A study of teacher expectations and perceptions of administrative behavior in selected Paulinian schools

Educational leadership which is expected of the school principal today evolves from and is actualized in his day-to-day interpersonal relationships with people, among whom the teachers are probably the ones who influence the principal\u27s behavior most significantly. Hence, their expectations of the administrator are just as important as the leadership exercised by the principal himself. The primary aim of this study was to discover teacher\u27s expectations of the principals in selected Paulinian schools with respect to their task and role priorities, and to see whether the principal\u27s actual performance was congruent with these expectations. The descriptive survey method through the use of the questionnaire was the basic method used in the study. A total number of one hundred sixty-four teacher-respondents from ten St. Paul schools participated in the study. The gathered data were then classified, tallied, scored and tabulated for statistical treatment. The over-all ranking of the principal\u27s tasks and roles was based on the total weighted points arranged form highest to lowest. To determine significant differences in teacher expectations as well as observations of administrative behavior, the chi-square method was employed. On the other hand, to find out whether administrative behavior was congruent with expectations, the t-test was used to determine the significance of the difference between the means of the expectations and observations of teachers