QUANTITATIVE RESEARCH PROPOSAL FOR DOCTOR OF EDUCATION

1. July 22, 2024
RESEARCH PROPOSAL
Quantitative Research
Prepared by:
JENNEFER F. INOCENCIO

2. Jennefer F. Inocencio
PATH-GOAL APPROACH, WORK-LIFE
BALANCE AND JOB SATISFACTION OF
SCHOOL ADMINISTRATORS IN THE 2ND
DISTRICT OF CAPIZ
Research Title

3. CHAPTER I
INTRODUCTION

4. INTRODUCTION
School administrators are tasked with improving follower
performance while maintaining follower satisfaction so that the goals
of the organization and individuals can be met. A modern reality of
any educational system is the inevitability of change within the
organization that requires leaders who are open to constant changes,
are innovative, and have strong leadership abilities (Atasoy, 2020).
The behaviors exuded by school administrators have profound effects
on the overall performance of their schools and teachers resulting in
the inherent need to motivate followers as they move through the
organization (Baptiste, 2019). While working together to establish
path to aim the one goal, school administrators should establish a
healthy work-life balance in order to be successful and productive in
their working life and happy in their family life.

5. INTRODUCTION
In other words, the psychological state of the individual and the
institution they work for are among the influential elements in their work-
life balance and job satisfaction. From the standpoint of administrators,
work-life balance is the creation of a balance between the responsibilities
of goal and private life (Cieri et al. 2015). Indeed, organizations overseeing
morale, commitment and job satisfaction of administrators and reducing
issues and stress factors in the workplace will develop their skills in
recruiting and maintaining skilled and valuable employees. In today's
organizations and management approach, administrators’ job satisfaction
has an important place. However, administrators ' job satisfaction can be
said to be closely associated with an organization being successful and
achieving objectives, because employees join an organization to meet their
personal needs and serve the purpose of the organization- as long as they
perform their own purposes (Soyuk and Sohbet, 2011).

6. INTRODUCTION
In the case of job satisfaction, it will observe that
administrators were active, pursued new objectives, improved
themselves and established good relations, while in the case of
dissatisfaction, they show behaviors such as shirking responsibilities,
complaining, constantly criticizing, slowing down work or excused and
unexcused absenteeism. As long as administrators are satisfied with
their jobs and the work environment, they work more selflessly and
reach the same degree of satisfaction. Therefore, in order to ensure
quality and efficiency in education, school administrators should pay
attention to not only improving the working conditions of the school,
but also meeting individual and professional expectations of school
administrators.

7. INTRODUCTION
In other words, it is extremely important for the success of
the system that school administrators work to accomplish
organizational objectives on the one hand, and create a positive
environment that will motivate employees to work on the other
(Karakose and Kocabas, 2019). It is of great importance that school
administrators create such a positive organizational climate in the
institutions they manage so that other employees are satisfied with
their job also.
In this case, through this study, the researcher would like to
determine the path-goal approach, work-life balance, and job
satisfaction of school administrators in the 2nd
District of Capiz.

8. Statement of the Problem
1. What is the level of path-goal approach of school administrators as a
whole and when grouped according to sex, age, marital status,
designation, year(s) in designation, and educational attainment?
2. What is the level of work-life balance of the respondents as a whole
and when grouped according to selected variables?
3. What is the level of job satisfaction of school administrators as a
whole and when grouped according to selected variables?
4. Are there significant differences in the levels of path-goal approach,
work-life balance, and job satisfaction of school administrators when
they are classified according to selected variables?
5. Are path-goal approach, work-life balance and job satisfaction of
school administrators significantly related?

9. Hypotheses of the Study
1. There is no significant difference in the job satisfaction of school
administrators when they are classified according to the path-goal
approach as a whole and when grouped according to sex, age, marital
status, designation, year(s) in designation, and educational
attainment.
2. There are no significant differences in the levels of job satisfaction of
school administrators when grouped according to work-life balance as a
whole and when grouped according to sex, age, marital status,
designation, year(s) in designation, and educational attainment.
3. There are no significant relationships existing among path-goal
approach, work-life balance and job satisfaction of school
administrators.

10. Theoretical Framework
This research will be anchored on the Theory of Path Goal
Approach to Leadership by Georgopoulos et al. (1957),
Work-Life Balance Theory by Kirchmeyer (2000), and Job
Satisfaction Theory: Job Characteristics Model by Hackman
and Oldham (1976).

