Academic Administrators’ Decision Making and Teacher Empowerment Towards Developing Organizational Leaders

Abstract

This study is focused on the academic administrators’ decision-making and teacher empowerment towards developing organizational leaders. Categorically the study gathered the profile of the teacher respondents in terms of sex, age, years of teaching experience and highest educational attainment as well as the teacher respondents’ assessment of their academic administrators’ decision-making styles in terms of directive decision making, analytic decision making, conceptual decision-making and behavioral decision-making and the significant difference in the teacher respondents’ assessment of their academic administrators’ decision-making styles when their profiles are taken as test factors. Further, the teacher respondents’ assessment of their empowerment in terms of the following factors decision making, professional growth and autonomy were also measured and the significant difference in the teacher respondents’ assessment of their empowerment when their profiles are taken as test factors, the significant relationship between the teacher respondents’ assessment of their academic administrators’ decision-making and their empowerment and the observations of the academic administrators and proposed a program which aims at developing organizational leaders. The findings indicated that the majority of the respondents had accumulated extensive teaching experience and could, thus, accurately analyze the current issues. The data also demonstrate that the majority of the teacher responders are eager to advance their education through graduate study. Teachers who participated in the survey did in fact think that administrators need some cognitive complexity but little tolerance for ambiguity. The orientation's primary subjects are tasks and technological issues. Practicality, autocracy, rigidity, impersonality, and a strong desire for power and control define this style. Based on the findings, the behavioral decision-making style of the academic administrators is most similar to the sensing-feeling type since it depends on group participation, from the knowledge of planning specialists through the acceptance of a choice by other parties involved. This category includes people who have an excessive need for acceptance and democratic connections with subordinates. They take care to maintain good relations with other employees when making decisions.