Philosophy and Practice of

Transformational Leadership

ED 801: Job Embedded Learning Output

Name of Students: Cyrus C. Trance

Peter Beltran
Crispulo V. Arquero III
Katherine A. Villar
Chester F. Mertola
Objectives:
At the end of the activity, the students should be able to:
1. perform a school/organization/system-based analysis of a particular education issue/concern
2. design a framework to address the issue.

Part 1: Environmental Scanning

Design and implement a survey / data gathering procedure that will allow you to identify a crucial and
significant issue in your place of work/organization/ system which needs your active employment of
transformational leadership to effect transformative education.
The researchers assess the teachers’ teaching capability of the newly inducted science teachers.
Although Induction Program for Beginning Teachers (IPBT) has been in place and developed to improve newly
hired teachers in terms of knowledge, skills, attitudes, and values (KSAVs), and to increase their confidence in
teaching to make them effective and efficient teachers who nurture the potentials, abilities, and talents of every
learner, many comments like the mentor-mentee professional relationship arouse as a problem. Such case,
many mentors are not well-oriented of the contents of the modules that were provided, resulting in poor transfer
of learning to the mentees. Considering the situation described herein, the researchers want to determine what
domains in the PPST are low and need sound interventions applying concepts learned relative to
transformational leadership and education.
To assess teachers undergoing the TIP of the department, the researchers adopted the self-
assessment tool for teachers (Department of Education, 2021) and incorporated some revisions appropriate
and suited to the purpose of the study. The assessment tool will be responded to by newly inducted Science
teachers whose teaching experiences range from 1 to 5 years in the DepEd service.
The Survey Questionnaire is composed of several parts to wit: Part I - The personal profile of the
respondents, and Part II - The Self-Assessment which contains 5 dimensions namely Content Knowledge and
Pedagogy ( PPST Domain 1), Diversity of Learners & Assessment and Reporting ( PPST Domain 2 & Domain
5), Curriculum and Planning ( PPST Domain, Community Linkages and Professional Engagement & Personal
Growth and Professional Development and Plus Factor.
The scale for assessing the teachers teaching capability of newly inducted science teachers ranges
from 1-5, where (5) Very Highly Capable, (4) Highly Capable, (3) Moderately Capable (2) Less Capable, (1) Not
Capable. Based on the questionnaire a scoring rubrics is used and interpreted as follows:
Range Description of Responses Qualifying Statement/ Norms

4.21-5:00 Very Highly Capable The newly inducted teachers have very high teaching
Capabilities in teaching Science
 Philosophy and Practice of
Transformational Leadership

3.41- 4.20 Highly Capable The newly inducted teachers have high teaching capabilities in
teaching Science
The newly inducted teachers have moderate teaching
capabilities in teaching Science
The newly inducted teachers have low teaching capabilities in
teaching Science
1.00 – 1.80 Needs Assistance The newly inducted teachers need mentoring assistance that
will improve capabilities in teaching Science

Relative to the level of need and assistance that will be provided to the newly-inducted teachers, the
following table of norms will be used.

Range Description of Responses Level of Need and Assistance to be provided

4.21 - 5.00 Very Highly Capable Little need of mentoring and coaching
3.41- 4.20 Highly Capable Slightly need of mentoring and coaching
2.61- 3.40 Moderately Capable Somewhat need of mentoring and coaching
1.81 – 2.60 Less Capable Moderately need of mentoring and coaching
1.00 – 1.80 Not Capable Extremely need of mentoring and coaching

To analyze the data gathered, mean and standard deviation will be utilized to assess the teacher
teaching capability of the newly-inducted Science Teachers. The data that will be interpreted as “moderately
capable” to “not capable” will be the focus of this research paper to address.

Results of the Conducted Needs Analysis Survey

Content Knowledge and Pedagogy ( PPST Domain 1)

1. I am capable of applying knowledge within 4.111 0.583 Highly Capable

and across curriculum teaching areas (PPST
Indicator 1.1.2)

2. I am capable of ensuring the positive use of 4.333 0.767 Very Highly Capable
ICT to facilitate the teaching and learning
process ( PPST Indicator 1.3.2)

3. I can apply a range of teaching strategies to 4.056 0.725 Highly Capable

develop critical and creative thinking, as well
as other higher order thinking skills ( PPST
1.5.2)

Diversity of Learners & Assessment and Reporting ( PPST Domain 2 & Domain 5)
2.1 I am capable of establishing a learner- 3.944 0.539 Highly Capable
centered culture by using teaching strategies
that respond to their linguistic, cultural, socio-

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 Philosophy and Practice of
Transformational Leadership
economic and religious backgrounds ( PPST
Indicator 3.2.2)

2.2 I am capable of planning and delivering 3.667 0.767 Highly Capable

teaching strategies that are responsive to the
special educational needs of learners in
difficult circumstances, including geographic
isolation, chronic illnesses, displacement due
to armed conflict, urban resettlement or
disasters, child abuse and child labor practices
(PPST Indicator 3.4.2)

2.3 I am capable of using strategies for 3.833 0.618 Highly Capable

providing timely, accurate and constructive
feedback to improve learners performance
(PPST Indicator 5.3.2)

Curriculum and Planning ( PPST Domain 4)

