THE ROLE OF EFFECTIVE TEACHER LEADERSHIP ON THE SCHOOL

STRUCTURE OF SAGAEN NATIONAL HIGH SCHOOL

A Quantitative Research Presented to the

Senior High School Faculty
Sagayen National High School
Sagayen, Asuncion, Davao del NortE

In Partial Fulfillment of the

Requirements for the Subject
PRACTICAL RESEARCH 1

ROSE ANN F. ENATE

February 2022

i
 APPROVAL SHEET

This thesis entitled “THE ROLE OF EFFECTIVE TEACHER

LEADERSHIP ON THE SCHOOL STRUCTURE OF SAGAEN NATIONAL HIGH
SCHOOL” prepared and submitted by ROSE ANN F. ENATE in partial fulfillment
of the requirements of the subject, Practical Research 2, has been examined and
is hereby recommended for approval and acceptance.
SIDNEY B. DARAY, EdD
Adviser
________________________________________________________________

PANEL OF EXAMINER

APPROVED by the Panel of Examiners on Oral Examination with a grade

of PASSED.

SHIELA L. SUAREZ, MAED

Chairman

SIDNEY B. DARAY, EdD

Member
________________________________________________________________

ACCEPTED by partial fulfilment of the requirements for the Practical

Research II.

EVELYN P LUCAS, EdD

School Principal

February, 2022

ii
 ABSTRACT

This study focus on the role of the effective teacher leadership on the

certain school structure among the teaching staff of Sagayen National High

School. The types of school structures investigated are role clarity, physical

structures, and organizational structures. The structural components were

utilized to measure the role of effective teacher leadership on school structure of

Sagayen National High School. The questionnaire was completed by 68 teachers

from Sagayen National High School using google form. This study made use of

quantitative research non-experimental research design. The data from the

survey was analyzed using the Pearson correlation coefficient to determine the

relationship between the role of effective teacher leadership and a specific school

structures , a forward multiple regression analysis was also utilized to determine

the predictive value of each of the components of School Structure. Each of the

components analyzed was found to have a statistically significant correlation to

the effective teacher leadership.

Keyword: School Structure, teacher leadership, role clarity, physical structures,

organizational structure.

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 ACKNOWLEDGEMENT
This work would not have been possible without the patience, help and

support of a number of people; therefore, I would like to thank the following:

Dr. Sidney B. Daray, my research adviser, for all his advice, tips,

guidance, and for sharing his learnings. He kept me on track and motivated.

Ms. Shiela L. Suarez, for her unending support, encouragement and for

her effort in helping us .

Mrs. Rosannie C. Reyes, for her time and effort on answering my

questions and keeping us, her former students motivated.

Sagayen National High School Teachers, for their time and cooperation in

this study despite of their hectic schedule.

To my boy friends, who struggles with me and become my support

system.

My family, who always understand and love me unconditionally. Specially

my parents who never get tired of guiding me and my siblings, for their financial

and moral support.

Everyone who become part of this amazing journey.

iv
 ROSE ANN F. ENATE

DEDICATION

This study is dedicated to my love ones who never give up on believing

me, and guided me to do well in life.

To my parents, Teresita and Rudy Enate, who become my inspiration and

the reason why I stayed determined despite of the difficulties.

To my sister, Josie Enate, who never get tired of supporting and loving

me, who always have trust on me and the one who provides for my study.

To our Almighty Father in heaven, for the wisdom, strength, guidance,

everyday protection and unconditional love. All of these, I offer to you.

ROSE ANN F. ENATE

v
 TABLE OF CONTENTS
P
age
TITTLE
i
APPROVAL SHEET
ii
ABSTRACT
iii
ACKNOWLEDGEMENT
iv
DEDICATION
v
TABLE OF CONTENTS
vi

1 INTRODUCTION
Background of the Study 1

Statement of the Problem 3

Research Hypothesis 4

Review Related Literature 5

vi
 Theoretical Framework 10

Conceptual Framework 11

Significance of the Study 12

Definition of Terms 14

2 METHODOLOGY

Research Design 16

Research Subject 17

Research Instrument 18

Data Gathering Procedure 19

3 RESULTS AND DISCUSSION

School Structure 21

Effectiveness of Teacher Leadership 23

The significant relationship between School

Structure and the Effectiveness of Teacher Leadership 24

4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

vii
 Summary of Findings 26

Conclusion 27

Recommendation 28

REFERENCES 29

APPENDICES
A. Research Questionnaire 32
B. Curriculum Vitae 34

LIST OF TABLES
Table Pages
1 Distribution of Respondents 17
2 School Structure 21
3 Effectiveness of Teacher Leadership 23
4 Relationship of School Structure and Effectiveness 24
of Teacher Leadership

