Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 4 no. 12 (2023)

Understanding the Role of Organizational Confidence on the Culture of Teacher Leadership in Public Schools in the Philippines

Ferdinand S. Santos

 

Abstract:

The purpose of this study is to understand the role of organizational trust on the culture of teacher leadership in selected public-schools in the Philippines. The study utilized a qualitative research design involving public-school principals in Schools Division Marikina, Marikina City. Findings revealed that one of the leading themes that stood out in the responses was that teacher leadership is a skill that needs continuous development. The participants said that teacher leadership is being observed when school tasks are being properly managed and when there is a harmonious work environment in the institution. The most dominant challenges are the reluctance of teachers to accept challenging tasks, low self-confidence, and lack of compassion. Participants shared unique characteristics of leadership empowerment, such as being transparent, honest, responsible, and considerate. The majority of the participants agreed that organizational confidence can be achieved through teacher empowerment. Participants also stated that it is time for the organizational confidence to be established in order to effectively render a good quality education in the Philippines. Findings also revealed that being a good listener is a key factor in advocating teacher leadership and that building a working environment wherein everyone will have their own opportunity to experience leadership is also one the recommendations mentioned by the participants.



References:

  1. Arslan,  M.  M.  (2009).  Perceptions  of  technical and industrial   vocational   high   school teachers  about  organizational  trust.  Jour-nal  of  Theory  and  Practice  in  Education, 5(2): 274-288.
  2. Beachum,  F.,  &  Dentith,  A.  M.  (2004).  Teacher leaders   creating   cultures   of   school   re-newal   and   transformation.   The   Educa-tional Forum, 68(3), 276–286.
  3. Birky,  V.  D.,  Shelton,  M.,  &  Headley,  S.  (2006). An administrator’s challenge: Encourag-ing teachers to be leaders. NASSP Bulletin, 90, 87-100.Braun,  V.,  &  Clarke,  V.  (2006).  Using  thematic analysis   in   psychology.   Qualitative   Re-search    in    Psychology,    3(2),    77–101. http://doi.org/10.1191/1478088706qp063oa
  4. Browne, E. G. (2009). Emerging teacher leader-ship: Collaboration, commitment, and cur-riculum  mapping  (Doctoral  dissertation). Available   from   ProOuest   Dissertations and Theses database. (UMI No. 3359918)
  5. Bush  T  (2019)  Models  of  educational  leader-ship. In: Bush T, Bell L and Middlewood D (eds)  Principles  of  Educational  Leader-ship  and  Management,  3rd  ed.  p.11  Lon-don: SAGE.
  6. Caldwell, C., and  Clapham, S. (2003). Organiza-tional  Trustworthiness.  An  International Cook,  J.  &  Wall,  T.  (1980).  New  work  attitude measures of trust, organizational commit-ment  and  personal  need  non-fulfillment. Journal  of  Occupational  Psychology,  53, 39-52.
  7. Christen, C. T. (2004). Predicting willingness to negotiate: The effects of perceived power and  trustworthiness  in  a  model  of  strate-gic public relations. Journal of Public Rela-tions Research, 16(3): 243–267.
  8. Danielson,  C.  (2006).  Teacher  leadership  that strengthens professional practice. Alexan-dria,  VA:  Association  for  Supervision  and Curriculum Development.
  9. Demir,  K.  (2015).  The  effect  of  organizational trust  on  the  culture  of teacher  leadership in  primary  schools.  Education  Sciences: Theory    &    Practice.    15(3).    621-634.  https://eric.ed.gov/contentdeliv-ery/servlet/ERICServlet?ac-cno=EJ1067440
  10. Du, F. (2007). A case study of teacher leaders as group  leaders:  Implications  for  research and  teacher  education.  The  Teacher  Edu-cator, 42(3), 185-208.
  11. Ennis, C. D., and McCauley, M. T. (2002). Creat-ing urban classroom communities worthy of  trust.  Journal  of  Curriculum  Studies, 34(2):149-172.
  12. Guinot, J., Chiva, R. & Mallén, F. (2013). Organi-zational trust and performance: Is organi-zational   learning   capability   a   missing link?  Journal  of  Management  &  Organiza-tion, 19, 559-582. doi:10.1017/jmo.2014.3
  13. Hoy, W. K. (n.d.). Faculty trust: The Omnibus T-Scale. https://edtechbooks.org/-FYExHoy ,  W.,  &  Tschannen-Moran,  M.  (2002).  The conceptualization   and   measurement   of faculty  trust  in  schools:  The  omnibus  T-scale.  In  C.  Miskel  &  W.  K.  Hoy,  (Eds.), Studies in leading and organizing schools, pp. 181-208. University of South Florida.
  14. Kara, M. (2022). School culture as the predictor of  teacher  leadership.  Journal  of  Innova-tive  Research  in  Teacher  Education,  3(2), 209-225. https://doi.org/10.29329/jirte.2022.464.10
  15. Katzenmeyer, M., & Moller, G. (2001). Awaken-ing  the  sleeping  giant:  Helping  teachers develop  as  leaders  (2nd  ed.).  Thousand Oaks, CA: Corwin Press.
  16. Koster,   G.   L.   (2016).   Relationship   between School  Structure  and  Collective  Student Trust in Teachers (Doctoral dissertation), Oklahoma State University/Faculty of the Graduate College, Oklahoma.
  17. McMillan,  R.  B.,  Meyer,  M.,  and  Northfield,  S. (2004). Trust and its role in principal suc-cession:  A  preliminary  examination  of  a continuum of trust. Leadership and Policy in Schools, 3(4):275-294.
  18. Moye,  M., Henkin,  A.,  and  Egley,  R.  J.  (2005). Teacher-principal relationships exploring linkages  between  empowerment  and  in-terpersonal  trust.  Journal  of  Educational Administration, 43(3): 260-277.
  19. Muijs  D  and  Harris  A  (2003)  Teacher  leader-ship –improvement  through  empower-ment?  Educational  Management  Admin-istration & Leadership 31(4): 437–448.
  20. Tschannen-Moran, M. (1998). Trust and collab-oration  in  urban  elementary  schools.  Un-published   dissertation,   The   Ohio   State University,   Dissertation   Abstract   UMI: 9900923.
  21. Tschannen-Moran, M. (2009). Fostering teacher  professionalism:  The  role  of  pro-fessional   orientation   and   trust,   Educa-tional  Administration  Quarterly,  45,  217-247.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic