Academic Leadership Enhancement Program for Teachers under Kalasin Primary Educational Service Areas Office 2

Abstract

This research consists purposes were 1. to study the current situation, desired situation, and needs of academic leadership for teachers under the Office of Kalasin Primary Educational Service Area 2 and 2. To develop a program to enhance academic leadership for teachers under the Office of Kalasin Primary Educational Service Area 2. This research is a Mixed Methods This study employed a mixed-methods research design, integrating both qualitative and quantitative approaches. The research instruments consisted of a questionnaire, an interview guide, and a program evaluation form for an academic leadership enhancement program for teachers. The sample group comprised 299 participants, determined using the Krejcie and Morgan (1970) sample size table, and selected through stratified random sampling. In addition, a target group of 5 participants was selected through purposive sampling. Data obtained from the questionnaires and program evaluation forms were analyzed using frequency, percentage, and Priority Needs Index (modified) (PNI_modified). The interview data were analyzed using content analysis. Research findings 1) The overall status of teachers’ academic leadership was at a moderate level (x̅ = 3.03, S.D. = 0.79), whereas the desired condition was at the highest level (x̅ = 4.58, S.D. = 0.51), The necessary needs indicated that the highest need was in learning process development (PNI_{modified =} 0.552), followed by student development (PNI_{modified =} 0.528), curriculum development (PNI_{modified =} 0.502), and self-development (PNI_{modified =} 0.490), while peer teacher development represented the lowest need (PNI_{modified =} 0.489). 2) Developing an enhancement program to strengthen teachers’ academic leadership under the Office of Kalasin Primary Educational Service Area 2 comprised: 2.1) principles 2.2) objectives 2.3) content, which included 5 modules: Module 1: Student Development, Module 2: Self-Development Module 3: Peer Teacher Development, Module 4: Curriculum Development and Module 5: Learning Process Development 2.4) learning management processes including training, study visits, and experiential learning based on the 70:20:10 development principle, and 2.5) The assessment and evaluation encompassed:  the measurement of knowledge and understanding of academic leadership before and after the development program, the evaluation of teachers’ competencies in designing, organizing activities, and applying knowledge for the development of students, themselves, peers, and curriculum, the assessment of academic leadership attributes, and the evaluation of participants’ satisfaction with the development program. The evaluation results of the enhancement program for teachers’ academic leadership under the Office of Kalasin Primary Educational Service Area 2 indicated that, overall, the program was highly appropriate (x̅ = 4.61, S.D. = 0.48) and highly feasible (x̅ = 4.79, S.D. = 0.40).