Module in Educ 3/4 Prof. Christine M.

Adlawan

Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES
University Town, Catarman, Northern Samar

COLLEGE OF EDUCATION
Secondary Teachers Education Department
2nd Semester, SY: 2022-2023

Module in EDUC 3

This module is prepared by:

CHRISTINE M. ADLAWAN, LLB, DPA-CAR

BSED faculty
Module in Educ 3/4 Prof. Christine M. Adlawan

Teacher Leadership & Educational

Reforms

OVERVIEW

Around the world there is the growing recognition that teacher agency and
professional influence are critical components in the pursuit of school and system
improvement (Harris, Jones, and Huffman Citation2017; Campbell et al.
Citation2018). The possibility and potential of teacher leadership remains a central
issue within the international discourse about educational reform and change. This
potential is reflected in a range of contemporary publications that forcefully argue
that teachers should play a far more central role in decision making and policy
formation.

LEARNING OUTCOMES

1. Determine the role of teacher leadership in school reforms;

2. Determine the reasons that deter teachers from becoming teacher
leaders;
3. Discover the factors that pave the way for teachers to become
teacher leaders; and
4. Discuss the different phases teachers go through as they transition
into becoming teacher leaders.

ACTIVITY
Ask a fellow student in education the following questions:

1. What can you say about the reforms that are happening in
education now?
2. How do these reforms impact you as a student?
3. As a future teacher, what are the steps that you are going to take to
ensure that you will contribute much to the development of your
students?
Module in Educ 3/4 Prof. Christine M. Adlawan

ANALYSIS

1. Do you think that teachers can maximize students' learning? If yes,

why? If no, why not?
2. How can teachers maximize students' learning?
3. Does the current educational system provide enough support to
encourage innovative practices to take place? Why? Why not?

ABSTRACTION

The Philippine Educational Context

The Philippine public school system has gone through a huge

transformation when Republic Act No. 10533, also known as ‘The Enhanced
Basic Education Act of 2013 was finally fully implemented in the year 2016. This
entails that the previous 10-year basic educational curriculum will be extended for
two more years to make it twelve in total. This act is more referred to as the K-12
Basic Education Program.

The old system, which ran from 1945 to 2011, was composed of six year-
mandatory elementary education and four years of high school for children ages
six to fifteen. The ratified educational program, which was put into implementation
by Kindergarten Education Act of 2012 and Enhanced Basic Education Act of
2013, now suggests that the basic education system will take 13 years to
complete. That means: one year compulsory kindergarten education, six years of
primary school, four years of junior high school and two years of senior high
school. The basic education over public and private schools in the country is
regulated and supervised by the Department of Education (DepEd). Whilst higher
education affairs are being managed by two other agencies—Commission of
Higher Education (CHED) and Technical Education and Skills Development
Authority (TESDA).
Module in Educ 3/4 Prof. Christine M. Adlawan

The former controls academic oriented universities and colleges while the latter
regulates the technical and vocational training in the country.

The Philippine government holds a strong stance that K-12 curriculum will
be the key solution to the enduring crises facing the country’s basic education.
This program aims to produce highly competitive graduates in terms of literacy,
numeracy, and problem solving. However, this educational reform has received
criticisms especially by families of poor socio-economic backgrounds who
perceived this as time and financial burden. Some others doubted the capacity of
this reform to bring forth change. Similar undertakings of the government have
proven disappointment to make a difference mainly those directed to structural or
program modifications. Structural or organizational reforms have failed because
many factors were overlooked in the process. Changing only the structure or
leaders are not sufficient to create meaningful change (Allen & Glickman, 2005).

