ASSESSING ADMINISTRATION MANAGEMENT SKILLS & STAKEHOLDER

SATISFACTION IN LIPA CITY, BATANGAS GOVERNMENT OFFICES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 28
Issue 10
Pages: 1127-1142
Document ID: 2024PEMJ2732
DOI: 10.5281/zenodo.14501986
Manuscript Accepted: 11-14-2024
 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

Assessing Administration Management Skills & Stakeholder Satisfaction in Lipa City,

Batangas Government Offices
Myven M. Prima,* Lelanie D. Perido
For affiliations and correspondence, see the last page.
Abstract
This study explored the impact of supervisors' leadership competence on work climate within selected non-
government organizations in Lipa City, Batangas. By analyzing data on supervisors' exercise of power styles, efficacy
in various functions, and the overall work climate, the study revealed several key findings. The composite mean for
the exercise of power styles was 3.75, indicating that supervisors demonstrated effective leadership practices in their
work activities. Supervisors exhibited high efficacy in various areas: delivering instruction (mean = 3.74), conducting
co-curricular and extra-curricular activities (mean = 3.72), providing guidance and counseling (mean = 3.70),
participating in work programs (mean = 3.50), and managing classrooms (mean = 3.87). The status of the work climate
was also positive, with a composite mean of 3.56, suggesting a warm and supportive environment, particularly in
professional and interpersonal relationships. The study further investigated the effects of power styles, supervisor
efficacy, and work climate on clients and subordinates’ academic achievement, finding a composite mean of 3.57,
which indicated a significant positive influence. Statistical analysis confirmed a highly significant relationship
between clients and subordinates’ academic achievement and the aforementioned variables, with adjusted r square
values ranging from 0.9462 to 0.9943, surpassing the critical r value of 0.834 at the 0.01 level. This suggested that
supervisors’ leadership styles, efficacy, and the quality of the work climate significantly impacted clients and
subordinates' academic success. The null hypothesis related to these variables was rejected, affirming that leadership
competence and work environment were crucial factors influencing educational outcomes.
Keywords: efficacy, leadership, non-government organizations (NGOs)

Introduction
The exploration of leadership competence and its effects on organizational work climates has become an area of significant focus across
global, national, and local contexts. This growing interest highlights the critical role of effective leadership in shaping work
environments and influencing the overall success of organizations, particularly within non-government organizations (NGOs). This
study was undertaken to investigate the outcomes of supervisors' leadership competence on work climate within selected NGOs in Lipa
City, a province in the Philippines known for its diverse socio-economic landscape.
At a global level, leadership competence has long been recognized as a cornerstone of organizational success. Across various industries
and sectors, including non-governmental organizations, the impact of leadership on work climate has been extensively documented.
Effective leadership practices are shown to enhance work environments, which in turn improves organizational performance and
employee satisfaction. Research has demonstrated that leaders who possess strong competencies in areas such as communication,
decision-making, and emotional intelligence can foster positive work climates that promote employee well-being and productivity.
Global organizations have increasingly adopted and adapted various leadership models and styles to better meet the evolving needs of
their workforces and to achieve superior outcomes. For instance, transformational leadership, which emphasizes inspiring and
motivating employees, has been linked to enhanced job satisfaction and organizational commitment. This broader global perspective
underscores the importance of understanding how leadership competence can translate into tangible improvements in work climates
and overall organizational effectiveness.
In the national context of the Philippines, the significance of leadership within NGOs has been highlighted by numerous studies and
reports. In a country where NGOs play a crucial role in addressing social issues and contributing to community development, the
effectiveness of supervisors is particularly pivotal. Supervisors in these organizations are expected not only to manage tasks but also
to cultivate a positive work climate that aligns with the goals of the organization. Research in the Philippine context has shown that
supervisors' efficacy in areas such as instructional delivery, guidance, and participation in work programs is closely linked to the quality
of the work environment. For example, effective guidance and counseling by supervisors can significantly impact employee motivation
and engagement, leading to a more supportive and productive work climate. The findings of such studies underscore the need for a
deeper understanding of how leadership competence affects work climates within the NGO sector in the Philippines. This national
perspective highlights the critical role of leadership in fostering organizational success and emphasizes the need for targeted leadership
development programs to enhance work environments across various sectors.
Locally, within Lipa City, the study aimed to investigate the specific dynamics of leadership competence and work climate within
selected NGOs. Lipa City presents a unique socio-economic context characterized by its developmental challenges and opportunities.
The province's diverse economic activities, ranging from agriculture to local industries, create a distinct environment for NGOs
operating in the region. Understanding how supervisors' leadership practices influence work climates in this local context provides

Prima & Perido 1127/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

valuable insights for improving organizational performance and employee satisfaction. The findings from this study are of relevance
to local stakeholders, including NGO managers and policymakers, who seek to enhance the effectiveness of their organizations and
create supportive work environments that are tailored to the local context. By examining the interplay between leadership competence
and work climate in Lipa City, the study aims to provide actionable recommendations for improving organizational practices and
fostering a positive work environment.
One of the primary challenges faced by the study is the limited generalization of its findings due to the specific context of Lipa City.
The socio-economic and cultural characteristics of this province may significantly differ from those of other regions or countries, which
could limit the applicability of the study’s results beyond this particular setting. The unique conditions of Lipa City might not reflect
the experiences of NGOs in different geographical or cultural environments, potentially affecting the broader relevance of the findings.
To address this limitation, the study could include comparative analyses with NGOs from diverse regions to identify any universal or
context-specific factors influencing leadership competence and work climate. Providing detailed contextual information about Lipa
City will also aid in understanding the specific conditions under which the study’s results were obtained, enhancing the interpretation
of the findings within their local context.
Another significant problem that the study may encounter is potential bias in self-reported data. When evaluating supervisors' leadership
competence and its impact on work climate, participants might present responses that reflect personal perceptions rather than objective
realities. Supervisors may exaggerate their own effectiveness or minimize negative aspects of the work environment to appear more
favorable. Similarly, employees might provide responses influenced by their personal relationships with supervisors or their current
job satisfaction, rather than an accurate depiction of the work climate. This bias can undermine the accuracy and reliability of the
study’s results. To mitigate this issue, the study could employ multiple data sources, such as observations, peer reviews, and
performance metrics, alongside self-reported surveys to create a more comprehensive and balanced view of leadership competence and
work climate. Implementing robust data validation techniques and cross-referencing findings with objective measures can further help
in reducing the impact of potential biases and enhancing the credibility of the study.
This study sought to explore the outcomes of supervisors' leadership competence on work climate within NGOs in Lipa City by
integrating insights from global, national, and local perspectives. The investigation aimed to contribute valuable knowledge to the
broader discourse on effective leadership and organizational development. By highlighting the importance of leadership practices in
shaping work climates, the study sought to underscore the need for continuous leadership development and support to enhance
organizational effectiveness and employee well-being.
Research Questions
This study aimed to determine the effects of power styles or leadership competence, supervisor efficacy and work climate on the
organizational achievement, specifically in selected non-government organizations in Lipa City, Batangas. More specifically, it sought
to answers the following questions:
1. To what extent do the supervisors employ power styles or leadership practices in conducting varied work activities?
2. How do the supervisors manifest efficacy in their conduct of the following work functions/activities:
2.1. instruction;
2.2. co-curricular and extra-curricular activities;
2.3. guidance;
2.4. participation in work programs; and,
2.5. office management?
3. What is the status of work climate prevailing in the works, as perceived by the supervisors?
4. To what extent are the effects of power styles, supervisor efficacy and work climate on the organizational achievement?
5. Is there a significant relationship between the extent of organizational achievement and the supervisors’ exercise of power
style, efficacy and work climate?
6. From the findings of the study, what plan of action can be proposed to strengthen further the supervisors’ exercise of power
styles, supervisor efficacy and work climate?
Methodology
Research Design
This study aims to determine the effects of power styles, supervisor efficacy and work climate on the organizational achievement,
specifically in selected non-government organizations in Lipa City. To attain this purpose, the researcher utilized the descriptive
method of research since it is deemed most appropriate in determining status and situations in relation to the research variables, the
focus of the study. Garcia and Reganit (2019) cited that descriptive research aims to describe systematically, functionally, accurately
and objectively a situation, problem or phenomena. Also, Calmorin and Calmorin (2019) cited that descriptive research focuses on
the present condition, the purpose of which is to find new truth. Descriptive research is also valuable in providing facts on which
scientific judgments may be based.

