INSTRUCTIONAL LEADERSHIP AND TEACHER EMPOWERMENT: A PREDICTION MODEL ON TEACHER EFFICACY IN PUBLIC SCHOOLS

Melfrie E. Gudmalin, Raymunda L. Apostol

Abstract


The purpose of this study was to determine instructional leadership and teacher empowerment: a prediction model on teacher efficacy in public schools. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 256 respondents who are public elementary teachers in Cateel 1 and 2, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a very high level of instructional leadership, teacher empowerment, and teacher efficacy. Also, results revealed that there is a significant relationship between instructional leadership and teacher efficacy and a significant relationship between teacher empowerment and teacher efficacy. Further, instructional leadership and teacher empowerment significantly predict teacher efficacy of public school teachers.

 

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Keywords


education, instructional leadership, teacher empowerment, teacher efficacy, correlation, teachers, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i4.5271

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