The Challenge of Educational Reform

In the Philippines, students’ academic learning outcomes are measured by

a test named as National Achievement Test (NAT). These are sets of
standardized examinations taken by students on their 6th, 10th and 12th year
designed to assess the academic learning level which includes their knowledge in
five different categories; English, Filipino, Mathematics, Sciences and Social
Studies. NAT exams are significant because they provide empirical evidence on
the attainment level of students in specific grade period which guides policy
makers, principals and school teachers in their respective courses of action. It
also measures the rate of improvement of the students and schools which reflect
the overall strength and weaknesses of the country’s basic education systems.
Module in Educ 3/4 Prof. Christine M. Adlawan

Department of Education published in 2011-2012 that the average NAT

score for the country was 67% for the elementary level and 49% for the
secondary level. This score was particularly low considering that the test itself is
a weak universal measure for the development of critical thinking skills and other
learning factors. This is disappointing despite the hard work and untiring efforts
of principals, department heads, teachers, parents, and other stakeholders to
tackle the problems faced by public schools.

De Los Reyes reflected that this is a deficiency on the Philippines

commitment as signatories of the United Nations (UN) Millennial Development
Goals for 2015 to alleviate educational inequality and poverty. According to the
Philippine Statistics Authority (PSA) in 2015, there is still a huge contrast
between the attainment of tertiary education by families belonging to the highest
70% and the lowest 30%. The data collected showed that from the 3- to 24-year-
old students who enrolled school during academic year (AY) 2010 to 2011,
merely 4% of those under the poverty line attended college, while 18% come
from the highest 70% demographics. Meanwhile, the data regarding 6- to 24-
year-olds who had not attended school were at the highest came from the lowest
30% population.

This was attributed to two main reasons; one was the lack of personal
interest at 28.9% and second, the high cost of education which accounted for
26.8% according to the census. The role of education in the alleviation of poverty
in the country has been more palpable and urgent than ever. Hargreaves (2005)
and Harris (2009) both considered education as still the most valuable
gatekeeper of opportunity and a formidable distributor of life chances. In the
Philippines, 90% of school children attend public schools in the hopes of
improving their lives in the future. This is especially true for those who experience
various consequences of poverty where good education is the only hope out of it.
Module in Educ 3/4 Prof. Christine M. Adlawan

The accustomed answer to student poor performance in public schools

has been always been teacher training based on the students’ scores from
annual National Achievement Test (NAT). Teacher training on a new educational
paradigm is perceived by policy makers to ‘turn-around’ poor student
performance. In 2010, the DepEd introduced a new tool for educational planning
called Understanding by Design (UbD). This is based on the premise that poor
student learning outcomes are due to poor quality of teachers and the
inadequacy of their tools (Wiggins & McTighe, 2005).

Teacher Leadership and Educational Reforms

Champions of Learning

In an attempt to improve the educational system, schools have

sought ways to influence the curricula or instruction. These reforms are
meant to improve the way students learn. The success of these reforms
depends so much on teachers.

Teachers play a big part in ensuring that all reforms or innovations

which usually emanate from external sources be aligned with existing
practices. As such teacher leaders are more knowledgeable to know
whether or not reforms would work because they are immersed in the
classroom and they know certain considerations that they need to make in
order for these reforms to take place. These considerations include class
size, nature of the students, resources available and capacity of teachers in
implementing reforms.

There are three leadership practices which teacher leaders do in

order to promote student learning.
Module in Educ 3/4 Prof. Christine M. Adlawan

These are:

1. setting directions;
2. developing people; and
3. redesigning the organization. (Leithwood, Louis, Anderson and
Wahlstrom, 2010).

Setting Directions

Directions give teachers a sense of purpose. Articulating the directions of

the school provide teachers with a shared mission. Teachers who are able to
guide others in understanding the direction of the school will make it easier for
the rest to work along a common vision.
Module in Educ 3/4 Prof. Christine M. Adlawan

Developing People

Oftentimes, reforms entail not only the teachers' willingness to conform or

motivation to work toward the achievement of the goals of the school. It also
entails capacity building. Teacher leaders see the need to develop colleagues as
a way of fulfilling the goals of the school. Teacher leaders make sure that they
have the capacity to work toward the vision of the school and provide avenues
for others to do the same.