Prima & Perido 1128/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

The researcher prefers this method of research for it is widely used doing scientific research such that, only few limitations are observed
on its use. In descriptive research, the identification of the relationship that exists between variables concerned serves to generate an
answer to the hypothesis.
Respondents
The respondents of the study include 119 administrators and supervisors from selected non-government organizations in Lipa City.
Purposive sampling was used to determine the exact number of respondents. The study determined the desired sample size in ratio and
proportion using the Raosoft’s formula with a confidence level of 95% and a margin of error of 5%. The participating institutions were
namely Philippine Constructors Association, CARE Philippines, Haribon Foundation, Bantay Kalikasan, UNICEF Philippines, Center
for Economic and Policy Research, and Environmental Center of the Philippines Foundation.
Instrument
The questionnaire was used as the main data-gathering instrument. It is composed of four parts. The first part focuses on power styles
or leadership practices employed by the supervisors in conducting varied work activities, while the second part is on their manifestation
of efficacy in the conduct of instruction, co-curricular and extra-curricular activities, guidance, participation in work programs and
office management. The third part deals with the status of work climate prevailing in the works and the fourth and last part assessed
the effects of power styles, supervisor efficacy and work climate on the organizational achievement based on their participation in
varied office and work activities, enhancement of socialization and leadership skills and performance in tests, assignments and projects.
The instrument underwent content validation by the research adviser and other experts in the field of thesis writing. The questionnaire
was presented to graduate school professors of Lipa City Colleges Graduate School. Then, a trial run of the instrument was conducted
to 10 supervisors in a work not covered by the study. They were not included as actual respondents but were used only for validation
purposes to determine whether the contents of the questionnaire are comprehensible and reliable.
The result of the trial survey was analyzed and interpreted through the use of Split-Half method in association with Pearson Product
Movement Correlation and Spearman Brown Formula. Revisions were incorporated upon the suggestion of the research adviser and
finally it was administered to the actual respondents.
Procedure
After validating the instrument, the researcher prepared copies sufficient for the target population and sample respondents.
Simultaneously, she prepared a letter of request to the work authorities, along with the questionnaire. It was during the delivery of the
letter and copies of the questionnaire that she explained the details to guide the respondents in answering the items/indicators in the
instrument. After sufficient time, she personally retrieved the copies of the questionnaire through the same channel as they were
distributed. Right after, she tallied the responses and later sought the assistance of a statistician for the interpretation of data.
The secondary data were already organized and presented in Chapter 2. They were gathered through library-based research and surfing
the Internet. On the other hand, the primary data were secured from the results of the administration of the research instrument. The
response to each item of the questionnaire was tallied and presented in tabular form. Later, the results were interpreted.
Data Analysis
The data gathered from the respondents were analyzed and interpreted through the application of the following statistical tools and
procedures:
Weighted Mean. This was used to measure the extent by which the respondents assessed the given research variables in relation to
power styles, supervisor’s efficacy, work climate and on the effects of these variables on the organizational achievement, specifically
for Research Problems 1, 2, 3 and 4.
Pearson Product Moment Correlation Coefficient. This statistic was used to validate the research instrument in association with Split
Half Method and Spearman Brown Formula for transforming computed correlation into coefficient of reliability.
Spearman Brown Formula. This statistic was used to validate the research instrument, particularly in transforming computed Pearson
r to coefficient of reliability.
Simple Percentage. This statistic was used to assess the status of work climate, specifically for Research Problem 3 in complement to
Weighted Mean.
Regression/Correlation. This statistical tool was employed in testing the hypotheses of relationship between paired variables,
specifically for Research Problem 5. The computer was used in this area.
Ethical Considerations
In conducting the study on the outcomes of supervisors' leadership competence on work climate within NGOs in Lipa City, several
ethical considerations were addressed to ensure the integrity and ethical soundness of the research. Foremost among these was the

Prima & Perido 1129/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

principle of informed consent. Participants, including both supervisors and employees, were fully informed about the study’s purpose,
procedures, and potential impacts before agreeing to participate. This involved providing clear, comprehensible information about the
study’s goals, how their data would be used, and their right to withdraw at any time without facing any negative consequences. Ensuring
that participants were aware of these aspects helped uphold their autonomy and allowed them to make informed decisions about their
involvement.
Another critical ethical consideration was confidentiality. The study safeguarded participants' personal information and responses to
maintain privacy and protect against any potential harm. Measures were implemented to anonymize or de-identify data to ensure that
individuals could not be traced through their responses. Secure storage and handling of data were essential to prevent unauthorized
access or breaches. Additionally, clear protocols were established for data sharing and reporting, ensuring that aggregated findings
were presented in a manner that did not compromise individual confidentiality.
Voluntary participation was also a key ethical consideration. Participation in the study was entirely voluntary, and individuals were not
coerced or pressured into taking part. Participants had the freedom to decide whether or not to participate without fear of repercussions
or undue influence from supervisors or colleagues. The study ensured that all participants understood they could refuse to answer
specific questions or withdraw from the study at any stage without any adverse effects on their employment or professional
relationships.
Furthermore, the study addressed potential power imbalances. In a setting where supervisors and employees were involved, there was
a risk that employees might feel obliged to provide favorable responses to avoid potential repercussions. To mitigate this, the study
established clear boundaries and reassured participants that their responses would not affect their job security or professional standing.
Providing a neutral and anonymous environment for participants to share their views helped minimize these power dynamics and
encouraged honest feedback.
Lastly, the study considered the potential impact of its findings on the participants and the organization. Careful consideration was
given to how the results were communicated and used, ensuring that they were applied constructively and did not harm the participants
or their work environment. Ethical research practice involved not only adhering to these principles but also reflecting on the broader
implications of the study and striving to contribute positively to the understanding and improvement of leadership practices and work
climates.
Results and Discussion
This part of the study gives the presentation, analysis, and interpretation of the gathered data from the questionnaires answered by the
respondents in accordance with the specific questions posited on the objectives of the study.
To what extent do the supervisors employ power styles or leadership practices in conducting varied work activities?
Table 1. Power Styles Employed by the Supervisors in Conducting Work Activities
Indicators WM R QD
Supervisors…
1. inspire clients and subordinates through role modeling of pleasant traits, values and behavior 3.87 3 GE
2. promote a climate of continuous learning to enable the clients and subordinates to be responsive and 3.77 5 GE
adaptable to changes
3. demonstrate initiative in directing clients and subordinates towards accomplishment of office activities 3.81 4 GE
4. manifest consistency and resiliency in performing instructional function 4.11 1 GE
5. maintain emotional stability even in conflicting situations 3.36 8 ME
6. motivate and stimulate the clients and subordinates to participate actively in varied office activities 3.96 2 GE
7. use effective change processes in promoting continuous improvement in the work’s program of activities 3.39 7 ME
8. promote the welfare of the clients and subordinates in a variety of ways 3.69 6 GE
Composite Mean 3.75 GE
Legend: WM = Weighted Mean; R = Rank; QD = Qualitative Description; GE = Great Extent; ME = Moderate Extent

Table 1 shows the power styles employed by the supervisors of Selected non government organizations in Lipa City in conducting
varied work activities. Six items obtained great extent ratings from the respondents’ assessment, foremost of which was that of
manifesting consistency and resiliency in performing instructional function, as sustained by the highest weighted mean 4.11 in rank
one. This finding describes the daily function of the supervisor which could be the reason for posting the item at the pedestal. What is
most notable is the consistency and resiliency manifested in the supervisor’s delivery of instruction which are some of the true
characteristics of a leader. Shah (in Endaya, 2021) stressed that leaders are people who are persistent in face of setbacks. Further,
Griffin (2020) cited consistency and stability as leadership traits.
In rank two, motivating and stimulating the clients and subordinates to participate actively in varied office activities obtained a weighted
mean of 3.96, while 3.87 in rank three for that of inspiring the clients and subordinates through role modeling of pleasant traits, values
and behavior. These findings lend support to the citation of Cavallari (in Rodriguez, 2021) – that leadership is inspiring people.
In rank four, that of demonstrating initiative in directing clients and subordinates towards accomplishment of office activities posted a