11. Theoretical Framework
 The Theory Path Goal Approach to Leadership (Georgopoulos et al.,
1957), describe a complex set of factors that affect productivity by those
working toward common goals including individual, situational,
phenomenal, and objective factors. The followers’ behaviors during
production activities are directly related to the leader's behaviors as
both sets of behavior collectively influence follower satisfaction
(Georgopoulos et al., 1957; House, 1971). A leader who focuses attention
on helping their followers' performance and satisfaction by providing for
their needs and motivations is practicing within the path-goal theory
(Northouse, 2019). Path-goal theory, as studied and researched by
Georgopoulos et al. (1957), Evans (1970; 1974), and House (1971) was
used as a theoretical framework for investigating the leadership tactics
of school administrators as they motivate followers in productivity while
maintaining satisfaction.

12. Theoretical Framework
 According to Georgopoulos et al. (1957), operating under a path-goal perception leads to
behaviors focused on needs, expectations, and situations where the consequences are
viewed as the motivating factors of need and usefulness in achieving goals. The purpose
of approaching leadership with the tools proffered in path-goal theory is to provide staff
motivation and commitment to complete tasks and work toward organizational aims
(Farhan, 2018; Ramirez, 2020). The path-goal theory focuses the leader's attention on the
follower's needs and motivations as a pathway to higher productivity (Northouse, 2019;
Georgopoulos et al., 1957. Additionally, leaders motivate followers with well-defined
goals, clear paths, and sufficient support (Northouse, 2019). In order for the organization
to meet its collective goals and for the people within to meet their individual goals,
leaders must improve their thought processes and actions to gain effectiveness in
attaining worker satisfaction and outcomes (Farhan, 2018; Sagie & Koslowsky, 1994).
Path-goal theory is built on the premise that leaders exert four differing behaviors on
staff to increase their satisfaction, their acceptance of the leader, and their effective
performance (House & Mitchell, 1975).

13. Theoretical Framework
 This research will be further anchored on the Kirchmeyer
(2000) Work-Life Balance Theory, Work-Life Balance (WLB) is
defined by Kirchmeyer (2000) as the achievement of fulfilling
experiences in the different aspects of life that require
various resources, like energy, time and commitment and
these resources are spread across all the domains. Work-life
balance is oftentimes compared to a similar term work-family
balance, but the former term incorporates other roles like
community, social, religious and leisure roles taken up by an
individual.

14. Theoretical Framework
 Work-Life balance is increasingly challenging in the modern context
and the challenge arises from the fact that it is very difficult to strike
the balance between work and other domains of life. In addition to
being a challenge to the individuals, the WLB as a concept has been
taken up by the organizations and human resource departments across
the board, in lieu of which many policies and strategies have been
formulated to alleviate the conflict between the domains of work and
life. On the theoretical front, various theories have been propounded
since the 1970s. Starting with a generic but intuitive Segmentation
theory, many other theories are found in the literature including the
Spillover theory, the Compensation theory, the Enrichment theory,
Facilitation theory, Border and Boundary theory.

15. Theoretical Framework
 Also, this research will be anchored on Job Satisfaction Theory: Job
Characteristics Model by Hackman and Oldham (1976). Hackman and
Oldham designed the job characteristics model in 1976. This model
helps employers enrich their employees' work and make it more
engaging and interesting. According to the model, the five
characteristics - skill variety, task identity, task significance,
autonomy, and feedback - can be adjusted to make work more
engaging, motivating, and satisfying. Employees can
experience meaningful work through skill variety, task identity, and
task significance. The autonomy of work makes employees
feel responsible for their work's outcomes.

16. Theoretical Framework
 Feedback from the job helps them understand the effect of
their work. It will help them make changes if needed. These
psychological states lead to high internal motivation, high-
quality work performance, high work and job satisfaction,
and low absenteeism and turnover.
 It is in this light that the researcher of this study intends to
explore the influence of path-goal approach, work-life
balance, and job satisfaction of school administrators in the
2nd
District of Capiz during the School Year 2023 - 2024.

17. Conceptual Framework
In this study, the researcher assumes that profile
variables such as sex, age, marital status,
designation, year(s) in designation, and educational
attainment influenced the respondents’ path-goal
approach, work-life balance, and job satisfaction.
Moreover, it is assume that path-goal approach,
work-life balance and satisfaction of school
administrators are related to one another. These
assumptions are shown in Figure 1.

18. Conceptual Model
Figure 1. A schematic diagram showing the relationship between
the independent (respondents’ profile, path-goal approach, and
work-life balance) and dependent variable (job satisfaction of
school administrators).

