EFFECTIVENESS OF THE LEADERSHIP BEHAVIOR OF MINDANAO STATE

UNIVERSITY HEADS OF OFFICES AS PERCEIVED BY SELECTED EMPLOYEES

A Research Paper Presented to

Prof. Girlie B. Miguel
Graduate School
Mindanao State University
Marawi City

In Partial Fulfillment
of the Requirement for the Subject in
PA 298 A – Research Methods in Public Administration

By

NIZAR U. DISOMANGCOP

MARCH 2018

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 TABLE OF CONTENTS

Page
TITLE PAGE i
TABLE OF CONTENTS ii

CHAPTER

I THE PROBLEM AND ITS SCOPE

Introduction 1
Statement of the Problem 2
Significance of the Study 3
Scope and Limitations of the Study
5Theoretical Framework 5
Conceptual Framework 7
Definition of terms 8

II REVIEW OF RELATED LITERATURE

Related Literature 10
Related Studies 17

III RESEARCH METHODOLOGY

Research Design 20
Population 20
Locale of the Study 20
Research Instrument 21
Statistical Method 22

IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA 10

V SUMMARY, FINDINGS, CONCLUSION

AND RECOMMENDATION 32

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 Chapter I

THE PROBLEM AND ITS SCOPE

Introduction

“Good leaders make people feel that they’re at the very heart of things, not the periphery.

Everyone feels that he or she makes a difference to the success of the organization. When that

happens, people feel centered and that gives their work meaning.” (Warren Bennis)

Leadership is one of the oldest preoccupations. It has occupied the mind and imagination

of a man for a long time. The understanding of leadership has figured strongly in the quest for

knowledge. Bass (1990) verily quoted Napoleon, who expressed his feelings about the

importance of leadership in his remarks that he would rather have an army of rabbits led by a

lion than an army of lion led by a rabbit. The message conveys the meaning that leaders with

courage and vision do make a great difference in their institutes, whereas weak leaders cannot

exploit the potential of their subordinates and cannot contribute something impressively towards

effectiveness of the institute.

It is an elusive but fascinating topic of continuing interest in everybody. This is because

leadership is cultural and symbolic as well as instrumental and behavioral. Successful leaders

infuse values into organizations, thereby creating institutional meaning and purpose that go

beyond the technical requirements of the job. The leader is responsible for articulating the

mission of the organization, shaping its culture and protecting and maintaining its integrity.

Some scholars and writers as cited by Hoy and Miskel (1991) (Thomas, 1988: Day and

Lord, 1988) see leadership as a key concept in understanding and improving organizations. They

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argue that the earlier critical investigations (e.g. Pfeffer, 1967: O’Connor, 1972) are flamed, and

present compelling evidence that individual leaders do make a difference in organizational

effectiveness.

Further, Bennis (1989) gives three basic reasons why leaders are important. First they are

responsible for the effectiveness of organizations. The success of all organizations rests on the

perceived quality of leaders. Second, change and upheaval make it essential for organizations to

have anchors and guiding purposes. Leaders fill that need. Third, there are pervasive national

concerns about national organizations and departments.

Leaders have a key role in alleviating the public concerns. Building on the premise that

leaders are important to national organization, this study aims to present and assess the

effectiveness of leadership of the MSU heads of offices as perceived by selected employees.

Statement of the Problem

This study endeavored to investigate the leadership behavior of the administrators as

perceived by selected employees. It also attempted to find out the relationship of four leadership

behavior to the employees’ satisfaction in their jobs.

Specifically, this study sought to answer the following specific question:

1. What is the profile distribution of respondents in terms of:

1.1 Age

1.2 Gender

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 1.3 Civil status

1.4 Length of service

1.5 Educational attainment

1.6 Employee status

2. What is the leadership behavior exhibited by the MSU Administrators as perceived by selected

employees in terms of the following:

2.1. Directive leadership behavior

2.2. Achievement-oriented leadership behavior

2.3. Supportive leadership behavior

2.4. Participative leadership

Significance of the Study

This study is significant as the results of this study would be applicable to the

advancement of leadership behavior theories itself. Significance to leadership behavior theories

was based on the fact that its results would serve to expand and build upon already existing

knowledge that had been developed by others for the leadership behavior theory.

The findings of this study aspired to determine and deemed beneficial to the following:

To the Administrators. The findings of the study will provide valuable information to

them since they will have a clear picture of the employees’ needs and satisfaction for their jobs.

At the same time, the result can serve as a basis of their evaluation and in improving their

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personal policies and practices. This research study has significance for higher education

administrative practice. The results obtained from this study would provide the MSU Heads of

Office with information based on research and theory to assist them in their administrative

responsibilities. Administrators should learn as much as possible about leadership behavior

research so as to determine the methods of leadership best suited to their own personality,

knowledge, and situations affecting their roles.

To the Employees. The results can be an eye opener for the employees not just in

Mindanao State University. Through this study, employees can improve their weaknesses and

strive more in their strong points to achieve their organizational goals and objectives while

having a harmonious and smooth relationship with the administrators.The results of this study

would contribute to the knowledge base essential for the practice of the effectiveness of

the MSU Administrator’s leadership in leading their administration based on the four

leadership behaviors (directive, achievement-oriented, supportive, and participative)as

perceived by selected Mindanao State University Employees.

