School heads' motivational strategies and teachers' management satisfaction / Jeprille N. Naive

Includes bibliographical references.

Abstract

This descriptive correlational study examined the relationship between secondary school heads' motivational strategies - positive leadership, guided counseling, and rewards- and teachers' management satisfaction in the District of Sibalom. The study involved 18 purposively selected school heads and 120 randomly selected teachers, conducted luring the school vear 2024. Data was collected using a validated researcher-made questionnaire on School Head's Motivational Strategies and Teachers' Management Satisfaction. Descriptive statistics such as frequency, percentages, mean, and standard deviation, were used, along with inferential statistics such as t-test for Independent Samples, One way Analysis of Variance, Mann-Whitney U test, Kruskal-Wallis H test and Pearson's r.

The results indicated that both school heads' motivational strategies and teachers' management satisfaction were rated very high. There were no significant differences in school heads' motivational strategies based on sex, administrative experience, or educational attainment. However, teachers' management satisfaction varied according to workload and morale, but not based on sex or educationa attainment. Additionally, no significant relationship was found between school heads' motivational strategies and teachers' management satisfaction.

The study suggests that school heads adopt a holistic approach to motivational strategies, where each component supports the others for more effective management and a cohesive work environment. It recommends that school heads assess existing motivational strategies and gather feedback from teachers to better understand their needs and preferences, aiming to improve overall management satisfaction.

Theses/Dissertations Graduate Studies