Impact of Teachers’ Relational Style to Teachers’ Efficiency

Abstract

This paper focused on determining the relational style of the faculty and staff of Talangan National High School (TNHS), in knowing their efficiency rating, and in finding out the possible effect of relational style to efficiency rating. There are four widely accepted relational styles: the dominant, the influential, the steady and the conscientious. These relational styles are seen in offices, companies, public or private establishment, church community, or even at home. All of these four styles have strengths and weaknesses, focus, and ways of dealing with people around them. To explore on those aspects, the researcher conducted a survey on relational style of TNHS faculty and staff. The efficiency rating was obtained using the Consolidated IPCRF of the previous school year. After doing these, F-test established the significant effect of relational style to efficiency rating. It was found out that out of 32 teacher-respondents, 6 teachers or 19% are dominant, 6 teachers or 19% are influential, 13 teachers or 40% are steady, and 7 teachers or 22% are conscientious. The average efficiency rating for dominant teacher is 3.78 (VS), for influential teachers is 3.74 (HS), for steady teachers is 3.64 (VS) and for conscientious teachers is 3.90 (VS). The F-value computed is 3.37 while the critical value is 2.95. Since F-comp is greater than critical value, the hypothesis is rejected. The relational style of teachers has something to do with their efficiency rating. If the teacher is conscientious, he or she will have a higher efficiency rating than other teachers. Based on this result and findings, recommendation to target people was given at the end of the study.