Predictors of Organizational Effectiveness of RVM Schools in Luzon
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 the RVM schools as embodied by school-related, teacher-related and administrator-related variables have no significant effects on the organizational effectiveness of RVM schools in terms of the students’ performance in the RVM Achievement Tests in the subject areas English, Math and Science.
The researcher applied the descriptive method of research. The principals and the English, Math and Science teachers who handled the 4th 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 who were randomly selected using the Table or Random Numbers from the total population of 2,050.
The data required in this study were gathered mainly through the use of the two sets of questionnaires, one for the teacher-respondents and the other for the principal-respondents. The statistical treatment used were the following: frequency counts, percentages, means correlation and multiple regression.
It could be inferred 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, that it is in the subject area English where the performance level was highest 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 included in this study contributed significantly to the students’ academic performance in English. In both Math and Science, there were ten variables each that 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 the RVM schools as embodied by school-related, teacher-related and principal-related variables have 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.