were rated by their school administrators outstanding. Results further revealed that only readiness for leadership role was highly significantly related to teachers’ level of performance. When grouped according to variables, only teachers who were occupying master teacher I position had significantly higher performance level which differed from their master teachers II counterpart. There were interaction effects between the respondents’ self-confidence and readiness for leadership role and their level of teaching performance; self-confidence was found associated to teachers’ level of performance; and interaction effects were noted among readiness for leadership role and work commitment and teaching performance of the respondents.