Professional Documents
Culture Documents
Chapter 1 To 3 Sir Jun March 6
Chapter 1 To 3 Sir Jun March 6
learning. The new policy argues that the locus of teacher learning is at the
challenges and improve the quality of teaching in the school (D.O. 35, s.
2016).
background on a certain field, who acts as a team leader, and the out-of-field
lesson plan, assessment and evaluation tools, and leading an open dialogue on
SLAC sessions were conducted once every month though teachers were
informed that they can consult anytime with the specialized teacher or with
each other if they encounter difficulty or confusion in the topics that they will
present in class.
undertake the above mentioned functions, the members eventually learn and
exhibit these skills themselves. Work engagement on the other hand is also
3
worthy of consideration as individuals who are highly engaged on their jobs and
are motivated by the work itself, tend to work harder and more productively than
others and are more likely to produce the results their customers, who are the
learners want and is expecting to do, as well as the organization to where they
belong. Education has become the main mechanism providing individuals with
the knowledge, skills and competencies needed by the society of the day but
the K to 12 Basic Education Program as stated in Republic Act (R.A.) No. 10533.
increasingly complex skills in the 21st century. These skills include the ways of
(Baumert et al., 2010; Bakkenes, 2010; and Parker, 2016). LAC as a response to
among teachers in the public schools. Since 2016, there was no clear study
being conducted throughout public schools in lieu of its challenges and benefits
development process that improve the teaching-learning process that will lead to
4
collaborative spirit among school heads, teachers, and the community as a whole
Learning Action Cell (LAC) session that is already issued by the Department of
(2016), the DepEd entirely support its teaching personnel by having this policy as
such as: the diversity of learners in the classroom, assessment of the lesson
in teaching. All these areas must be catered by the LAC leader, particularly the
LAC sessions and its effect on the teaching and learning process among public
the profile of the teachers, their perceptions about the conduct of LAC sessions,
its effects on teaching and learning process, and the problems encountered in
participating to it.
and Learning. The main purpose of this policy is to support the continuing
creating a life-long learners and adhere the DepEd’s pledge of optimizing the
teachers’ potentials needed for the success of their teaching profession. This
professional has changed over time, too. Over recent years, a number of
strategies are at the heart of a number of recent developments which have the
potential to bring about more effective innovation which include greater emphasis
ensuring that school and individual needs are addressed through a variety of
activities linked with the school development plan that moves toward building
identify the needs in reference to the one’s career stage of professional teachers
(Giron-Arias, 2019).
Teachers and their professional development have shown that so far, in-service
This study on the management of conducting LAC sessions and its effect
on the teaching and learning process among public secondary school teachers
7
and inclusion, content and pedagogy, assessment and reporting, 21st century
problems being encountered in the conduct of SLAC processes will also being
assessed.
Conceptual Framework
The first frame presents the inputs, which includes the profile of the
taught, and years in service; the level of management of school leaders and
pedagogy, Assessment and reporting, 21st century skills and ICT integration,
LAC; and the suggested possible solutions to the problems encountered by the
The second frame presents the process on how the study will conducted
data gathered.
sessions and its effect on the teaching and learning process among public
secondary school teachers in the District of Rodriguez, Rizal for the school year
2022-2023.
1.1.1 Gender ;
1.1.2 Age;
1.2 Teacher
1.2.1 Gender ;
1.2.2 Age;
1.2.4 Position;
3. What is the status of the teaching and learning process in terms of the
following;
3.1 Content;
leaders on SLAC and the teachers’ level on the teaching and learning
process?
implementation of LAC?
12
10. What plan of action may be proposed to develop the teachers’ program in
relation to SLAC?
Null Hypotheses
leaders on SLAC and the teachers’ level on the teaching and learning
process.
continuing professional development (CPD) through LAC sessions and how LAC
Principals and District Supervisors. It will provide also with the status of
discover challenges working against the success of LAC sessions program and
identify ways to better determine teacher needs and demand for continuing
result areas in the educational process, the need to institutionalize the school
learning action cell in the school to improve the teacher’s competence is a must.
Teachers. This study will benefit the teachers especially for the
their teaching practices. This study might pave a way for more trainings that they
Students. The students will benefits from the result of this study since
they are the core reason for all teaching-learning processes which is undertaken
in each classroom in the formal education platform. However, not all the students
can accommodate the learning processes and this result with different outcomes.