Redesigning the Organization

Since teachers understand the context of the organization, they are in the
best position to determine the structure that would best benefit the students.
Teacher leaders are keen in determining which structures would work best in
promoting a Culture of collaboration among teachers. Through building a culture
of collaboration, teachers, and administrators will be able to work well in order to
design the curriculum in a way that students will maximize students' learning and
adopt an appropriate pedagogical approach that will make learning meaningful.

Teacher Leaders as Agents of Innovation

Today's World demands that students acquire knowledge and skills that
are relevant to the present times. As such, schools are pushing innovative
reforms in the classroom. All teachers have the best interest of their students in
mind. Thus, any form of innovation that will benefit students should be welcomed
by teachers. However, this is not always the case. Teacher leaders know that for
innovative practices to be accepted, it has to be practiced first before it has to be
shared with other teachers. There exists a notion that engaging in workshops or
other forms of professional development programs is already sufficient in making
teachers accept the innovations that are being introduced. However, this is not
always the case. For innovations to be practiced, teacher leaders take the
Module in Educ 3/4 Prof. Christine M. Adlawan

initiative to learn more about them, practice these in the classroom and then
share practical experiences with others. It is through sharing of these practical
experiences that teachers are provided with avenues to see the benefits of using
these innovations in their classrooms. Aside from trying out these innovations,
teacher leaders also see the value of having a supportive environment. When
teachers share their practices, they need all the support they can get from
colleagues, administrators and students (Butkevika and Zobena, 2017).

In inculcating innovation, teacher leaders first and foremost show an

openness to learn, willingness to take risks and eagerness to try out the new
reforms being introduced in the classroom.

Butkevika and Zobena (2017) further suggest that teacher leaders also
provide other teachers a safe space to experiment and try innovative
approaches. They do not only provide professional guidance but also emotional
support. This is important in the sense that teachers need to be in an
environment where they can rejoice over successes and find solace and support
in times of failures. Teachers need not be afraid to fail so that they will not be
discouraged to innovate. Thus, it is important that teachers need each other's
support to allow innovation to take place.

Challenges of Teacher Leaders

Too often, teachers who have been in the field for four to ten years are at
the point in their careers when they have already gained enough experience and
expertise which could be used to help other teachers. These teachers have
already mustered enough confidence to share their expertise with others.
Another' reason why these teachers are ready to embark on a leadership role is
because it is a way for them to reach out to other teachers. As teachers, it cannot
be discounted that most of the work done remains between the teacher and the
students (Rasberry and Mahajan, 2008). Opportunity to work side by side with
other teachers happens so rarely. Lastly, these teachers who are ready to move
Module in Educ 3/4 Prof. Christine M. Adlawan

on to leadership roles see these as an opportunity to grow. There are teachers

who are also in need of doing other things in order to grow Professionally
(Johnson and Donaldson,2007.)

Inasmuch as most teachers would like to step-up and share their expertise
with colleagues, there are major deterrents that dissuade them from assuming
leadership conducted by Johnson and Donaldson (2007), teachers are
confronted with that revolve around the norms of school culture. Among the
issues identified are: autonomy, egalitarianism, and deference to seniority.

Autonomy has been identified as one of the reasons; teacher leaders find
it difficult to work with others. Teachers are so used being in-charge of their own
class that some are not so eager to welcome other teachers who are willing to
help, let alone observe them. This then, defeats the purpose of teachers working
together to improve the teaching process.

Egalitarianism has been identified as a challenge to teacher leaders. The

added responsibility requires teacher leaders to be in constant communication
with school administrators and this presents an issue to most teachers. Teacher
leaders are perceived by other teachers as being given special treatment when
the truth is the only reason that they are constantly with administrators or
supervisors is because they need to coordinate plans with the higher
administration.
Module in Educ 3/4 Prof. Christine M. Adlawan

Finally, teacher leaders find it difficult to share their expertise with others
because too often, their age is being equated with qualifications. Based on the
abovementioned study, older teachers find it hard to accept that the younger
teachers are more qualified to share their knowledge and expertise and as such,
this often leads to resentment.