To the FutureResearchers. The findings of this study will serve as a springboard for the

future researchers.This study provides inputs to other researchers specially those concentrating

on the Leadership Behaviors.

To the Readers. The findings of this study will give them an idea about the different

leadership behaviors and how it would be effective when leading an organization.

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Scope and Limitation of the Study

The study focus on the leadership behavior of the Mindanao State University

Administrators in relation to the effectiveness of their leadership among selected employees.

However,the researcher limitedher study only in the four leadership behavior namely

Directive Leadership, Achievement-oriented Leadership, Supportive Leadership, and

Participative Leadership.

Theoretical Framework

Behavior is the manner of conducting oneself. It is the response of an individual to its

environment. A person’s behavior is one of the primary bases that must be considered in

choosing a leader. Successful leadership requires an ideal behavior that unites and stimulates

followers towards the achievement of defined objectives in scientific and real-life situations.

Thus, this study maintains that leadership effectiveness depends upon the behavior of the

leader and situational variables such as employee satisfactions in their jobs.

Behavioral Theories of leadership are classified as such because they focus on the study

of specific behaviors of a leader. For behavioral theorists, a leader’s behavior is the best

predictor of his leadership influences and as a result, is the best determinant of his or her

leadership success.This behavior-focused approach provides real marketing potential, as

behaviors can be conditioned in a manner that one can have a specific response to specific

stimuli. As a result, we have gone from the supposition that leaders are born (Great Man Theory)

through the possibility that we can measure your leadership potential (Trait Theory) via

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psychometrics measurements and then to the point that anyone can be a leader (Behavioral

Theories) by teaching them the most appropriate behavioral response for any given situation.

According to the study of Robert House which is the path-goal theory, the leader’s roles

are to help followers understand what needs to be done (the goal) and how to do them (the path).

Furthermore, leaders need to help followers see how achieving the goals will be beneficial to

them and the organization. This leadership action should result in perceptions of high expectancy

(effort to leading goal achievement and hence to valued rewards). Leaders, however, have to

decide which behavior to use with each follower. The path-goal model identifies four

alternatives:

Directive Leadership behavior is a leadership that clarifies expectation, gives specific

directions, and asks employees to follow rules and procedure. This leadership style would

tell the followers what needs to be done and giving appropriate guidance along the way.

This includes giving them schedules of specific work to be done at specific time.

Rewards may also be increased as needed and role ambiguity decreased (by telling them

what should be done). This may be used when the task is unconstructed and complex and

the followers are inexperienced. This increases the followers’ sense of security and

control and hence is appropriate to the situation.

Achievement-oriented Leadershipsets challenging goals, seeks performance

improvements, emphasis excellence, and shows confidence that employees will attain

high standards. High standards are demonstrated and expected. The leaders show faith in

the capabilities of the follower to succeed. This approach is best when the task is

complex.

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 Supportive Leadership is a leadership where behavior is considerate, display concern

for the well-being of employees and creates a friendly climate in the work-group. This

kind of leadership considers the need of the followers, showing concern for their welfare

and creating a friendly working environment. This includes increasing the follower’s self-

esteem and making the job more interesting. This approach is best when the work is

stressful and boring.

Participative Leadership where the behavior calls for consultations with employees and

use of their ideas before decisions are made. This kind of leadership would consult the

followers and take their ideas into account when making decisions and making particular

actions. This approach is best when the followers are expert and their advice is both

needed and they expect to be able to give it.

Conceptual Framework

RESPONDENT LEADERSHIP
PROFILE BEHAVIOR
EFFECTIVENESS OF
• Age 1. Directive THE LEADERSHIP
BEHAVIOR OF MSU
• Gender 2. Participative HEADS OF OFFICES
AS PERCEIVED BY
• Civil Status
3. Supportive SELECTED
• Length of Service EMPLOYEES

• Educational Attainment 4. Achievement

– Oriented
• Employment Status

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Figure 1. Schematic Diagram of the Conceptual Framework

This study was based on the facts gathered by the researcher regarding leadership

behavior. The conceptual framework as presented in Figure 1 shows the different leadership

behaviors as practiced by the Mindanao State University Head of Office such as Directive,

Supportive, Participative, and Achievement – Oriented. The arrows indicate the connections of

the variables involved in the study and how the variables play an important part in investigating

the effectiveness of the leadership behavior of the Mindanao State University Head of office as

perceived by selected MSU employees.

Definition of Terms

The following terms are defined either conceptually or operationally to have a clear

understanding of the study:

Leader – A person who leads or commands a group, organization or country. This refers

to a person who inspires his/her subordinates.

Behavior – The way in which one acts or conducts oneself, especially towards others;

either in a good way or bad way.

Leadership – It refers to a set of developed skills or knowledge that attempts to influence

and change the behavior of others to accomplish personal, individual, or organizational goal.

Leadership Behavior – Refers to the manner which one provides and exhibits his/her

leadership skills.