14
With this in mind, teachers need to create an intervention plan and not let these
other students fall behind and still catch up with the lessons being discussed
School. The school will benefit from the study since whatever the
competencies the teachers has will directly affect the school in general.
should be redefined depending to the prevailing needs of the learner and the
whole school community especially now that we are in the pandemic era and
for the future researcher to conduct same study to a much wider scale.
sessions and its effect on the teaching and learning process among public
secondary school teachers in the District of Rodriguez, Rizal for the school year
2022-2023. The study will be conducted with a 319 teachers and 19 school
and reporting, 21st century skills and ICT integration, and Curriculum
the level of management of school leaders and teachers on SLAC to the level of
Definition of Terms
the ways in which people deal with external and internal phenomenon
analyzing and interpreting, using and reflecting on data to make informed and
information
teaching the skills using the authentic contexts in which students must use those
skills in the real world. Contextualizing curriculum is effective both for community-
are the order for a teacher to successfully reach the students, he/she must have
unique to teachers, and is based on the manner in which teachers relate their
this study, it refers to knowledge of the teacher in the subject matter and her
language. The acquisition of early literacy skills begins in a child's first year, when
school facilitated by the school head or a designated LAC Leader. LACs will
become the school-based communities of practice that are positive, caring, and
safe spaces.
techniques in execution.
18
evaluator.
19
CHAPTER 2
This chapter presents various literature and studies that the proponent
journals and other publications and websites for a more comprehensive learning
source.
Local Literature
expertise. This long existing issue also finds its way even in the current K-
12 program. Though it created a number of teaching positions and stable jobs for
Leaders, the school leaders must undergo the different professional development
(2019) discussed in his study that the functions of the quality management skills
functional teams. The school leaders must practice these skills. Republic Act No.
Act of 2001 mentioned how school principals are expected to administer and
The school heads must not only equip themselves with the knowledge of
identifying these challenges and opportunities, but they are expected to manage,
capacitate, and empower the school personnel to make sure that equality and
diversity, content and pedagogy, assessment and reporting, and ICT integration.
development strategy for the improvement of teaching and learning. As such, this
study aimed to assess the perceptions of teachers about the conduct of LAC
21
heads and teachers have limited grasp of the processes and framework of
reforms. Reforms that could support school leaders to respond to the high
expectations that are placed on them for improving results in education (Villar
et.al, 2021).
22
teachers are part of a situation where problems occur. Research empowers the
is and how the problem will be addressed to improve the teaching and learning
research to their annual performance rating and its impact to their personal and
for personal growth and increased social status. In addition, the department
necessary for teaching and learning. These chances are essential for teacher’s
institutionalize the process of conducting SLAC. The study used the descriptive
the thirty key teachers who were chosen using purposive sampling technique. It
was revealed in the study that teachers need trainings to a great extent on
that the proposed plan of action was properly implemented (Silva, 2021).
leadership, which has shifted from managing the school institution to focusing on
these changes varies. Some have portrayed a shift to new public management
practices. Others have highlighted the key role that school leaders can play in
(Valenzuela, 2021).
In the study of Correos & Paler (2020) revealed that the school heads
delivery was good while teachers understanding was fair. The findings provided
questionnaires show that teachers did not see how school heads focused the
recommended that school heads and teachers must be provided with intensive
Foreign Literature
autonomy, and leadership (OECD, 2018; Viennet & Pont, 2017). Leadership is
development in organizations and had been on the research agenda in the last
in the educational hierarchy, for the proper functioning of the schools they run.