Prima & Perido 1130/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

weighted mean of 3.81, while 3.77 in rank five on that of promoting a climate of continuous learning to enable the clients and
subordinates to be responsive and adaptable to changes and 3.69 in rank six on that of promoting the welfare of the clients and
subordinates in a variety of ways. Danfad (2020) stressed that the exercise of leadership roles include that of taking initiatives. Further,
Tracy (2020) stated that true leaders will strike into the emotion of his or her followers.
On the other hand, two items obtained moderate extent rating from the respondents. These are using effective change processes in
promoting continuous improvement in the work’s program of activities and maintaining emotional stability even in conflicting
situations, with respective weighted means of 3.39 and 3.36 in ranks seven and eight. These findings imply that change processes and
conflicting situations moderately occur so that the responses of the supervisors are similarly related to the frequency of their
occurrences. It should however be noted that the cited items also point out some of the features of power styles or leadership practices.
The enlightened leader of the new millennium understands strategic and operational aspects of change, and ensures change is
undertaken positively – in ways that achieve outcomes, build capacity, and promote welfare. This is not about change for change sake,
but about making work a more productive and fulfilling task (Martin, 2020).
As a whole, the composite mean of 3.75 indicates the respondents’ great extent exercise of power styles or leadership practices in their
performance of varied work activities. This implies that leadership qualities are essential traits that supervisors should possess and
demonstrate in their performance of functions aimed at attaining educational goals.
The effective leader of the 21st Century, according to Griffin (2020), is whole and leads with heart, head, and soul. Leading through
times changing more quickly than we can observe and interpret them is one of the great leadership challenges of the new millennium.
How do the supervisors manifest efficacy in their conduct of the following work functions/activities: instruction; co-curricular
and extra-curricular activities; guidance; participation in work programs; and office management?
Table 2. Supervisors’ Efficacy in Terms of Conducting Instruction
Efficacy in the Delivery of Instruction WM R QD
Supervisors…
1. use varied mentoring strategies adapted to the nature of the topics taught and according to the needs, 3.98 3 GE
interests and capabilities of the clients and subordinates
2. provide appropriate challenges for very capable clients and subordinates 3.36 7 ME
3. set up in proper sequence the lessons where drills and exercises are necessary 3.89 4 GE
4. utilize multimedia for instructional purposes 3.34 8 ME
5. demonstrate instructional competencies to facilitate the mentoring-learning process 4.12 1 GE
6. apply the art of good questioning to facilitate the use of Socratic method 4.05 2 GE
7. adjust the lessons according to the needs of the majority group 3.39 6 ME
8. provide an alternative explanation or example when the clients and subordinates find difficulty in 3.81 5 GE
understanding the lessons
Composite Mean 3.74 GE
Legend: WM = Weighted Mean; R = Rank; QD = Qualitative Description; GE = Great Extent; ME = Moderate Extent

Table 2 manifests the supervisors’ efficacy in terms of conducting or delivering instruction. In five of eight items, the respondents
posted weighted means corresponding to great extent, the highest of which was 4.12 in rank one on that of demonstrating instructional
competencies to facilitate the mentoring-learning process. Since the main function of the supervisor is to deliver instruction, it could
be inferred from this finding that instructional competencies emanate from consistent practice. Hence, this item obtained the highest
weighted mean.
In rank two, that of applying the art of good questioning to facilitate the use of Socratic method posted a weighted mean of 4.05, while
3.98 in rank three for that of using varied mentoring strategies adapted to the nature of the topics taught and according to the needs,
interests and capabilities of the clients and subordinates. In rank four, setting up in proper sequence the lessons where drills and
exercises are necessary obtained a weighted mean of 3.89, while 3.81 in rank five for that of providing an alternative explanation or
example when the clients and subordinates find difficulty in understanding the lessons.
The cited findings indicate that mentoring is a highly technical process as it involves the use of varied strategies that are systematized
for the purpose of adapting the process to the needs, interests and abilities of the clients and subordinates. The supervisors were found
to be efficacious in the use of these strategies from sequencing of the lesson to art of questioning to conducting drills and exercises.
Meanwhile, the remaining three items which obtained moderate extent ratings are as follow: adjusting the lessons according to the
needs of the majority group, providing appropriate challenges for very capable clients and subordinates, and utilizing multimedia for
instructional purposes, with respective weighted means of 3.39, 3.36 and 3.34 in consecutive ranks of six to eight. These findings imply
that the need to apply the cited items in the mentoring-learning process is just moderate. To be precise, the lessons are already
sequenced, and the use of multimedia should not be very frequent. Further, there are but a few clients and subordinates who possess
high level of capability and they are precisely those on top of the class. Hence, these are the probable reasons for the findings that were
arrived at.

Prima & Perido 1131/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

An instructional delivery involving the use of VCD/DVD or Power point or 16mm film, for example, is a multimedia presentation, in
that, still pictures, text, graphics, motion picture, background sound as well as some narrations are synchronized and or combined at
the same time in order to enhance learners’ understanding of a concept. In this approach, timekeeping and coordination of different
media are involved. It also includes use of interactive elements such as graphics, text, video, sound and animation at the same time to
deliver lessons (Nkweke, 2020).
In totality, the composite mean of 3.74 interpreted as great extent indicates that the supervisors’ efficacy in terms of delivering
instruction can be described as very satisfactory. This finding could have probably resulted from experience in the job. Supervisors
naturally become competent through the passing of time and exposure to mentoring hones their instructional competencies, along with
their attending seminars and in-service trainings for the pursuit of professional growth and development.
Mullin, et al.’s (in Abraham, 2020) concept of Best Mentoring Practice stressed that effective mentoring is simply not a set of generic
practices but a set of contexts or wise decision-making processes. Effective supervisors do not use the same set of practices for every
lesson. Effective supervisors constantly reflect on their work, observe whether clients and subordinates are learning or not and then
adjust their practices accordingly.
Table 3. Supervisors’ Efficacy in Terms of Conducting Co-Curricular and Extra-Curricular Activities
Conducting Co-Curricular and Extra-Curricular Activities WM R QD
Supervisors…
1. help the clients and subordinates think critically while performing co-curricular and extra-curricular 3.66 6 GE
activities
2. motivate clients and subordinates who show low interest in co-curricular and extra-curricular activities 3.80 4 GE
3. make the clients and subordinates believe they can benefit from participating in co-curricular and extra- 4.02 1 GE
curricular activities
4. integrate values in conducting co-curricular and extra-curricular activities 3.93 2 GE
5. foster creativity among the clients and subordinates 3.39 7 ME
6. demonstrate democratic practices in conducting co-curricular and extra-curricular activities 3.72 5 GE
7. promote unity among the clients and subordinates while conducting co-curricular and extra-curricular 3.87 3 GE
activities
8. evaluate the results of co-curricular and extra-curricular activities for future reference 3.37 8 ME
Composite Mean 3.72 GE
Legend: WM = Weighted Mean; R = Rank; QD = Qualitative Description; GE = Great Extent; ME = Moderate Extent

Table 3 indicates the supervisors’ efficacy in terms of conducting co-curricular and extra-curricular activities. Six items obtained great
extent rating from the respondents’ assessment, foremost of which was that of making the clients and subordinates believe they can
benefit from participating in co-curricular and extra-curricular activities, with the highest weighted mean of 4.02 in rank one. This item
was most prioritized by the respondents probably because they feel it is the best motivation for the clients and subordinates to participate
in the said activities. How they communicate this to the clients and subordinates is a matter of choice and decision. But what is most
important is that the clients and subordinates must be informed of the benefits they can get from participating not only for additional
grades but for their development of socialization and leadership skills which they may carry along throughout their life. It should be
noted that intrinsic is better than extrinsic motivation.
In rank two, that of integrating values in conducting co-curricular and extra-curricular activities obtained a weighted mean of 3.93,
while 3.87 in rank three for that of promoting unity among the clients and subordinates while conducting co-curricular and extra-
curricular activities. These findings generally point out the spirit of unity and camaraderie inherent in participating in the cited activities,
aside from the benefit of developing socialization and leadership skills.
In rank four, the item pertaining to that of motivating clients and subordinates who show low interest in co-curricular and extra-
curricular activities obtained a weighted mean of 3.80, while 3.72 in rank five on that of demonstrating democratic practices in
conducting co-curricular and extra-curricular activities. These findings point out the other ways by which supervisors conduct said
activities, specifically on that of prioritizing the clients and subordinates who demonstrate lack of interest in these activities, along with
practicing democratic principles therein.
The remaining indicator with great extent interpretation was that of helping the clients and subordinates think critically while
performing co-curricular and extra-curricular activities got a weighted mean of 3.66 in rank six. This finding is best manifested in
games and contests involving the use of critical thinking strategies to win.
On the other hand, the remaining two items obtained moderate extent interpretation. These are fostering creativity among the clients
and subordinates and evaluating the results of co-curricular and extra-curricular activities for future reference, with respective weighted
means of 3.39 and 3.37 in ranks seven and eight.
As a whole, the composite mean of 3.72 indicates a great extent efficacy of the supervisors in terms of conducting co-curricular and
extra-curricular activities. It implies that these activities complement the delivery of instruction or curricular activities for the common
purpose of developing the total personality of the learner. Hence, the role of the supervisor is not merely confined to the four corners

Prima & Perido 1132/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

of the office but extends beyond.

