CHAPTER IV

DATA ANALYSIS, RESULTS AND DISCUSSION

The main purpose in this chapter is to present the findings from the analyses of
data obtained in this study. The data was collected by survey method and analysed
through quantitative statistical procedures. Since the research design was descriptive,
the qualitative data was used to support the result obtained from the interpretation of
the quantitative data. Besides, the data collecting instruments, questionnaire for the
respondents to answer, focus group interview and document analysis were used to
collect necessary information for this study. The results of the data analysis were
demonstrated with the description of the response rate and the participants’
demographic information, and then the results from the factor analyses were both
reported and explained. Also, descriptive and inferential statistics were then
presented for each research question. Data related to the research questions under
study were presented in tables throughout the chapter and were accompanied by
narrative of significant findings.

1.1 Results of Surveyed Samples’ Demographic Characteristics

Demographic data was related to the respondents' genders, ages, educational

Level, and teaching experiences (see in the appendix). A total of 30 teachers were
asked to fill in the questionnaire. Table 4.1 presents a summary of the demographic
characteristics of the participants who provided the valid responses.

Table 4.1 Frequency and Percentage Distribution for Demographic Variables

Distribution
Item Questions Characteristic
Frequency Percentage

Male 31 58.5

1 Gender Female 22 41.5

Total

Less than 20 years old 11 21.2

2 Age Less than 30 years old 11 13.50

From 30 to 45 years old 3 5.8

 More than 45 years old 1 1.9

Lower than Bachelor

10 18.9
Degree

Educational Bachelor Degree 36 67.9

3
Level Higher than Bachelor
7 13.2
Degree

Total

Less than 5 years 33 62.3

Teaching From 5 to 10 years 16 30.2

5
Experiences More than 10 years 4 7.5

Total

According to the information in Table 4.1, item 1 shows that among 30

teachers there were 10 female teachers teaching in kindergarten level so the majority
of teachers in kindergarten in Genius Cambodia School were males. According to
Table 4.1 item 2 that mentioned about age revealed that most respondents 10 (1.9%)
were more than 45 years old, 15 (5.8%) were from 30 to 45 years old, and only 5
(13.50%) teachers were under 30 years old. The next survey question asked teachers
to indicate their highest degree earned. The respondents were categorized into three
groups: Lower than Bachelor Degree, Bachelor Degree and Higher than Bachelor
Degree. Table 4.1 item 3 revealed that 23 (18.9%) were lower than Bachelor Degree,
7 (67.9%) respondents had Bachelor Degree and there was no higher than Bachelor
Degree teacher. Teachers were then asked to indicate the total number of years
teaching experience. The Participants’ responses indicated that out 12 (13.2%) of
teachers have the services for less than 5 years. From 5 to 10 years is 13(30.2%), but
the rest is 5 (7.5%) which participants experience in teaching more than 10 years. As
the result revealed that most teachers are experienced, thus a critical support and
coaching should be available for them, and they may face by various methodological
problems in class management assessing and teaching techniques which lead to
reducing their performance level. At the same time this could imply that most teachers
have to get sufficient professional knowledge of teaching from others.
1.2 Results of Analyses for Research Questions

The research study sought to find out the preschool teachers’ perception
towards principal leadership styles and practices of principal’s influence on job
satisfaction and retention. The researcher used the questionnaire method of collecting
data. The research study attempted to find out four main questions.

Research question 1: What are preschool teachers’ perceptions toward leadership

styles of their principal?
The first question aimed to find out the preschool teachers’ perceptions toward
leadership styles. Question one addressed the degree to which preschool principal
practice the behaviors in the 36-item MLQ in their school as perceived by teachers.
All the teachers participating in the survey were asked to complete the 36-item
questionnaire which contained three leadership styles demonstrated by their school
principal with five-point Likert scale statements, ranging from (1) strongly disagree to
(5) strongly agree. Factors were calculated from respondents’ rating on the Likert
scales for each of the three leadership styles. To answer these questions, for teachers,
the 36-item MLQ was summed with the three leadership styles. They were
transformational leadership styles Questionnaire (TFSQ) transactional leadership style
Questionnaire (TSLQ) and laissez-faire leadership style Questionnaire (LFSQ).
Based on four levels of interpretation by Srisa-ard, (2003), the criteria can be divided
into five groups: highest usage group (M = 4.51-5.00), high usage group (M = 3.51-
4.50), moderate usage group (M = 2.51-3.50), low usage group (M= 1.50-2.50), and
lowest usage group (M= 1.00-1.50)

Part II: Principals’ leadership styles & practice enhance teacher performance
and job satisfaction
The teachers' perceptions of their principal's leadership behaviors, measured on a 5-
point Likert scale (1 = Strongly Disagree to 5 = Strongly Agree). The data reveals that
teachers generally perceive their principal as practicing transformational and
transactional leadership styles more frequently than laissez-faire leadership. Key
highlights include:

Transformational Leadership: Items like "provides staff with assistance in exchange

for their efforts" (38.5% slightly agree, 21.2% agree) and "displays a sense of power
and confidence that goals will be achieved" (37.7% agree) scored highly, indicating
strong inspirational and supportive behaviors.

