Browsing by Subject "Strategic leadership"
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    The development of a strategic leadership model for teacher instructional competencies at the private higher education institutions in Mindanao, Philippines
    ( 2021) Estudillo, Haide Mallorca ; Nathara Mhunpiew
    The purpose of the study was to develop a strategic leadership model for teacher instructional competencies at the private higher education institutions in Mindanao, Philippines. To achieve the six objectives of the study, the researcher employed the exploratory mixed-method research design by collecting substantial qualitative data from sources such as books, journals, online sources, and an interview. While the quantitative research design by collecting data using the survey questionnaire. There were 229 teachers and seven school leaders from private higher education institutions in Mindanao, Philippines, who participated in the study. Frequency counts, Percentage, Mean, Standard Deviation, Pearson's Correlation Coefficient, and Multiple Regression were used to analyze quantitative data, while a content (thematic) analysis used for qualitative data or interviews. The findings of the current strategic leadership practices of school leaders, as perceived by teachers are interpreted as high. Teachers find the Instructional Practices of the school leaders as high, while school leaders revealed most of their strategic leadership practices focused on Human Resource Management Practice. The current instructional competencies, as perceived by teachers, are interpreted as high. Among the three themes, teachers find their Personal Competence as high. While school leaders give priority to the development of teachers' Professional Competence. The seven factors affecting the strategic leadership practices of school leaders perceived by teachers as high. The top three factors include Organizational Culture, Organizational Values, and Leadership Competence. While, in the interview with school leaders, essential factors affecting strategic leadership practices include Resource Allocation, Teacher Satisfaction, and Teacher Commitment. A substantial positive relationship revealed between strategic leadership practices and teachers' instructional competencies of private higher education institutions. The researcher developed the strategic leadership model for teacher instructional competencies and validated by 12 experts. The model comprises of two major levels derived from the Multiple Regression test results as Leadership Competence with a p-value of 0.000 and Organizational Values with a p-value of 0.014 as significant factors.
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    A strategic leadership model for teacher evaluation using walkthroughs for student engagement at international school in Thailand
    (Assumption University Press, 2018) McGrath, John ; Sangob Laksana
    This study used a multi-method approach to develop a model that changed the focus of teacher evaluation by using walkthroughs to guide teacher evaluation in order to increase student engagement utilizing a strategic leadership model. The objectives were (1) to explore the current practices in teacher evaluation, walkthroughs, and student engagement, (2) to determine the current practices of teacher evaluation, walkthroughs and student engagement at international schools in Thailand, (3) to develop the proposed strategic leadership model in teacher evaluation using walkthroughs to increase student engagement, and, (4) to implement the proposed strategic leadership model in teacher evaluation using walkthrough to increase student engagement in an international school in Bangkok. Current practices regarding teacher evaluation were established by using a content analysis-based questionnaire sampling schools registered with the International Schools Association of Thailand. The results of the questionnaire and the focus group interviews conducted, pointed to a major problem with teacher evaluation and its implementation. Current models of teacher evaluation and the leadership behind them were not effective. A new strategic leadership model was developed to use walkthroughs to improve student engagement. The model was implemented at a family of international schools in Bangkok over a six-month period. Walkthroughs gauging student engagement in areas of curriculum, instruction, environment and learning were conducted at the beginning and end of the trial period. A paired sample t-test was used to measure for statistical significance. In each of the four areas the findings were significant thereby validating the strategic leadership model and its application.
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