19. Significance of the Study
 The results of this study will provide teachers the information about
the leadership quality of their school administrators and will learn
about work-life balance. Through this, with satisfactory work-life
balance, they can reap a range of benefits. Productivity is higher,
absenteeism is lower, and physical and mental health improves with
higher commitment and motivation that could lead to their job
satisfaction.
 As a future school administrator, the results of this study will
help school system increase goal approach and management styles
that will personally, professionally and academically up lift the
standard of the school setting.

20. Significance of the Study
 This study will also help school administrators understand their
integral role within the school system. Through this study, they will
learn on how to aim for the goal and balance their administrative
duties and personal life and enjoy their job that is essential in
ensuring their well-being and effectiveness both inside and outside
of the school’s walls.
 Results will also help the Department of Education to have a full
grasp of the reality of the school management world in the field.
The results of this study may provide them information that may
aid them in formulating programs that could possibly provide open
connections for school administrators, in order to improve the
educational system and school setting.

21. Significance of the Study
 The results of this study may become a stepping stone for future
researchers in conducting studies related to path-goal approach,
work-life balance and job satisfaction. The results of this study may
be used by them to support and strengthen their findings and at the
same time to validate their claims about the variables considered
in this investigation.
.

22. Scope and Limitations of the Study
 This study is limited to determine the level of path-goal approach,
work-life balance and job satisfaction of school administrators and if
significant relationships exist among them. Further, job satisfaction
is based on the school administrators’ rate on the job satisfaction
scale by Hackman & Oldham (1976). Furthermore, profile variables
are limited to the school administrators’ sex, age, marital status,
designation, year(s) in designation, and educational attainment.
 Lastly, path-goal approach and work-life balance are only limited to
the responses of the respondents to the adopted researcher-
modified questionnaires.

23. Definition of Terms
 Path-Goal Approach refers to the school administrators’ behaviour that directly
impacts the satisfaction, motivation, and productivity of subordinates (Bailon,
2023). In this study, it refers to the way of the school administrator motivates
their subordinates to accomplish goals.
 Work-Life Balance is defined as achieving satisfying experiences in all life
domains and to do so requires personal resources such as energy, time and
commitment to be well distributed across domains (Kirchmeyer, 2010). In this
study, work-life balance is typically defined as the amount of time school
administrator spend in doing administrative job versus the amount of time they
spend in doing what’s important to them outside of the work.
 Job Satisfaction refers to the pleasurable emotional state resulting from the
appraisal of one’s job as achieving or facilitating the achievement of one’s job
values (Taber and Alliger, 2018) In this study, job satisfaction refers to school
administrator’s overall feelings about their jobs. It is the state of well-being and
happiness concerning performance in the workplace and its school setting.

24. Definition of Terms
 Sex refers to a person’s biological characteristics. A person’s sex is
usually described as being either male or female. Some people may
have both male and female characteristics, or neither male nor
female characteristics, or other sexual characteristics (Attorney-
General's Department 2015). In this study, sex is the distinction
between male and female typically associated with either the male
or female sex, as reported by the respondent.
 Age refers to the concept that describes how old a person is at
particular point in time (Schwall, 2012). In this study, age is the
measure of the time elapsed of school administrator from date of
live birth to the specific point in time, usually in complete years.

25. Definition of Terms
 Marital Status refers to the classification of individuals based on the
current marital state in relation to the laws and customs of the
country, which includes the state of being single, married,
separated, divorced and others (Kwan and Walsh, 2017). In this
study, marital status refers to the personal status of the
respondents.
 Designation refers to the description, name, or title that is given to
someone in a particular context (collinsdictionary.com). In this
study, designation refers to the position or title of the school
administrator in a particular school assignment.

26. Definition of Terms
 Year(s) In Designation refers to the recording working experience
within an employee’s profession. Specifically, it refers to the length
of employment, which is measured to determine eligibility, vesting
and benefits levels for employees (collinsdictionary.com). In this
study, year(s) in designation means the total number of full years as
an administrator being employed in the Department of Education.
 Educational Attainment refers to the highest level of education that
a person has successfully completed. Successful completion of a
level of education refers to the achievement of the learning
objectives of that level, typically validated through the assessment
of acquired knowledge, skills and competencies (Behnke et al.,
2004). In this study, educational attainment refers to the highest
level of education that the school administrator has completed.

27. CHAPTER II
REVIEW OF RELATED
LITERATURE

28. Path-Goal Approach
Path-goal theory explains how leaders support their
followers by selecting specific behaviors that best
meet their needs and situation, forming a
relationship between the leader's behavior, the
followers' motivations, and the work environment as
they progress together on pathways toward common
goals (Jabbar & Hussin, 2019; Northouse, 2019).