Directive Leadership Behavior. This refers to the leadership Behavior wherein the

leader informs employees what is expected of them, gives specific guidance as to what should be

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done and shows how to do it (house, 1975). In this study, this refers to the leadership behavior of

Administrators’ satisfaction. This refers to the feeling of gratification, contentment and

fulfillment on one job taking into consideration all the indicators (Guba, 1957). This also refers

to the fulfillment of the employee in the terms of salary, facilities and service, rapport with

administrators and peers, status in their jobs and other.

Achievement-oriented Behavior. This Refers to leader who sets challenging goals,

expects employees to perform at their highest level, continuously seeks improvement in

performance and shows a high degree of confidence that employees will assume responsibility,

put forth effort, and accomplish challenging goals (House and Mitchell, 1981). In this study, this

refers to one of the leadership styles of administrator.

Supportive Leadership Behavior. This refers to the leader who is friendly and

approachable and show concern for the status, well-being and needs of employees (Michell,

1981). In this study, it is one of the leadership styles of administrators.

Participative Leadership Behavior. This refers to leaders who consults with employees,

solicit their suggestions and takes suggestions into consideration before making a decision

(House and Mitchell; 1975). In this study, this refers to one of leadership behavior of

administrators.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the systematic identification and analysis of documents containing

information related to the research problem. These are literature and studies from different

source materials bearing semblance with the research problem.

Related Literature

Leadership is a significant managerial factor in any organization. There is no topic which

has received more attention in the management literature or in the speeches of organizational

leaders rather than the concept of leadership and its relationship to productivity and satisfaction

or organizational commitment (Gamage &Pang, 2003). Given the attention that leadership has

reclined, it is not surprising that definitions of the concept are almost as numerous as the

researcher engaged in its study.

Relationship orientation of employees can help managers get their jobs done in a timely

manner while maintaining a good relationship with their coworkers, vendors, and customers. To

explore the orientation of respondents in the Philippines, this paper focused on the differences of

Filipino respondents with those in the United States. While having high or moderately high range

scores, it appears that Filipinos have significantly different scores on the relationship and task

orientations, with the latter being lower. Male and female respondents in the Philippines had

similar scores on both the task and relationship orientations. Finally, the responses of 192

Filipinos respondents were compared with the 87 Americans, demonstrating a significantly

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higher score for respondents from the U.S. on task orientation. For management and practical

application, suggestions and implications are presented.

The leadership behaviors of people are likely to be partially shaped by their cultural

contexts. For example, it is expected that people from high-context cultures are likely to be more

focused on relationships. To explore the behavioral tendencies of working adults in Oman, since

there is a paucity of information on this population, this paper compares the leadership

perception of 129 government employees based on their age and gender. It appears that Omanis

have similar scores on their task and relationship orientations. Furthermore, gender and age did

not produce any statistically significant.

Cultures tend to regularize human behavior or make them more predictable for each

group of people in their own unique ways, and effective communication becomes extremely

critical in a diverse environment where different cultures are present. Good communication is an

essential skill both in business and in life. In international business it is important to realize that

cultural differences severely affect the communication process. According to anthropologist

Edward Hall, there is a clear distinction in the way of communicating between the so-called

high-context and low-context cultures. The terms "cultural complexity" refers to the way

messages are communicated to the various members of a society (Kotabe & Helsen, 2007). In

high-context cultures such as Philippines, Afghanistan, Lebanon, Thailand, Japan, or India, there

is a less verbally detailed communication and less written/formal information. Instead, there is a

more subliminal understanding of what is communicated. Often what is left unsaid is as

important as what is said. People of low context cultures, such as those living in the United

States, Australia or United Kingdom put more emphasis on the written or spoken words. In such

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an environment, communication is very explicit and clear, and normally "what is meant is what

is said."

Dutch cultural anthropologist, Geert Hofstede, defined culture as the collective

programming of the mind that distinguishes one group of people from another (Hofstede, 1991).

There are many factors that exist to form a culture: it is learned, it is interrelated, and it is shared.

Culture is learned, it is not something that is transmitted biologically from one person to the next.

A society's culture is passed on through family, school, community activities, workplace

relationships, and youth clubs. Culture is interrelated, it has many parts that correlate to the next,

for example one's upbringing and social class interrelates to the language that a person will use,

and their social mannerisms. Finally, culture is generally shared by individuals from the same

society. The factors that make a culture different from others are also what make communication

difficult between diverse people groups.

Bennis (1989) recently opened that leadership is like beauty: it is hard to define but you

know it when you see it. Freider (1967,8) states that the leader is the individual in the group

given the tasks of directing and coordinating task relevant group activities while house and

Baetz (1979,349) defined leadership as taking place in group of two or more people and most

frequently involves influencing group member behavior as it relates to the pursuit of group

goals.

Next theory is the organizational equilibrium theory of Simon and Barnard (1978). They

regarded organization as a cooperative enterprise characterize by a balance between employees

input in the form of skills and expertise, loyalty and commitment to the organization in term of

rewards, recognition, job security and reasonable compensation for the employees. This requires

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supervision upgrading which includes individualization of contacts and motivation by leadership

instead of the use of sanctions.