They are the visionaries, the ones who capture and inspire a vision for the future
of their school units and together with their collaborators the teachers are called
25
to realize it. At the same time, they are the ones responsible for the proper
functioning of the school unit, the educators who draw the guidelines, the
animating spirits of teachers and students, the coordinators of the efforts, the
people who solve any problem that arises in the school unit, the bureaucrats who
represent the central government, the financially accountable for the proper
they are the connecting links of all the groups that make up the school unit, the
collaborators of all, but also the final liable for any negligence or unfortunate
incident that arises in the educational unit they lead. Therefore, their role has a
multidimensional character and concerns not only their direct collaborators, but
According to the literature, the main differences between the manager and
structures; realizing the source of the problem and proposing an original solution;
and pressure; and moving towards the aim by impacting the stakeholders
(Bolman & Deal, 2017; Buchanan & Huczynski, 2017). Initiative and the
the subject to lead the charge. Sutton & Shouse(2016)argue that schools
should utilize staffs who are experts in different areas, in such collaborative
teachers are more likely to apply what they learn from their colleagues, rather
than a paid outsider, because it feels more meaningful(Sutton & Shouse, 2016).
development process that improve the teaching-learning process that will lead to
collaborative spirit among school heads, teachers, and the community as a whole
training and short-term courses from national, regional and division offices. Other
top-down training programs are done over time such as scholarships, and
partners.
27
leadership would help principals school heads’ leadership practices in the new
which already consume much of their time. However, when it was made clear to
them that thepurpose of the intervention was to help them, they gradually
changed their attitude as they participate actively in the SLAC sessions. One
teacher even indicated that the intervention ‘eliminated the feeling of stress’
especially in the preparation of daily lesson plans which was deemed time-
materials makes them ‘more confident and worry-free’ despite teaching in their
out-of-field discipline. It can be said that reducing the heavy tasks of the
al., 2017; Skaalvik & Skaalvik, 2010).This finding highlights the opportunity
28
the quality of instruction. In fact, this strategy offers a viable solution to the
‘excessive’ yet necessary workload that Filipino teachers are now facing
(Tomacruz, 2018)
The claim that leadership practices are embedded in culturally sensitive values
and worldviews is also supported by findings from other disciplines that are
organizational psychology.
The leader with emotional intelligence has the ability to perceive the perspective
of other people. Has the ability to achieve a high rate of transmission and
different leadership styles (Boyce & Bowers, 2018). Thus, leadership theories
leadership models. The relevant example referred to in this paper is the recent
29
describes eight dimensions that encompass not only instruction and assessment
but also organizational culture and social advocacy (Daniëls et al., 2019).
and value in decisions. Another factor related to the decision process is time. In
this study, the school administrators frequently emphasized the lack of time to
make decisions. Indeed, the efficiency of the decision is defined as the ability to
make the decision without delay as well as to identify the proper option. The
decision-making process and the technical subjects with which they need
assistance are associated with their leadership aspect. Particularly, the parties to
this does not mean that the decision can be left to others or running the decision
particular between teachers and school principals (Bolman & Deal, 2017).
30
2000s. One group of authors, mainly coming from the U.S., used this term as a
synonym for instructional leadership with some more detailed and broader
mainly from the UK, developed a leadership for learning framework characterized
learning, yet through a more collaborative perspective taking into account a wider
including the students, but the school as a whole (Townsend, 2019). Both
‘instruction’ place teacher, parent, or authority figure at the central stage, while
manifest. Thus, learning and leading are understood more as activities and not
school as a learning organization for all, not only students. Leadership for
31
connects with agents outside of school, and neglects hierarchy (Dempster, 2019;
Moreover, strong evidence exists for the importance of culture for leadership
practice at the micro (school) level. Values, norms and traditions that shape
school leadership practice (Kalkan et al., 2020; Karada & Öztekin, 2018 ; Liu et
al., 2021) . Together with the concept of school climate which refers to shared
perceptions and behaviors, school culture might be one of the closest and tightly
related factors that could explain possible variation in leadership practice across
concluded that school size, school performance rating, private schools, and level
leadership, while gender and the number of years of experience of the principal
number of students whose first language differs from the language of instruction)
denoted that the school heads are very knowledgeable and skillful in financial
and issuances, ensuring that the fund allocation and procurement are aligned
with the school plan which is a requirement to ensure efficient and effective
school operation. This can provide salient information regarding the need for
management of the school finances is properly done and sustained. The study
U., Shah, A. in 2017 recommended that conducting orientation and training for
aspect
the top management and heads of the departments should be expected to take a
According to Makore and Shukuru (2017),” the way to improve the quality
of education is to invest in teachers.” The study highlighted the fact that the
availability and quality of the teaching force is evidence of quality education in the
boards, local authorities, schools and their leaders, to respond to local needs. At
the same time, the nature of exchanges across the system, at the school, local,
regional and national levels are changing, with the participation of a larger
who are at the core of the processes of change in schools (Viennet & Pont,
2017).
