Teachers’ Leadership Practices, Professional Learning Commitment and Child Development

Abstract

The study unfolded the extent of teachers’ leadership practices, professional learning commitment, and child development, which may be influenced by leadership and professional learning communities in Governor Generoso South District, Davao Oriental Schools Division. The study used a non-experimental descriptive-correlational research design, utilizing adapted survey instruments to gather responses from the randomly selected teacher-respondents. Data collected were treated using Mean scores with descriptive interpretation, Pearson r, and Simple Linear Regression Analysis. Findings revealed that the extent of leadership practices and professional learning communities in terms of decision-making authority and collaboration was moderately extensive. At the same time, teachers’ perception of child development was extensive. There was a significant correlation between leadership practices, professional learning communities, and perception of child development.  Domains of leadership practices and professional learning communities in terms of instructional leadership, teacher support, collaboration, trust, communication, and decision-making authority significantly influenced development. Future research may explore the potential role of vision goal setting and professional development opportunities, considering the evolving nature of education.