Jha (2020) alleged that the development of the total personality of the client requires a variety of educative experiences which may
contribute to a long, happy and normal life. In this regard, educational experiences should not only include formal knowledge to help
him to develop intellectually and mentally but also impart lots of other experiences for his social, physical and spiritual development.
Sitra and Sasidhar (2021) alleged that clients and subordinates’ involvement in co-curricular activities enhances their competencies.
Hence, significant steps must be taken to assure that every client participates actively in co-curricular activities, which are headed by
supervisors who are knowledgeable about that activity.
According to Clarkson (2020), the development of a client particularly on a residential campus undergoes varied curricular and co-
curricular activities which offer exciting opportunities for intellectual, social, physical, attitudinal and personal growth.
Table 4. Supervisors’ Efficacy in Terms of Guidance
Guidance WM R QD
Supervisors…
1. welcome clients and subordinates when they confide personal or problems in work 3.84 3 GE
2. establish a relaxing mood when performing counseling function to help the clients and subordinates open 4.02 1 GE
up their predicaments
3. make the clients and subordinates believe that every problem has a solution 3.68 5 GE
4. advise clients and subordinates on the career they are most suited to 3.37 8 ME
5. help the clients and subordinates who are in most need of guidance 3.77 4 GE
6. facilitate the counseling process through leveling 3.57 6 GE
7. accept clients and subordinates with warm and welcoming remarks and gestures 3.93 2 GE
8. demonstrate ability to penetrate and resolve even the deepest confessions of the clients and subordinates 3.38 7 ME
Composite Mean 3.70 GE
Legend: WM = Weighted Mean; R = Rank; QD = Qualitative Description; GE = Great Extent; ME = Moderate Extent

Table 4 reflects the supervisors’ efficacy in terms of guidance. Six items obtained weighted means corresponding to great extent, the
highest of which was 4.02 posted on that of establishing a relaxing mood when performing counseling function to help the clients and
subordinates open up their predicaments. This manner of counseling is most commonly performed by the supervisors, as it is one step
in the standard operating procedures for the purpose of bridging the gap between the counselor and the counselee.
In rank two, that of accepting clients and subordinates with warm and welcoming remarks and gestures obtained a weighted mean of
3.93, while 3.84 in rank three for that of welcoming clients and subordinates when they confide personal or problems in work. These
findings also indicate the features of an effective way of counseling. As the supervisors perform this activity, the findings imply their
competency in guidance. Hence, these findings lend support to the notable adage in education - that every supervisor is a counselor.
The other items which obtained great extent rating are as follow: helping the clients and subordinates who are in most need of guidance,
making them believe that every problem has a solution and facilitating the counseling process through leveling, with respective
weighted means of 3.77, 3.68 and 3.57 in consecutive ranks of four to six. These findings point out the other features of counseling
that the supervisors follow.
Meanwhile, the remaining items obtained moderate extent rating in reference to those of demonstrating ability to penetrate and resolve
even the deepest confessions of the clients and subordinates and advising clients and subordinates on the career they are most suited
to, with respective weighted means of 3.38 and 3.37 in ranks seven and eight. These moderate findings could be attributable to the
nature of the situation, which means that they occur only to such an extent. It implies that most of the problems opened up by the clients
and subordinates are more common personal problems that don’t need deep penetration into the situation. On the other hand, career
counseling is more applicable during the transition period from high work to college.
As a whole, the composite mean of 3.70 indicates great extent performance by the supervisors of their guidance functions, which
implies that counseling is an important part of the educative process.
The study of Arellano (2020) partly focused on guidance as an important part of the supervisor’s function, along with establishing good
relationship with parents to involve them in their children’s educational activities.
Whiston & Quinby (2020) noted that work counseling interventions do serve to promote academic success. These interventions are
strategic interventions in that they match the needs of the clients and subordinates with the intended outcome of the selected intervention
and should be chosen based on empirical evidence. Strategic interventions can be delivered in several ways, among them as large office
guidance, small group work and individual counseling.
While many structured office guidance programs focus on career awareness and study skills, conflict resolution is another area that
work counselors focus on in office guidance lessons (Poynton, et al., 2020).
Table 5 explores the respondents’ assessment of their efficacy in terms of participation in work programs. Six items obtained great
extent weighted means, the highest of which was 3.67 on that of manifesting a sense of cooperativeness with co-supervisors while

Prima & Perido 1133/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

working together. This finding is an indication of what commonly happens when the works are conducting programs. Supervisors
usually are organized by working committees where each member is assigned a specific function and all are working together for the
successful implementation of the program. In these situations, the supervisors cooperate with one another.
Table 5. Supervisors’ Efficacy in Terms of Participation in Work Programs
Efficacy in Participating in Work Programs WM R QD
Supervisors…
1. coordinate with the work head and co-supervisors in conducting and participating in work programs 3.64 2 GE
2. manifest a sense of cooperativeness with co-supervisors while working together 3.67 1 GE
3. welcome suggestions when confronted with decision-making situations 3.33 7 ME
4. observe punctuality in conducting and participating in work programs 3.52 4 GE
5. demonstrate professionalism in conducting and participating in work programs 3.58 3 GE
6. contribute to the attainment of the objectives of work programs 3.49 5 GE
7. help new supervisors adapt to the work culture during work programs 3.30 8 ME
8. subordinate self-vested interest to the interest of the whole organizations 3.46 6 GE
Composite Mean 3.50 GE
Legend: WM = Weighted Mean; R = Rank; QD = Qualitative Description; GE = Great Extent; ME = Moderate Extent

In rank two, that of coordinating with the work head and co-supervisors in conducting and participating in work programs got a
weighted mean of 3.64, while 3.58 in rank three for that of demonstrating professionalism and 3.52 in rank four for that of observing
punctuality. These findings point out coordination, professionalism and punctuality exercised by the supervisors to a great extent in
conducting and participating in work programs.
In rank five, that of contributing to the attainment of the objectives of work programs obtained a weighted mean of 3.49, while 3.46 in
rank six for that of subordinating self-vested interest to the interest of the whole organizations. These findings reflect the purposes of
work programs, along with how the supervisors respond and contribute to the attainment of these purposes. Despite the many and
varied tasks, the supervisors perform, they still devote time and effort, skills and techno craft for the good of the organizations.
On the other hand, the remaining items obtained moderate extent rating from the supervisors’ assessment. These are welcoming
suggestions when confronted with decision-making situations and helping new supervisors adapt to the work culture during work
programs, with respective weighted means of 3.33 and 3.30 in ranks seven and eight. These findings could have been moderate probably
due to its occurrence. Although every situation is a decision-making situation, it doesn’t mean that there are always suggestions nor
were their frequent occurrences of conflicting situations in the implementation of work programs since these are already kept intact in
the works’ schedule of activities, as an offshoot of the work heads’ efficient planning. Further, it is not a tedious job to help new
supervisors since these new ones are also professionals and fast learners who could readily adapt to whatever existing situations that
occur in the works.
Summing up, the composite mean of 3.50 indicates to a great extent the efficacy of the supervisors in terms of conducting and
participating in work programs. This implies their sense of adaptability, cohesion and unity, along with competencies and
professionalism in the field. This finding lends support to the citation of Deshler, et al. (2020) on the role of the supervisors, the work
heads and the work in totality in the implementation of a work program.
In implementing the work programs, Hughes (2020) stressed that an effective information dissemination campaign is one in which
clients and subordinates and supervisors interact in ways that allow clients and subordinates to have an opportunity to maximize how
much they learn and understand.
Table 6. Supervisors’ Efficacy in Terms of Office Management
Office Management WM R QD
Supervisors…
1. establish a positive office climate 4.0 3 GE
2. perform routine office activities efficiently 3.94 4 GE
3. maintain office discipline to avoid disturbance of activities 3.71 6 GE
4. establish a system of office rules and policies for guidance purposes 3.89 5 GE
5. set the office in proper decorum before starting the scheduled activity 4.07 2 GE
6. control disruptive behavior in the office 3.63 7 GE
7. clarify expectation about how the clients and subordinates should behave in varied office situations 3.59 8 GE
8. ensure the cleanliness and orderliness of the office 4.12 1 GE
Composite Mean 3.87 GE
Legend: WM = Weighted Mean; R = Rank; QD = Qualitative Description; GE = Great Extent; ME = Moderate Extent