More concretely, the role of school leaders is shifting from leading the
learning programme within the school to a more complex and refined approach
(Hargreaves & Connor, 2018), while Kools and Stoll (2016) use the concept of
refers to the need to cultivate collaborative cultures that develop capacity for
results rather than strategies that use individual punitive accountability (Fullan,
2016). Others have addressed the role of leaders in working with teachers and in
school programs and projects was linked to open and direct communication
duties, a good principal retained a sense of balance to ensure that they were
doing what they felt was best for all of their constituents (Meador, 2017).
35
different areas. Leadership standards refer to definitions that guide the practices
the other hand, centers on meeting future expectations beyond the defined,
explains the level of leadership in a person and how much it can be developed.
Everyone has LP to some degree, but it can have different dimensions and be at
Local Studies
The study of Napire (2019) and Perez (2015), in which they both deal with
Head. The aim of this analysis was to gather information, analyze it, and address
new strategies and making appropriate decisions for the good of the school
district and students. Henceforth, the researcher hoped that through the results
of this study, the school principals and DepEd Officials might have additional
knowledge and eventually bridge the identified gaps in the management aspects
practices of the school heads help schools to draw up a budget, set objectives,
identifies the sources in terms of human resource, time allocation, teaching and
of the teachers, it would be very crucial if school leaders like them get a
school.
among school heads is extremely high; the level of job commitment among
school heads is also very high; and the level of teacher morale is also extremely
teaching and learning. Sessions about research and innovation must also be
Gumban & Pelones (2021) study showed that teachers were highly
all its indicators: content knowledge and pedagogy, learning environment and
leaner diversity, curriculum and planning, and assessment and reporting. Based
on simple linear regression, the data showed that when teachers participate in
Cabral & Millando (2019) study clearly indicated that the conducted LAC
teaching and learning. Sessions about research and innovation must also be
their tasks and promoted workplace collaboration. On the other hand, it also
that, though the intervention was found to be successful, it should be taken in its
specialized fields.
the researchers also want to emphasize that these findings are to be taken in
teachers undergone different sets of trainings which they should also utilize in
The performance of teachers at work had also been found to be very satisfactory
in all its indicators: content knowledge and pedagogy, learning environment and
leaner diversity, curriculum and planning, and assessment and reporting. Based
on simple linear regression, the data showed that when teachers participate in
administrators to improve the School Learning Action Cell with this it will help the
evaluated in order to identify the areas that are needed to be improved. Once the
training was improved a follow up LAC session about the topic is necessary to
measure if there is further improvement not only to the LAC session but also to
The findings of the study of Valenzuela (2021) indicated that the level of
Findings in the study of Villar et.al, (2021) revealed that the school heads'
during the new normal in the education system. In terms of the readiness of the
public schools, the results revealed that the schools are much ready. The school
five City Schools Divisions in Laguna. This research contributed to the school’s
governance operations and contingency plan that will be used by the five city
Foreign Studies
external changes, which can ensure the best student learning and which can
changes. From this point of view, qualifications such as the tendency to create
identified in studies is that leadership is sensitive to the cultural context due to its
social dimension (e.g. Antoniou & Lu, 2018; Bellibaş et al., 2016). Leadership
41
system, governors at the local level are authorized to supervise the work and
the provisions of the Law on Provincial Administration No. 5442 (Eurydice, 2019).