LIST OF FIGURES
Figure Pages
1 Conceptual Paradigm 12
2 Map 17

viii
ix
 Chapter 1

INTRODUCTION

Rationale

Education is a powerful driver of development and one of the

strongest instruments for reducing poverty and improving health, gender equality,

peace, and stability. The role of the effective of teacher leadership on the school

structure is important in determining the school’s excellence in providing good

education. The school structure is the central aspect of each national school

system. It is the foundation on which the school system is built. The structure

defines some of the most important school characteristics, however structural

reforms are rarely done.

When Philippines adopted K-12 curriculum it receives a lot of criticism

and the role Effective of Teacher Leadership played an important role on

convincing the people that the K-12 program will uplift the quality of education in

the Philippines (Alegado,2018). John Dewey (1903) reflected that it is essential

that every teacher had a regular and representative way to register judgment

upon matters of educational importance, with assurance that this judgment would

somehow affect the school system.

Silva, Gimbert, and Nolan (2000) discovered that “Teacher leadership

roles should challenge the traditional structure of schools and school systems

since teacher leadership requires dispersing responsibility”. But in our locality

most of the school is not structured enough to accommodate effective teacher

1
leadership. However, Teacher leaders are currently untapped resource for school

improvement. With that Barth (2001) proposed that “Most would agree that

schools are full of an overabundance of underutilized’.

This study only asses the relationship of School Structure to the

Effectiveness of teacher leadership in Sagayen National High School. Too many

schools attempt to utilize teacher leaders to bring about school reform without

restructuring the school organization to support their new roles. The study utilized

a new instrument developed by the researcher limiting the known reliability and

validity of the study. The School Structure and Effectiveness of Teacher

Leadership also collected the perception of teacher leaders and therefore only

included the assumption that survey participants were honest in their responses.

The findings are also limited by the size and nature of the sample group which is

the 68 teaching staff of Sagayen National High School for the school year 2021-

2022.

Most studies in the area of school structure and effective teacher

leadership have been qualitative, however , this study utilized survey data to

conduct a quantitative analysis. A school cannot implement leadership changes

and support adult learning without paying close attention to structure of the

school. This study is propose to add to the available knowledge about teacher

leadership, specifically in the relationship between effective teacher leaders and

the structure of the school in which they lead.

2
Statement of the Problem

The objective of this study was to investigate the relationship between

certain types of school structure and effectiveness of teacher leaders. The

findings of this study would add effectiveness of teacher leadership and could be

important for guidance in school restructuring efforts.

It aims to determine

1. What is the level Effective Teacher Leadership among the teachers in

Sagayen National High School.

2. What is level of School Structure in terms of;

2.1 Role clarity?

2.2 Physical Structure?

2.3 Organizational Structure?

3. Is there a significant relationship of School Structure and Effectiveness of

Teacher Leadership.

Research Hypothesis

1. There is no significant relationship between the School Structure and the

Effectiveness of Teacher Leadership among the teachers in Sagayen National

High School.

3
Review Related Literature

Effective Teacher Leadership

How can teacher leaders know if they are effective? How can teacher -

leader effectiveness be measured? When measuring effectiveness, goals and

purposes are generally utilized. Teacher-leader effectiveness then, should be

linked to the reasons for teacher leadership. A review of the literature on

evaluation supports this approach. In his book Utilization Focused Evaluation:

The New Century Text, Patton (1997) explained utilization-focused evaluation

and argued, “The focus in utilization-focused evaluation is on intended use by

intended users.

One reason teacher leadership is seen as an effective method of

improving student achievement is because teacher leadership has proven

effective at bringing about changes in instruction (Elmore, 2000; Mangin, 2005).

According to Yukl (2006), “The most commonly used measure of leader

effectiveness is the extent to which the leader’s organizational unit performs its

task successfully and attains its goals”. Elmore (2000) was more specific when

he argued, “The purpose of leadership is the improvement of instructional

practice and performance, regardless of role”.For teacher leaders this translates

into the effect on classroom instruction and student achievement in the teacher

leaders own classroom and the classrooms of their colleagues. This focus on

changes in instruction and improved student achievement aligned with the first

4
assumption of Bolman and Deal’s (2003) assumptions of the structural frame,

which stated, “Organizations exist to achieve established goals and objectives”.

