ENHANCING THE COMMUNICATION SKILLS OF EDUCATIONAL MANAGERS IN VINH PHUC PROVINCE: BASIS FOR A TRAINING PROGRAM _ A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam _ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management _ By HOANG VAN BINH (PEACE) October 2014 i APPROVAL SHEET The Dissertation of HOANG VAN BINH entitled ENHANCING THE COMMUNICATION SKILLS OF EDUCATIONAL MANAGERS IN VINH PHUC PROVINCE: BASIS FOR A TRAINING PROGRAM Submitted in Partial Fulfilment of the Requirements for the Degree DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT A program offered by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam has been approved by Oral Examination Committee SUSANA A SALVACION, PhD Expert APOLONIA A ESPINOSA, PhD Expert Expert BELLA R MUELLO, EdD External Panel CECILIA N GASCON, PhD Chairman Endorsed by: Recommended by: RICARYL CATHERINE P CRUZ, EdD Adviser SUSANA A SALVACION, Ph.D Dean, Graduate School Accepted in Partial Fulfilment of the Requirements for the Degree Doctor of Philosophy in Educational Management WALBERTO A MACARAAN, Ed.D Vice President for Academic Affairs _ Date ii CERTIFICATE OF ORIGINALITY iii ACKNOWLEDGMENT The researcher wishes to extend his most sincere gratitude to the following people who made this research study possible Dr Cecilia N Gascon, President of Southern Luzon StateUniversity, Republic of the Philippines, who helped forge a linkage with Thai Nguyen University through its president , Dr Dang Kim Vui,which eventually led to the offering of a doctorate program in Education Management, through the ITCTUAF; Dr Dang Kim Vui,the President of Thai Nguyen University, who made the linkage with Southern Luzon StateUniversity, Republic of the Philippines and the offering of a doctorate program in Education Management, through the ITC-TUAF; Dr.Ricaryl Catherine P Cruz, for her support and supervision throughout my graduate study program Her kindness and daily instructions in the last three years are greatly appreciated and this dissertation is as much her work as mine; Prof.NordelinaIlano, Director, Office for International Affairs of SLSU for her support to the Ph.D.Ed.M students; Dr Tran Thanh Van, the Dean of the Graduate School of Thai Nguyen University for his assistance and encouragement to pursue this study; Dr Nguyen ThanhHai, the Vice Director of International Training Center, for his assistance and encouragement to pursue this study as Ph.D.Ed.M Class Manager; iv To all the SLSU and TNU Professors, for their support and guidance throughout my graduate studies in Thai Nguyen University, Vietnam; To his ever dearest friends for their kindness and remarkable support; To my family,my greatest source of inspiration, for their support and encouragement which made his career a success HVB v DEDICATION This piece of work is dedicated to my family HVB vi TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGMENT ………………………………………………… iv DEDICATION ……………………………………………………………… vi TABLE OF CONTENTS ………………………………………………… vii LIST OF TABLES ………………………………………………………… ix LIST OF FIGURES………………………………………………………… x LIST OF APPENDICES ………………………………………………… xi ABSTRACT ………………………………………………………………… xii CHAPTER I II III INTRODUCTION …………………………………………… Background of the Study ………………………………… Objectives of the Study …………………………………… Hypothesis of the Study …………………………………… Significance of the Study ………………………………… Scope and Limitation of the Study ……………………… Definition of Terms ………………………………………… REVIEW OF LITERATURE ……………………….……… Research Paradigm …………………………… ….……… 24 METHODOLOGY Locale of the Study ………………………….……………… 26 Research Design …………………………….……………… 26 Population of the Study …………………….… ………… 27 Research Instrument ……………………… …….…….… 28 Data Gathering Procedure ………………………………… 28 Statistical Treatment …….………………………………… 29 vii IV RESULTS AND DISCUSSIONS ……………………….