administrators was low does not seem to be compatible with the results of
national and international studies. The sources of this inconsistency may have
stemmed from the topic of this study, the research methodology, and contextual
differences. The concept and practices of central management still exist strongly
to work under common rules and norms. Often, bureaucratic practices and
differently. The word “leader” can be perceived as a threat to the existing one
educational policies for school governance and leadership from one educational
system to another were unsuccessful (Harris, 2020; Hooge, 2020; Oplatka &
differences (Hooge, 2020; Miller, 2018 ). The argument further to the socio-
that leadership is culturally embedded and socially constructed and that the
difference is even greater when countries do not share linguistic and common
features for leadership practices is still limited. Therefore, the current study
answer what has, over the years, primarily been supported by evidence from
externally to provide teachers with a safe working atmosphere that allows them
school manager to ensure that the welfare of the staff is properly managed to
are already limited, individuals with leadership qualification do not work as school
administrators, and current conditions do not let one exercise leadership. This is
motivation, and progress (Schleicher, 2018; Viennet & Pont, 2017). The LP of
stakeholders
The study conducted by Lateef and Adelotan in 2020 entitled “The Use of
The study of Shaibu L, Edeabo C. and Ishaka M.L. (2019) revealed that
one of the problems with the management of school facilities for effective
impact on school success, like the results above. Fikuree, Meyer, Le Feyre, and
Alansari (2021) wrote one of these studies, which emphasized the importance of
principal task effectiveness and its connection to student achievement. This was
Ghana" by Ampofo et al. (2019) found that school heads devote very little time to
identified seven strong claims about school leadership practices that have a
positive effect on school outcomes. This study was one of the first to provide a
outcomes. It noted that next to teachers, also school leaders contributed to the
learning of the students in the school, after controlling for the students’
study suggests that there is much more evidence available now to demonstrate
the original claims. The field has matured and is ready for delving further into the
countries (Arlestig, Day, & Johansson 2016 ) has underscored the importance of
and diversity within different countries. The report points to the complexity of
leadership and the need to use quantitative and qualitative research methods to
understand it further. The authors conclude several points relevant to the context
studies suggest that there has been a trend across countries to introduce school
leadership reforms. The review has identified similar types of school leadership
comparing and understanding the nature of leadership practices, and the types of
The results of the study of Bolman & Deal (2017) showed that school
leaders because of their emphasis on “maintaining the status quo”. Given the
46
paths that enable young educators to advance their hopes and realize their
Lavalley (2018) examined the state of rural schools noting that rural
schools face many of the same challenges that urban schools do, but the
solutions for those problems are often different for rural districts than urban
districts. Three areas cited as common concerns between rural and urban
districts were issues of poverty, the achievement gap and teacher recruitment
and retention (Lavalley, 2018). Yet, despite the similarity of these major
concerns, little attention has been paid to the needs of leadership preparation
pipeline in all communities and for all children. The looming crisis in the
concentrations of poverty and race that are not found in the more heterogeneous
populations.
47
(2017) discuss findings that reveal the need for school principals to be school
leaders and active community citizens in order to ensure success through the
achievement (Preston & Barnes, 2017). School community relationships are also
forged as school leaders explain and enact policy mandates which may not be
aligned with the community and school district’s circumstances (Preston &
Barnes, 2017).
Synthesis
educational leaders in both rural and urban settings in their quest for quality
Analysis of the research from this period yielded the following robust themes: the
challenges facing urban and rural educational leaders are similar, yet the root
however, how a leader may use and adapt the practices and characteristics are
support both the economic as well as the social and cultural initiatives of a place.
48
Retaining and recruiting personnel for both the urban and rural context are focus
areas in the literature. And, finally, the need for ongoing support and professional
development for all leaders was a prominent theme in the research studies
reviewed. The professional development need areas were varied and connected
surfaced as an area of focus in the research in the quest for equity and social
contexts by first addressing the definitions at work in the research of rural and
Chapter 3
RESEARCH METHODOLOGY
Research Design
This study looked at the relationship between variables, hypothesis testing, and
The descriptive study was chosen for this study because it is the most
answer the precise question posed as well as to test the study's hypothesis.
another. This approach can be used to determine how much variation is caused
50
interest.
the significant difference between the level of management of school leaders and
profile.