School Structure

Public schools are facing unprecedented demands, and the time has

come to change the way we schools do business. According to Barth (2001),

“Since A Nation at Risk in 1983, most national reform reports have

recommended widespread teacher leadership”. Two decades after the A Nation

at Risk report, educational experts such as Crowther et al. (2002) were still

calling for “educational leadership for the emerging postindustrial world” to

“embrace the leadership capabilities of teachers”. In order to successfully

implement teacher leadership in schools, it is necessary to understand what

supports are needed for this significant change in the organization’s leadership

structure.

The purpose of this study was to determine which structural elements

support effective teacher leadership. In support of the study, this literature review

provided background necessary to understand the issues related to teacher

leadership and change in instruction, leading to school improvement. This

chapter included a review of current literature related to: (a) the current need

forward school change, (b) the need for distributed leadership in schools, (c)

teacher leaders as change agents, (d) barriers to teacher leadership, (e)

structures to support teacher leadership, and (f) effective teacher leadership.

Role Clarity

5
 The need for role clarity is supported by the second assumption of the

structural frame, as identified by Bolman and Deal (2003), which stated,

“Organizations increase efficiency and enhance performance through

specialization and a clear divisionof labor” (p. 45). As early as 1995, Little

recognized that role clarity was a barrier to effective teacher leadership. She

examined the roles of teacher leaders in two high schools engaged in

restructuring.

The focus of her study was on the tradition of subject specialism in high

schools, but her findings about teacher leadership in these two high schools

greatly impacted future research on teacher leadership. One of her major

findings related to role clarity. “The heuristic of contested ground becomes a

means for illuminating dilemmas for role ambiguity and conflict that mark the

evolution of teacher leadership”.

Physical Structure of the Building

The need for space and building configurations that support teacher

leaders in their collaboration efforts can be categorized under assumption

number five of the structural frame, as described by Bolman and Deal (2003).

“Structures must be designed to fit an organization’s circumstances (including its

goals, technology, workforce, and environment)” (p. 45). The physical structure of

a building can affect a teacher leader’s ability to communicate and collaborate

with colleagues. Bolman and Deal (2003) found, “If the efforts of individuals or

groups are too autonomous, people often feel isolated and unsupported. School

6
teachers feel lonely and without support as a result of working in self-contained

classrooms, rarely seeing other adults” (p. 71).

Eraut (2004) found the 38 structuring of work to be important to “the

opportunities for meeting, observing, and working alongside people who had

more or different expertise, and for forming relationships that might provide

feedback, support or advice” (p. 270). This need for schools to design spaces for

communication and collaboration was also recognized by Silva et al. (2000) who

found most schools are not committed to providing space for important

conversations. “This is a barrier that is often present in schools that are not truly

learning organizations. Teachers can only become leaders within schools when

the school culture is clearly committed to providing support for the learning of all

its members”

Organizational Structure

The need for a restructuring of the organizational aspects of schools in

order to support teacher leadership aligned with assumptions three and four of

the structural frame, as identified by Bolman and Deal (2003). They are as

follows: (3) “Appropriate forms of coordination and control ensure that diverse

efforts of individuals and units mesh,” and (4) “Organizations work best when

rationality prevails over personal preferences and extraneous pressures”

Policies. School policies dictate the organization and hierarchy of roles and

responsibilities within a school.

7
 The hierarchical structure of most schools does not lend itself to

development of teacher leaders. Morgan (1997) explained: Where hierarchical

and horizontal divisions are particularly strong, information and knowledge rarely

flow in a free manner. Different sectors of the organization thus often operate on

the basis of different pictures of the total situation, pursuing subunit goals almost

as ends in themselves. The bounded rationality inherent in organizational design

thus actually creates boundaries! Employees are usually encouraged to occupy

and keep a predefined place within the whole, and are rewarded for doing so.

The Need for Distributed Leadership in Schools

What do schools need to do to implement these new models of

leadership? Riordan (2003) explained what distributed leadership would look like

in schools focused on improved instruction: The theory of distributed leadership

assumes that leadership is practiced both formally and informally in schools in a

variety of ways and by a host of individuals at different levels, and portrays how

leadership functions are actually carried out in schools focused on the

improvement of teaching and learning.

A distributed leadership model requires principals to be more involved in

instruction and teachers to be more involved as leaders. (p. 4) As Elmore (2000)

pointed out, “The purpose of leadership is the improvement of instructional

practice and performance, regardless of role”. Gronn (2002) also discussed the

need to rethink roles and their relationships. He postulated, “This duality of

differentiation—integration inherent in a division of labor is the source of

8
emerging new forms of role interdependence and coordination which have

resulted in distributed patterns of leadership”.