In the Philippines, there are various reasons why teachers are deterred
from assuming leadership roles.

1. The educational system is so entrenched on the "principal-oriented"

nature of leadership. - This means that for most schools in the
Philippines, the concept of leadership is still attributed to formal roles.
Principals are often seen as loaded with work and responsibilities and
as such, do not have time to teach students. Many teachers do not
want to give up teaching. As such, since the only available choice is
either to assume a leadership role in the form of becoming a principal,
many opt to stay in the classroom.

2. Lack of leadership training existing in the country which prevents

teachers from assuming leadership roles. There is no formal and
deliberate attempt to train teachers to assume leadership roles and as
such, there is no opportunity for teachers to see other possibilities
related to leadership.

3. Teacher classification hinders teachers from becoming leaders.

Classifications would revolve around teaching positions which is based on

qualifications rather than functions. (Alegado, 2018). Aside from those mentioned
by Alegado, there are other challenges that prevent teachers from assuming
leadership roles. Filipinos value relationships above all. Teachers are afraid that
if they assume a leadership role, their relationship with colleagues will be
affected. Most teachers do not want to be labeled as "pro-admin" or a favorite of
the principal. Another reason cited is more personal in nature. Circumstances in
Module in Educ 3/4 Prof. Christine M. Adlawan

life prevent many from assuming leadership roles. Those who are married would
prioritize their family over work. Others have other priorities like earning more and
for some, health issues. Some teachers on the other hand would attribute the
lack of time for not accepting leadership roles. Those who assumed informal
leadership roles attend to a lot of responsibilities and this would mean staying at
school for a longer period of time. This does not encourage other teachers from
assuming similar roles for fear that they too would not have enough time to do
other responsibilities at home (Oracion, 2015).

With the challenges faced by teacher leaders, it is imperative that these

issues be seriously looked into. There are so many things that teacher leaders
can contribute in the teaching - learning process. As such, these challenges
should be addressed so that more teachers will finally have the courage and
motivation to take on leadership roles.

Promoting Teacher Leadership

In the Philippines, there are several factors that pave way for teachers to
become leaders.

1. The teacher's background and previous experience on leadership.

Many of those who were interviewed in the study of Oracion in 2015
said that their previous leadership experience back when they were
students themselves paved way for them to assume leadership
responsibilities.

2. Two, would have to do with the competence of the principal. Most of

the principals involved in the study have either completed their doctoral
studies or in the process of completing their doctoral degree. Most of
these principals have been in the service for 33 years. Obtaining these
advance degrees and years of experience enabled the principals to
have the competence to be open to suggestions and new ideas, make
Module in Educ 3/4 Prof. Christine M. Adlawan

appropriate decisions and advice and knowledgeable about the

teaching-learning process. The fact that teachers have someone to talk
to and emulate are essential factors that would help teachers assume
leadership roles in the sense that they know that someone is there to
support them.

3. Three, the practice of distributed leadership. Although based on the

study, the principals had their own interpretation of distributing their
responsibilities, nonetheless, for most; their responsibilities were
shared with others. This includes dissemination of information or
matters that involve decision making.

4. Four, collaboration and consultation also paved way for teachers to

assume leadership roles. Although major decisions are done by
principals, everyone acknowledged that consultations should be
done in order to get the perspective and viewpoints of various
stakeholders. For most consultations are done in the form of meetings.
Thus, leadership of teachers is honed when they are as to contribute
or share their knowledge or thoughts.

5. Five, the fact that principals defined their role as an influencer paved
way for others to follow the examples of their leaders. Acting as role
models, teachers are able to go into the direction that their leaders
want to achieve. They set good standards and values that serve as
good benchmark for teachers to follow. They serve as an inspiration
because they know how to transform lives and this is done by example.