Table 6 shows the respondents’ assessment of the extent of supervisors’ efficacy in terms of office management. All items obtained
great extent rating, foremost of which was on ensuring the cleanliness and orderliness of the office, with the highest weighted mean of
4.12 in rank one, followed by that of setting the office in proper decorum before starting the scheduled activity, with a weighted mean
of 4.07 in rank two. These findings picture out the common scenario in a work office. As a routine, these are maintained to a great
extent by the supervisors.

Prima & Perido 1134/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

In rank three, establishing a positive office climate got a weighted mean of 4.0, while 3.94 in rank four for that of performing routine
office activities efficiently. Next in rank was that of establishing a system of office rules and policies for guidance purposes, with a
weighted mean of 3.89, while 3.71 in rank six for that of maintaining office discipline to avoid disturbance of activities.
Finally in ranks seven and eight were the posted weighted means of 3.63 and 3.59 respectively on those of controlling disruptive
behavior in the office and clarifying expectation about how the clients and subordinates should behave in varied office situations. All
these findings point out the supervisors’ expertise in office management. These findings are not questionable since the supervisors are
the managers of the office and office management is one of the basic competencies that supervisors should demonstrate. It goes hand
in hand with their performance of instructional function since it is not convenient to teach in a disorderly office.
As a whole, the composite mean of 3.87 points out the supervisors’ great extent of efficacy in terms of office management. It implies
that the supervisors perform this function very satisfactorily.
Drawing on a review of good practices in supervisor professional learning, Webster-Wright (2020) concluded that quality professional
development must integrate theory with practice, enabling supervisors to make ongoing decisions about their office management
practice within the context of deeply understood relevant theory.
Meanwhile, Moos (2020) stressed that one of the goals of office management is to create a positive office climate to maximize the
clients and subordinates’ opportunities for learning and office participation and then develop their sense of responsibility.
Table 7. Summary of Composite Mean Values on Supervisors’ Efficacy
Variables Composite Mean Interpretation
Instruction 3.74 Great Extent
Co-Curricular and Extra-Curricular Activities 3.72 Great Extent
Guidance 3.70 Great Extent
Participation in Work Programs 3.50 Great Extent
Office Management 3.87 Great Extent
Average Composite Mean 3.71 Great Extent

Table 7 summarizes the results of the supervisors’ assessment of their efficacy, with an average composite mean of 3.71 interpreted as
great extent. The variables include instruction, co-curricular and extra-curricular activities, guidance, participation in work programs
and office management. Respectively, their composite means were 3.74, 3.72, 3.70, 3.50 and 3.87, all interpreted as great extent. So
far, the highest was 3.87 on office management, while the lowest was 3.50 on participation in work programs. These findings indicate
that supervisors are efficacious, to a great extent. The average composite mean of 3.71 indicates great extent of efficacy demonstrated
by the supervisors.
What is the status of work climate prevailing in the works, as perceived by the supervisors?
Table 8. Status of Work Climate as Perceived by the Respondents
Status of Work Climate WM R QD
1. The work implements program of activities as planned. 3.78 1 GE
2. Members of working committees on programs of activities are democratically selected. 3.67 3 GE
3. Every supervisor in the working committee is assigned functions that relate with self-interest and field of 3.59 4 GE
specialization.
4. Work head and supervisors work harmoniously in implementing the work’s program of activities. 3.72 2 GE
5. Freedom is enjoyed but to the extent of not breaking work policies. 3.39 7 ME
6. Socialization activities are included in the program of activities. 3.37 8 ME
7. Communication lines from top to bottom are open. 3.52 5 GE
8. Professional jealousy is discouraged by the work head. 3.43 6 GE
Composite Mean 3.56 GE
Legend: WM = Weighted Mean; R = Rank; QD = Qualitative Description; GE = Great Extent; ME = Moderate Extent

Table 8 on the following page manifests the status of work climate as assessed by the respondents. Six items obtained great extent
rating from the respondents’ assessment. The highest weighted mean of 3.78 was posted on that of the implementation of work
programs as planned. This finding implies that a positive climate exists in the works as evidenced by the smooth implementation of
programs.
In rank two, a weighted mean of 3.72 was obtained from the item that describes harmonious working relationship between the work
head and the supervisors in the implementation of the work’s program of activities. Likewise, a harmonious working relationship
indicates a positive work climate.
In rank three, the democratic selection of members of the working committees on programs of activities got a weighted mean of 3.67.
In rank four, the assigning of supervisors such functions that relate with self-interest and field of specialization obtained a weighted
mean of 3.59. In the same vein, a positive work climate is traced when democratic procedures are exercised.
In rank five, a weighted mean of 3.52 on that of having open communication lines from top to bottom also indicates a positive work

Prima & Perido 1135/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

climate; likewise, when professional jealousy is discouraged by the work head, as sustained by a weighted mean of 3.343 in rank six.
The remaining items obtained moderate extent rating from the respondents’ assessment. These are “freedom is enjoyed but to the extent
of not breaking work policies” and “socialization activities are included in the program of activities”, with respective weighted means
of 3.39 and 3.37 in ranks seven and eight. Although moderate in description, these two items also imply the existence of positive work
climate.
As a whole, the composite mean of 3.56 interpreted as great extent indicates that a positive work climate exists in the work. Whether
such positive degree is warm or slightly warm is presented in the next table.
Table 9. Status of Work Climate as Perceived by the Respondents
Status of Work Climate Stably Warm Fairly Warm
Frequency Percentage Frequency Percentage
Professional Relationship 51 45.54 61 54.46
Interpersonal Relationship 39 34.82 73 65.18

On the status pertaining to professional relationship, 61 or 54.46 percent of the respondents posted responses on the “fairly warm”
option, while 51 or 45.54 percent on that of “stably warm”. On interpersonal relationship, 73 or 65.18 percent opted for “fairly warm”,
while 39 or 34.82 percent on that of “stably warm”.
As a whole, the status of work climate is described as “fairly warm”, as sustained by majority responses on both professional and
interpersonal relationships. There is no apt comment on this finding since it may be derogatory to the whole work organizations.
Heskey (2020) averred that promoting a positive work culture will improve many different areas of client's behavior. In class, clients
and subordinates who are in a positive climate will be more creative and perform better. Promoting a positive work culture will develop
a sense of community which will make supervisors and clients and subordinates happier in their work. Improving a sense of community
within the work is a way of reducing the sense of authoritarian hierarchy and empowering clients and subordinates to feel as if they are
an important part of the work. Running informal extra-curricular activities will help to foster a sense of interaction between clients and
subordinates and supervisor which will improve a sense of community. Kay (2020) alleged that creating this positive climate requires
the supervisor to lead by example. Open lines of communication are the key to positive climates.
To what extent are the effects of power styles, supervisor efficacy and work climate on the organizational achievement?
Table 10. Effects of Power Styles, Supervisor Efficacy and Work Climate on the Organizational Achievement
Effects WM R QD
The clients and subordinates…
1. manifest greater sense of interest and enjoyment in participating in office activities. 3.72 2 GE
2. show better socialization skills 3.56 5 GE
3. demonstrate enhanced leadership skills 3.47 6 GE
4. perform work assignments on time 3.67 3 GE
5. manifest an improved performance in tests 3.61 4 GE
6. become more responsible in performing office activities 3.36 8 ME
7. show cooperative attitude in office activities 3.76 1 GE
8. learn to minimize disruptive behavior in the office 3.38 7 ME
Composite Mean 3.57 GE
Legend: WM = Weighted Mean; R = Rank; QD = Qualitative Description; GE = Great Extent; ME = Moderate Extent

