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School principals’ leadership behaviors vis-à-vis teachers’ instructional practices

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WVSU-ResearchJournal-2018-v007-n02-LiwaISC-FLT.pdf (278.9Kb)
Date
2018-12
Author
Liwa, Ivy Santiago Corbades
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Abstract
This article focuses on school principals as leaders tasked with significant roles in attaining quality instruction. It is a descriptive study designed to investigate their instructional and technology leadership behaviors being related to teachers’ instructional practices, namely: reflective thinking, development of learners’ 21st Century Skills, and utilization of pedagogical approaches. The 420 respondents comprised 60 school principals and 360 teachers selected through multi-stage cluster sampling among public elementary schools, Department of Education, Schools Division of Iloilo. Results of the survey revealed that school principals’ self-perception of their leadership behaviors and as perceived by their teachers were “highly practiced.” Moreover, teachers have “highly practiced” reflective thinking, the development of learners’ 21st Century Skills, and the utilization of pedagogical approaches. Also, no significant relationship existed between the school principals’ instructional leadership behaviors and the teachers’ instructional practices. Furthermore, no significant relationship existed between the school principals’ technology leadership behaviors and the teachers’ reflective thinking. Meanwhile, a positive and significant relationship existed between the school principals’ technology leadership behaviors and the teachers’ development of learners’ 21st Century Skills and utilization of pedagogical approaches. Consequently, it appears that the school principals are performing their instructional and technology leadership functions very well. Additionally, the results suggest that as reflective practitioners, teachers: (1) constantly review their teaching practices for effective instruction; (2) are well-versed in equipping students with 21st Century Skills; and (3) are knowledgeable of the various pedagogical approaches that fit 21st century learners’ development and learning stages.
URI
http://repository.wvsu.edu.ph/handle/123456789/276
Recommended Citation
Liwa, I. S. C. (2018). School principals’ leadership behaviors vis-à-vis teachers’ instructional practices. WVSU Research Journal, 7(2), 15-39.
Type
Article
ISSN
2244-4335; 2651-6659
Keywords
Instructional leadership pedagogical approaches reflective thinking technology leadership 21st Century Skills School principal Department of Education DepEd Principal
Subject
Critical thinking OCLC - FAST (Faceted Application of Subject Terminology) Educational technology OCLC - FAST (Faceted Application of Subject Terminology) Educational leadership OCLC - FAST (Faceted Application of Subject Terminology) Human behavior--Study and teaching OCLC - FAST (Faceted Application of Subject Terminology) School principals OCLC - FAST (Faceted Application of Subject Terminology)
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  • WVSU Research Journal, 07(02), December 2018 [3]

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