The School Leadership and Teacher’s Autonomy on Curriculum Implementation of Public Secondary School Teachers

Abstract

The issue to which school leadership may be either facilitating or restricting teacher’s autonomy over their curriculum and teaching methodologies is critical for the ultimate goal of education which is to provide quality of learning outcomes. This study utilized a non-experimental quantitative research methodology using a descriptive correlation approach was applied. Statistical analyses such as the mean, Pearson R correlation, and Multiple Linear Regression were utilized. The participants in the research were one hundred twenty (120) public secondary school educators conveniently selected secondary schools in Tugbok District, Division of Davao City.  Descriptive results of the study revealed that the extent of school leadership received a high descriptive level rating which means that the extent of school leadership as perceived by public secondary school teachers is often evident while the extent of teacher’s autonomy on curriculum implementation received a high descriptive level rating which means that the extent of autonomy on curriculum implementation of public secondary school teachers is often evident. Consequently, there is a strong positive significant relationship between the school leadership and the teacher’s autonomy on curriculum implementation. Furthermore, the instructional leadership, crisis management and data-driven decision making indicators of school leadership significantly influenced the autonomy on curriculum implementation of public secondary school teacher.