The other theory is Fiedlers’ (1967) contingency theory. This theory states that

“important leadership behaviors of the same individual differ from situation to situation while

the need-structure which motivates their behaviors may be seen as constant.” Further, this theory

sees three situational determinants of power and influence of leader. First is leader-employee

relation. When a leader is desired, respected and trusted and is able to elicit loyalty and

commitment from employee, that leader is invested with influence and power. Second is the

structuring of tasks. When assignments are well structured and spelled out clear, the leader

becomes more influential to his employees than when tasks to be performed are vaguely stated

and poorly structured. Third is power position. This refers to the ability of the leader to make

employees comply with and accept directions and orders.

The last theory reinforcing trait and environmental theory is the behavioral theory. The

behavioral theory approach postulates that leaders adopt a particular leadership style which

exerts tremendous impact over individual and group behavior. Thus, four types of leader emerge

as Sharma (1982) describes:

1) Dictatorial Leader- one with absolute authority and utilizes threats and punishments to

induce compliance.

2) Authoritarian Leader- one who claims covenant sourced from authority to exact

obedience.

3) Democratic or Participation Leader- one who involves employees in considering

organizational matters giving them guidance in their work problems and goal achievement.

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 4) Laissez-faire or free rein leader-one who offers information to the members but shows

little involvement and participation in group activities.

The university of Michigan studies identified styles leadership behavior that effect

increased work group performance and satisfaction. Two styles were reflected:

1) Job-centered or task-oriented leadership style which emphasizes “the use of rules,

procedures and close supervision of subordinates” and

2) Employee-centered or relationship-oriented style which emphasizes “delegation of

authority and responsibility, concern for employee welfare, needs, advancement, and

personal growth.

In addition, leadership has been an intriguing topic for centuries. Many individual still

behave as Aristotle did, that “from the hour of birth, some are marked out for subjection, others

for rule. This so called great man theory of leadership” or the “treat approach” dominated the

study of leadership until the 1950, s. The typically attempts to identify distinctive physical or

psychological characteristics of individual is that relate explain behavior of leaders

psychological researching using this approach attempts to isolate specific traits endow leadership

with unique qualities that differentiate them from their followers.

In 1981, Stogdill after reviewing 163 new trait concluded that the leader is characterized

by a strong drive for responsibility and task completion , and persistence in pursuit of goals ,

venturesomeand originality in problem solving , drive to exercise initiative in social situations,

self-confidence and sense of personal identity , willingness to accept consequences of decision

and willingness to tolerate frustration and delay , ability to influence other persons behavior ,

and capacity to structure interaction system to the purpose at hand.

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 On the hand, Bernard (1938) distinguishes between the effectiveness and efficiency of

cooperative as to the dimension of leadership. Espouses that the persistence of cooperation

depends upon two conditions (a) Its effectiveness: (b) its efficiency. Effectiveness relates to the

accomplishment of the cooperative purpose which is social and non-personal in characters.

Efficiency relates to the satisfaction of individual motives and is personal in character. The test

of effectiveness is the accomplishment of common purposes, the test of efficiency is the eliciting

of inefficient individual will to cooperate.

Similarly, Cartwright and Zander (1953) on the basis of findings at Research Center for

group Dynamics, describe leadership in terms of two sets of group functions. They conclude that

most, or perhaps all, group objectives can subsumed under one of two headings: 1) goal

achievement – the achievement of some specific group goal and 2) group maintenance or

strengthening of the group itself.

Another model of leadership is the contingency or situational model which asserts that no

single way of behaving works in all situations. Rather, appropriate behavior depends on the

circumstances at a given time. The development of situational models was a response to the

failure of earlier, more universal theories to explain or predict effective behavior. Effective

Leaders diagnose the situation, identify the leadership style that will be most effective, and then

determine if they can implement the required style.

House and Mitchell (1974) cite the six characteristics of an effective behavior or style.

They are: (1) the leader must be recognized and arouse employees’ needs for outcomes over

which the leader has some control. The leader must identify, for example, promotion

opportunities or work assignment that he or she controls and employee desire; (2) the leader

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must increase personal payoffs to employees for work goal attainment. Workers who produce as

expected must receive rewards for their outputs. High producers, for example, should receive

greater rewards in pay, status or praise them low producers; (3) the leader must facilitates the

path to these payoffs by coaching and directing, employees must see which goal accomplishment

results in desired outcomes. The leader must show an employee who desire a promotion or

change in job responsibilities how he or she can achieve it; (4) the leader should help employees

clarify expectancies by demonstrating what types of effort lead to high performance, and then

what come result from that performance. If, for example working overtime is desired, the leader

must show the worker how this type of effort results in better job performance. The leader must

also show workers how advancement or good work assignment will be given to those who

perform well. Leaders may also jointly set goals with workers as a way of motivating them to

perform; (5) the leader must reduce frustrating barriers to attaining outcomes and rewards. He

must make sure that employees have the equipment, training, and knowledge to perform required

tasks; and (6) the leader must increase the opportunities for personal satisfaction that result from

effective performance. Leaders must encourage performance based on both intrinsic and

extrinsic motivation of workers. For instance, worker must be given tasks that they find

interesting and challenging, as well as tasks to which rewards such as pay and status are attached.