Once this interdependence of roles becomes institutionalized, the various

agents can reach a state of “conjoint agency” In this state, roles often overlap, or

are complimentary. Spillane, Halverson, and Diamond (2004) focused on an

analysis of leadership tasks, but also emphasized interdependence when they

argued, “A distributed perspective presses us to consider the enactment of

leadership tasks as potentially stretched over the practice of two or more leaders

and followers”.

Theoretical Framework

Bauchman and Dentith (2004) study about the culture of Teacher

Leadership. A culture of Teacher Leadership must have a school structures that

allows teachers to lead, access to resources and the community outside the

school. The teacher must have a “particular processes and identities”. The author

suggested that, in order to foster a culture leadership, administrators should be

more assertive and academic institution of higher learning should support the

study of teacher leadership.

Schools are organizations with a formal administrative structure. Hoy

and Sweetland applied the work of Gouldner, who viewed organizational

structure as ranging from representative to punishment centered, and Adler and

Borys, who viewed administration as ranging from enabling to authority to

schools. They coined the term “enabling school structures”, which they defined

9
as “an Order of authority and a system of rules and regulations that help rather

than prevent the teaching learning mission of the school.” Hoy and Sweetland

then developed and validated a reliable instrument enabling school structure to

become the key to a successful method by which teachers are more motivated,

working environments are healthier, and stratified authority can coexist with the

daily educational decision making process.

The theory of distributed leadership assumes that leadership is practiced

both formally and informally in schools in a variety of ways and by a host of

individuals at different levels, and portrays how leadership functions are actually

carried out in schools focused on the improvement of teaching and learning. A

distributed leadership model requires principals to be more involved in instruction

and teachers to be more involved as leaders. Katzenmeyer and Moller (2001)

defined teacher leadership as teachers who lead inside and outside the

classroom, contribute towards the teacher’s community and school leaders,

influence others to improve practices, and accept responsibilities to achieve

success. Developing teachers with the potential to become leaders requires

teachers to understand themselves before collaborating with other teachers and

the school leaders. Therefore, teachers need to understand and master the

necessary skills to become teacher leaders and practice these skills within their

working environment (Norashikin, Ramli, & Foo, 2015).

Conceptual Frame Work

10
 Teacher leadership is not a new concept and many research studies

have been conducted to investigate various elements of teacher leadership. This

study is unique in that it is grounded in the conceptual framework of the structural

frame for organizational analysis, as defined by Bolman and Deal (2003).

Through this lens, distributed leadership as manifested in public Pre K-12

schools through teacher leadership was analyzed. To determine which structural

elements are most related to effective teacher leadership.

This study investigate the relationship between certain types of school

structures and the effectiveness of teacher leaders. The study focused on

teachers who (a) role clarity, (b) physical structures, and (c) organizational

structures were identified.

The structural components identified through analysis of these qualitative

studies were utilized to develop the SSTLQ (School Structures and Teacher

Leadership Questionnaire). The questionnaire was completed by 68 teachers

from various grade ranges who were enrolled in a professional development

program for teacher leaders in Sagayen National High School.

Conceptual Paradigm

11
Significance of the Study

This study was proposed to add to the available knowledge about

teacher leadership, specifically in the relationship between effective teacher

leaders and the structure of the schools in which they lead. Along with being

experts in their field, teacher leaders are also adept at facilitating change.

According to Mangin (2005), “Formal teacher leadership roles have become a

standard component of education reform efforts designed to improve teaching

and learning”. Bowman (2004) explained that teachers aid the cause of reform

through their influence over other teachers. “Successful teachers as leaders are

adept at influencing constituencies over which they admittedly have no formal

authority”.

This ability to influence other teachers is key to any reform movement.

Silva et al. (2000) reported, “Recent calls for teacher leadership have appeared

that suggest that teacher leadership is not only necessary for the profession but

also critical to educational reform efforts as well”. In order for teacher leaders to

influence theircolleagues to bring about change, they require time to collaborate

with their peers. Doyle (2000) found that collaboration among teachers was

necessary for improvement, while Riordan (2003) pointed out that lead teachers

should be expected to share their expertise through collaboration with

colleagues. Collaboration, however, does not just happen. Schools must be

structured in such a way as to support collaborative efforts.

12
Definition of Terms

Effectiveness of Teacher Leadership

According to Yukl (2006), “The most commonly used measure of leader

effectiveness is the extent to which the leader’s organizational unit performs its

task successfully and attains its goals” (p. 10). For teacher leaders this translates

into the effect on classroom instruction and student achievement in the teacher

leaders own classroom and the classrooms of their colleagues. For the purposes

of this study, teacher-leader effectiveness was measured utilizing teacher leader

responses on a Likert scale to lstatements related to impact on classroom

instruction and student achievement through the School Structure and the

Effectiveness of Teacher Leadership Questionnaire.