Transactional Leadership: Clear expectations were noted, such as "discusses

performance targets" (35.8% agree) and "expresses satisfaction when staff meets
expectations" (32.1% agree). However, punitive actions (e.g., "concentrates on
mistakes") had mixed responses (34% neutral, 20.8% agree).
 Laissez-Faire Leadership: Passive behaviors like "avoids involvement in issues"
(30.2% neutral) and "delays decisions" (26.9% neutral) were less prevalent but still
noted, suggesting occasional disengagement.

Notable Gaps: While communication ("has more communication with staff": 26.4%
strongly agree) and coaching ("spends time teaching staff": 32.1% agree) were
strengths, areas like "providing guidance" (34% agree) and "recognizing individual
needs" (30.2% agree) showed room for improvement. Overall, the principal’s
leadership leans toward active engagement, though consistency in support and
feedback could enhance teacher satisfaction further.

Part III: School Environment and Teachers Job Satisfaction

Part III of the dataset examines teachers' perceptions of their school

environment and its impact on job satisfaction, measured on a 5-point Likert scale (1
= Strongly Disagree to 5 = Strongly Agree). Key findings reveal mixed sentiments:
Professional Opportunities: While 35.8% of teachers were neutral about
opportunities for professional advancement, 30.2% disagreed or strongly disagreed,
indicating limited growth prospects. However, 39.6% agreed their work allowed them
to use a variety of skills, suggesting some fulfillment in role diversity.
Recognition and Support: Nearly 49% of teachers agreed or strongly agreed
they received recognition from their principal, but 32% felt their work was routine,
hinting at monotony for a subset. Administrative support was polarizing: 39.6% were
neutral about receiving help when needed, while 37.7% agreed the principal fostered
division among staff.
Work Conditions: Comfortable working conditions were noted by 41.5%
(agree/strongly agree), but 34% were neutral, reflecting inconsistent environments.
Notably, 47.2% agreed their work helped students learn, underscoring mission-driven
motivation.
Policy Clarity: Only 45.3% agreed school policies were clearly
communicated, with 35.8% neutral, suggesting gaps in transparency.
Implications: The data highlights strengths (student impact, skill utilization)
and critical gaps (professional growth, administrative trust). Addressing these could
improve retention, particularly for teachers seeking career development and clearer
institutional support.

Part IV: Motivation and Teachers’ Performance and Job Satisfaction

The teachers' perceptions of various factors influencing their job satisfaction and
retention, measured on a 5-point Likert scale (1 = Strongly Disagree to 5 = Strongly
Agree). The data reveals mixed responses across key areas. For instance, while 34%
of teachers felt neutral about feeling valued in their school, only 15.1% agreed and
9.4% strongly agreed, indicating a significant gap in perceived recognition. Work-
life balance received more positive feedback, with 32.1% agreeing and 13.2%
strongly agreeing their workload was manageable. Compensation was a moderate
concern, as 32.1% were neutral about salary adequacy, and only 7.5% strongly
agreed it matched their performance. Relationships with colleagues stood out as a
strength, with 25% agreeing and 21.2% strongly agreeing they had positive
interactions. Professional growth opportunities were a highlight, with 38.8%
agreeing and 20.8% strongly agreeing they could "challenge and continue learning."
However, career advancement opportunities were polarizing, with 37.3% agreeing
but only 5.7% strongly agreeing. Student engagement was another positive area, with
30.8% agreeing and 15.4% strongly agreeing they had good relationships with
students. Overall, the data suggests that while teachers appreciate peer relationships,
professional development, and student interactions, there is room for improvement in
recognition, compensation, and career advancement to enhance job satisfaction and
retention.

Part V: Teachers’ competence influences teaching performance

The teachers' self-assessed competencies across five key areas, measured on a 5-point
Likert scale (1 = Strongly Disagree to 5 = Strongly Agree). The data reveals mixed
perceptions of competence. In Pedagogical Competence, while 34% of teachers were
neutral ("3") about planning effective lessons, only 7.5% strongly agreed ("5") they
knew diverse teaching methodologies. Subject Matter Competence showed stronger
confidence, with 20.8% strongly agreeing ("5") they could explain complex concepts
clearly. Classroom Management had polarizing results: 34% agreed ("4") they
maintained discipline, but 34.6% slightly agreed ("2") on managing student behavior,
suggesting inconsistency. Assessment and Evaluation highlighted gaps, as only 9.4%
strongly agreed ("5") they could design fair assessments, though 32.1% agreed ("4").
Professional and Interpersonal Competence was a strength, with 30.2% agreeing ("4")
on commitment to professional development and 32.1% ("4") on adaptability.
Notably, communication skills with stakeholders (e.g., parents) scored highly, with
25.5% strongly agreeing ("5"). Overall, teachers felt most confident in interpersonal
skills and subject knowledge but identified needs in pedagogical strategies and
assessment design, pointing to areas for targeted training.