CHAPTER 1
THE PROBLEM
AND ITS BACKGROUND
Introduction
Global
profound changes in the 21st century, Specifically the rise of the
global economy and its effect in countries around the world, leaders have
changed their perspective on how one can attain success. Given the shifting
organizational landscape, Perrin et al, (2010) asserted that a person who leads
must rethought their documentary review and nurture new configurations of
helpful manner and competence in doing something. Thus, the possession of 21st
century leadership skills became an imperative in any organizational forms and
practices.
Greenberg (2012) emphasized that organizations
existing in a cutthroat environment entail leader that are not afraid to
innovate and take risks and dare to form partnerships that help solve global
challenges. Furthermore, modern leaders need skills and innovative ideas who
are not afraid to take risks, who inspire and motivate and dare to form partnerships
that help solve global challenges based on the foundations of psychology and
social sciences. Have to rethink how they see the world and perspectives on
attitudes and abilities. Existing strategies, however successful in the past,
are often poor guides as to how best respond to future leadership demands
(Isaksen and Tidd, 2010).
Twenty-first century leadership
practices have yet to be widely studied in research. However, they are
certainly worth investigating because some studies have proven their
undisputable contribution to organizational success. In addition to 20th
century leadership qualities, a new leadership style emerged that consists of
skills catered to attain success in today’s environment (Tice 2011).
Tice (2011) stressed that today’s
successful leaders are adept at decision making, practice critical thinking and
continuously bringers of innovations that shatter status quo that challenges
company conventions to encourage the flow of ideas. Furthermore, a present day
leader studies all perspectives to find new possible directions, creates and to
establish a good chance for advancement or progress before the contest acquire
in the knowledge obtained in the data from all sides to distinguish achievable
current management. Teachers are also considered school leaders also need 21st
Century knowledge and skills that should be integrated into the classroom in
order to meet today’s challenge in education the present times. (Robinson,
2012). In this regard, it is recommended that 21st century
leadership practices may better ensure organizational success.
Teachers have a significant role in a
body of people recognized as an entity by virtue society for they are the ones
who shape and instill values and knowledge to holistic 21st century
learners which resonates with DepEd’s visualize of generate a citizen of the
Republic of the Philippines who concern of God for human-kind and contribute to nation building. Excellent
teachers produce student achievers. Therefore, enhancing teacher quality is of
utmost importance to nation building. This is often in conformity with the
Department of Education’s envision of dissemination: “Citizen of the Philippine
Republic can mold holistic learners who are instilled with a fondness of
affection, beliefs or standard in their nation and sufficient ability to allow them
to infer their full function and prepare them in leading the country to
development and progress.” (DepED Order No.36, s. 2013)
An indication admitting of no doubt or
questions, point out that pleasant educators are necessary increase learner
accomplishment like characteristics of education goes hand in hand with
attribute education thus, to improve in value of educator quality come into
existence of significant moment in spite of long period of time and supportable
community of people structure.
Global transform effect educational
reforms such as K-12 reforms, ASEAN integration, and changing attitudes of the leaders
in the 21st century learners challenge enhancement and changeable of
teaching and a need for the thinking of the modern entail educational and
educator criterion to such changes.
The
Philippine government has since implemented programs to initiate reforms such
as the National Competency-Based Teacher Standards (NCBTS) was established
through CHED Memorandum Order No. 32, s. 2009. It became a serving of the
implement of the Basic Education Sector Reform Agenda (BESRA) and doing
something easily by representing on the knowledge or skill compensation of system
such as the Basic Education Assistance for Mindanao (BEAM) the Enhancing
Implementation of Visayas Education (STRIVE) project and the Third Elementary
Education Project (TEEP).
The
K to 12 Reform (R.A. 10533) in 2013 has thus altered teacher relating to
something needed in our country with a significant focus on developing high
quality teachers to make ready with the necessary artfulness and sustained
passion for continuing through life learning based on the National Competency
Based Teacher Standards (NCBTS) which was institutionalized through CHED
Memorandum Order No. 32, s. 2009.
Teacher professional development
happens in a progression of values from imitable work repeatedly. Anchored on
the rule or code of conduct continuing learning, the set of professional standards
for teachers understand the signification of a standards framework that
expressing clearly relating to advancement as teacher’s process of growth,
enhance their performance and answer to the complicatedness of knowledge and
development reformed.
The following statements, which state
the precise meaning the work of teachers at unusual career stages, make openly
defined the simplest part of high quality teaching for the 21st
century they are made of significant word that have been informed by teachers’
understanding of what required at each of the four Career Stages. The
descriptors signify continues series of identical components of development within
the profession by giving a basis for attracting, preparing, developing and
supporting.