6. Six, the principals are good motivators. By knowing the capacities and
capabilities of the teachers, most of the principals were able to
encourage their teachers to develop themselves, professionally and
Module in Educ 3/4 Prof. Christine M. Adlawan

personally. They were encouraged to pursue further studies, join

competitions and take on responsibilities that are challenging. The
teachers know that despite taking on challenging roles and
responsibilities, they are aware that they will be supported by the
principals.

7. Lastly, most of the principals were focused on instruction. They acted

as curriculum heads and they have the students' best interest when
they perform their function as leaders. This certainly paves way for
most teachers to understand that the students should be at the center
of the teaching learning process. For most teachers, this is truly
inspirational because almost all teachers believe that they are in the
profession because of the students. When they see that their principals
have the students best interest at heart, this would lead them to
assume roles that would benefit the students.

New Developments in Education

There are three exciting developments happening in the field of education
that will pave way for the need to promote teacher leaders. According to the
founder and CEO of the Center of Teaching Quality, Barnett Berry, the following
shifts in education will
promote the need to
develop teacher
leaders:
Module in Educ 3/4 Prof. Christine M. Adlawan

1. New forms of assessments are becoming more accepted and used by

educators.

Performance-based assessments are being used more than standardized

based assessments. The shift from a traditional paper and pencil form of
assessment leads to a new form of evaluating students. Expertise of teachers who
have been in the field and for quite some time combined with new researches will
allow new teacher leaders to emerge.

2. Organizational structures are becoming leaner and flatter making It

possible for teachers to collaborate closely as they are provided more
autonomy and freedom to engage in decision making.

Teachers can now work closely together and can share practices that work
with the students. The fact that they are no longer bound by restrictive policies will
enable new teacher leaders to make decisions based on what they deem is
appropriate for their students.

3. Teachers have more opportunities to network with of teachers making it

possible to benchmark and share best practices (Shwartz, 2016).

Technological advancements and more opportunities given' to teachers

allow for more collaboration. By providing teachers platforms to discuss their
experiences and share best practices.

The new developments require new types of leaders to emerge in,

education. However, policy support is necessary. In order to develop teacher
leaders, Berry concludes that in order to promote teacher leader, the following
must be present:
Module in Educ 3/4 Prof. Christine M. Adlawan

1. An idea and plan for teacher leadership - there should be a clear

direction of the tasks to be done and should involve the teachers in the
formulation of the goals.

2. A helpful administration - administration should be able to empower

teachers by providing them with opportunities to make decisions and at
the same time establish leadership programs that will further hone the
leadership skills of teachers

3. There should be appropriate resources - there should be available

support given to the development of teachers in order for them to grow
professionally.

4. Work structures should allow authentic collaboration a more innovative

approach to embedding professional development is necessary for
teachers to be able to engage in more authentic collaboration. The aim
is for teachers to be given time to work together in order to share what
they know, and improve teaching through sharing of best practices.
Engaging teachers to team-teach over the same set of students will
provide teachers with enough time to design their lessons which are
appropriate to the learners.

5. Supportive social norms and working relationships - respecting

differences is important because it signifies an acknowledgement of
varying expertise.
6. There, should be indistinct lines that delineate teaching and leading -
empowering teachers does not mean there will be a shift of roles
between the administrators and the teachers, however, it would require
that both need to work together in order to lead.

7. The whole school system must be willing to take risks and should
pursue an inquiry approach in assessing the teaching-learning process,

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Module in Educ 3/4 Prof. Christine M. Adlawan

schools and teachers should be willing to take risks, to try to innovate

and learn from the process. Schools should assess how they promote
the development of teachers and see how these will ultimately impact
on student learning (Berry, 2016).

Paving the Way for Teachers to Become Leaders

The remarkable impact that the teachers have in the teaching-learning

process makes it vital to have a deliberate and systematic approach that will
pave the way for the teachers to become leaders. Killion, Harrison, Colton,
Bryan, Delahan and Cooke in 2016 identified the various ways for schools to
develop leaders:

1. It is imperative to first and foremost have a solid definition of teacher

leadership and the desired outcomes in order to determine the roles
and responsibilities of teacher leaders (Killion et. al., 2016, p. io).