School Structures

A review of current literature and previously conducted case studies led

the researcher to focus on three specific categories as representative of school

structures: (a) role clarity, (b) physical structures, and (c) organizational

structures. These categories formed the structure of the School Structure and the

Effectiveness of Teacher Leadership Questionnaire.

Role Clarity

Team members should not have to maneuver through their day-to-day

tasks with confusion or ambiguity because responsibilities are a secret. Birkman

13
defines Clarity as the alignment between people and tasks to achieve team

goals. Role clarity allows your high-performing team to be effective and march in

the same direction. And, it's up to the leader to ensure roles and responsibilities

are clearly defined.

Physical Structures

A review of current literature and previously conducted case studies

caused the researcher to focus on two specific areas to represent physical

structures: (a) physical layout of hallways and proximity of classrooms, and (b)

space for teacher collaboration.These two subcategories were measured utilizing

teacher leader responses on a Likert scale to statements on the School Structure

and the Effectiveness of Teacher Leadership Questionnaire.

Organizational Structures

A review of current literature and previously conducted case studies

caused the researcher to focus on three specific areas to represent

organizational structures: (a) scheduling, (b) team structures, and (c) other

policies. These three subcategories were measured utilizing teacher leader

responses on a Likert scale to statements on the School Structure and the

Effectiveness of Teacher Leadership Questionnaire.

14
 CHAPTER 2

Methodology

Research Design

The researcher used the quantitative research design. A questionnaire

was selected to collect data for quantitative measure, beccause the data that is

need to collect should come directly from the people. A survey will be

conducted to the 68 Sagayen National High School Teachers. The google forms

questionnaire will be given to the teachers virtually through private message.

The respondents will receive two questionnaire, one questionnaire for

the independent variable which is the School Structure and another one for the

dependent variable which is the Effectiveness of Teacher Leadership. Data from

the survey will be analysed using the Pearson correlation coefficient to

determine the relationship between specific school structures and teacher leader

effectiveness.

Population and Samples

This study focus on teacher leaders that is currently teaching in Sagayen

National High School. A permission will be asked first from the Principal of the

school before conducting the survey. All of the 68 teachers from different

15
department will be invited to answer the researcher’s made questionnaire

through Google Form.

Distribution of Respondents
Table 1

POPULATION SIZE

MALE FEMALE TOTAL

JUNIOR HIGH SCHOOL 20 26 46

TEACHERS

SENIOR HIGH SCHOOL 14 8 22

TEACHERS

Research Locale

This study will be conducted at Sagayen National High School at Prk. 2

Barangay Sagayen, Asuncion Davao del Norte.

16
Research Instrument

The School Structure and Teacher Leadership Questionnaire that is created

by Cathy Galland was used in this Quantitative study. The Questionnaire

included items aligned with (a) Role Clarity, (b) Physical structure and (c)

Organizational Structure. The School Structure and Teacher Leadership

Questionnaire also included a set of questions designed to determine the level of

effectiveness of the teacher leader. 15 Questions for schools structure, 5 of them

is about role clarity, four for physical structure and 6 for organiztional structure,

while a total of 6 questions for the Effectiveness of Teacher Leadership.

The Questionnaire included basic demographic data about the teachers in

the leadership program, information regarding individual perceptions of their

effectiveness as a teacher leader, and information about school structures. The

school structure data fit into one of three subscales: (1) role clarity, (2) physical

structure, and (3) organizational structure. In each of these four subscales, a

17
Likert-type scale ranging from strongly disagree to strongly agree, was used to

determine agreement with a series of statements. Data from the survey will

analyzed using the average weighted mean, pearson correlation coefficient and a

forward multiple regression analysis. Each of the four research questions was

divided into sub-questions for data analysis.

Data Gathering Procedure

The researcher will ask for permission to conduct study to the school

principal before conducting the survey. After the approval and permission of the

school principal, the improved and validated researchers made questionnaire

was administrated to the respondents of the study which is the teaching staff of

Sagayen National High School.

Since there is a pandemic the survey questions was distributed virtually by

the use of google form through private message on facebook.The researcher will

tabulate the data that gathered from the online google form using an appropriate

statistical tool to get an unbiased result.

