The Level of Teacher Engagement in the Distributed Leadership of the First Congressional District of Quezon: A Basis for a Proposed Action Plan

Abstract

This study was undertaken to determine the level of teacher engagement in distributed leadership in the First Congressional District of Quezon, which would come up with a proposed action plan. This descriptive-comparative method was conducted in the First Congressional District of Quezon, where the questionnaire is the primary data gathering instrument. The study involved 333 public school teachers as respondents. The respondents were selected from the total number of public secondary school teachers in theFirst Congressional District of Quezon using the simple random sampling technique. Frequency, percentage, weighted mean, and ranking were used in the statistical analysis of data. Based on the findings, the demographic profile revealed that most of the respondents were in the age bracket of 31-40 years old, females, was married, Bachelor's Degree holder, and was Teacher I. Moreover, the respondents strongly agreed on the level of teaching engagement in teaching and learning process in the First Congressional District of Quezon. On Principalship, it revealed that the highest scorer stated that the teachers who assume leadership roles in the school have sufficient school time to permit them to make meaningful contributions to the school, the teachers who assume leadership roles in the school have sufficient resources to be able to make meaningful contributions to the school, the veteran teachers fill most leadership roles in the school, new teachers are provided opportunities to fill some school leadership roles, and the teachers are interested in participating in school leadership roles. When it comes to Collaboration and Quality Time, the top scorer stated that the teachers make agreement with school professionals and parents on the most effective roles one play as partners in their child's education, the teachers make the school clearly communicates the 'chain of contact' between home and school, the teachers make a decisions to change curriculum and instructional programs based on assessment data, the teachers make a formal structure in place in the school (e.g., curriculum committee) to provide teachers and professional staff opportunities to participate in school-level instructional decision-making and the teachers make the professional staff members in theschool to have the responsibility to make decision affecting in meeting the school goals.