Further, as leader they can choose among four styles or behavior of leadership such as

directive, supportive, participative and achievement-oriented.

A leader with a directive style informs employees what is expected of them, gives

specific guidance as to what should be done, and shows how to do it. A manager demonstrates

directive leadership if he or she provides employees with a plan of activities, as well as a

complete set of written instruction for implementing them.

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 A leader with a supportive style is friendly and approachable and show concern for the

status, well-being and needs of employees. A leader with an “open door policy” who encourages

employees to come to him or her with any and all problems has this style.

A leader with a participative style consults with employees, solicit their suggestions, and

take suggestions into consideration before making a decision. Any boss who makes decisions by

group consensus uses this style.

The last is the achievement-oriented style where the leader sets challenging goals,

expects employees to perform at their highest level, continuously seeks improvement of

performance, and shows a high degree of confidence that employees will assume responsibility,

put forth effort, and accomplish challenging goals.

Moreover, the theory of charismatic leadership is one of the notable early contributions to

systematic analysis of the subject. This is propounded by House (1976). This theory suggests that

leaders have very high levels of referent power and that some of that power comes from their

need to influence others. Charismatic leader has “extremely high levels of self-confidence,

dominance, and a strong conviction in the moral righteousness of his beliefs or at least the ability

to convince.

Related Studies

This study presents the related study from the foreign perspective to the local one.

Leadership widely varies from one situation to another. Likewise, (Hempbill 1949: 243)

in his duty of 500 assorted groups found out that “varies in leader’s behavior is significantly

associated with situational variance”. This means that possibly the sizes of groups have

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something to do with the leadership styles of the leader. Generally, the leader in a large group

tends to be impersonal and inclined to enforce rules and regulation firmly and impartially. In a

smaller group, the leader plays a more personal role. He has the tendency to make exceptions to

rules in treating each group member as an individual.

The first research study to be presented is the study of the University of Michigan Survey

Research Center on Leadership Behavior. The over-all purpose of the Michigan investigation

was to locate clusters of leader characteristics that are closely related to each other and to

effectiveness criteria. The criteria included job satisfaction, and turnover, absenteeism,

productivity, and efficiency. Initially, two distinct styles of leadership were identified-

production-oriented and employee-centered (Katz et. al. ; 1950). The production oriented leaders

emphasize the mission or task to be done and the technical aspects of the job. They stress

developing plans and procedures to accomplish the tasks. The employee-centered leader believe

in delegating decision-making and assist followers in satisfying their needs by creating a

supportive work environment. Moreover, leaders with an employees’ personal growth,

advancement, and achievement. Three generalizations were developed out of this research on

leadership (Vroom1976 ).

1. More effective leaders tend to have relationship with their employees that are

supportive and enhance the follower’s sense of self-esteem than do the less effective ones.

2. More effective leaders use group rather than person-to-person methods of supervision

and decision making than do the less effective ones.

3. More effective leaders tends to set higher performance goals than do the less effective

ones.

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 Another study in 1947 was undertaken by the Laboratory of Social Relations at Harvard

University under the direction of Bales (1955). Bales posits the existence of two separate

leadership roles in small tasks groups attempting to solve problems; the task leader and the social

leader. The task leader keeps the group engaged in the work, whereas the social leader maintains

unity in the group and keeps group members aware of their importance as unique individuals

whose special needs and values are respected. Both roles are necessary for the effective

operation of the group, yet only a few individual can held both roles.

Locally the following studies are in a way related to the present study. In a study of

Teves (1973) regarding the administrator-teacher relationship on job satisfaction in San Nicolas

College, Surigao City. The instrument used was the Purdue Questionnaire. Her findings revealed

that job satisfaction depends much on the quality of leadership the administrator possesses.

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 Chapter III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the design used and methodology. The methodology includes the

locale of the study, population, sampling procedures, gathering of the data, instruments of the

study and statistical tools.

Research Design

In this attempt, the descriptive-correlational design was used. Descriptive is employed

because it gives information of the demographic nature of the respondents; the leadership styles

practiced indicators of jobsatisfaction. Correlational since it estimated the extent to which the

demographic profile are related to leadership styles and job satisfaction.

Population

This study involved 50 selected employees of Mindanao State University Administration.

The subject of this study were identified through snowball sampling which was more convenient

for the researcher. They were be provided with questionnaire, wherein the information will be

gathered and will serve as the primary bases of the output of this study.

Locale of the Study

The study was conducted atMindanao State University – Main Campus which is located

in the Islamic City of Marawi. The city is known to have a numerous mosques and the location

of Lake Lanao. Moreover the locale has a chilly environment. Mindanao State University is

composed of fourteen colleges. It is composed of students with different religions and cultures,

22
and who come from different tribes and parts of MINSUPALA regions. Students are generally

categorized as Muslims and Christians which pertains to their religious affiliation. It was

establish on September 1, 1961 through RA 1387, as amended by the brain child of the late Sen.

Domocao A Alonto as one of the government’s responses to the so-called “Mindanao Problem”.

It is situated on a breezy one thousand hectares of the rolling hills and mountains, overlooking

Lake Lanao which is the largest Lake in the region, which is about four kilometers away from

downtown, Marawi City.

