School leadership is presently an education approach priority around the world. As nations are looking to adjust their educational frameworks to the needs of a contemporary rapidly evolving society, desires for schools and school leaders are changing. School leadership practice has been incredibly affected by changes in instructive administration and school settings. Numerous researchers concur that school leaders are significant for school success and sustainable educational reform, and there is a strong need for leaders who illustrate key attributes and qualities of professionalism. Based on the supervision model for the changing times, from its historical beginning to the 21st century, supervision has shifted from inspection to participation, from bureaucratic to being democratic, and from evaluation to support. These shifts created a different school landscape that demands the emergence of school leaders. This clearly appears that instructional leadership is presently a shared function between the school heads and classroom teachers that support each other for the common objective of the fulfillment of quality education for each learner, unlike the old times that only school principals were accountable for it.
All school heads, teachers, stakeholders, and learners must do their best and work hand in hand in achieving excellence to persistently support the present educational system towards quality instruction. In any case, the challenge is to improve the quality of current leadership and construct sustainable management in the long run. To support school heads, other leaders in the department should center on the relative attractiveness of school leaders’ pay rates, recognize the part of professional organizations of school leaders, give alternatives, and support for career improvement. In the meantime, in order to empower teacher leadership, everyone should value and respect the role and work of teacher leaders, embrace change and permit data-driven, research-based risk-taking, give assertion for teachers’ authority assignments, promote and encourage collaboration, give technical support for teacher leaders, and engage teachers in their leadership tasks.
At the conclusion of it all, to fulfill the mission of obtaining instruction of higher quality among the students within the Philippines, there are two components to be considered: the administrators of the educational institution, acting as servant leaders to those under them, and the teachers, the primary role models in which both their peers and students look up to. Bill Gates once said,” As people look ahead into the 21st century, leaders will be those empower others.” Being the leaders of instruction, let us not be at the front and lead simply by directing, nor forcing the students forward at their backs, but by leading them on their center point-their hearts.
By: Ms. Johanna V. Consunji | Teacher III | Cataning Elementary School | Balanga City, Bataan