… 31 Respondents’ Profile ……………………………………… 31 Respondents’ Perception on Communication Skills of V Educational Managers ……………………………………… 33 Proposed Training Program ……………………………… 44 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary…………………….……………………………… 63 Findings ……………………………………………………… 63 Conclusions ………………………………………………… 64 Recommendations ………………………………………… 64 REFERENCES …………………………………………………………… 66 APPENDICES …………………………………………………………… 69 CURRICULUM VITAE …………………………………………………… 81 viii LIST OF TABLES TABLE PAGE Distribution of Respondents 27 Likert Method : 5-point Questionnaire 28 Frequency and Percentage Distribution of Respondents Profile in Terms of Age 31 Frequency and Percentage Distribution of Respondents’ Profile in terms of Gender 31 Frequency and Percentage Distribution of Respondents Profile in terms of Educational Qualification 32 Frequency and Percentage Distribution of Respondents Profile in Terms of Length of Work Experience 32 Frequency and Percentage Distribution of Respondents Profile in terms of Number of Years in Management 33 Mean Distribution of Respondents Perception in Terms of Interpersonal Communication Skills 34 Mean Distribution of Respondents Perception in Terms of Emotional Skills 35 Mean Distribution of Respondents Perception in Terms of Sensitivity Skills 36 Mean Distribution of Respondents Perception in Terms of Flexibility Skills 37 Mean Distribution of Respondents Perception in Terms of Persuasive Communication Skills 38 Mean Distribution of Respondents Perception in Terms of Problem Solving Skills in Communication Process 39 14 Summary of the Respondents’ Perception 40 15 Correlation of the Profile with the Communication Skills of the Educational Leaders 41 Correlation of the Profile with the Communication Skills of the Educational Leaders 42 10 11 12 13 16 ix LIST OF FIGURE FIGURE PAGE Input-Process-Output of the Communication Skills of Educational Managers in VinhPhuc Province x 24 67 Habermas, J (1999) On The Pragmatics Of Communication Cambridge: Polity Press Hallinger, P (2003) Leading Educational Change: Reflections On the Practice Of Instructional And Transformational Leadership Cambridge Journal of Education, 33(3), 329-351 Hoy, W K., &Miskel, C G (2007) Educational Administration: Theory, Research, and Practice (8th ed.) London: McGraw-Hill.\ Johansson, O., Moos, L., & Moller, J (2000) Vision om en demokratiskreflekterendeledelse [Visions On Democratic Reflective Leadership in Swedish] In L Moos & S Carney (Eds.), Nordisk skolesamarbejde: SkolledelseiNorden Köpenhamn: Nordiskaministerrådet Kouzes, J M., & Posner, B Z (2002).The Leadership Challenge San Francisco: Jossey-Bass Kowalski, T J., Petersen, G J., & Fusarelli, L D (2007) Effective Communication For School Administrators Lanham, Maryland: Rowman& Littlefield Education Lengnick-Hall, M.L &Lengnick-Hall, C.A (1999) Leadership Jazz: An Exercise In Creativity Journal of Management Education, 23(1), 65-70 Leithwood, K., &Riehl, C (2003) What Do We already Know About Successful School Leadership? Washington, DC: American Educational Research Association Maslen, G (2000, February 18) Australian Bosses Find Graduate Applicants Deficient The Times Higher Education Supplement, 143, 11 McClelland, D C., & Burnham, D H (1976) Power Is The Great Motivator Harward Business Review, 52(2), 100-110 Moller,J.(2006).Ledaridentiteteriskolan:Positionering, Förhandlingarochtillhörighet [Leadership Identities: Positions, Negotiations and Belongings, in Swedish] Lund: Studentlitteratur Northouse, P G (2007) Leadership : Theory and Practice(4th ed.) Thousand Oaks, Calif.: Sage Palmer, B., Walls, M., Burgess, Z., &Stough, C (2001).Emotional Intelligence and Effective Leadership Leadership & Organization Development Journal, 22(1), 5-10 Pierce, J L., &Newstrom, J W (2007) Leaders &The Leadership Process.Singapore: McGraw Hill 68 Pinos V, Twigg N & Olson B (2006) “Leadership in the 21st Century; The Effect of Emotional Intelligence, Academy of