Ruby Villar Florencio (Author)
Abstract
This study determined the management styles practiced in work relationships of secondary teachers in Bacacay Districts School Year 2023-2024. It followed a descriptive-comparative approach where a survey questionnaire was the main instrument. The researcher employed frequency counts, percentage, weighted mean, ranking and Analysis of Variance to analyze the gathered data from two hundred three (203) Junior High School teachers and eighty-three (83) Senior High School teachers of the three (3) districts of Bacacay, Albay. Results indicated that transformational is the management style most secondary teachers practiced in work relationships. Furthermore, the management styles along transformational, transactional, consultative, persuasive and visionary are often practiced in work relationships. There is no significant difference on the level of practice of the management styles in work relationships along transformational, transactional, consultative, persuasive and visionary between the Junior and Senior High School teachers. The top problems of the five (5) management styles were as follows: in transformational, it is inadequate training on management; in transactional, it is financial constraints to provide incentives and in consultative, it is unclear job roles. In persuasive management style, the top problem was uncooperative members of the school community and in visionary, it is disparity of goals among members of the school community. The researcher crafted a management plan that addressed the problems managing work relationships.
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Keywords: Management styles, Work relationships, Secondary teacher