000 | 01879nam a22002897a 4500 | ||
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003 | OSt | ||
005 | 20241126112657.0 | ||
008 | 220920b |||||||| |||| 00| 0 eng d | ||
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_bEnglish _cFoundation University Library |
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_aLG 221 D35 G73 _bA6 E38 2021 C235 |
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_aCañete, E. C. _eauthor _95854 |
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_aSchool heads' supervisory skills [dissertation] : _btheir effects on teachers' affective commitment and performance / _cby Esmole C. Cañete |
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_aDumaguete City : _bFoundation University, _c2021 |
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_axi, 118 : _bill. ; _c28 cm |
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500 | _aTables. | ||
502 | _eThesis Graduate (Doctor of Education) -- Foundation University, 2021. | ||
504 | _aIncludes bibliographical references and appendices. | ||
520 | _aA dissertation aimed to assess the school heads' supervisory skills in terms of technical, human, and conceptual and their effects/influence on the teachers' affective commitment and performance using a standardized instrument adopted from Meyer, Allen and Smith. It used weighted mean, Person r, t-test, and Kruskal Wallis H -test as statistical tools. It was revealed that the school heads assessed their supervisory skills "outstanding," while the teachers assessed them as "very good". Teachers' affective commitment was disclosed to be below average while their job performance was declared very satisfactory. It also revealed a significant relationship and significance difference between the mentioned variables. | ||
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_2LC _aSchool supervision--United States. _99481 |
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_2FU _aSupervisory skills _99482 |
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_2FU _aTechnical _99483 |
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_2FU _aHuman _99484 |
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_2FU _aConceptual _99485 |
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_2FU _aAffecttive Commitment _99486 |
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_2FU _aJob performance _98433 |
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_2lcc _cDS _n0 _hLG 221 D35 G73 _i A6 E38 2021 C235 |
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_c2888 _d2888 |