Abstract:
The purpose of this study was to evaluate the leadership skills of classroom instructors in a sample of San Jose Del Monte City City Division public secondary schools. It used descriptive research methodology. Based on the self-evaluation of the 227 teacher respondents from five (5) selected public secondary schools during the 2013-2014 school year, and using the Teacher Leader Model Standard as the survey questionnaire, the practices of teacher leadership were determined. The sample size for the study that took respondents' availability into account was chosen using simple randomization. The analysis of data made use of basic statistical techniques such frequency counts, percentages, computation of weighted averages, and Spearman's Rho Correlation. Additionally, the degree of correlation between the instructors' profiles and the levels of leadership competencies across the domains included in the standard was assessed. The majority of respondents, according to the findings, were in their middle adulthood stage, followed by those in their early adulthood stage and those in their late adulthood stage, which had the fewest respondents. The departments with the highest percentage of respondents were Science and MAPEH, respectively. The majority of teacher-leader responders have completed their master's degree coursework and have been employed for between six and ten years. Fostering a Collaborative Culture to Support Educator Development and Student Learning, which received the highest mean and was evaluated as "Often," is the teacher function that came in first place among the seven domains. "Improving Outreach and Collaboration with Families and Community" is ranked last and is vocally translated as "Sometimes". Additionally, 5 of the 7 domains received a verbal interpretation of "Sometimes" in them. Based on the study's findings, the researcher came to the following conclusion on the leadership skills of classroom teachers: Teachers frequently promote a collaborative atmosphere to support professional development and student learning. They frequently make investments to increase community engagement and teamwork with families. Overall, most teacher-leader duties are periodically performed by classroom instructors.
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