Educational Leadership Practices for a Successful Adoption of K to 12 Curriculum in Philippine Schools

Abstract

This integrative literature review explores educational leadership strategies during the implementation of the Philippine K to 12 Basic Education Curriculum. Drawing on a synthesis of existing research, the study identifies key findings that illuminate effective practices for educational leaders navigating the complexities of curriculum transitions. The research reveals the dominance of transformational leadership, emphasizing the positive impact of leaders who inspire, motivate, and share a vision on teacher commitment, student achievement, and overall school improvement. Collaborative leadership emerges as a crucial facilitator, demonstrating that leaders fostering a culture of collaboration successfully build shared understanding, address concerns, and create a sense of ownership among educators. The study also underscores the persistent challenge of addressing resistance to change, highlighting the need for leaders to employ effective communication strategies and actively involve stakeholders in decision-making. Furthermore, the importance of continuous professional development for educators during the curriculum transition is emphasized, with leaders prioritizing ongoing training proving more successful in equipping teachers with the skills and knowledge required for effective implementation. As the Philippine education system continues to implement the K to 12 Basic Education Curriculum, these insights offer valuable guidance for educational leaders, policymakers, and researchers seeking to enhance the success of curriculum transitions and contribute to the broader understanding of leadership in educational change.