Teacher Empowerment Practices in Laak North District: Stance of Grade Level Heads

Abstract

This phenomenological inquiry explored the lived experiences of grade level head teachers on teacher empowerment in Laak North District, Division of Davao de Oro. In exploring the experiences of the ten participants, I employed the qualitative – phenomenological study of which primary instrument of data gathering was through in- depth interview. Results revealed that on experiences of teachers as empowered teacher-leaders in the school collaborative professional development, the major themes were teacher autonomy and decision-making, and teacher leadership and advocacy. Likewise, on their coping mechanisms adopted, the major themes were resilience and stress management, balancing leadership and teaching, and professional development and support networks. Finally, on the insights of participants, the major themes were teacher-leader identity and impact, collaborative leadership and change management, and student-centered approaches and educational innovation. It implies professional development initiatives, teacher evaluation and feedback, school leadership and culture, policy development and implementation, student outcomes, teacher retention and satisfaction, teacher preparation programs, and parent and community engagement. By delving into these research implications, scholars and practitioners can contribute to a deeper understanding of teacher empowerment and its potential to improve educational outcomes and create more supportive and effective learning environments.