29. Work-Life Balance
 In the literature, work-life balance is defined in various ways. Aycan et al. (2007)
did not limit the issue with work and family only and put forward a "life balance"
concept with a more holistic perspective. Authors defined life balance as meeting
the demands of job, family and personal areas, three basic areas of our lives, to an
extent that will satisfy the individual. As a concept, work-life balance involves
having control in one’s working life, and also flexibility, sociability and individuality
over work and non-work activities. However, balance is defined as working life and
family life (or private life) being away from conflict (Clark, 2000; Friedmann et al.
2001). From the standpoint of employees, work-life balance is the creation of a
balance between the responsibilities of work and private life (Cieri et al. 2005).
Indeed, organizations overseeing morale, commitment and job satisfaction of
employees and reducing issues and stress factors in the workplace will develop their
skills in recruiting and maintaining skilled and valuable employees (Cappelli, 2000).
The most important work-life balance indicator is how much time is devoted to
different activities, because each balance element requires a certain amount of
time.

30. Job Satisfaction
 It is clear from literature, that a number of definitions are used for the term “job
satisfaction”. In the most general sense, job satisfaction is defined as the harmony
between what an employee expects and actually gets from the institution they work for
and from their job (Mumford, 1972); an emotional response that occurs as a result of
the interaction between the employee’s values concerning their job and the profits
gained from their job (Oshagbemi, 2000); and employees' state of satisfaction or
dissatisfaction with their job and the degree to which individuals like their job (Davis,
1988). The most important indicator of reduced productivity in an organization is
employees’ reduced job satisfaction level. Job satisfaction is reflected in staff behavior
as follows: In the case of job satisfaction, it was observed that employees were active,
pursued new objectives, improved themselves and established good relations, while in
the case of dissatisfaction, they showed behaviors such as shirking responsibilities,
physical assault, causing damage, complaining, constantly criticizing, slowing down
work or excused and unexcused absenteeism (Cankul et al. 2007; Akinci, 2002;
Karakose, 2008; Dindar et al. 2001; Tutuncu, 2000). As long as people are satisfied with
their jobs and the work environment, they work more selflessly and reach the same
degree of satisfaction.

31. CHAPTER III
METHODOLOGY

32. Research Design
 The survey-correlational research design will be used in this study.
According to Fraenkel and Wallen in Dapulano (2019), survey is used
as a descriptive method to further analyze the quality and accuracy
of the study objectives. Surveys can be useful when a researcher
wants to collect data on phenomena that cannot be directly
observed. On the other hand, correlation research investigates
relationships between two or more sets of data. This design likewise
helps determine the extent to which different variables are related
to each other (David and Dapulano, 2019). In the context of this
study, this research design was deemed relevant and appropriate as
the researcher intended to describe the variables included in the
study and to find out if significant relationships existed among them.

33. Locale of the Study
This study will be conducted in 12 districts
comprising 268 elementary schools including
Integrated School in the 2nd
District of Capiz of school
year 2023 -2024.

34. Respondents of the Study
 A sample size of 159 school administrators taken from a
population of 268 registered elementary schools on the
master list of Department of Education-Schools Division of
Capiz will be the total sample total during the school year
2023-2024 in the 2nd
District of Dumalag, Capiz served as
respondents of the study.

35. Sampling Design
The sample size of the respondents will be
determined using the formula of Cochran (1977)
as follows:


36. Sampling Design
 Where:
 n = sample size
 t = 1.96, abscissa of the normal curve that cuts off an area α at the tails
 P = 0.5, estimated proportion of an attribute that is present in the
population
 Q = 1 - P
 d = 0.05 desired level of precision
 N = population size of the study

37. Sampling Design
To determine the sample size school, stratified
random sampling technique using the
proportional allocation formula of Cochran
(1977) was used as follows:

38. Sampling Design
 Where:
 ni = sample size obtained from the respondents
 n = size of the sample for all the respondents
 N = total size of population for all the pupils
 Ni = population of the respondents
 Respondents of the study were identified through fish bowl
technique by assigning a number to each number in a
population.

