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Promoting Teacher Leadership

The document discusses factors that promote teacher leadership in the Philippines. Some of the key factors identified are: 1) teachers' prior leadership experience, 2) principals having advanced degrees and long tenure, 3) principals distributing leadership responsibilities among teachers, 4) collaboration through consultation between principals and teachers on decisions, 5) principals acting as role models, and 6) principals motivating teachers and focusing on student-centered instruction.

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Kaye Manescan
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691 views13 pages

Promoting Teacher Leadership

The document discusses factors that promote teacher leadership in the Philippines. Some of the key factors identified are: 1) teachers' prior leadership experience, 2) principals having advanced degrees and long tenure, 3) principals distributing leadership responsibilities among teachers, 4) collaboration through consultation between principals and teachers on decisions, 5) principals acting as role models, and 6) principals motivating teachers and focusing on student-centered instruction.

Uploaded by

Kaye Manescan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Promoting Teacher Leadership

In the Philippines, there are several


factors that pave way for teachers to
become leaders. One, is 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.
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.
Three, the practice of distributed leadership.
Although based on the study, the principals had
their own interpretation of disturbing their
responsibilities, nonetheless, for most their
responsibilities were shared with others. This
includes dissemination of information or matters
that involve decision making.
Four, collaboration and consultation also
paved way for teachers to assume
leadership roles. Although major decisions
are done by principals, everyone
acknowledge that consultations should be
done in order to get the perspective and
viewpoints of various stakeholders. For
most, consulations are done in the form of
meetings.
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.
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 personally.
Lastly, most of the principals were focused
on instruction. They acted as curriculum
heads and they have the student’s 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.
New Development of Education
1. New forms of assessment are becoming more accepted and used by
educators.
2. Organizational Structure are becoming learner and flatter making it
possible for teachers to collaborate closely as they are provided more
autonomy and freedom to engage in decision making.

3. Teachers have more opportunities to network with other teachers


making it possible to benchmark and share best practices (Shwartz ,
2016)
However, policy support is necessary. In order to develop teacher
leaders, berry concludes that in order to promote teacher leaders
1. An idea and plan for teacher leadership
2. A helpful Administration
3. There should be appropriate resources
4. Work structures should allow authentic collaboration
5. Supportive social norms and working relationships
6. Indistinct lines that delinate teaching and leading
7. The whole school system must be willing to take risks and should
pursue an inquiry approach in assessing the teaching and learning
process

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