Table 10 shows the supervisors’ assessment of the effects of power styles, supervisor efficacy and work climate on the organizational
achievement. In six items, the posted weighted means obtained great extent qualitative description, the highest of which was 3.76 on
that of showing cooperative attitude in office activities. This item could have been most prioritized by the supervisors as it is readily
observable among the clients and subordinates. Even by being quiet, there is a sense of cooperative attitude since the act contributes to
the avoidance of disturbance in the office.
Excerpts from the study of Orsos (2020) found out that a harmonious relationship between supervisor and clients and subordinates
influences the latter’s development of interest and enthusiasm in varied office activities.
In rank two, that of manifesting greater sense of interest and enjoyment in participating in office activities obtained a weighted mean
of 3.72. This effect is also readily observable in the organizational reaction while performing cooperative learning or group activities.
In rank three, that of performing work assignments on time got a weighted mean of 3.67, while 3.61 in rank four on that of manifesting
an improved performance in tests. These findings are definitely observable since the supervisors check assignments and test papers.
Abromitis (2020) stressed that using plenty of positive reinforcement for desired behaviors, structuring group work to focus on team-
building and specific social skills, and promoting thinking behaviors in the clients and subordinates, supervisors will achieve the
positive office culture they desire, and enjoy a much more peaceful and productive work year.
Meanwhile, the showing of better socialization and leadership skills were in ranks five and six, with respective weighted means of 3.56

Prima & Perido 1136/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

and 3.47. These skills are manifested mostly in group activities assigned to the clients and subordinates. Socialization is observable
while they work with group members, while leadership is manifested in leading group mates and in reporting of group outputs.
The study of Silva (2020) on the utilization of cooperative learning strategies stressed that the socialization skills of the clients and
subordinates are enhanced through these activities and they are contributory to the maintaining and promotion of a positive office
climate deemed essential in the mentoring-learning process.
On the other hand, the remaining items which obtained moderate extent rating include those of learning to minimize disruptive behavior
in the office and becoming more responsible in performing office activities, with respective weighted means of 3.38 and 3.36 in ranks
seven and eight.
As a whole, the composite mean of 3.57, interpreted as great extent, is a concrete evidence of the effects of power style, supervisor
efficacy and work climate on the organizational achievement. However, the foreseen limitation of this finding is that there is no
assurance of the exact effect of each of the variables on the organizational achievement, since there are other intervening and extraneous
variables that may also have effects on the organizational academic performance. There is no exact statistical tool and neither can there
be an accurate technological instrument which can penetrate the working of the brain, since the individual is always and thoroughly
governed by psychological impulses that affect at one time or at another the functioning of the senses. Even the emotion influences the
functioning of the brain, such that there is a mistaken notion or misconception that we think merely with our minds. The fact is that our
feelings influence our thoughts. The way we feel towards a variable influences our perception of such variable.
In conclusion to the discussed variable, let it be noted here that the assessed effects resulted from a combination and interaction of such
variables as power style, supervisor efficacy and work climate. The effects of each variable are not specified in this study but those of
all combined.
Viñas (2020) found out that instruction, through the utilization of a conglomeration of different mentoring strategies, helps improve
the clients and subordinates’ academic performance. The study of Katigbak (2020) asserted that the promotion of a positive office
climate enhance organizational participation and performance in varied office activities. The study of Famatigan (2020) revealed a
highly significant relationship between the effectiveness of theory-based instructional strategies and its effects on organizational
academic performance. In the study of Magsino (2020) socialized discussion and recitation was found to have a good effect on the
organizational participation and performance in the office.
Excerpts from the study of Orsos (2020) also included positive office climate as an avenue towards further improvement in the
organizational participation and performance in varied office and work activities. Moreover, the study of Jennings and Greenberg
(2020) proposed a model of the pro-social office that highlights the importance of supervisors’ social and emotional competence (SEC)
and wellbeing in the development and maintenance of supportive supervisor–client relationships, effective office management, and
successful social and emotional learning program implementation.
Is there a significant relationship between the extent of organizational achievement and the supervisors’ exercise of power style,
efficacy and work climate?
Table 11. Test of Significant Relationship between the Organizational Achievement Compared with Power
Style, Supervisor Efficacy and Work Climate
Variables Adjusted r Critical r Description Decision Ho
Effects on Clients and subordinates square
Achievement Compared with:
Exercise of Power Style 0.9466 0.834 at 0.01 Highly Significant Reject
Efficacy in Instruction 0.9462 0.834 at 0.01 Highly Significant Reject
Efficacy in Conducting Co-Curricular and 0.9656 0.834 at 0.01 Highly Significant Reject
Extra-Curricular Activities
Efficacy in Guidance 0.9943 0.834 at 0.01 Highly Significant Reject
Efficacy in Participating in Work Programs 0.9734 0.834 at 0.01 Highly Significant Reject
Efficacy in Office Management 0.9911 0.834 at 0.01 Highly Significant Reject
Work Climate 0.9748 0.834 at 0.01 Highly Significant Reject

Table 11 on the following page shows the results of the test of significant relationship between the clients and subordinates achievement
compared with power style, supervisor efficacy and work climate.
The table reveals highly significant relationship between the organizational achievement compared with power style, supervisor
efficacy and work climate, as sustained by computed adjusted r square values ranging from 0.9462 up to 0.9943, all of which exceeded
the critical r value of 0.834 at 0.01 level. Hence, the null hypothesis accorded to these areas of comparison was rejected. This finding
implies that the organizational achievement is influenced by such variables as the supervisors’ exercise of power style, efficacy in
terms of instruction, conduct of co-curricular and extra-curricular activities, guidance, participation in work programs and office
management, along with work climate. Further, the positive sign of the computed correlation signifies that an enhanced and
strengthened power style, supervisor efficacy and work climate tends to improve to maximum extent the organizational participation

Prima & Perido 1137/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

in work activities, performance in tests and projects and academic performance.