39. Sampling Design
 The sample size of the respondents taken from each district elementary school
is shown in Table 1.
 Table 1. Population and sample size of the study.
DISTRICT POPULATION SAMPLE SIZE PERCENTAGE
Cuartero
Dao
Dumalag
Dumarao
Ivisan
Jamindan
Mambusao East
Mambusao West
Sapian
Sigma
Tapaz East
Tapaz West
20
19
20
33
15
30
18
14
22
22
34
21
12
11
12
20
9
11
18
8
13
13
20
12
7.55
6.91
7.55
12.58
5.66
6.91
11.32
5.03
8.18
8.18
12.58
7.55
TOTAL 268 159 100.00

40. Instrument of the Study
 The survey questionnaire is composed of four parts. The first part will be
intended to gather data in terms of the school administrators’ profile such as
sex, age, marital status, designation, year(s) in designation, and educational
attainment. The second part is a 20-item path-goal questionnaire which will be
used to measure the leadership goal of school administrator on managing
educational system as perceived by the school administrator. Responses to each
item statement were always, usually, often, seldom, and never. The third part
is a researcher-modified work life balance questionnaire developed by
Netemeyer et al. (1996) which will be used to measure the school
administrators’ work-balance ability. Responses to each item statement are
strongly agree, agree, neutral, disagree, and strongly disagree. The fourth part
of the instrument is the job satisfaction scale questionnaire which was
developed by Hackman & Oldham to measure the level of job satisfaction status
of the school administrators.

41. Validity and Reliability of the Instrument
The research instrument used will be presented to
the panel of experts for content and validation. After
necessary changes and suggestions by the panel were
addressed, the questionnaire underwent pilot-testing
utilizing 10 school administrators in Dumalag District.
Those administrators were no longer considered as
respondents in the actual gathering of data. The
result of the pilot testing was used in determining
the Cronbach Alpha which ensured if the instrument
was reliable or not.

42. Categorization of Variables
 The variables included in the study are categorized as follows:

 Sex
 Male
 Female
 Age
 25-30 years old
 31-35 years old
 36-40 years old
 41-45 years old
 46-50 years old
 51-60 years old
 61-65 years old

43. Categorization of Variables
 Marital Status
 Single
 Married
 Separated
 Widowed
 Divorced
 Designation
 Teacher-In-Charge (TIC)
 School Head I
 School Head II
 School Head III
 School Principal I
 School Principal II
 School Principal III
 School Principal IV

44. Categorization of Variables
 Year(s) in Designation
 0–5 years
 6–10 years
 11–15 years
 16-20 years
 21-25 years
 26-30 years
 Educational Attainment
 College Graduate
 With Units in Master
 Master Degree Holder
 With Units in Doctorate
 Doctorate Degree Holder

45. Categorization of Variables
 Path-Goal Approach
 Scale Verbal Interpretation
 4.20 – 5.00 Always
 3.40 – 4.19 Usually
 2.60 – 3.39 Often
 1.80 – 2.59 Seldom
 1.00 – 1.79 Never

 Work-Life Balance
 Scale Verbal Interpretation
 4.20 – 5.00 Strongly Agree
 3.40 – 4.19 Agree
 2.60 – 3.39 Neutral
 1.80 – 2.59 Disagree
 1.00 – 1.79 Strongly Disagree

46. Categorization of Variables
 Job Satisfaction
 Mean Score Verbal Interpretation
 4.20 – 5.00 Very high job satisfaction
 3.40 – 4.19 High job satisfaction
 2.60 – 3.39 Moderate job satisfaction
 1.80 – 2.59 Low job satisfaction
 1.00 – 1.79 Very low job satisfaction

47. Data Collection
 After establishing the reliability and validity of the questionnaires,
the researcher will follow several steps in the actual gathering of
information from the intended respondents. First, the researcher
will seek permission from the Dean of the College of Education and
from the Division Superintendent down to the District Supervisor to
allow her to conduct the study within the 2nd
District of Capiz.
 When approval was granted, the researcher first needs to request
from the division the office the registered master list of all
elementary school in the 2nd
district with the corresponding assigned
school administrators in each school, then will coordinate with the
district supervisor and school administrators of each elementary
schools involved in order to administer the questionnaires to the
identified respondents in a face-to-face context.

48. Data Collection
 Prior to the distribution of questionnaires, the researcher
will formally brief the participants on the mechanics of the
instruments, the intent of the researcher in conducting the
study, and the benefit that the respondents might derive
from the study. The respondents will be given enough time
in accomplishing the questionnaires. After the respondents
were through in providing their responses, immediate
retrieval of the accomplished questionnaires was done by
the researcher to ensure one hundred percent turn-out.
The collected raw data were coded, scored, tallied, and
entered in tabular form for analysis.

49. Data Analysis
Data will be analyzed using both descriptive and
inferential statistics to determine the level of path-
goal approach, work-life balance and job satisfaction
of the respondents and if there are significant
differences and relationships existing among them.

50. with love…
THANK YOU!

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