The original mission of the university was anchored on instruction, research and

extension. The 1954 congressional committee conceptualized it as social laboratory for national

integration. Its first four decades reflected a glorious past of exemplary achievements that

brought it to institutional maturity. From one campus in Marawi City starting with 282 students

and 12 faculty members in its pioneering of classes in 1962, it has grown to multi-campus supra-

regional university system, serving over 53,000 students in all levels with nearly 3,100 faculty

members.

The respondents were selected employees from the different sections under the

administration office of Mindanao State University.

Research Instrument

The researcher made use of a questionnaire as the main research instrument in this study.

It is divided into two parts. The first part is composed of questions pertaining to the profile of the

respondents in terms of age, gender, civil status, length of employment, educational attainment,

and employment status. The second part is composed of questions pertaining to the leadership

23
behaviors of the MSU Administrators, which are answerable by strongly agree, agree, disagree,

and strongly disagree.

This study makes use of a survey questionnaire in gathering necessary data. It is the most

known method in gathering reliable data and it does not cover so much time on the part of the

researcher in the process. The respondents will be given several choices in every item found in

the questionnaire.

Statistical Method

In this study, both the weighted mean computation and the simple frequency and

percentage distribution method will be used to present, analyze, and interpret the data, with the

advantage of the SPSS Software.

The formula for percentage:

X= f/n x 100 Where,

X- Percentage

f- Frequency

n- Total respondents

100- constant

Formula for weighted mean:

X = f x i/n Where, x- weighted mean

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 f- Frequency

i- Core point

n- Sample size

With regards to the perception, the scaling method is as follows:

Score Points Weighted Mean Verbal Interpretation

4 3.26 - 4.0 Disagree

3 2.51 - 3.25 Strongly Disagree

2 1.76 - 2.5 Agree

1 1.0 - 1.75 Strongly Agree

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 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the breaking down of data into constituent parts in order to answer

the research questions and test for hypotheses testing.

I. Profile of the Respondents

This section presents the profile of the respondents based on the age, gender, civil status,

length of service, educational attainment and status of employment.

A. Age

Table 1 presents the age profile of the respondents according to age ranges or brackets.

Table 1

Frequency and Percentage Distribution of respondents as to Age

Age Frequency Percentage

20-30 years 8 16%

31-40 years 16 32%

41-50 years 12 24%

51 years and above 14 28%

Total 50 100%

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 Out of 50 respondents 12 or 24 percent of them belonged to the range of 31-40 years old

followed by four 8 or 16 percent of the respondents who belonged to each of the age brackets of

21-30 years old respectively.

The signified that majority (32%) of the respondents belonged to the age category of 31-

40 years old. This implies that employees of the MSU Administrators as perceived by selected

employees are on the prime of their lives. At least this age category connotes active life which is

very proper with regards to the nature of their job.

B. Gender

Table 2 shows the frequency distribution of the MSU Administrators as perceived by

selected employees as to age.This is categorized into males and females category.

Table 2

Frequency Distribution of Respondents as to Gender

Gender Frequency Percentage

Male 14 28%

Female 36 72%

Total 50 100%

As depicted from the table, majority or 72% of the Employees were females and only 14

or 28% percent of the workforce were males. This is already an indication that what men can do,

women can also do it. In fact, there are Muslim women who are active in politics and other civic

organizations which are signs of their interest to contribute something to the society.

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 C. Civil Status

Table 3 discusses the civil status of the employees. This is categorized as married, single

and divorced/window/separated.

Table 3

Frequency Distribution of Respondents as to Civil Status

Civil Status Frequency Percentage

Married 31 62%

Single 13 26%

Divorced/windows/separated 6 12%

Total 50 100%

As disclosed from the table, out of 50 respondents, 31 or 62% of them were already

married, five 13 or 26% of the employees were single and 6 or 12% were divorced, a widower or

separated.

This finding gives us the idea that only 13 employees are still single and the rest 62% of

the employees are married. It, therefore, implies that the culture of the Maranao is still practiced

when it comes to single-blessedness. In other words, it means in an early age, parents have to

arrange the marriage of their children. There are many reasons behind this but generally it

becomes an accepted culture already.

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 D. Status of Employment

Table 4 unfolds the status of employment of the respondents. This categorizes the

employees into permanent tenure, temporary appointment or just casual employees.

Table 4

Frequency Distribution of Respondents as to Status of Employment

Status of Employment Frequency Percentage

Permanent 32 64%

Temporary 14 28%

Casuals 4 8%

Total 50 100%

As unfolded from the Table, 4 or 8 percent of the respondents were classified as casuals;

32 or 64 percent have permanent tenures and only 4 or 28 percent of the total respondents were

classified as casuals.

The findings present that the employees are casuals although there were many of the

employees who are permanent. Casuals are employees who have no security of tenure. Their

services are subject to the availability of funds and they can be terminated anytime. While the

permanent employees are utilized for office work.

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II. Effectives of the Leadership Behavior of the Mindanao State University Heads of

Office

Table 5 unveils the leadership profile of administrators as to directive leadership.