Statistical Tool
The answer to the questionnaire will be analysed and will be interpreted
using the appropriate statistical treatment as follows:

18
Mean – It will be the value that will help summarize the whole set of numbers.

This will use to determine the extent of school structure on the effectiveness of

teacher leadership among the teachers of Sagayen National High School

T- test – It is used to determine whether two populations mean are different

when the variances are known in the sample size is large. It is also help to

determine the significant different in the use of school structure on the

effectiveness of teacher leadership among teachers in Sagayen National High

School.

Pearson Correlation – This will be used to determine the relationship between

school structure and the effectiveness of teacher leadership in Sagayen National

High School.

Regression Analysis – It can be utilized to assess the strength of the

relationship between variables and for modelling the future relationship between

them. This is a set of statistical method used for the estimation of the relationship

between a dependent variable and one or more independent variables.

19
.

Chapter 3
RESULTS AND DISCUSSIONS
In this chapter, the researcher presents, analyzes and interprets the data

gathered in textual and tabular forms.

Table 2 explains the summary on the relationship of School Structure in

terms of role clarity, physical structure of the building and organizational structure

of the building. The indicator “Organizational Structure of the Building” got the

highest mean of 4.05 with an interpretation of Agree. The Second highest

indicator is the “Role Clarity” got a mean of 3.94 with an interpretation of Agree.

The Lowest indicator got a mean of 3.94 is “Physical Structure of the Building”

with an interpretation of Agree.

The overall mean of 3.9 indicates that the relationship of School Structure
in terms of role clarity, physical structure of the building and organizational
structure of the building was observed most of the time. The findings have

20
significance for school leaders as they develop and implement programs to
support teacher leaders.

School Structure
INDICATORS MEAN INTERPRETATION

A. Role Clarity 3.94 Agree

B. Physical Structure of the 3.85 Agree

Building
C. Organizational Structure 4.05 Agree
of the Building
OVERALL MEAN 3.9 Agree

Each of the structural components analyzed was found to have a

statistically significant correlation to teacher leader effectiveness. The category of

Organizational Structure of the Building had the highest correlation and was

found to be the most predictive of teacher leader effectiveness of the three

categories included in the study. The findings of this study, indicated

organizational structure, especially team structures was connected to effective

teacher leadership. For teachers to be effective leaders, they must have

opportunities to collaborate with other teachers. The quantitative findings of this

study indicated physical structure was the least important structural element

when considering restructuring schools to support teacher leaders. This is good

news for schools since changes to the physical layout of a building would be cost

prohibitive for most districts. Three of the nine qualitative studies found elements

of physical structure to be barriers or support to teacher leadership, and this

study found space for collaboration to have a slightly higher correlation with

21
teacher leader effectiveness than physical layout.The quantitative data indicated

that organizational structures had the closest relationship with teacher leader

effectiveness among the components of organizational structure. This finding is

consistent with the literature and quantitative studies.

Effectiveness of Teacher Leadership

Table 3 explains the summary on the extent of the effectiveness of

teacher leadership in terms of teachers performance. There’s only one indicator

which is the “Teachers Performance” has a mean of 3.83 with an interpretation of

Agree. This means that the extent of the effectiveness of teacher leadership in

terms of teacher Performance among the teachers of Sagayen National Hugh

School was observed most of the time.

INDICATOR MEAN INTERPRETATION

A. Teacher Performance 3.83 Agree

Analysis of the quantitative findings of this study indicate the importance of

role clarity in supporting effective teacher leadership. Schools adopt models of

teacher leadership for many reasons, but paramount among those is to help with

22
 school reform efforts (Beachum & Dentith, 2004; Crowther et al., 2002;

Lieberman & Miller, 2004; Silva et al., 2000; Webb et al., 2004). In today’s

climate of increased accountability, these reform efforts are generally focused on

improved student achievement, and teacher leadership seems to be an effective

means to that end (Mangin, 2005). Silva et al. (2000) postulated, “Recent calls

for teacher leadership have appeared that suggest that teacher leadership is not

only necessary for the profession but also critical to educational reform efforts as

well”.

The significant relationship between School Structure and the

Effectiveness of Teacher Leadership among the teachers in Sagayen

National High School

Table 4

Variables r- value Interpretatio p- value Decision Conclusion

n a= 0.05 on H0 On

Relationship

School There is a

Structure significant

relationship

between school

structure and

the effectiveness

of teacher

23
 leadership

Effectiveness 0.78 Strong 0.00 Rejected

of Teacher Correlation

Leadership

Coefficient of Determination (r2) 0.62

Reflected in table 4 is the significance on the relationship of School

Structure and the Effectiveness of Teachers Leadership. The r- value of 0.78

means that the relationship of School Structure and the Effectiveness of

Teachers Leadership among teachers in Sagayen National High School is strong

high positive correlation. The coefficient of determination (r²) signifies that 62% of

the variation in the school structure could be attributed to the variation in the

effectiveness of teacher leadership. The remaining 68% are the other factors that

affects to the effectiveness of teacher leadership.