Straregic Management Journal, Volume Reinsch, Jr & Shelby, A (1997) What Communication Abilities Do Practitioners Need? Evidence from MBA Students Business Communication Quarterly, 60(4) 7-29 Rost, J C (1991) Leadership for the Twenty-First Century New York: Praeger Salovey, P & Mayer, J D (1990).Emotional intelligence.Baywood Publishing Co Inc., pp 185-211 Salovey, P &Grewal, D (2005).The Science of Emotional Intelligence.Current Directions in Psychological Science, 14(6), 281-285 Topping, P.A (1997) On Being A Leader Business and Economic Review, 43(3), 14-16 Toy, S (2007) Comparison of the Communication Skills of Engineering and Law Students and the Relationships Between Communication Skills and Some Variables.Dissertation, Ankara University, Turkey Weick, K E (1984) Organizational Communication: Towards a Research Agenda In L L Putnam & M E Pacanowsky (Eds.), Communication and Organizations: An Interpretive Approach Beverly Hills: Sage Weiss, W.H (1999) Leadership Supervision, 60(1), 6-9 Yukl, G A (2002) Leadership in Organizations (5th ed.) Upper Saddle River, NJ: Prentice Hall 69 APPENDICES 70 Appendix A Reliability Statistics Table Reliability Statistics on Interpersonal Communication Skills Reliability Statistics Cronbach's Alpha N of Items 796 IC1 11.03 Scale Variance if Item Deleted 4.907 IC2 11.01 5.000 676 726 IC3 11.12 5.000 629 740 IC4 10.82 5.609 368 786 IC5 10.99 5.404 589 755 IC6 11.02 5.000 452 725 IC7 11.15 5.456 523 756 IC8 10.89 5.654 552 745 Scale Mean if Item Deleted Corrected Item-Total Correlation 641 Cronbach's Alpha if Item Deleted 736 71 Table Reliability statistics on Emotional skills Reliability Statistics Cronbach's Alpha N of Items 720 Scale Mean if Item Deleted Scale Corrected Variance if Item-Total Item Deleted Correlation Cronbach's Alpha if Item Deleted ES1 11.01 4.057 546 645 ES2 10.85 4.453 432 691 ES3 10.95 3.990 551 642 ES4 11.13 4.486 442 687 ES5 10.92 4.498 423 694 ES6 11.02 4.500 452 625 ES7 11.05 4.456 423 656 ES8 10.89 4.654 453 615 72 Table Reliability Statistics on Sensitivity Skills Reliability Statistics Cronbach's Alpha N of Items 825 Scale Mean if Item Deleted Scale Corrected Variance if Item-Total Item Deleted Correlation Cronbach's Alpha if Item Deleted SS1 8.65 4.497 554 822 SS2 8.73 4.311 656 777 SS3 8.98 4.148 710 752 SS4 8.79 4.012 684 763 SS5 8.54 4.215 655 689 SS6 8.68 4.100 702 725 SS7 8.82 4.275 612 786 SS8 8.90 4.165 589 712 73 Table Reliability Statistics on Flexibility Skills Reliability Statistics Cronbach's Alpha N of Items 705 FS1 12.37 Scale Variance if Item Deleted 6.236 FS2 11.81 5.673 416 677 FS3 11.88 5.099 644 576 FS4 12.20 5.554 513 635 FS5 11.21 5.460 655 689 FS6 11.15 5.253 458 558 FS7 10.85 5.751 529 621 FS8 12.01 5.645 589 652 Scale Mean if Item Deleted Corrected Item-Total Correlation 368 Cronbach's Alpha if Item Deleted 692 74 Table Reliability Statistics on Persuasive Communication Skills Reliability Statistics Cronbach's Alpha N of Items 863 Scale Mean if Item Deleted Scale Corrected Variance if Item-Total Item Deleted Correlation Cronbach's Alpha if Item Deleted PCS1 10.26 3.556 727 820 PCS2 10.22 3.519 794 791 PCS3 10.29 3.895 694 833 PCS4 10.28 3.991 636 855 PCS5 10.19 3.495 789 787 PCS6 10.20 3.501 776 765 PCS7 10.24 3.542 731 795 PCS8 10.21 3.511 789 782 75 Table Reliability Statistics on Problem-Solving Skills in the Communication Process Reliability Statistics Cronbach's Alpha N of Items 778 PSS1 14.82 Scale Variance if Item Deleted 7.096 PSS2 14.68 7.114 564 736 PSS3 14.18 7.756 461 772 PSS4 14.49 6.776 590 728 PSS5 14.61 6.652 669 708 PSS6 14.51 7.188 506 750 PSS7 14.47 7.001 586 730 PSS8 14.74 7.108 568 725 Scale Mean if Item Deleted Corrected Item-Total Correlation 576 Cronbach's Alpha if Item Deleted 733 76 Appendix B Pearson Correlation Correlations Interpersonal Communication Skills Interpersonal communication Skills Emotional Skills Sensitivity Skills