International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
in the life of the students and teachers in school for the quality of their inputs are affected to a great extent by
how much attention he gives them. potential leadership of the principal as well as his skills have a great
influence on his subordinates towards the attainment of a school’s specified goal or goals (Paez 2003). Secretary
Armin A. Luistro entrusts to the school principal the responsibility of providing the instructional support system.
EDCOM also stressed that the school principal is the key variable in the unending search for quality education
in the basic educational system. The principal’s leadership potential creates the condition that helps teachers find
satisfaction in their work, confront challenges, and enable them to have self-fulfillment and accomplishment of
their tasks (Andres 1992).The researcher having been assigned as head in Education Department that supervises
teacher in the Center for Teaching and Learning of PNU which deals with the principals wonders if indeed the
intuition of principals in the different schools affects their effectiveness. It is in this context that the researcher
intends to assess the intuitive ability of secondary school principals, specifically, the relationship between their
intuitive ability and principal effectiveness in the attainment of educational goals.
Statement Of The Problem
The main purpose of the study is to determine the extent of manifestation of intuitive leadership of secondary
school principals in the thirteen cities of Negros Occidental as it relates to principal effectiveness.
Specifically this study aimed to answer the following questions:
1. What is the extent manifestation of intuitive leadership of secondary school principals in the eight city
divisions of Negros Occidental as perceived by themselves when they are taken altogether and when grouped
according to: Age, Gender, Type of School, Educational Qualification, Tenure
2. Is there a significant difference in the extent of manifestation of intuitive leadership among secondary
school principals in the eight city divisions of Negros Occidental as perceived by themselves when they are
grouped according to: Age, Gender, Type of School, Educational Qualification, Tenure
3. Is there a significant relationship in the extent of intuitive leadership among secondary school principals
in the eight city divisions of Negros Occidental as perceived by themselves when they are grouped according
to: Age, Gender, Type of School, Educational Qualification, Tenure. Age
4. What is the extent of manifestation of intuitive leadership of secondary school principals in the eight
city divisions of Negros Occidental as perceived by their teachers when they are taken altogether and when they
grouped according to: Age, Gender, Type of School, Educational Qualification, Tenure. Age
5. Is there a significant difference in the extent of manifestation of intuitive leadership of secondary
school principals in the eight city divisions of Negros Occidental as perceived by their teachers when they are
grouped according to: Age, Gender, Type of School, Educational Qualification, Tenure Age, Gender Type of
School, Educational Qualification, Tenure
6. Is there a significant relationship in the extent of manifestation of intuitive leadership of secondary
school principals in the eight city divisions Negros Occidental as perceived by their teachers when they are
grouped according to: Age, Gender, Type of School, Educational Qualification, Tenure
7. What is the level of effectiveness of secondary school principals in the eight city divisions of Negros
Occidental as perceived by themselves when they are taken altogether and when grouped according to: Age,
Gender, Type of School, Educational Qualification, Tenure
8. Is there a significant difference in the level of effectiveness of secondary school principals in the eight
city divisions Negros Occidental as perceived by themselves when they are grouped according to: Age, Gender,
Type of School, Educational Qualification, Tenure
9. Is there a significant relationship in the level of effectiveness of secondary school principals in the
eight city divisions Negros Occidental as perceived by themselves when they are group according to: Age,
Gender, Type of School, Educational Qualification, Tenure Age, Gender, Type of School, Educational
Qualification, Tenure
10. What is the level of effectiveness of secondary school principals in the eight city divisions of Negros
Occidental as perceived by their teachers when they are taken altogether and when grouped according to: Age,
Gender, Type of School, Educational Qualification, Tenure
11. Is there a significant difference in the level of effectiveness of secondary school principals in the eight
city divisions of Negros Occidental as perceived by their teachers when they are taken altogether and when
grouped according to: Age, Gender ,Type of School, Educational Qualification, Tenure. Age
12. Is there a significant relationship in the level of effectiveness of secondary school principals in the
eight city divisions of Negros Occidental as perceived by their teachers when they are taken altogether and when
grouped according to: Age, Gender, Type of School, Educational Qualification, Tenure
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