The null hypothesis is rejected since the computed p-value of 0.00 is less

than the 0.05 level of significance. This means that there is a significance on the

relationship of School Structure and the Effectiveness of Teachers Leadership

among the teachers of Sagayen National High School.

24
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The final research question was focused on identification of which of all

the subscales and components was most predictive of teacher leader

effectiveness.

Summary of Findings

Each of the subscales: (a) role clarity, (b) physical structure, and (c)

organizational structure was identified as an independent variable for the

dependent variable of teacher leader effectiveness to calculate a forward multiple

regression analysis Of the three sub scales, organizational structure was found

to be most predictive of teacher leader effectiveness with a mean of 4.05.

1. The level of the application of school structure among the teachers of

Sagayen National High School has an overall mean of 3.9 with a

descriptive equivalent of Agree.

25
2. The level of the Effectiveness of Teacher Leadership in Sagayen National

high School has an overall mean of 3.83 with the descriptive equivalent of

Agree.

3. The null hypothesis is rejected in finding the significant relationship between

School Structure and the Effectiveness of Teacher Leadership among the

teachers in Sagayen National High School based on the probability value is

0.00 with 0.05 level of significance.

Conclusion

Based on the findings of the study, the following conclusions are made.

1. The relationship of school structure and the effectiveness of teacher

leadership is observed most of the time.

2. The level of the effectiveness of teacher leadership is strongly high.

3. There is a significant relationship between school structure and the

effectiveness of teacher leadership among the teachers of SNHS.

Recommendation

The combined findings of previously conducted qualitative studies and this

quantitative study allow for generalizations about school structures and

effective teacher leadership. Teachers who take on these new roles need clear

definitions of their responsibilities and those definitions need to be clearly

articulated to everyone in the school building. Once the roles are clearly defined

26
and understood by all, teachers leaders need appropriate organizational

structures to allow them a venue to share their expertise.

This study was unique in that it utilized the structural frame to analyse

teacher leadership, but was limited to specific types of school structures.

Bolman and Deal (2002) suggested that leaders need to analyse their

organizations from multiple perspectives. “We have repeatedly found that

administrators and executives are more successful when they can look at

things from more than one angle. The best leaders use multiple fames or

lenses, each offering a different perspective on common challenges”. Much of

the research on teacher leadership has focused on relationships and school

culture, rather than structures. But both are vital, as Silva et al. (2000) pointed

out, “We must change the culture and structure of schools so that they value

developing teachers over developing efficient and effective structure”.

Findings of this study indicated that role clarity has a significant

relationship to teacher leader effectiveness, but the findings are limited to the

extent they only included 68 participants from one school. Replicating this study

in a larger setting which included more participants or more than one study

would be of value. Additional research is also needed with a specific focus on

role definitions. The literature includes many references to the lack of role

definition, and the vagueness of those definitions that are in use. Riordan

(2003), along with several other researchers emphasized that teacher leader’s

roles are often ambiguous. The field of education needs additional research on

27
how best to model and define these new roles for teachers because teacher

leaders clearly need to be supported to be effective.

REFERENCES

Ackerman, R., & Mackenzie, S.V. (2006). Uncovering teacher leadership.

Educational Leadership, 63(8), 66-70.

Andrews, D., & Crowther, F. (2002). Parallel leadership: A clue to the

contents of the “blackbox” of school reform. The International Journal of

Educational

Management, 16(4/5), 152-160.

Ball, J. (1998). Big policies/small world: An introduction to international

perspectives ineducation policy. Comparative Education, 34(2), 119-130.

Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443-449.

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 Barth, R. S. (2006). Improving relationships within the schoolhouse.

Educational Leadership, 63(6), 8-13.

Beachum, F., & Dentith, A.M. (2004). Teacher leaders creating cultures of

school renewal and transformation. The Educational Forum, 68(3), 276-286.

Birky, V.D., Shelton, M., & Headley, S. (2006). An administrator’s challenge:

Encouraging teachers to be leaders. NASSP Bulletin, (90)2, 87-101.

Bolman, L. G., & Deal, T. E. (2002). Reframing the path to school leadership:

A guide for teachers and principals. Thousand Oaks, CA: Corwin Press.

Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice,

and leadership. San Francisco, CA: Jossey-Bass.