Table 5

Leadership Profile of the Administrators as to Directive Leadership

Indicators Mean S.D Descriptive Rank

Rating
1. Our office head gives appropriate guidance 4.43 1.4412 Agree 1
on our assigned task.
2. Our office head provides specific 4.30 1.3853 Agree 2
instructions to his/her employees to
accomplish tasks immediately.
3. Our office head instructs his/her employees 4.29 1.2471 Agree 3
in an orderly manner to avoid complications.
4. Our office head distributes the tasks well to 4.20 1.1783 Agree 4
his/her employees to ensure all required
actions are clear.

As indicated in the table, the employees all agreed to all these indicators number 1, 2, 3

and 4, which stated that their office head provides specific instructions to his/her employees to

accomplish tasks immediately; instruct his/her employees in an orderly manner to avoid

complications; distributes the tasks well to his/her employees to ensure all required actions are

clear.

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 Table 6

Leadership Behavior of Administrators as to Achievement-Oriented Leadership

Indicators Mean S.D Descriptive Rank

Rating
1. Our office head sets a challenging goal for 4.19 1.6890 Agree 1
his/her employees to work harder.
2. The head of our office sets high standard on 4.10 1.5681 Agree 2
our individual task to enhance our skills.
3. The head of our office sets big expectation 3.96 1.3152 Agree 3
on his/her employee performance.
4. Our office head seeks improvement to 3.72 1.2964 agree 4
his/her employees after the task is done.

As presented, this was followed by the second indicator which states that the head of their

offices sets high standard on the employees’ individual task to enhance their skills. This has a

mean rating of 4.10. The third, and fourth, indicators were all agreed by the employees which

meant that the leaders of the MSU administrators wanted their employees to achieve something

in their jobs.

Table 7 discloses the leadership profile of administrators as to supportive leadership

profile of administrators as to supportive leadership.

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 Table 7

Leadership Profile Administrators as to supportive Leadership

Indicators Mean S.D Descriptive Rank

Rating
1. Our office head assists his/her employees to 4.20 0.9761 Agree 1
gain more reputation at their work.
2. Our office head shows concern to his/her 4.10 0.9824 Agree 2
employee’s welfare.
3. Our office head makes his/her employee’s 4.08 0.9873 Agree 3
job easier and guides us well to ease the
stress of our job. 3.97 0.8976 Agree 4
4. Our office head praises his/her employee’s
hard work to show his/her appreciation.

As disclosed on the table above, the office head assists his/her employees to gain more

reputation at their work; shows concern to his/her employees’ welfare; makes his/her employees’

job easier and guides them well to ease the stress of the employees brought by their job; praises

his/her employee’s hard work to show his/her appreciation; these had a mean rating of 4.20,

4,10, 4.08 3. 97 respectively and the employees all agreed to all these indicators.

Table 8 avers the leadership profile of administrators in terms of participative leadership.

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 Table 8

Leadership Profile of Administrators as to participative leadership

Indicators Mean S.D Descriptive Rank

Rating
1. Our office head encourages employee 3.56 0.9596 Agree 1
participation in decision making
2. Our office head thoughtfully responds to 3.55 0.9687 Agree 2
employee concerns and suggestion.
3. Our office head consults his/her employees 3.50 0.9768 Agree 3
regarding their idea on a certain proposal.
4. Our office head takes his/her employees’ 3.48 0.9759 Agree 4
ideas into action to show his/her
appreciation.

As averaged in the Table, the indicators were all agreed by the employees. The indicator

which was first agreed by the employees stated that their office head encourages employee

participation in decision making. This had a mean rating of 3.56. Other indicators stated that

their head of office thoughtfully responds to the concerns and suggestion of the employees;

consults his/her employees regarding their idea on a certain proposal; and takes his/her

employees ideas into action to show his/her appreciation.

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 Chapter V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and recommendations

Summary

This study investigated the leadership behavior of the Mindanao State University

Administrators as perceived by selected employees.

Specifically, this study sought to answer the following question: 1) what is the profile

distribution of respondents in terms of age, gender, civil status, length of service, and status of

employment; 2) what is the profile distribution of the administrators as perceived by the

employees in terms of their leadership behavior along the aspect of directive leadership behavior,

achievement-oriented leadership behavior, supportive leadership behavior and participative

leadership behavior.

This study was conducted inside the campus of Mindanao State University, Marawi City.

The selected fifty (50)respondents of the study who served as the primary source of data were all

the employees of the different sections of the Mindanao State University Administrators as

perceived by selected employees. To determine the leadership behavior of the administrators,

standardized questionnaires were distributed. They evaluated the effectiveness of the leadership

behavior of Mindanao State University Head of office in relation to the four (4) leadership

behavior as identified by Robert House which are the Directive Leadership Behavior, Supportive

Leadership Behavior, Participative Leadership Behavior, and Achievement – Oriented

Leadership Behavior.

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 The data were gathered by a method of survey through the use of self-conducted

questionnaire that was distributed personally to the respective respondents. Moreover,

descriptive method of research was used in getting the data into valuable information which

involves the description, analysis and interpretation of the data gathered from primary and

secondary resources were taken from books, internet source, journals, and unpublished books

and thesis. Furthermore, the results were tabulated, computed and interpreted using the statistical

tools namely: Frequency Counts and Percentage and Weighted Mean.

