INFLUENCE OF TEACHERS MANAGERIAL STYLES ON THE SOCIAL BEHAVIOR OF PUPILS: A CASE STUDY IN THE DISTRICT OF VICTORIA, LAGUNA, PHILIPPINES

Abstract

This study is about the Influence of teachers’ managerial styles to the social behavior of Grade VI pupils. It  involved  ten (10) schools, eighteen (18) teachers and 392 pupils in Victoria District who  provided  the  information  needed  to  answer  the  basic  questions  in  this  study,  namely: find out the level  of  teachers managerial styles in terms of affiliative; authoritative; democratic; guided practice; indifferent; indulgent; and permissive?, 2. the level of pupils social behavior in terms of; self-awareness; social awareness; self-regulation; self-efficacy; and social skills? and to find out the significant effect between teacher managerial styles towards to the social behavior of selected Grade VI pupils in Victoria district. This study also investigated on the teacher management styles as to affiliative, authoritative, democratic, guided practice, indifferent, indulgent, and permissive influence the social behaviors of the pupils in terms of self-awareness, self-efficacy, self -regulation, social awareness, and social skills. Based on the findings it revealed that the overall level of teacher managerial styles was interpreted as high, and it shows that the guided practice style is the most visible among the respondents and it was remarked as very high.  The level of social behavior of the pupils such as self-awareness, self-efficacy, self-regulation, social awareness, and social skills have the same level as indicated by the mean and with almost the same standard deviation and were influenced by teachers’ managerial styles. The teacher management styles as to affiliative, authoritative, democratic, guided practice, indifferent, indulgent, and permissive influence the social behavior of the pupils as to self-awareness, self-efficacy, self-regulation, social awareness, and social skills. Conclusions: The overall level of teacher managerial styles were interpreted as high, and it shows that the Guided Practice style is the most visible among the respondent and it was remarked as very high.  The level of social behavior of the pupils such as self-awareness, self-efficacy, self-regulation, social awareness, and social skills have the same level as indicated by the mean and with almost the same standard deviation and it was influenced by teachers’ managerial styles. The teacher management styles as to affliative, authoritative, democratic, guided practice, indifferent, indulgent, and permissive influence the social behavior of the pupils as to self-awareness, self-efficacy, self-regulation, social awareness, and social skills. The hypothesis was rejected, and it revealed that the teacher managerial styles have an influence on the social behavior of selected Grade VI pupils in the district of Victoria, Laguna. Recommendations: Based  on  the  foregoing  findings  and  conclusion,  the  following  recommendations  are  endorsed: Teachers may do remedial class as well as remedial instruction and with the use of different management styles in teaching, the Department of Education may provide workshop, seminars and trainings for teachers in their management styles such as being affiliative, authoritative, democratic, guided practice, indifferent, indulgent and permissive teacher and the school may provide workshop and seminars for teachers to train and self-discipline both personal and professional life, to develop the social behavior, emotional intelligence, creative thinking and problem solving of the pupils and to improve the strategies and styles in teaching.