2. It is also necessary to create a work environment that will support the

development of teacher leaders. A healthy work environment would
require a culture of acceptance and supportive structures. Culture in
the workplace would refer to the beliefs, practices, norms and values
of the people (Killion et. al., 2016). This is formed
by shared experiences and relationships established by the people.
The study of Alegado in 2018 revealed that the Philippines still
equate leadership with the roles of the principals. Since the structure
in the country is hierarchical, it is important to recognize the powerful
role of teachers in effecting change in the educational system. In
order to have a healthy culture it is necessary to have the following:
• relational trust
• collective responsibility
• commitment to continuous development

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Module in Educ 3/4 Prof. Christine M. Adlawan
Module in Educ 3a Prof. Christine M. Adlawan

• recognition and
• celebrations.

Oration (2015) stated in her study that trust and relationships are
important. Trust will exist if teachers continue to be clear with their goals,
consistent and sincere with their intentions. They also need to be competent
enough to handle responsibilities and honest to share their vulnerabilities.
Moreover, when teachers work together for the common good of the students,
they are able to influence each other in coming up with lessons and activities that
will bring out the best in the students.

Aside from having a healthy culture, structures are also necessary to

promote teacher leadership. Structures include processes, procedures,
resources and policies that are aligned with the school's vision and mission and
the definition and goals of teacher leadership (Killion, et. al., 2010. In order to
give appropriate structural support, the following are needed:

➢ comprehensive plan for teacher leadership,

➢ changing of roles,
➢ preparation support and supervision, and
➢ Provision for opportunities to lead.

3. It is vital to cultivate appropriate dispositions for teacher leadership

(Killion et. al.,2016, p.12). Based on the previous studies, particularly
those researches done in the Philippines, teachers were found not to
be too keen on assuming leadership roles whether formally or
informally. This can be attributed to their beliefs on leadership. Thus,
in order to develop teacher leaders, it is necessary to have a set of
dispositions that all leaders should possess regardless of functions.
This includes a passion and commitment for student learning, should
possess a broader perspective, humble, courageous and willing to
take risks, confident, flexible and possesses enthusiasm for
continuous learning.

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Module in Educ 3/4 Prof. Christine M. Adlawan

All teachers have the students' best interest at heart. Thus,

teacher leaders will support anyone who is determined to improve the
way students learn. They serve as a major force that can influence
anyone into finding means and ways to improve the teaching learning
process.

Teacher leaders have the humility to work with others because

they recognize and acknowledge the expertise of each one. Thus,
teacher leaders do not assume that they know everything and would
willingly work with others.

Teacher leaders are willing to take risks as they are fully

aware that there are various ways of finding solutions to challenges.
They rise above challenges and continuously provide an environment
where teachers can ask, try and experiment.

Having accumulated a wealth of experience, teacher leaders

are confident to share their expertise. They also have the flexibility to
adapt to changes.

Teacher leaders value their own professional development.

They continuously find means and ways to grow professionally and
personally. They also believe that everyone has the capacity to grow.
As such, they possess a growth mindset that encourages everyone
to see their own possibilities for growth.

4. It is also important to assess the impact of the teacher leadership

program (Killion et. al., 2016, p.12). One way to determine if the
program is working is by evaluating the impact of student leadership
on the following areas:
➢ Examining the teacher leadership program which includes the
supports provided available avenues for leadership, schemes
and structures, usefulness and impact of the program on

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Module in Educ 3/4 Prof. Christine M. Adlawan

various stakeholders. This should be done annually in order to

improve the program.
➢ The performance of the teacher leaders using identified
performance indicators which are aligned with the function of
the leader. This also includes the performance of the other
teachers and students. This is also done yearly to improve
practices.
➢ A third area to assess is a personal and collaborative
reflection of one's own practice. This is done yearly to
determine what needs to be improved and strengthened.

