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All Journal Journal of Education and Learning (EduLearn)
Ligaya, Massuline Antonio D.
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Humanities Education Library & Information Science Social Sciences Other

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Students’ performance in English: effects of teachers’ leadership behavior and students’ motivation Igwe, Marie Charmaine P.; Ligaya, Massuline Antonio D.
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21680

Abstract

The research was conducted to determine how the leadership behavior of English teachers affects students' performance in the language and to examine how the motivation of students toward English language learning influences the relationship between the leadership behavior of teachers and the performance of their students in the language. The statistical tools used in this descriptive research study were frequency analysis, mean computation, correlation analysis, regression analysis, and mediation analysis. As the students perceive, their English teacher’s manifest leadership behavior consideration more than initiating structure. Results have shown that the students scored higher in integrative than in instrumental motivation. Both dimensions of leadership behavior positively relate to the students' integrative and instrumental motivation and English performance. This indicates that they will be motivated to learn and perform better in English no matter what dimension of leadership behavior teachers will manifest. However, regression analyses have shown different results. While integrative motivation is positively and significantly correlated to students' performance in English, instrumental motivation is not. Instrumental and integrative motivation do not mediate the effects of initiating structure on students' English performance. However, both forms of motivation significantly mediate the effect of consideration on students' English performance.
Teachers’ commitment and leadership behavior as correlates of academic performance Ligaya, Massuline Antonio D.; Ham, Joung-hyun; Daniel, Nanje Bakoma
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21083

Abstract

This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas–commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
Co-Authors Daniel, Nanje Bakoma Ham, Joung-hyun Igwe, Marie Charmaine P.