Perceiving Teachers as Leaders: Perspectives of School Coordinators

Abstract

This phenomenological inquiry unraveled the perspectives of teachers as school coordinators in Panabo City Division. I employed qualitative–phenomenological study in exploring the experiences of the ten (10) participants of which primary instrument of data gathering was through in- depth interview. Results indicated that from the perspectives of school coordinators, after analyzing their responses, the following were the emergent themes namely enhancement of teacher leadership, improvement of teacher efficacy, and promotion of decentralization. Additionally, when the participants were asked about their coping mechanisms from the challenges encountered as school coordinators, the following themes emerged namely adjusting to various circumstances, focusing on teacher competence, and asking support from school administrators. Lastly, the insights of school coordinators derived from the findings of the study were teacher empowerment, professional development of teachers, and effective delegation of tasks. Results imply that the school coordinator need to collaborate with the principal, other administrators, teachers, school staff, parents, the school-family council, community members, and students to develop and implement programs and services that meet the needs of students, their families, and the community. Clearly, delegation increases both efficiency and adaptability. It enables diverse individuals to complete tasks in various methods, thereby assuring a high level of success and objective attainment. This also results in a balanced distribution of tasks. Delegation facilitates efficient communication. Regularly delegating responsibilities accomplishes more than simply relieving the principal of some work. Effective delegation can increase the degree to which instructors and other members of the school community care about the school's success.