Flexibility Skills Pearson Correlation Sig (2-tailed) N Pearson Correlation Sig (2-tailed) N Pearson Correlation Sig (2-tailed) N Pearson Correlation Sig (2-tailed) N Pearson Correlation Persuasive Communication Skills Sig (2-tailed) N Problem-Solving Pearson Correlation skills in the Sig (2-tailed) communication N process Problem Solving Skills in Communication Process 765** Sensitivity Skills 792** 000 207 760** 000 207 842** 630** 000 207 700** 796** 000 206 818** 000 207 760** 207 842** 000 207 000 207 786** 000 206 826** 000 207 785** 000 207 630** 000 207 700** 207 786** 000 207 000 206 715** 000 207 642** 000 207 796** 000 207 818** 000 207 826** 207 715** 000 206 000 207 837** 000 000 000 000 206 765** 206 764** 206 785** 206 642** 206 837** 206 000 207 000 207 000 207 000 207 000 206 207 207 792** Flexibility Skills Persuasive Communication Skills Emotional Skills 000 207 764** 000 77 Appendix C Questionnaire PROTECTED WHEN COMPLETED: RESPONDENT NO In order to gather data for the research entitled “COMMUNICATION SKILLS OFEDUCATIONAL MANAGERS IN VINH PHUC PROVINCE: A PROPOSED TRAINING PROGRAM” Please fill in the form and answer the following questions: Please indicate your personal information Full name: ………………………………………………………………………… Age:……………………………… Gender: ………………………… Name of the Organization:……………………………………………………… Position/Designation: …………………………………………………………… Number of years working:…………………… Number of years in management:………… Educational qualification: Intermediate High school Graduate Please College Postgraduate self-assessment ofthe communication skills bymark(x) intheappropriatecolumnofthefollowingvalues: Self-assessment scale: (5) Always; (4) Very Often; (3) Sometimes; (2) Rarely; Self-assessment No I Interpersonal communication skills (1) Never Contacting and making relationships with people easily and naturally I usually bow or face the other direction when contact with strangers Experiences has shown me how to comfort people have anything to worry, sadness I rarely intend to find out other people's intentions when they interact with me I need more time to adapt to the new organization I never deny contacting with strangers 78 No I have no difficulty when exposed to the crowd I know how to make strangers closer to me II Emotional skills Not easy to restrain themselves when others tease bare, offensive, defamatory It is difficult to remain calm when exposed to prejudice I'm not interesting in its own interest to other people The problem is not solved because of people not compromise when debate Everyone has made me feel imbalance I know how to self-control People hardly make me lose my temper Many people say they want to keep calm as I III Sensitivity skills I feel uncomfortable when spoken to by other people Not everyone knows just what to do, when and how to it so I need to lead and counsel them well I can express exactly the intention of the speaker when they come in contact with me I know how to stop people who say too much I not know how to prevent aggressive behavior in an argument When the others seem awkward and embarrassed, I try to make them feel good When people are high-strung, I hardly stop them I am often forced to raise key characteristics and thorny debate IV Flexibility skills Difficult to be receptive to ideas and opinions of others Even when a speaker gives a new idea, I not often pay attention I not like talking too much because I know nothing is remarkable behind words Do not keep standing pat if you know that there is something wrong in the debate Many times I find that many people enter into an argument to uphold their views and opinions Self-assessment 79 No Unfortunately many people always change views while listening to the opinions of others I am surprised that many people are unaware of the attitude and response of others I have trouble changing an attitude towards a certain situation and turn it around V