The Comparative Role Expectations of Filipino and American Teachers with Regard to the Administrator

Enverga, Tobias Y.

     The search for insight as to the proper professional and personal-social behavior of the school administrator as he seeks to lead teacher groups within the frameworks of differing cultures and societies has led to this cross-cultural study of teachers' role expectations. . . . Aside from identifying the role expectations that Filipino and American teachers have of administrators, this investigation [also compares] the role expectations of these two groups of teaches with obviously different cultures and social backgrounds. This comparison is important because it will provide the administrators of Philippine schools a meaningful guide in the application of certain administrative theories and practices which have been conceived within the American social and cultural framework.
     More particularly, this investigation . . . identif[ies] and compare[s] the role expectations of Filipino and American teachers with regard to:
     1. the professional relationships between administrators and teachers in (a) setting goals to be achieved, (b) planning and curriculum, (c) making policy regarding grouping, promotion and control of pupils, (d) the choice of methods of teaching, (e) the choice of teaching aids, (f) the solution of teacher problems, and (g) the administrator's visit to the classroom and post-conference; and
     2. The personal-social relationships between administrators and teachers (a) in setting up rules and regulations regarding the personal conduct of teachers within the community, and (b) the invitation to social functions.

Francis S. Chase (chair), Jacob W. Getzels, Herman G. Richey