Teacher Leadership in the Philippines: Evaluating its Impact on K-12 Education Reform
Keywords:
Teacher Leadership, K-12 Basic Education Program, Educational Reform, PhilippinesAbstract
This integrative literature review explores the dynamic landscape of teacher leadership within the Philippine education system, focusing on the transformative implications of the K-12 Basic Education Program. The study unveils a paradigm shift, acknowledging teachers as active agents of change rather than mere implementers. Despite this evolution, challenges persist within the centralized education system, where bureaucratic norms and hierarchical structures limit teacher leadership opportunities, diverting teacher leaders towards administrative roles and hindering the development of professional learning communities. The impact of teacher leadership on student learning outcomes emerges as a central theme, with the study advocating for a proactive approach beyond traditional teacher training programs. Teacher leaders, influencing teaching practices, curriculum development, and collaboration, play a pivotal role in elevating the quality of education at the classroom level. Notably, there is a noticeable transition in the literature, highlighting a move from traditional administrative roles to an increased emphasis on pedagogical leadership. Teacher leaders are now recognized as pivotal contributors to pedagogical innovation, fostering a culture of continuous learning. This study calls for a paradigm shift towards recognizing and fostering teacher leadership in pedagogical and collaborative dimensions, aligning with contemporary notions of distributed leadership. The findings contribute to the ongoing discourse on teacher leadership, emphasizing its crucial role in educational reforms and advocating for the prioritization of educators' professional growth for the betterment of the Philippine education system.
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