The study of Famatigan (2020) revealed a highly significant relationship between the effectiveness of theory-based instructional
strategies and its effects on organizational academic performance based on the increase in their grade point average.
The dissertation of Rocafort (2020) emphasized that in the conduct of work programs and activities, supervisors must model pleasant
behavior according to the norms of ethical conduct to imbue among the clients and subordinates a great sense of love for learning.
Conclusions
From the summarized findings, several critical conclusions emerged, offering a comprehensive view of how supervisors' leadership
competence impacts work climate and organizational performance within the studied NGOs.
Firstly, it was concluded that supervisors exercised power styles or leadership practices extensively and with considerable competence
in their daily work and office activities. This extensive and effective application of leadership practices highlights the essential role
that supervisors play in managing various tasks and driving organizational success. Effective leadership is crucial in navigating complex
work environments, and the study underscored that supervisors who adeptly apply power styles can significantly influence the
operational efficiency and overall success of their organizations.
Secondly, the study revealed that supervisors demonstrated high efficacy across several key functions. Their effectiveness was notably
evident in the delivery of instruction, where they successfully facilitated learning processes and supported educational objectives. This
indicates that supervisors were not only involved in high-level management but also played a crucial role in directly influencing
educational outcomes. Additionally, their competence extended to managing co-curricular and extra-curricular activities, which are
vital for the comprehensive development of individuals. Supervisors also showed significant efficacy in providing guidance,
participating actively in diverse work programs, and managing office operations. This broad spectrum of competence reflects their
pivotal role in fostering a productive and supportive work environment, contributing to both employee development and organizational
success.
The status of the work climate within the organizations was found to be fairly warm. This positive work climate suggests a generally
supportive and conducive atmosphere, characterized by favorable professional and interpersonal relationships among employees and
supervisors. A warm work climate is essential for employee satisfaction and productivity, indicating that the organizations have
successfully cultivated an environment where staff feel valued and supported.
The study also concluded that the supervisors’ exercise of power style, their efficacy in various functions, and the overall work climate
collectively contributed to the improvement of academic performance within the organization. This finding underscores the direct
impact of effective leadership and a positive work environment on achieving better organizational outcomes. The relationship between
leadership practices, work climate, and organizational performance highlights the importance of maintaining high standards of
leadership and fostering a supportive work environment to drive success.
Furthermore, the research established a strong relationship between supervisors’ power styles, their efficacy, and work climate with
organizational achievement. The strong correlation between these variables highlights the critical role that leadership and work
environment play in influencing overall organizational success. Effective leadership and a positive work climate are not only beneficial
but essential for achieving high levels of organizational performance and achieving strategic goals.
Finally, the study resulted in the development of a proposed Action Plan, which represents the culmination of the research. This Action
Plan aims to address the identified areas for improvement and offers practical recommendations for enhancing leadership practices and
work climate. By implementing these recommendations, the organizations can further support their development and achieve greater
success. The Action Plan serves as a strategic framework for improving supervisory practices and fostering a more effective and
supportive work environment, ultimately contributing to the overall success and achievement of organizational goals.
Based on the drawn conclusions, several recommendations have been forwarded for prompt implementation to enhance the
effectiveness of supervisors and improve organizational performance. Firstly, it is recommended that supervisors adopt a flexible
approach to their power styles or leadership practices, tailoring their methods to the specific context. In situations requiring urgent
solutions to disciplinary and behavioral issues among clients and subordinates, an autocratic style may be necessary to ensure swift and
decisive action. Conversely, in routine or normal situations, a democratic approach should be employed to encourage participation and
foster a collaborative environment. During socialization activities, games, or when office policies are already well-established and
implemented, a more relaxed approach may be appropriate. This flexibility in leadership style will allow supervisors to address varying
circumstances effectively while maintaining a positive and supportive work environment.
Secondly, to further enhance the delivery of instruction by supervisors, it is recommended that work heads conduct regular mentoring
observations. These observations will help identify the supervisors' strengths and weaknesses, providing valuable insights into their
teaching practices. By focusing on the noted weaknesses, work heads can offer targeted support and feedback, which can be addressed
through consistent practice and professional development. Given that teaching is a core component of the supervisors' daily functions,
this approach will ensure that improvements are practical and directly applicable to their instructional roles.

Prima & Perido 1138/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

To boost the effectiveness of supervisors in conducting co-curricular and extra-curricular activities, it is suggested that work heads
assign them leadership roles as advisers of various client organizations. By taking on responsibilities with groups such as subject clubs,
campus journalism, and scouting, supervisors will gain valuable experience and enhance their leadership skills. These roles will also
provide opportunities for supervisors to engage more actively with clients and subordinates, fostering a stronger connection between
staff and students while enriching the overall educational experience.
Improving the execution of work programs can be achieved through collaborative efforts between work heads and supervisors in
designing and implementing more innovative programs and activaities. By working together on planning and executing new initiatives,
supervisors and work heads can develop more engaging and effective work programs that better meet the needs of the organization and
its members. This collaborative approach will promote creativity and ensure that work programs are both relevant and impactful.
The proposed Action Plan, which has been developed as part of this study, should be implemented as soon as possible to address the
identified areas for improvement. The Action Plan outlines practical steps and recommendations for enhancing supervisory practices
and work climates, and its timely execution will facilitate the realization of these improvements.
Finally, future researchers are encouraged to conduct similar studies in other localities to determine whether similar or different trends
are observed in various contexts. By expanding the research to include additional variables not covered in the current study, future
investigations can provide a more comprehensive understanding of leadership competence and work climate. This expanded research
will contribute to the broader field of organizational development and offer valuable insights for improving leadership practices across
diverse settings. The findings from this study can serve as a reference for such future research, providing a foundation for further
exploration and development.
References
Abraham, R. C. (2020). “Personal Qualities and Professional Competencies of Supervisors as Indicators of Instructional Enhancement
in Elementary Works in the Division of Lipa City: Implication to Administration, Supervision and Instruction”, Master’s Thesis,
Tanauan Institute Work of Graduate Studies, Tanauan City.
Abromitis, Barbara (2020). “How to Create a Positive Office Climate”, (Retrieved November 2020 from: http://suite101.com).
Adelman, H. S. & Taylor, L. (2020). Office Climate. In S. W. Lee, P. A. Lowe, & E Robinson (Eds.), Encyclopedia of Work
Psychology. Thousand Oaks, CA: Sage. (in a pdf. file Retrieved 2020).
Aluede, O., Imonikhe, J., Afen-Akpaida, J. (2020). Towards a conceptual basis for understanding developmental guidance model.
Education, 128(2).
Arellano, Aquilino D. (2020). “Effects of Parental Involvement on the Educational Activities of Freshman Clients and subordinates of
Kolehiyo ng Lungsod ng Lipa and Its Implication to Work-Home Relationship”, Doctoral Dissertation, National University, Manila.
Bryan, J. (2020). Fostering Educational Resilience and Achievement in Urban Works Through Work-Family Community Partnerships,
Professional Work Counseling, American Counseling Association, American Work Counselor Association, National Education
Association.
Calmorin, Laurentina P. and Melchor Calmorin (2019). Methods of Research and Thesis Writing, Manila: Rex Book Store.
Clark, M.A., & Breman, J. C. (2021). Work counselor inclusion: A collaborative model to provide academic and social-emotional
support in the office setting. Journal of Counseling and Development, 87, 6-11.
Clarkson, S. (2020). “An Introduction to Client Development Theory”, Published Document, Emeritus, Central Michigan University.
Cortiguerra, Necitas P. (2020). “Integration of Values Through Theory –Based Strategies in Mentoring Primary Mathematics in East
District, Division of Lipa City: Basis For Mentoring Model”, Master’s Thesis, Tanauan Institute Work of Graduate Studies, Tanauan
City.
Coyle-Rogers, P. (2020). “The Power of the Office Climate. In Penn, B.K. Mastering the mentoring role: A guide for nurse educators”,
(pp. 119-131), Philadelphia: FA Davis.
Danfad, M.L. (2020). Leadership Development: The Heart of the Matter, The International Journal of Educational Management, Vol.
12, Is. 2, p. 74.
Deshler, D. et al. (2020). “Work Administration and Work Reforms”, International Journal of Educational Development, 7(2), 119-
126.
Eggen, P., & Kauchak, D. (2020). Educational Psychology. Columbus: Pearson Prentice Hall.
Endaya, F. A. (2021). Impact of Supervisors’ Advisorship on Clients and subordinates’ Involvement in Work Organizationss: An
Analysis, Doctoral Dissertation, St. Jude College, Sampaloc, Manila.

