Transitioning Classroom Teachers to School Leaders

Abstract

INTRODUCTION

This study looked into the different lived experiences of school principals both in elementary and junior high school in the Division of Calamba City and how they were able to surpass the transition stage from being seasoned classroom teachers to being school leaders/school principals. The co-researchers of the study were the four (4) school principals from the Division of Calamba, two (2) from the elementary and two (2) from the junior high school. Using interview guide questions, the researcher encouraged the co-researchers to reveal their thoughts, feelings, and experiences in the interviews via video recording. The researcher utilized the qualitative research design, but the approach used was grounded theory.

METHODS

The researcher utilized the qualitative research design, but the approach used is grounded theory. In this theory, the researcher analyzes the data by reducing the information to significant statements or quotes and combines the statements into themes. From these themes, the researcher develops a textural description of what the participants experienced and a structural description of how they experienced it in terms of conditions, situations, or context (Creswell, 2007).

RESULTS

The findings revealed the themes that emerged after gathering the data from the co-researchers were: Epitomizing Professionalism, Eclectic School Leadership, Communicative Efficacy, Cohesive Motivation, and Creative Environment.

DISCUSSIONS

During the course of the study, the researcher developed a leadership theory that school principals exude when portraying their roles and in performing their responsibilities. This theory was developed as the researcher observed how school principals handle their relationships with their teachers in order to achieve teachers' and schools' effectiveness. This theory was named after the researcher known as IDRA LEADERS or Interpersonal Dimensions of Resilient Academic Leaders. This theory explains that the teachers' and schools' effectiveness depends on how the school principals established strong and harmonious relationship with their teaching and non-teaching personnel.