Development Model for Academic Leadership of the Supervisor of the Office of the Basic Education Commission

Abstract

The research titled “Development Model for Academic Leadership of the Supervisor of the Office of the Basic Education Commission” aimed to investigate 1) the factors of the academic leadership of the supervisor, including the problems, the needs in the development of their academic leadership, 2) to propose a development model for the development of the supervisor of the Basic Education Commission. Mixed-methods, involving the collection and analysis of both qualitative and quantitative data, were employed to conduct the research. The 376 samples comprised of the directors of Office of the Education Service Area, the supervisor, and the administrators of the school. The research instruments included the questionnaires, the interview questions, and group discussions of the experts. The qualitative data were analyzed using content analysis and the quantitative data were analyzed data by frequency, percentage, mean and standard deviation.

Results were the following.

For the development of academic leadership among the supervisor, seven factors were found. The factor with the highest mean was the factor on instructional development, followed by the factors on the promotion of academic atmosphere, teamwork, supervision, achievement-oriented leadership, research and curriculum development. The factor with the lowest factor was the factor on the use of educational technology. The samples rated all of the identified factors at the high level of importance. The problems hindering the development of the supervisor’ academic leadership included the lack of the ability effectively use the modern information technologies, the lack of effective techniques to motivate the teachers so that they have trust in the supervisor, and the lack of cooperation. Their needs included the needs to develop their academic leadership as prescribed in the professional standards for the supervisor, the standards on knowledge and professional experience, and the work performance and well as personal standards.

The proposed model for the development of the supervisor comprises of the following: (1) the concepts and principles, (2) the aims and objectives, (3) the factors of the academic leadership needed to be developed, and (4) the development process, which includes needs analysis, curriculum development, implementation, and evaluation for development.