Lived Experiences of Principals and Teachers in Building Teacher Leadership Capacity: Basis for a Compendium of Best Practices

Abstract

INTRODUCTION

In today's climate of heightened accountability and limited resources, effective leadership is critical to improving teaching and learning and turning around low-performing schools. Along with the new and greater challenges, the role of the school leaders has changed from building managers to instructional leaders.In the light of the abovementioned facts, the researcher is encouraged to draw a phenomenological inquiry from the different lived experiences of principals and teachers that will single out the facets on how to attain effectual school leadership in their learning community.

METHODS

The study utilized the qualitative research with phenomenology as approach. Through purposive random sampling, the researcher selected the top three (3) principals and three (3) teachers of high performing public elementary schools in Calamba City. In gathering pertinent information, the researcher used (7) guide questions which used as interview questions for principals and eleven (11) guide questions for teachers.

RESULTS

The following themes that emerged from the study were school leader as a multi-attribute necessity, applying leadership, providing opportunities for teacher input, developing professional learning communities, empowering staff and a satisfying work environment. For instance, leader enhances confidence among other people and moves them to action. Leaders intend to bring about tremendous changes that through their influential power they are able to produce various effectual outcomes in leading a school and set a positive example that indicates a genuine concern for the other person as opposed to a manipulative quality that reflects a personal agenda for managing their subordinates. Moreover, faculty development through trainings and workshops can help the teachers to boost their teaching and leadership skills. The result of a team that works together are high productivity, integrity and responsibility.

DISCUSSIONS

Their consolidated responses were justifications that embody real-life manifestations of school leaders for them to attain a productive learning outcome in making their ultimate goals achievable in the context of school management. Likewise, establishing an open communication, recognizing achievements, and providing constructive feedback are essentially needed to further strengthen and develop one's effectuality in both learning and working environment.