Teacher leadership in public schools in the Philippines

摘要: Concerns have been raised about the tendency to associate leadership with ascribed authority and position confining school of principal. Distributed has proposed one approach distribution in schools is teacher leadership. Teacher recognises important contribution teachers improvement brings fore emergence excellent who demonstrated capabilities at same time. Using an adaptation framework York-Barr Duke (2004) which linked student learning, this study explored public Philippines. The role context development practice was considered by investigating contextual conditions that either enabled or constrained practice. Data were collected through semi-structured individual interviews principals focus-group leaders other from seven Philippines. The found a meaningful concept Philippine even if term ‘teacher leadership’ not introduced formally. consists actions undertaken respond positively opportunities improve teaching learning. These possess strong sense moral purpose requisite pedagogic competencies. They help create support often challenging circumstances, collaboration colleagues school’s leadership. Recommendations include recognising country’s education reform agenda, encouraging accept work giving attention programmes for principals.