The most frequently mentioned leadership work of TLs reported by the TLs
themselves and acknowledged by the principals and OTs in the interviews involved remedial and enrichment programmes for students, mentoring of teachers, and various forms of administrative work. The conduct of after-school programmes that intended to improve the performance of students in the NAT beyond what was possible in the regular classes was mentioned in the different interviews in five schools. This work required additional time on the part of the TLs for the actual sessions as well as the preparation of materials. The NAT data of School EA and School EB showed that after many years, the scores reached beyond 75% for school year 2012-2013. The NAT scores of the five high schools remained low but were confirmed by the Superintendents of QC and VC as improved scores. While increased NAT scores were mentioned several times in the interviews, the many issues surrounding the integrity of the NAT make it difficult to use it as basis for conclusions related to the improvement of student achievement in the schools. Unfortunately it is the only examination administered in all schools nationwide in the Philippines and the results cannot be ignored.
Considering the issues surrounding the NAT, this study paid attention to other indicators of school improvement in looking at the impact of teacher leadership. As Sergiovanni (2001) commented, there are leaders who are considered highly effective
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not because they have improved their schools, but because they have changed their schools. For example, there were claims in the interviews about improvements in teaching practices attributed to the availability of materials prepared by TLs, the computerisation of forms, and the creation of visual aids using computers. These innovations have changed the schools. TLs cited the physical improvements in the schools specifically those which were made possible through the work of TLs. TL10 mentioned his participation in the creation of the Art Centre in the school’s covered court where exemplary art works of the students could be displayed.
Also, many awards received by the schools were linked to the work of the TLs. Among other distinctions mentioned in the interviews, both Schools EA and EB were one of the first elementary schools to be granted accreditation status in the country, School HA was awarded Third Cleanest School in school year 2011-2012, some teachers of Schools HA and HE had been selected as Outstanding Teachers, and a teacher in School HC received the Best Action Research Award. Being singled out as ‘the cleanest school’ or ‘eco-friendly school’ was mentioned a few times in the interviews. The emphasis on such seemingly inconsequential distinctions, normally taken for granted in other school contexts, indicated that these are important
achievements in the public schools where cleanliness, order, and adequate space necessary for learning are a luxury.
The achievements of the students in various competitions were cited in the interviews. These included placing in the Top 10 of English, Mathematics and Science
competitions or in extra-curricular activities like the Drum and Lyre contests.
Reduced drop-out rates in the classes or the school in general and students being able to complete their elementary or high school education were also mentioned. Even the impact of the daily in-school feeding programme on the students – weight gain, glowing skin, increased participation in class – was mentioned in the interviews.
Individual achievements of teachers also surfaced like the awards for outstanding performance. The promotions of various teachers to the Master Teacher Rank and to formal leadership posts in the school or in the Division level were also mentioned. It was also mentioned that TLs helped bring about changes in the behaviour of negative
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and uncooperative teachers. TL9 mentioned that previously, certain teachers would go home as soon as classes were over but now they stayed behind, training students or helping out in school activities just like the TLs. TL10 experienced that it was
important to motivate seemingly negative teachers and make them feel that they could do the work. Unless they felt capable, they will not do anything. For TL12, the best way to deal with the negative or uncooperative teachers was to lead by example.The opportunity to lead could be transformational even in the case of someone who may be presenting himself as an uncooperative member of the group. Principal EA
concluded from a previous experience that appointing a stubborn and negative person to a position where he would have important responsibilities could be transformative.
The research data revealed signs of school improvement such as qualifying for accreditation status or receiving citations for various accomplishments.These
successes opened new opportunities for advancing initiatives and pursuing new ones.
When our school qualified for accreditation, I noticed that many teachers stepped up. It opened opportunities for everyone, old or new, to do something for the school. Because of new activities and programmes, the tendency was for leaders to come out. (OT1)
Encouraging feedback about the school also surfaced many times throughout the interviews. TLs expressed that they felt proud to be associated with a school that received many awards or was featured on television for good things. In School EB, the TLs felt honoured themselves whenever the school received Division, National and International awards. In School HD, teachers were proud that a number of them had been awarded as Outstanding Teachers in the Division level. TL34 was delighted to say that visitors who came had commented that School HE was like a private school.
The perceived impact of teacher leadership presented in this section are indicative of York-Barr and Duke (2004)’s intermediary outcomes of leadership in the form of improvements in teaching and learning practice. It is not fair to attribute the schools’ achievements to the TLs alone but their critical role must be acknowledged. Fairman
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and Mackenzie (2014) emphasised that leadership within the ranks is needed in order to guide and coach the rest. The TLs expressed that these signs of improvement made them proud and encouraged them to pursue the leadership work that they did. The sentiment of being motivated by signs of improvements in the school may be explained by the claim of Sergiovanni (2000) that in successful schools, teachers work harder, are more satisfied with their jobs, and are committed to the school and its work. Furthermore, teachers are more likely to experience meaningfulness, control, and personal responsibility when they are allowed to function as “origins” rather than “pawns” (op cit, p. 136) as the case is with the TLs.
FACTORS THAT ENABLED TEACHER LEADERSHIP