A Multi-Dimensional Assessment of Leadership Practices among Teachers in Selected Schools in Santiago City, Philippines

Abstract

Teacher leadership is essential for enhancing educational quality and student achievement. The current research evaluated the multidimensional teacher leadership practices of teachers in Santiago City, Philippines, and examined the relationship between these practices and demographic factors. This study employed a quantitative cross-sectional survey design to examine relationships among teacher leadership dimensions across public and private schools. A sample of 71 randomly selected teachers was used. Five dimensions of teacher leadership were assessed using a teacher leadership dimension evaluation survey: Professional Learning, Student Learning Focus, Collegial Collaboration, Decision-Making, and External Affiliations. The findings indicated that, although teachers exhibited high levels of Professional Autonomy and Student-Centric Leadership, they struggled with formal Peer Evaluation and with systemic planning at higher cognitive levels. Teachers exhibited the lowest average scores on peer supervision (M = 2.24) and partnering with educational bureaus (M = 2.64). The results from independent t-tests and ANOVA revealed no significant differences in teacher leadership across groups (i.e., sex, age, grade level, or school type). It appears that supporting inclusive development programs will be critical to closing existing gaps in formal collaborative networks and external partnerships.