Bowman, R.F. (2004). Teachers as leaders. Clearing House, 77(5), 187-189.

Burch, P. (2007). Educational policy and practice from the perspective of

institutional theory: Crafting a wider lens. Educational Researcher, 36(2), 84-95.

Danielson, C. (2006). Teacher leadership that strengthens professional

practice.

Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2007). The many faces of leadership. Educational Leadership,

65(1),

Lieberman, A., & Miller, L. (2004). Teacher leadership. San Francisco:

Little, J. W. (1995). Contested ground: The basis of teacher leadership in two

restructuring high schools. The Elementary School Journal, 96(1), 47-63.

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 Mangin, M. M. (2005). Distributed leadership and the culture of schools:

Teacher leaders’ strategies for gaining access to classrooms. New Jersey:

Rutgers University Publication Series No. 2.

Patton, M.Q. (1997). Utilization focused evaluation: The new century text (3rd

ed.). Thousand Oaks, CA: Sage Publications.

Preskill, H., & Torres, R. T. (1999). Evaluative inquiry for learning in

organizations. Thousand Oaks, CA: Sage Publications.

Parameter Limits Descriptive Description

equivalent
4.50 – 5.00 Strongly Agree This means that a significant
relationship between School
Structure and the Effectivenessof
Teacher Leadership was observed
in all times.
3.50 – 4.49 Agree This means that a significant
relationship between School
Structure and the Effectivenessof
Teacher Leadership was observed
most of the time.
2.50 – 3.59 Undecided This means that a significant
relationship between School
Structure and the Effectivenessof
Teacher Leadership was observed
sometimes.
1.50 – 2.49 Disagree This means that a significant
relationship between School
Structure and the Effectivenessof
Teacher Leadership was rarely
observed.

30
 1.00 – 1.49 Strongly Disagree This means that a significant
relationship between School
Structure and the Effectivenessof
Teacher Leadership was not
observed.

School Structure: An Assessment of the Effectiveness of Teacher

Leadership In Sagayen National High School
Direction: Rate the following questions from (1) Strongly disagree; (2) Disagree;
(3) Neither agree nor disagree; (4) Agree; (5) Strongly agree.

SCHOOL STRUCTURE
A. Role Clarity
QUESTIONS 5 4 3 2 1
1. My role as a teacher leader is formal and includes a
title.
2. My role as a teacher leader is clearly defined.
3. My role as a teacher leader is described in some type
of school document.
4. Other teachers in my building clearly understand my
role as a teacher leader
5.Other administrators in the district support my role as a
teacher leader.

B. Physical Structure
QUESTIONS 5 4 3 2 1
1. The physical layout of my building facilitates teacher
collaboration.
2. The physical layout of my building facilitates frequent,
informal conversations with other teachers
3. My building has mostly self-contained classrooms with

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four walls and a door.
4.There are few open areas in my building.

C. Organizational Structure

QUESTIONS 5 4 3 2 1
1.The daily schedule in my building allows time for
teacher collaboration
2. The weekly schedule in my building allows time for
teacher collaboration.
3. Sufficient time is included in the schedule for teacher
collaboration.
4. Teachers in my building are organized into formal
teams.
5. Building policies support teacher collaboration.
6. Building policies support my role as a teacher leader.

Effectiveness Of Teacher Leadership

QUESTIONS 5 4 3 2 1
1. My role as a teacher leader has significantly improved
instruction in my own classroom.
2. My role as a teacher leader has significantly improved
instruction in other buildings.
3. Student achievement in my classroom has improved
as a result of my role as a teacher leader.
4. Student achievement in other classrooms in my
building has not been affected by my role as a teacher
leader.
5. Your involvement in the development of policies and
procedures is related to student achievement
6. Teacher leadership (TL) contributes significantly to
organizational learning(OL). The school structures and
leadership processes that promote OL also promote TL,
but indirectly.

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 Appendix E
CURRICULUM VITAE

ENATE, ROSE ANN F.

PRK. 15, SAGAYEN ASUNCION DAVAO DEL NORTE
Contact no. 09101753135
Civil Status: Single
Date of Birth: November 20, 2003
Place of Birth: Magsaysay, Nabunturan
Age: 18
Sex: Female
Height: 149cm

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Weight: 49kg
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Rudy F. Enate
Mother’s Name: Teresita F.Marquez

EDUCATIONAL ATTAINMENT
SECONDARY:
Sagayen National High School
Sagayen, Asuncion, Davao del Norte
April 2020
PRIMARY:
Sagayen Elementary School
April 2016

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