The document discusses the role of school management teams in addressing challenges of COVID-19 that inhibit teamwork in Zamboanguita District. It presents the theoretical framework that guides the study, including transformational leadership style and transactional leadership style. It also discusses Hagedorn's Theory of Job Satisfaction. The study aims to determine the extent to which school management teams address COVID-19 challenges and environmental factors that affect teamwork. It also aims to examine relationships between effective team management and environmental factors, as well as differences based on respondent profiles. The document includes a questionnaire that will be used to collect data on respondent profiles, perceptions of team management development and environmental factors.

1. THE ROLE OF SCHOOL MANAGEMENT TEAMS IN ADDRESSING THE CHALLENGES OF
COVID19 THAT INHIBIT TEAMWORK IN ZAMBOANGUITA DISTRICT
A Thesis
Presented to
The Faculty of the Graduate School
Villaflores College
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision
By
ALDWIN F. TROPA
March 2022

2. Theoretical Framework of the Study
Theoretical Background
The theories that guided this study are: (a) transformational leadership
style concentrating on the five leadership attributes; idealized influence
attributes, idealized influence behaviors, inspirational motivation, intellectual
stimulation and individualized consideration and (b) transactional leadership
with two leadership attributes; contingent reward and management by
exception active designed by Avolio and Bass (2004). The concept of job
satisfaction is studied using Hagedorn Theory of Job Satisfaction (2000) as a
guide. This theory presupposes that the affective or attitudinal dimension of
job satisfaction of nurse educators is ascertained by the strength of
identification of numbers of premature intention to leave or desire to maintain
citizenship in it.
Transformational
leadership style
-Acts with integrity
-Inspire others
-Encourages
innovativethinking
-Coaches people
Transactional
Leadership Style
-Rewards
Achievements
-Monitors Mistakes
Job Resources
(Support, feedback,
demographics)
Job Demands
(mental,emotional,
physical
environment)
Motivation
(Motivators, Hygiene
Job Strain
Overall Job
Satisfaction

3. The components of job satisfaction and the need for effective leadership
were chosen as major themes to reflect on when considering leadership models
and theories. Some conclusions from leadership models available indicate that
personality traits, the situation, leader member relations and power influence
the practice of leadership (Muenjohn, 2008). Based on this proposition, Bass
and Avolio (1997) in response developed a “Full Range Leadership Model” to
include all these elements. The model was further redefined in 2004 which
identified three types of leadership: transformational, transactional and
avoidant leadership. In this study, only transformational and transactional
leadership styles were considered. This is because laissez-faire leadership
represents a type of behavior in which leaders display passive indifference
towards their followers (Moss & Ritossa, 2007) and are inclined to move out
from the leadership role and offer little direction or support to followers
(Kirkbride, 2006). Laissez-faire leaders also avoid making decision, give up
responsibilities and are indifferent to the needs of their followers and are
therefore considered as an ineffective type of leadership. Due to the nature of
work in nursing where there are standard operating procedures to follow,
ineffective leadership would lead to undesirable work outcomes. Elliot (2001;
2004) defines transformational leadership as that othe leader having
encouraging effects on the followers as they feel the sense of belief, high
regard, respect and faith towards the transformational leader. This in turn
creates an appropriate impression management behaviors that influences the
motivation of the followers whereby they are able to transcend self-interest to

4. work and accomplish more than they were initially expected to, thus creating a
sense of self satisfaction and satisfaction with the leader. Studies found
leadership styles do play a role towards varied levels of job satisfaction
among employees (Packard & Kauppi, 1999; Butler & Cantrell, 1997).
Research findings indicated that subordinates experienced high levels of job
satisfaction with leaders that showed high level of caring and compassionate
behavior; the two exemplary examples of transformational leadership. By
providing a high level of compassion, the transformational leader can enable
situations in the work environment that can bring about organizational
citizenship behaviors and job satisfaction (Balgobind, 2002). Transactional
leaders in contrast, focused on the fulfillment of the job and a good
interrelationship between the leader and the followers in exchange for desired
remunerations (Muenjohn, 2008). Bass and Avolio (2004) differentiated two
elements of transactional leadership: contingent reward happens when a leader
conveys to the followers what is required to get remunerations. Management by
exception (active) on the contrary encompasses corrective criticism, feedback
and reinforcement whereby the leader watches followers to find mistakes or
violates rules. In the academic setting this leadership style in relation with
subordinate job satisfaction as Northouse (2001) posited as that of the leader
negotiating with its immediate subordinate the number of publications that
he/she needs in order to receive tenure and promotion. Hagedorn Theory of
job satisfaction (2000), an extension of the Two Factor Theory by Herzberg and
colleagues (1993) postulates that factors associated with job satisfaction within

5. academia is due to two interacting constructs: mediators and triggers.
Mediators are elements providing the milieu of job satisfaction which include
motivators and hygienes (both intrinsic and extrinsic rewards linked with one’s
work), environmental conditions and demographics. By contrast triggers could
be either work or non-work events that affect an individual such as receiving a
promotion, change of job or even change in life stage.