The respondents of the study are the 319 teachers and 19 school heads
Table 1 shows the overall number of Junior High School and Senior High
School teachers as well as the number of school administrators who will respond
from each school in the District of Rodriguez. And as part of the research,
The researcher applied the Slovin’s formula given the data needed in
Table 1
Population of Respondents
Macaingalan HS 17 1 18
Manggahan NHS 17 1 18
Mascap National High 17
School-Puray Annex 1 18
Mascap NHS 17 1 18
Montalban Heights NHS 17 1 18
San Isidro NHS 17 1 18
Southville 8B NHS 17 1 18
Southville 8C NHS 17 1 18
Tagumpay NHS 17 1 18
San Jose - Litex SHS 16
1 17
Kasiglahan Village Senior 16
1 17
High School
San Isidro Senior High 16
School 1 17
School
Research Instrument
parts. The first part deals with the demographic profile of the respondents. The
second part will focus on the level of management of school leaders and
pedagogy, Assessment and reporting, 21st century skills and ICT integration,
and Curriculum contextualization; and the third part is the level of performance in
the LAC implementation of the respondents in the areas of Learner diversity and
student inclusion, Lesson content and pedagogy, Assessment and reporting, and
To collect data from respondents, the researcher will create a digital survey
form containing a set of questions. A few pieces of personal information about the
53
respondents was recalled, ensuring that they are eligible to participate. The
school teachers. The survey questions was in a rating scale format so that the
Construction of Questionnaire
assessments of related literature and studies. The research adviser, panel, and
subject experts will assist in the creation of the first draft. To make the
structured. The test items was written down, and questions was cross-referenced
with these items to ensure that all the items are adequately represented. It was
pilot tested with people who aren't in the sample size for a dry run and feedback
on what should be included to the questionnaire. The revised final draft was
validated before being offered to the panel for pre-oral defense. All
The researcher will request authorization to conduct the study from the
and regulations. The researcher will seek the participation of the teachers and
administrators involved in the schools and ask them to distribute and answer the
survey form after obtaining the necessary approval from the Schools District
Office. A digital survey was used for the primary data collection technique. The
digital survey form itself included information and instructions about the research
project and its response methods to help respondents. They were advised that if
any explanations or concerns was needed, they could ask for more information.
This was done to garner a better response and to collect more valuable and
appropriate data rather than confusion for the research study. The link for this
digital survey form was disseminated via Facebook Messenger through a focal
person from each school. This is to prevent a mass response that surpasses the
target sample size. The responses were collected directly through Google Drive.
Upon the retrieval of survey forms, the researcher will then analyze and
interpret the data gathered following the sequence of the statement of the
Ethics Protocol
When doing research and gathering information from primary and secondary
consent, citation, and data integrity. To ensure the privacy and confidentiality of the
participants' data, the researcher will follow the Data Privacy Act of 2012.
The interval size is determined by the data being examined and the analyst's
objectives. This was utilized in tabular form to clearly describe the respondents'
profile.
Formula: N or ∑ f
equal to 100. This was used to determine the distribution of the study's
Formula:
Where:
Frequency
56
outcome by the quantitative outcome and then adding the results. It is extremely
useful when calculating a theoretically expected outcome where each event has
weighted mean and the arithmetic mean. This was used to determine the extent
Formula:
Where:
statistics designed to test whether more than two sample or significantly different
from each other. This was used to test hypotheses about population means
Formula:
Where:
an interval scale. This was used to determine relationship between the extent of
performance of the senior high school teachers and relationship between the
Formula:
Where:
= No. of pairs
= Summation of X
58
= Summation of Y
= Summation of X2
= Summation of Y2
r= 1.0 to .90 or r= -1.0 to -.90 Very High Correlation; Very significant relationship
r= .89 to .70 or r= -.89 to -.70 High Correlation; Significant relationship
r= .69 to .40 or r= -.69 to -.40 Moderate Correlation; Average relationship
r= .39 to .20 or r= -.39 to -.20 Low Correlation; Small relationship
r= .19 and below Very low Correlation; Almost no relationship
1 Perfectly Relationship
0 No Relationship
t-Test Paired Two Sample for Means : Is a form of inferential statistic used to
detect whether there is a significant difference in the means of two groups that
may be related in some way. This was used to determine significant difference
59
between the performances of the infield and outfield teachers when it comes to
their teaching performance as well as significant difference between the
assessment of school administrators and Senior High School teachers when it
comes to their teaching performance.
Formula:
Where:
N = number of Samples
Likert Scale: Is a five (or seven) point scale used to represent how much
about the question or statement. Each category was assigned a numerical value to examine
the response. The legends used in the questionnaire for the Likert Scale are as follows.
BIBLIOGRAPHY
A. Books/Journal
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adoption-of-the-be-lcp-sy2020-2021/
DepEd Order No. 24 s.2020, National Adoption and Implementation of the
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Braun, T., & Spielmann, J. (2020). Challenges for higher education and staff
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