Prima & Perido 1139/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

Escolano, Jean B. (2020). “Supervisors Effectiveness and Efficiency In Performance: Basis For The Propose Medium – Term
Program”, Master’s Thesis, Lipa City Colleges Graduate Work, Lipa City.
Famatigan, Erlina L. (2020). “Theory-Based Strategies Utilized in Mentoring Mathematics: Basis for Mentoring Model”, Master’s
Thesis, Lipa City Colleges Graduate Work, Lipa City.
Garcia, Carlito D. and Arnulfo Aaron R. Reganit (2019). Developing Competencies in Research and Thesis Writing. Mandaluyong
City: Books Atbp. Publishing Corporation, ISBN 978-971-0388-86-8.
Garfield, Sandy O. (2020). Supervisors’ Professional Development, New York: Supervisors College Press.
Garza, Y., & Bratton, S.C. (2020). Work-based child-centered play therapy with Hispanic children: Outcomes and cultural
considerations. International Journal of Play Therapy, 14(1), 51-79.
Greña, Carina P. (2020) “Work and Supervisors’ Readiness in Mentoring Science in Grade I: An Exploratory Study”, Master’s Thesis,
Lipa City Colleges Graduate Work, Lipa City.
Griffin, K. (2020). Metaphor, language, and organizationsal transformation. Organizations Development Journal, Vol. 26, No. 1, pp.
89 – 97.
Hays, Martin J. and Choule Youn Kim (2020). Renaissance Leadership: Transforming Leadership for the 21st Century, The
Austracamarines norte National University.
Heskey, Emile (2020) “Activities to Promote a Positive Work Climate”, (Retrieved November 2020 from: http://www.ehow.com).
Hughes, Gerunda B. (2020). Clients and subordinates’ Perceptions of Mentoring Styles in Mathematics Learning Environments,
Mathematics Mentoring-Research Journal On-Line, Bronx Colleges of the City University of New York.
www.hostos.cuny.edu/departments/math/mtrj1
Jennings, Patricia A. and Mark T. Greenberg (2020). “The Prosocial Office: Supervisor Social and Emotional Competence in Relation
to Client and Office Outcomes”, Review of Educational Research, American Educational Research Association, Spring 2019, Vol. 79,
No. 1, pp. 491–525.
Jha, Ashok Kumar (2020). “Status of Co-Curricular and Extra-Curricular Activities in Primary Works of Nepal: Problems and
Prospects”, Research Centre for Educational Innovation and Development, Balkhu, Kathmandu, Nepal, (Retrieved: 2019 from
www.idebate.org/index.php)
Joyce, Bruce and Beverly Showers. (2020). Designing Training and Peer Coaching. V.A., U.S.A.: National College for Work
Leadership.
Katigbak, Michelle (2020). “Mentoring Communication Arts (English) in the Secondary Works in the Division of Lipa City: Basis for
Enhancement Measures in Communication and Reading Comprehension”, Master’s Thesis, Tanauan Institute Work of Graduate
Studies, Tanauan City.
Kay, Amanda (2020).”How to Develop a Positive Office”, (Retrieved November 2020 from: http://www.ehow.com ).
Kelly, M. (2020). Top 10 Tips for Office Discipline and Management. Retrieved November 15, 2020, from
http://712educators.about.com/od/discipline/tp/disciplinetips.htm
Kouzes, J.M. and B.Z. Posner (2020). Client Leadership Practices Inventory, Client Workbook Second Edition. Jossey-Bass; San
Francisco, CA.
Li Grining, Christine, C. Cybele Raver, Kina Champion and Latriese Sardin, Molly Metzger, and Stephanie M. Jones (2020).
Understanding and Improving Office Emotional Climate and Behavior Management in the Real World: The Role of Head Start
Supervisors’ Psychosocial Stressors, Copyright © 2020 Taylor & Francis Group, LLC, ISSN: 1040-9289 print / 1556-6935 online
Magsino, Jally D. (2020). “An Analysis on the Application of Selected Theories in the Mentoring of Grade I – English: An Exploratory
Study”, Master’s Thesis, Lipa City Coilleges Graduate Work, Lipa City”.
Martin, A. (2020). The future of leadership: where do we go from here? Industrial and Commercial Training, Vol. 39, No. 1, pp. 3
– 8.
Mazur, E. (2020). “Farewell, Lecture?”, Science 2, 323(5910), 50-51.
Moos, Daniel (2020). “Office Management and the Instrumental Music Office”, (Retrieved November 15, 2020, from
http://www.supervisorvision.com/music/behavior/6763.html )
Newsome, D. W. & Gladding, S. T. (2020). Counseling individuals and groups in work. In B.T. Erford (Ed.), Transforming the wo rk
counseling profession (2nd ed., pp. 168-194). Upper Saddle River, N.J.:Merril/Prentice Hall.

Prima & Perido 1140/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

Nkweke, Obinna C., Dirisu, Chimezie N.G , and Umesi Ndubuisi (2020). Effects of Synchronized Multimedia on Motivation and
Academic Performance of Clients and subordinates in Biology, Centre for Educational Technology, Federal College of Education
(Technical) Omoku, Rivers State ,Nigeria.
Orsos, Glen (2020). “Mentoring Strategies Utilized by the Grade Six Supervisors of East District, Division of Lipa City as Basis for
Academic Enhancement”, Master’s Thesis, Jose Rizal College of Taal, Taal, Camarines norte.
Palicpic, Minerva A. (2020). “The Extent of Advisers’ Engagement in Clients and subordinates’ Work Organizationss in the Select
Public Secondary Works in the Division of Lipa City”, Polytechnic University of the Philippines, Sta. Mesa, Manila.
Poynton, T. A., Carlson, M.W., Hopper, J. A., & Carey, J.C. (2020). Evaluation of an innovative approach to improving middle work
clients and subordinates‟ achievement. Professional Work Counseling, 9(3). 190-196.
Reid, Sheldon (2020). “Qualities of a Positive Office Climate”, (Retrieved November 2020 from: http://www.ehow.com ).
Robinson, C, and A. Timperley (2020). Reconstructing Mathematics Education: Stories of Supervisors Meeting the Challenge of
Reform, New York: Supervisors College Press.
Rocafort, Justina S. (2020). Integration of Environmental Education in the Mentoring of Academic Subjects in Selected Secondary
Works in Lipa City: Basis for Curriculum Enhancement, Dissertation for the Degree of Doctor of Education, National University,
Manila.
Rodriguez, Roberto (2021). Assessment of Management and Supervisory Functions of Work Heads in East District, Division of Lipa
City: Basis for Plan of Action, Master’s Thesis, Lipa City Colleges Graduate Work, Lipa City.
Scheel, M. and J. Gonzalez (2020). An Investigation of a Model of Academic Motivation for Work Counseling, Professional Work
Counseling, American Counseling Association, American Work Counselor Association, National Education Association.
Sciarra, D. T. and H. J. Seirup (2020). The Multidimensionality of Work Engagement and Math Achievement Among Racial Groups,
Professional Work Counseling, American Counseling Association, American Work Counselor Association, National Education
Association.
Sebbar, Ahmed (2020). Effective Office Management, The Summer Supervisor Training Forum, Rabat, July 6-10.
Sherman, Gloria (2020). “How to Create an Interactive Office Poster”, (Retrieved November 2020 from: http://www.ehow.com ).
Silva, Licamarines norte M. (2020). “Effects of Cooperative Learning Strategy in Mentoring English in Selected Elementary Works in
North District, Division of Lipa City: Implications to Instruction”, Master’s Thesis, Tanauan Institute Work of Graduate Studies,
Tanauan City.
Sitra, Abdul Rashid and Bokkasam Sasidhar (2021). “Supervisors’ Perception on the Effectiveness of Co-Curricular Activities: A Case
Study of Malaysian Works” [email protected]
Tracy, B. (2020). How the best leaders lead: Proven secrets to getting the most out of yourself and others.New York, NY: American
Management Association.
Valencia, Nelia (2020) “Instructional Enhancement on Mathematics among Grade One Clients and subordinates at Canossa Works in
Region IV A: Implication to Administration, Guidance and Instruction,” Master’s Thesis, Lipa City Colleges Graduate Work, Lipa
City.
Valenzuela, M. C. (2020). “Instructional Enhancement in the Mentoring of Mathematics among the Grade Two Clients and
subordinates of the Division of Lipa City: Implication to Mathematics Instruction”, Master’s Thesis, Tanauan Institute Work of
Graduate Studies, Tanauan City.
Viñas, R. L. (2020). “Instructional Techniques Employed by Supervisors of Kolehiyo ng Lungsod ng Lipa, Lipa City: Extent of
Effectiveness and Implications to the Status and Direction of the Institution,” Education Department Research, Kolehiyo ng Lungsod
ng Lipa, Lipa City.
Webster-Wright (2020). “Fixed- versus random-effects models in meta-analysis: Model properties and an empirical comparison of
differences in results”, British Journal of Mathematical and Statistical Psychology, 62, 97-128.
Whiston, S.C & Quinby. (2020). Review of work counseling outcome research.
Witt, J. (2020). SOC 2019. New York: McGraw-Hill.
Yeganeh, B. & Kolb, D. (2020). Mindfulness and Experiential Learning. OD Practitioner, 41, 13-18.
Zulueta, F. M. (2019, Reprint). Principles and Methods of Mentoring, Mandaluyong City: National Book Store, ISBN 971-08-6645-1.

Prima & Perido 1141/1142

 Psych Educ, 2024, 28(10): 1127-1142, Document ID:2024PEMJ2732, doi:10.5281/zenodo.14501986, ISSN 2822-4353
Research Article

Affiliations and Corresponding Information

Myven M. Prima
Lipa City Colleges – Philippines
Dr. Lelanie D. Perido
Lipa City Colleges – Philippines

Prima & Perido 1142/1142