Title: Predictors of Organizational Effectiveness of RVM Schools in Luzon

ABSTRACT

This study attempted to answer the general question: How do various factors affect the organizational effectiveness of RVM schools in Luzon? Specifically, this study sought answers to the following questions: (1) What is the profile of the RVM schools as embodied by school-related variables (of school environment, number of enrollees, class size, school fees, physical plant and facilities, library resources; and level of accreditation); teacher-related variables (of educational qualification, length of teaching service; and teacher commitment to job and to organization);  and administrator-related variables (educational attainment, supervisory/administrative experience; leadership behavior-consideration, leadership behavior-initiating structure); (2) What is the level of organizational effectiveness of the RVM schools in terms of student performance in the RVM Achievement Test in the following subject areas English, Mathematics and Science?; and (3) Do the profile of the RVM schools as embodied by the school-related, teacher-related and administrator-related variables the performance of the students in the RVM Achievement Test?

It was hypothesized that the profile of RVM schools, as embodied by school-related, teacher-related, and administrator-related variables, has no significant effect on the organizational effectiveness of RVM schools in terms of student performance in the RVM Achievement Tests in the subject areas of English, Math, and Science.

The researcher applied the descriptive method of research. The principals and the English, Math, and Science teachers who handled the 4^th year students during the school year 2006-2007 served as respondents and were chosen using universal sampling. For the results in the RVM achievement tests in English, Math, and Filipino, included in the study were the scores of 470 students randomly selected using the Table of Random Numbers from the total population of 2,050.

The data required in this study were gathered mainly through the use of two sets of questionnaires, one for the teacher-respondents and the other for the principal-respondents. The statistical treatments used were frequency counts, percentages, means, correlation, and multiple regression.

Through a comparative examination of the average scores obtained by the students in the three subject areas (English at 26.66, Math at 20.23, and Science at 16) in the RVM Achievement Test for School Year 2006-2007, it could be inferred that the highest performance level was in English, and the lowest was in Science. The difference in the computed mean is considerably big at 10.66.

The fifteen independent variables were significantly correlated with one another. Five independent variables were significantly correlated with the scores in English, nine in Math, and three in Science.

Three of the fifteen independent variables in this study contributed significantly to the students’ academic performance in English. Ten variables each appeared as important independent predictors of the students’ academic performance in Math and Science.

The null hypotheses of this study, which state that the profile of RVM schools as embodied by school-related, teacher-related, and principal-related variables has no significant effects on the organizational effectiveness of RVM schools in terms of the students’ performance in the RVM Achievement Test in English, Math, and Science, were rejected.