6. Statement of the Problem
This study will determine the Role of School Management Teams in Addressing the
Challenges of Covid19 That Inhibit Teamwork in Zamboanguita District for the S.Y 2021-
2022.
Specifically, it sought to answer the following:
1. What is the profile of the respondents in terms of the following:
1.1 Age,
1.2 sex; and
1.3 number of hours of specialized trainings attended?
2. To what extent School Management Teams in Addressing Covid-19 in schools in terms
of:
2.1 development of effective team management; and
2.2 environmental factors (school environment support, family, community)?
3. Is there a relationship between the perceived extent of effective team management and
the environmental factors exerted by the school teams?
4. Is there a difference in the perceived extent of effective team management and the
environmental factors exerted by the school teams and their profile?

7. Questionnaire
THE ROLE OF SCHOOL MANAGEMENT TEAMS IN ADDRESSING THE CHALLENGES OF
COVID19 THAT INHIBIT TEAMWORK IN ZAMBOANGUITA DISTRICT
Part I: Profile of the Students
Name: (Optional) ____________________________
1. Age: _______
2. Sex: _______ Male ________ Female
3. 3. Trainings Attended:
Name of Trainings Number
of Days
School District Division Region National
1. District
2. Division
3. Regional
4. National

8. PART II. THE ROLE OF SCHOOL MANAGEMENT TEAMS IN ADDRESSING THE
CHALLENGES OF COVID19 THAT INHIBIT TEAMWORK IN ZAMBOANGUITA DISTRICT
Direction: 1. Read each statement. Think carefully about each statement and respond as
truthfully as you can.
2. Place a check mark (√ ) in the blank that best describes your feeling.
The following will be your guide:
Score Verbal
Description
Competence
Equivalent
Scale Explanation
7 Strongly Agree Very High 6.15 – 7.00 The feeling/behavior is felt/manifested by the
respondents 87% -100% of the time.
6 Agree High 5.29 – 6.14 The feeling/behavior is felt/manifested by the
respondents 73% - 86% of the time.
5 Somewhat
Agree
Somewhat
High
4.43 – 5.28 The feeling/behavior is felt/manifested by the
respondents 59% - 72% of the time.
4 Neither Agree
nor Disagree
Moderate 3.57 – 4.42 The feeling/behavior is felt/manifested by the
respondents 43% - 58% of the time.
3 Somewhat
Disagree
Somewhat Low 2.71 – 3.56 The feeling/behavior is felt/manifested by the
respondents 29% -42% of the time.
2 Disagree Low 1.85 – 2.70 The feeling/behavior is felt/manifested by the
respondents 15% - 28% of the time.
1 Strongly
Disagree
Very Low 1.00 – 1.84 The feeling/behavior is felt/manifested by the
respondents 1% - 14% of the time or below.

9. A. Development of Team Management
Variables Strongly
Agree
(7)
Agree
(6)
Somewhat
Agree
(5)
Neither
Agree
nor
Disagree
(4)
Somewhat
Disagree
(3)
Disagree
(2)
Strongly
Disagree
(1)
1. Reset your expectations. Most teams are
socialized and accustomed to synchronous
work and standardization.
2. Stay in regular touch. Sociometric
research proves that shorter communication
cycletimes are more effective inbuilding and
sustaining morale and engagement.
3. Support continued learning but keep it
short. Learning doesn’t have to stop in this
new environment, but it may be more
practical to use microlearning.
4. Assign buddies and peer coaches to add
a layer of mutual support. Attending to
every team member’s needs will quickly
exhaust the capacity of most managers.
5. Interpret tone and voice as proxies for
face-to-face feedback. It’s harder to read
the emotional cues of your people when you
aren’t in the same room.
6. Model optimism and drain the team of
fear. Optimism is contagious. Leaders who
demonstrate hopefulness and confidence in
the future are better able to help their team
members find meaning and purpose inwork,
especially under stressful conditions.
7. Update even if there’s no update.
Uncertainty fuels anxiety. The more you
communicate and share, the less chance
there is to develop an information vacuum
within your team.
8. Continually gauge stress and
engagement levels. Make it crystal clear to
your team members that your chief concern
is their well-being.
B. Environmental Factors
Variables Strongly
Agree
(7)
Agree
(6)
Somewhat
Agree
(5)
Neither
Agree nor
Disagree
(4)
Somewhat
Disagree
(3)
Disagree
(2)
Strongly
Disagree
(1)
School Support
1. My school has complete covid facilities.
2. My school shows concern on covid issues
3. My school initiates activities related to
covid awareness

10. 4. My school gives incentives or rewards for
community helpers
5. My teachers provide learning modules to
learners
Family
1. Our school give significant advice or tips
on how should covid be prevented
2. Our school provides support to families
with covid cases
3. Our school is ready for evacuation center
4. My family/ parents consult my teacher-
coach on how can I improve my sport.
5. My family/ parents encourage me to train
better.
Community
1. Our community leader(s) give incentives
to performing families active in
disseminating information about covid
2. Our community
(barangay/municipality) has facilities for
covid patients
3. Our community helps the school to
develop covid-19 scheme in dealing with
cases
4. Our community
(barangay/municipality) initiates
information campaign
5. Our community leader(s) are supportive
to sport-minded youth.