Leadership behavior as perceived by the department chairpersons and the teachers of selected Daughters of Charity schools: its implications for program development.

This study determines the leadership behavior, style range, adaptability, roles, and functions of the department Chairpersons as perceived by the teachers and themselves in five selected Daughters of Charity schools during the school year 1986-1987.This study used the descriptive-normative method of research, using the Leader Behavior Description Questionnaire (LBDQ), Leader Effectiveness and Adaptability Description (LEAD-Self) and the Department Chairperson Questionnaire instruments. Interviews were also conducted. The respondents were 33 Department Chairpersons and 210 teachers from five Daughters of Charity schools. The study used the frequencies, weighted mean and the t-test to determine the significant differences in perceptions of the Department Chairpersons and the teachers.The findings of the study were as follows:1. The Department Chairpersons perceived themselves to be average in both Initiating Structure and Consideration and yet fall under leadership quadrant I (high-high style). On the other hand, the teachers perceived them to be average in both dimensions, thus fall under leadership quadrant II (high-low style).2. The basic styles of the Department Chairpersons as perceived by themselves and their teachers are styles 2 (high-task/high relationship style) and 3 (high relationship/and low task style), with a supporting style in style 1 (low relationship/high task style).3. The Department Chairpersons perceived themselves to be very effective in terms of leadership style while the teachers perceived them to be average or effective.4. The Department Chairpersons are recognized in their position in the five schools under study, and needed, to a great extent. They serve as liaison between the top administration and teachers and are responsible for the improvement of the department\u27s image and reputation in the community through curriculum development.5. The Department Chairpersons hardly recognize the contribution of teachers in the department. They don\u27t make an annual budget plan. They don\u27t have the authority to make decisions although they are consulted.In conclusion, the Department Chairperson is a middle administrator who serves as a liaison between the top administration and the teachers. As an educational manager, one must possess the competencies and skills in leading and managing human resources particularly in the areas of motivation, giving rewards, decision-making, problem solving and financial management. Another area of concern is the curriculum change and development. Thus, a broader knowledge of one\u27s field of specialization is very vital.It is recommended that the top administration should motivate and provide incentives to encourage the Department Chairpersons to finish their Master\u27s degrees and for the teachers to take advanced studies in their field of specialization the selection process of Department Chairpersons must be carefully done and their roles and functions must be defined to avoid conflicts psychological exams, like aptitude and personality tests be used as one of the bases for the selection of Department Chairpersons there is a need for each school to formulate or design a management development program to enhance the skills and competencies that they already possess and are expected to develop in order to become effective educational managers there is a need to lessen their loads to carry out their supervisory tasks efficiently and to meet the needs and the demands of their teachers and there should be a separate performance appraisal instrument for the Department Chairpersons to assess their effectivity and efficiency