The Practice and Challenges in Teacher Leadership of Academic Managers: The Philippine Public-School Experience
Keywords:
teacher leadership, academic managers, Philippine public schools, principal-centered leadershipAbstract
This study explores the practice and challenges of teacher leadership among academic managers in Philippine public schools. Drawing upon existing literature and empirical data, the research highlights the dominance of principal-centered leadership, wherein limited opportunities exist for teacher involvement in decision-making and instructional leadership. Academic managers, particularly school principals, face various challenges including high levels of stress, rapid turnover rates, and administrative pressures, which hinder the development of teacher leadership initiatives. Cultural norms and political dynamics significantly influence teacher leadership practices, impacting the implementation of distributed leadership approaches. Despite these challenges, there is a recognized need to develop teacher leadership capacities for school effectiveness. Professional development programs and systematic approaches are essential to empower teachers and enhance their leadership roles. Addressing cultural expectations and political influences while fostering a collaborative school culture are crucial steps toward promoting effective teacher leadership. This study provides insights for policymakers and educational leaders to improve teacher leadership practices in Philippine public schools, aiming for continuous school improvement and better student outcomes.
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