The Academic Leadership of School Administrators Based on Teacher’ Perceptions in School Under the Jurisdiction of the Secondary Educational Service Area Office 2

Abstract

       In this thesis, the researcher examines (1) the level of academic leadership of school administrators based on teachers’ perceptions in schools under the jurisdiction of the Secondary Educational Service Area Office Two; and compares (2) the academic leadership of school administrators under study classified by gender, age, educational level, and work experience. The principle of survey research was used. The sample population consisted of 364 teachers in 52 schools under the jurisdiction of the Secondary Educational Service Area Office Two in the academic year 2016, selected from a total of 6,151 teachers by using the table of Krejcie and Morgan The technique of stratified random sampling was used to obtain 52 levels of stratification. The research instrument was a five-rating scale questionnaire with 51 items. The test of accuracy found an index of item objective congruence (IOC) between 0.60-1.00, itemized discriminatory power between 0.28-0.90, and a Cronbach’s alpha coefficient of 0.98. The statistics used in the data analysis were frequency, percentage, mean, and standard deviation. The techniques of t test and one-way analysis of variance (ANOVA) were also employed.

       Findings are as follows: (1) Academic leadership based on the perceptions of teachers under study overall was at a high level. When considered in each aspect, it was found to be at a high level in all aspects. The components with the aspects at the highest level were Component One: the determination of school mission in the aspect of school’s goals, Component Two: instruction and study in the aspect of the inspection of students’ progress, and Component Three: the promotion of school’s academic climate in the aspect of promotion for professional development.(2) The teachers who differed in gender exhibited no differences overall in the perceptions of the academic leadership of school administrators in schools under the jurisdiction of the Secondary Educational Service Area Office Two at the statistically significant level of .05. When considered in each aspect, it was found that differences were found in the aspect of the provision of learning-enhancement materials at the statistically significant level of .05. No differences were found in other aspects. (3) The teachers who differed in age, educational level, and work experience exhibited no differences at a statistically significant level of .05 overall and in each aspect of their perceptions of the academic leadership of school administrators in schools under the jurisdiction of the Secondary Educational Service Area Office Two.