Participative Leadership Practices and Professional Development of Language Teachers in Public Secondary Schools
Rizlyn Joy C. Morimoto *
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
Josephine B. Baguio *
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study determined and described the participative leadership practices and professional development of language teachers in public secondary schools in Calinan District Cluster 7, Division of Davao City. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents of this study were composed of 131 teachers in public secondary schools using universal sampling. The data analysis utilized the mean, Pearson r and regression analysis. The findings disclosed that the participative leadership practices were high. Thus, participative leadership practices were oftentimes demonstrated by the teachers. Moreover, professional development is high. Thus, the professional development was oftentimes manifested by the teachers. It was found that there was a significant relationship between participative leadership practices and the professional development of teachers. Based on the findings, the public-school teachers may attend conferences and training from the DepEd for a proficient growth program in participative leadership practices and professional development of teachers. This may provide skillful improvement for teachers with the goal of building capability through supported education opportunities for learners and simultaneously learning the content of better academic rehearses.
Keywords: Participative leadership practices, professional development, teachers, public secondary schools, Philippines