Persuasive Communication Skills In communication I not try to use emotions to enlist the sympathy and support of others I usually speak clearly, the argument hints certified I have not learned how to effectively convince others If others have a different opinion, I not waste time convincing them In fact convincing people to talk to me is not very difficult Many people say that I am better than they are in convincing others If I need to convince someone, I often succeed I cannot make other people agree with my opinion even if they not believe in themselves VI Problem-Solving Skills in the Communication Process Once I choose a solution, I develop an implementation plan with the sequence ofevents necessary for completion I strive to look at problems from different perspectives and generate multiple solutions I evaluate potential solutions carefully and thoroughly against a predefined standard I find that small problems often become much bigger in scope, and thus very difficult to solve I ask myself various questions about the nature of the problem When I need to find a solution to a problem, I usually have all the information I need When evaluating solutions, I take time to think about how I should choose between options After a solution has been implemented, I immediately look for ways to improve the idea and avoid future problems I wishyousuccessin your work! Thank you! Self-assessment 80 CURRICULUM VITAE I.PERSONALINFORMATION Name: HỒNGVĂNBÌNH Englishname: PEACE Birthday: January,4th,1961 Birthplace: VinhPhucProvince Nationality: Vietnamese Sex/Marriagestatus: Male/Marriage ContactAddress: VinhPhucCollege,TrungNhi Ward, PhucYentown,VinhphucProvince Currentresidence: LienBaoward,VinhYencity,VinhphucProvince Phone: +84.913546463 EmailAddress: hoangbinh1961@gmail.com II.EDUCATIONALQUALIFICATIONS Year Institution to year HanoiPedagogicalUniversity 1981No.2 1985 Degree(s) or Diploma(s) obtained Bachelorin Physic HoChiMinhNational AcademyofPoliticaland administration 2001 BAinpoliticaltheory HaNoiNationalUniversity 20072009 MasterofPsychologyandPracticeCareer III.EXPERIENCES: Organization Yeartoyear Position TranPhuHighSchool 1986-1995 Teacher Centerof generaltechnical careerof Vinhphuc 1995-2007 Director TechnicalSchoolofVinh Phuc 2007-2009 Rector VinhPhucCollege 2009-now Rector 81 IV.SCIENTIFICWORKS: ORKS: Title Yearto year ar Role ocationalcounselingprofession for Organizevocational studentsinvocationa al schools-Education Magazine237Semest mester1,January5-2010 2010 Authorof Report Project: “Developin ng Center of general technicalandvocatio onal ofVinhPhucinto technicalschoolofVi oolofVinhPhuc” 2006 Headof Project Project “Develop lop VinhPhucCollege Vi in the period2010-2015andvision20 ndvision2020” 2011 Headof Project Research ofPsycho ology: “Research on communication skillsofleaders,manageV anageVinhPhucprovince intheperiodofindustri eriodofindustrialization andinternationalinteg tegration” 2010 Authorof Report Research:“Research ch onBuildingprocesses onBuildi pedagogical practiccing forstudentsmajoringin ingin preschoolat theCollegeofVinhPhuc” eofVinhPhuc” 2014 Authorof Report Agencyna ameandAddress:VinhPhucCollege,TrungNhiward,P ,TrungNhiward,PhucYen town,Vinhphucp hphucprovince,VietNam Email:hoa angbinh1961@gmail.com Handphon ne:+84.913.546463 ...APPROVAL SHEET The Dissertation of HOANG VAN BINH entitled ENHANCING THE COMMUNICATION SKILLS OF EDUCATIONAL MANAGERS IN VINH PHUC PROVINCE: BASIS FOR A TRAINING PROGRAM Submitted in Partial... Correlation 76 C Questionnaire 77 xi ABSTRACT Title of Research : ENHANCING THE COMMUNICATION SKILLS OF EDUCATIONAL MANAGERS IN VINH PHUC PROVINCE :BASIS FOR A TRAINING PROGRAM Researcher : HOANG VAN... Communication Skill of Education Managers in VinhPhuc Province: Basis for a Training Program" , the researcher would like to contribute a small part of the theory and practice in building communication skills