Teacher leadership in public schools in the Philippines

Teacher leadership in public schools in the Philippines

Carmela Canlas Oracion Institute of Education, University of London

EdD International

1

Abstract

Concerns have been raised about the tendency to associate leadership with ascribed authority and position and confining school leadership to the leadership of the principal. Distributed leadership has been proposed and one approach to the distribution of leadership in schools is teacher leadership. Teacher leadership recognises the important contribution of teachers to school improvement and brings to the fore the emergence of excellent teachers who have demonstrated leadership capabilities at the same time.

Using an adaptation of the framework of York-Barr and Duke (2004) which linked teacher leadership to student learning, this study explored teacher leadership in public schools in the Philippines. The important role of context in the development and practice of teacher leadership was considered by investigating the contextual conditions that either enabled or constrained teacher leadership practice. Data were collected through semi-structured individual interviews with principals and focusgroup interviews with teacher leaders and other teachers from seven public schools in the Philippines.

The study found that teacher leadership was a meaningful concept in Philippine public schools even if the term `teacher leadership' has not been introduced formally. Teacher leadership consists of actions undertaken by teachers who respond positively to opportunities to improve teaching and learning. These teachers possess a strong sense of moral purpose and requisite pedagogic and leadership competencies. They help create conditions that support teaching and learning, often in challenging circumstances, in collaboration with colleagues and the school's leadership.

Recommendations from this study include recognising teacher leadership in the country's education reform agenda, encouraging teacher leaders to accept leadership work and giving attention to development programmes for teacher leaders and principals.

2

Declaration and word count

I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count: 48, 471 words. Carmela C. Oracion

3

Acknowledgements

I would like to thank most sincerely my thesis supervisor and mentor at the Institute of Education, Professor Peter Earley who advised me and encouraged me throughout my work on the thesis. He taught me how to focus, to work hard and to strive for excellence all the time. I thank him for helping me accomplish a personal and professional goal.

I would like to thank Fr. Jose Ramon T. Villarin SJ, President of the Ateneo de Manila University, Fr. Bienvenido F. Nebres SJ, previous President of the Ateneo de Manila University and my supervisors at the workplace, Fr. Anthony C. Pabayo SJ and Atty. Jaime G. Hofilena for believing in me and being very supportive throughout the challenging journey.

I would like to thank all the principals and teachers who participated in this study as well as everyone who facilitated the conduct of the study. They gave up precious time to help me with my research.

I would like to thank my colleagues at the Ateneo Centre for Educational Development and Ateneo de Manila Junior High School for motivating me to do the best I can in everything I attempt to do.

I would like to thank in a very special way my husband Junjun and my children Jico, Miggy and Jp for the strength and immeasurable support they provided for me to complete my EdD. I thank them for understanding my absence from home during the times I had to travel to Singapore and London for my studies. I could not have completed the EdD without their understanding and support.

Lastly and most importantly, I would like to praise and thank God the Almighty for His guiding hand throughout my work on the thesis and in everything in my life. I have been very blessed.

For the greater glory of God!

4

Contents

Abstract ................................................................. 2 Declaration and word count ........................................ 3 Acknowledgements ................................................. 4 Contents ................................................................ 5 List of abbreviations and acronyms .................................. ... 12 Supporting statement ................................................ 13

Chapter 1

Focus and rationale for the study ............ 20

Introduction ..................................................................... 20

Overview of the study

................................................... 22

The research problem ................................................... 22

The research questions

.......................................... 24

Personal motivation for the study ................................. 24

The Philippine context

.......................................... 25

Theoretical framework

.......................................... 28

Significance and value of the study .......................................... 30

Organisation of the thesis ................................................... 31

Summary ..................................................................... 32

Chapter 2 Review of literature .................................... 33

Introduction ..................................................................... 33 Teacher leadership ............................................................ 33

5

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download