Mathematics Leadership in Schools: A Deep Dive into Aspirations and Hurdles

Authors

  • Victor L. Ompad Jr. Senior High School Teacher II, Department of Education - Division of Cebu Province, Zosimo E. Fabroa Memorial National High School, Western Poblacion Poro Cebu Philippines Author https://orcid.org/0009-0002-2463-1221
  • Osias Kit T. Kilag Principal, PAU Excellencia Global Academy Foundation, Inc., Toledo City, Philippines / VP for Academic Affairs and Research, ECT Excellencia Global Academy Foundation, Inc., Balamban, Cebu, Philippines Author https://orcid.org/0000-0003-0845-3373
  • Alvin O. Luzares Teacher I, Department of Education, Schools Division of Cebu Province, Alternative Learning System - Poro District Author https://orcid.org/0009-0001-0800-5282
  • Jayson A. Tipontipon Teacher I, Department of Education, Schools Division of Cebu Province, Hagnaya Integrated School, San Remigio, Cebu Philippines Author https://orcid.org/0009-0008-0971-9456
  • Geraldine P. dela Cruz Teacher II, Department of Education, Schools Division of Cebu Province, Carmen National High School Day Class (Senior High School), Carmen, Cebu Philippines Author https://orcid.org/0009-0008-2906-9518
  • Bethlehem A. Velasquez SHS T-II, Schools Division of Cebu Province, San Jose National High School, San Jose Poro Cebu, Philippines Author https://orcid.org/0009-0001-5755-5176

Keywords:

school mathematics leaders, goals, challenges, instructional leadership, curriculum development

Abstract

This systematic literature review investigates the goals and challenges faced by school mathematics leaders, examining the diverse roles they play within the evolving educational landscape. The study reveals a multifaceted set of goals pursued by leaders, extending beyond administrative tasks to encompass instructional leadership, curriculum development, and the promotion of a positive mathematics culture. Persistent challenges within the educational environment, including staying abreast of reforms, addressing diverse student needs, and effectively integrating technology, underscore the dynamic nature of the leadership role. Successful leaders deploy varied strategies, such as professional development initiatives, technology integration, and fostering collaborative learning communities, highlighting the importance of adaptability and innovation. Crucially, the study identifies a critical need for targeted professional development programs tailored specifically for mathematics leaders, emphasizing the ongoing commitment to continuous learning in the face of unique challenges. The synthesis of these findings contributes to a nuanced understanding of school mathematics leadership, providing theoretical insights and practical implications for policymakers, administrators, and educators aiming to enhance mathematics education outcomes.

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Published

2024-01-19

How to Cite

Ompad Jr., V., Kilag, O. K. ., Luzares, A., Tipontipon, J., dela Cruz , G., & Velasquez, B. (2024). Mathematics Leadership in Schools: A Deep Dive into Aspirations and Hurdles. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(1), 115-122. https://risejournals.org/index.php/imjrise/article/view/13