3.1 I am capable of selecting, developing, 4.167 0.514 Highly Capable

organizing and using appropriate teaching and
learning resources, including ICT to address
learning goals (PPST Indicator 4.5.2)

3.2 I am capable of setting achievable and 4.111 0.583 Highly Capable

appropriate learning outcomes that are
aligned with learning competencies (PPST
Indicator 4.2.2)

Community Linkages and Professional Engagement & Personal Growth and Professional Development

4.1 I am capable of building relationship with 4.278 0.575 Very Highly Capable
parents / guardians and the wider school
community to facilitate involvement in the
educative process (PPST Indicator 6.2.2)

4.2 I participate in professional networks to 4.111 0.758 Highly Capable

share knowledge and to enhance practice
(PPST Indicator 7.3.2)

4.3 I can develop a personal improvement 3.889 0.676 Highly Capable

plan based on reflection of one's practice and
ongoing professional learning (PPST 7.4.2)

Plus Factor

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 Philosophy and Practice of
Transformational Leadership
5.1 I am capable of performing various related 4.222 0.732
work / activities that contribute to the Very Highly capable
teaching-learning process

The needs assessment survey results revealed that there is a need for newly inducted teachers to
undergo mentoring and coaching on the domain Diversity of Learners Assessment and Reporting.
Although the data revealed that their perceived capability was “Highly Capable”, it showed the least mean
among the dimensions in the self-assessment tool.

With the result, the focus of the study would be the practices of the School heads on the domain
Diversity of Learners Assessment and Reporting of the newly inducted teachers and to design an
applicable and doable framework to address and resolve this concern.

Part 2: Problem analysis / Solution Planning / Implementation

1. Gather as a group and analyze the problem/ situation.
2. Brainstorm as to possible course of action of a transformational leader to effect transformative education
and address the identified concern.
3. Come up with a feasible plan / framework that is SMART and can be implemented in the workplace within a
year projection (see plan format/parts below).

Part 3: Research Paper Development

4. Embed the framework in a formal research paper.
Title Page (1 page- name, section, course, title of research)
Abstract (1 page-250 words – check APA style 2021 edition if not latest)
Introduction (no more than 3 pages - A4 paper size, to include problem and background of study based on
survey, plus review of lit on transformational leadership and transformative education)
Methods (2-pages- locale of study, participants, research method and design, procedures, instruments)
Results (no more than 3 pages including tables/graphs/figures)
Discussion (no more than 2 pages to include analysis of results leading to development of framework)
Framework (no more than 3 pages - e.g conceptual /graphical model / table matrix / outline – any of which
should be further elaborated as to how it will be implemented by the transformational leader)
NO MORE THAN 15 pages from title to framework.
References (APA Format)
Appendices (Instruments used etc.)

APPENDIX 1

NEED ASSESSMENT SURVEY QUESTIONNAIRE

Teachers Teaching Capability: A Needs Analysis for Newly Inducted Teacher

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 Philosophy and Practice of
Transformational Leadership
CERTIFICATION OF CONSENT

1.I confirm that I have fully understood the information given to me by the researchers for the study.

2. I understand that my participation in this study is voluntary and that I am free to withdraw at any time without
prejudice.

3. I agree to take part in the above study.

4. I understand that while information gained during the study may be published, I will not be identified and my
personal results will remain confidential.

Part I

Name of School Region ( example: Region 7) ______________

School category ______________

Number of years in the Department of Education ______________

Grade level Taught ______________

PART II

(5) Very Highly Capable

(4) Highly Capable
(3) Moderately Capable
(2) Less Capable
(1) Not Capable

ITEMS 5 4 3 2 1

1. I am capable of applying knowledge within and across curriculum teaching

areas (PPST Indicator 1.1.2)

2. I am capable of ensuring the positive use of ICT to facilitate the teaching and
learning process ( PPST Indicator 1.3.2)

3. I can apply a range of teaching strategies too develop critical and creative
thinking, as well as other higher order thinking skills ( PPST 1.5.2)

2.1 I am capable of establishing a learner-centered culture by using teaching

strategies that respond to their linguistic, cultural, socio-economic and religious
backgrounds ( PPST Indicator 3.2.2)

2.2 I am capable of planning and delivering teaching strategies that are

responsive to the special educational needs of learners in difficult
circumstances, including geographic isolation, chronic illnesses, displacement
due to armed conflict, urban resettlement or disasters, child abuse and child

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 Philosophy and Practice of
Transformational Leadership

labor practices ( PPST Indicator 3.4.2)

2.3 I am capable of using strategies for providing timely, accurate and

constructive feedback to improve learners’ performance (PPST Indicator 5.3.2)

3.1 I am capable of selecting, developing, organizing and using appropriate

teaching and learning resources, including ICT to address learning goals (PPST
Indicator 4.5.2)

3.2 I am capable of setting achievable and appropriate learning outcomes that

are aligned with learning competencies (PPST Indicator 4.2.2)

4.1 I am capable of building relationship with parents / guardians and the wider
school community to facilitate involvement in the educative process (PPST
Indicator 6.2.2)

4.2 I participate in professional networks to share knowledge and to enhance

practice (PPST Indicator 7.3.2)

4.3 I can develop a personal improvement plan based on reflection of one's

practice and ongoing professional learning ( PPST 7.4.2)

5.1 I am capable of performing various related work / activities that contribute

to the teaching-learning process

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