Transitioning into Teacher Leaders

The provision of structures and deliberate programs for teacher leadership

gives teachers an opportunity to assume leadership roles. Although these
support mechanisms are important, it is also essential to determine the path that
teachers go through before assuming leadership roles. The different stages
according to Sanocki (2013) are as follows:

The first stage of the teacher's journey toward transitioning into leadership
roles is that they all start as classroom teachers (Sanocki, 2013, p. 136).
Teachers enter the profession with a mission to teach students. As such, to
accept responsibilities which will not impact students directly is something that
does not appeal to them. In this stage, teaching is their sole focus.

The second stage is characterized by the teacher's own reflection of the

journey as he or she experiences distributed leadership. The teacher continues
to reflect about her journey, taking into consideration what worked and what
needs to be improved. Through reflection, the teacher begins to assess her/his
own values and beliefs on leadership (Sanocki, 2013, p. 137).

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Module in Educ 3/4 Prof. Christine M. Adlawan

The third stage is described as overcoming fears on leadership. This is

brought about by constantly reflecting on one own practice (Sanocki, 2013, p.
137).

The fourth stage is that teacher leaders gain confidence in doing their
roles as they work with others while giving utmost respect to the more
experienced and senior teachers.

The fifth stage, the teacher leader continues to perform her role in
improving the community by collaborating and working with various
stakeholders to improve the curriculum, pedagogy, and assessment and serving
as a link between administration and teachers.

The sixth stage, teacher leaders continue to perform their function as they
seek ways on how to implement positive and essential reforms within the school.

APPLICATION

Make a short video clip role playing a teacher becoming a teacher leader.
Show your video to the class and send them to your Prof via email or messenger.

ASSESSMENT

Answer these questions briefly.

1. As a future teacher, do you think that you will be able to accept

leadership responsibilities? Why? Why not?
2. Imagine yourself as a teacher leader 10 years from now. What
position would you want to achieve in that year? Discuss the process
or the steps that you will do to achieve such position.

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Module in Educ 3/4 Prof. Christine M. Adlawan

SUMMARY

To aid you in reviewing the important concepts in this module, here are
the highlights:

➢ Teacher leaders are instrumental in educational reforms. They

serve as champions of learning and agents of innovation.
➢ There are many challenges that prevent teachers from assuming
leadership roles.
➢ Autonomy, egalitarianism, and qualifications have been identified
as obstacles for teachers to assume their leadership roles.
➢ In the Philippines, hierarchical structure, training or lack thereof,
and leadership are equated with the principal. There are also
personal reasons cited such as concerns in the family, relational
concerns, time and health.
➢ There are six stages in which teachers go through as they transition
into becoming teacher leaders.

FEEDBACK

Do you have any question relative to teacher leadership? Comment them

below.
Module in Educ 3/4 Prof. Christine M. Adlawan

REFERENCES

➢ Alegado, P.J.E. (2018)/ “Breaking the Barriers: Teacher Leadership in

the Heart of Educational Reform in the Philippines.” Bulgarian Journal
of Science & Education Policy, 12 (1).

➢ Hoy, W.K. & Miskel, C.G. (2016) Educational Administration: Theory,

research, and practice, 9e . McGraw-Hill Companies, Inc., New York, N.

➢ Llagas, T.A., & Corpuz, B.B. (2018) Essentials of Teacher Leadership.

Lorimar Publishing, Inc., Quezon City, Philippines.

➢ Llagas, T.A., Corpuz, B.B. & Bilbao, P.P. (2016) Becoming a 21 st

Century Educational Leader. Lorimar Publishing, Inc., Quezon City,
Philippines.

➢ Pawilen, Greg T., Reyes, Ericson M, Rivera, John Amiel A, Sison, Trixie
Marie J. The School and the Community, School Culture, and
Organizational Leadership. First edition. Rx Bookstore. 2019.

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