Distributed Teacher Leadership Practices of the Religious of the Virgin Mary (RVM) Schools

Abstract

This study was undertaken to determine the distributed teacher leadership practices of the teachers of RVM schools. It focused on how the Ignacian teacher leadership practice collaboratively working with their actions as teacher and facilitator of learning who lead within and beyond the classroom. It employed descriptive quantitative correlational design. Respondents were administrators, teachers, and students from the four selected RVM schools for the school year 2014-2015. The data gathering tool was the TeacherSelf-Assessment Survey Tool used by Marilyn and Bill Katzenmeyer focused on the seven dimensions of teacher leadership such as Self-Awareness, Leading Change, Communication, Diversity, Instructional Proficiency, Continuous Improvement, and Self-Organization. The data gathered was treated statistically using Percentage, Mean, One–way Analysis of Variance, Scheffe Test, Pearson-r and t-test. The findings revealed that distributed teacher-leadership on self-awareness and diversity were always practiced by the teachers while leading change, communication, instructional proficiency, continuous improvement and self-organization were often practiced. There was a significant difference in the assessment of teachers versus administrators, and students versus administrators, but the students versus teachers' views were not significant. A significant relationship existed between the teacher-distributed leadership, and the students' level of achievement. As a result, the Distributed Teacher-Leadership Model is proposed.