Findings

From the gathered data, the following data are given:

1. Majority (32%) of the respondents belonged to the age bracket of 31-40 years old.

2. Majority (72%) of the respondents were females.

3. Majority (62%) of the respondents were married.

4. Majority (68%) of the respondents were graduates.

5. More Than one-half (24%) of the respondents were casuals as to the status of employment.

6. As perceived by the respondents, the administrators were practicing the supportive leadership

behavior as evidenced by the mean of 3.96.

7. It was revealed that the educational attainment of the respondents influenced the leadership

behavior of administrators.

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Conclusions

After the investigation was done,the researcher came up with the following conclusion:

Accordingly, it can be concluded that majority of the Mindanao State University

Administrator employees are aged 31-40 years old coming from the Female race.

Moreover, respondents have different or individual perception as to the effectiveness of

the leadership behavior of the Mindanao State University Head of Office. Effective group

performance depends on the proper match between the leader’s behavior and the degree to which

the situation gives control to the leader. The goal was to match leadership behavior with work

conditions in order to achieve leadership effectiveness. Isolating the situational conditions

proved to be somewhat difficult. Directive Leadership behavior is the extent to which a leader

engages in one-way communications; spells out subordinate’s role and then closely supervises

their performance. It is more appropriate when tasks are ambiguous or stressful. Supportive

Leadership behavior is the extent to which a leader engages in two-way communication; listens

and provides support and encouragement. It is more effective when employees are performing

structured tasks. Participative Leadership behavior is more appropriate for employees with

internal locus of control and when subordinates don’t want autocratic leadership. And

Achievement – Oriented Leadership behavior is appropriate when tasks are ambiguously

structured and when subordinates are open to autocratic leadership, have external locus of

control, and follower’s ability is high; when task is simple, authority is strong.

It was found out that the leader’s behavior will be ineffective when it is redundant with

the sources of environmental structure or incongruent with the employee characteristics. Thus

leader enhances subordinate performance and satisfaction by matching his behavior with

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followers’ characteristics along with work settings. With these findings, it is concluded that to

improve leadership behavior effectiveness, we need to either change the leader to fit the situation

or change the situation to fit the leader. This can be done by restructuring tasks.

On the part of the employees, they agreed that they are satisfied with regards to the

services of the agency, support of the administrators and co-workers, rapport with co-employees.

In short, leadership behavior of the administrators is a potent factor in the employee job

satisfaction.

Implications

With the findings and conclusion presented, the following implications are drawn:

A work force whose ages vary from 31-40 years old is an indication of an efficient

Administration. Employees’ age signify an active participation of both administrators and

employees. Everybody does his work well, there’s a possibility that this is Administration will

grow efficiently and effectively with this kind of rapport and aims they both have.

Recommendations

Based on the findings and conclusions of the study, the following are highly

recommended so that future information and knowledge about the subject matter gathered:

1. Since the study reveals that leadership behavior influences job satisfaction,

administrators must see to it that their leadership behavior is in consonance with the employees’

likes and needs. They must bear in mind that in a democratic country, leadership is based upon

the assumption that the group has the right and capacity in every way possible.

The essence of democracy is group process. It is the process through which people locate, define

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and study their own needs and by means of cooperative thinking and decision-making, seek to

meet these needs (ruiz, 1972). A democratic leader practices the following:

1.1 He provides the necessary professional leadership by finishing his masteral or

doctoral course; providing opportunities to improve employees’ educational

qualifications by monitoring them to enroll summer or weekend classes in the graduate

level and attend in-service training; maintaining firm but constructive control of the

employees so that there is adherence to the organization policies and regulations.

1.2 It is highly recommended that a training model program must be initiated and

implemented by administrators to update both administrators and employees.

1.3 For further research identification of behavior comprising the supportive

component and how the administrators can convey them positively to the employees.

2. The Mindanao State University Head of office should able to maintain definite

standards of their performance in every activity that they will organize.

3. The Mindanao State University Head of office should take calculated risks to

proactively seize opportunities and solve organizational problems.

4. The Mindanao State University Head of office should encourage employee

participations and should consult with their members and take into account their suggestions and

ideas before making a decision.

5. The Mindanao State University Head of office should maintain harmonious

relationship with one another through coordination.

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 6. The Mindanao State University Head of office should accept individual difference

among members and should take personal interest or have a concern for the needs of their

followers.

7. The Mindanao State University Head of office should facilitate employees’ efforts to

solve complex problems while concurrently developing subordinates so they are more prepared

to address future problems.

8. The Mindanao State University Head of office should maintain close social

relationships and group cohesion – mutual respect and trust and an emphasis on satisfying

subordinate needs.

9. The result of this study may serve as a brainwave to the entire Mindanao State

University Administration to improve their leadership behavior that best suits the work setting.

10. The Mindanao State University Head of office should match their leadership behavior

to the degree to which the situation gives control to the leader.

11. The Mindanao State University Head of office should display consideration and

structuring for their leadership to appear effective.

12. For future researchers, it is highly recommended to conduct further study that would

contribute to the already existing knowledge that is essential for the improvement of this study.

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