With the increasingly rapid pace of
technological change, which opens up new possibilities for nearly every
organization, two big changes are people focused: the growing diversity of the
nation’s work force and the anticipated worker shortages as baby boomers retire
(Tice, 2011). Therefore, it is especially necessary for both leaders and those
who are next in line to possess 21st century leadership practices.
Generational attitudes in the workplace,
however started by Alsop 2010 exists among workers In today’s current
workplaces, four generations of workers work together that ultimately adds to
the diversity and complexity to the workforce each generation has different
beliefs, norms and values shaped significant events in society during their
formative years (Giancolo, 2010).
People from different generations
have worked side by side throughout much of human history, but today increased
life expectancies mean that in many workplaces, four or more generations of
workers interact (Dobbs, 2011).
According
to Robbins and Coulter (2009) characteristics are like assessing something
stated that have three elements. First,
the reasoning components refer to the opinion of unique person hold. Second,
the feeling part an attitude is the affective component, and the behavioral phase is the intentional element (Robins
and Coulter (2009). Before in time study established these commonly attitudes
regarding specific function for each of the four generational cohorts:
1. Traditional Generation (born between 1925 and 1942) – These people
are devoted, industrious, financially conservative, and dedicated to the
organizations.
2. Baby boomers (born between 1942
and 1960) – These people are hardworking, have a sense of entitlement, are
encouraging, are pessimistic concerning organization and believing in endless
youth.
3. Generation X (born between 1961 and
1981) – prefer to work without
supervision and seeks instant gratification and respect for work/life balance.
4. Generation Y (born after 1982)
– changeable to technological changes, look
for competitive interest and to provide with motive, capable of being flexed
and desire growth for advancement often called Millenials, Nexters, Generation
www, the Digital generation, Generation E, echo Boomers, N-Gens and the Net
Generation (Niemiec 2010).
It is in this context that the
study focused on the correlation of the two variables toward institution
instructional development program.
A closer look into the correlation
of the teacher’s leadership zones and generational attitude of teachers is
therefore deemed useful in rooting cause and finding out the solutions to the
problems. It is in this context that the study focused on the correlation of
the two variables toward institution instructional development program.
For this reason, the proponent
attempts to conduct a study on the correlation of these two variables - 21st
century leadership zone, and the generational workplace attitude as the
Department of Education is to focus and to pivot for access to quality
education. The study also attempts to offer development programs to be
institutionalized to address the alignment of competencies of the 21st
century teachers.
Statement of the Problem
The study aimed to determine the 21st
century leadership zones and generational attitude in the workplace as basis
for teacher development program.
This study further aimed to answer
the following specific questions:
1. How may the profile of the
respondents be described in terms of:
1.1 Position;
1.2 Length of service; and
1.3 Educational Attainment?
2. How may the 21st
century leadership zones perceptions of the elementary teachers be described in
terms of the following:
1.1 Reflection;
1.2 Society;
1.3 Diversity;
1.4 Ingenuity;
1.5 People and
1.6 Organization;
3. How may the generational
attitudes in the workplace of the elementary teachers be described in
terms of the following:
2.1 Attitude towards work;
2.2 Loyalty towards employer;
2.3 Attitudes regarding
respect and authority;
2.4 Training styles and
needs;
2.5 Desire for work/ in life
balance;
2.6 Attitude towards
supervision;
4. Is there any significant differences
between the profile of the 21st century leadership zones and generational
attitude in the workplace of teachers?
5. What are the issues and challenges
experienced by the principal in the 21st century leadership zones and
generational attitude in the workplace of teachers?
6. Based on the findings of the study, what
institutional instructional development program can be recommended/proposed?
Significance of the Study
This
study may help stakeholders in a school make informed decisions about school
matters and create reforms or development in their areas of concern.
Specifically, this study may benefit the following:
Policy
Makers. The agency at least in the Regional or Division level will be able
to reflect upon the results and be able to formulate legislative policies and
plans for the improvement of educational system. The result of the study will
provide inputs and ideas on what development programs design is needed continuously
cater to the much challenging and fast-changing roles of the teachers
particularly in the public school system.
Supervisors.
Since the result of the study will be the beginning of venture to improve and
find heaps of data to be deciphered and understood in the light of providing
technical assistance and support
in
various administrative and supervisory tasks of school administrators. This
will serve as an element to guide and be able to decode meanings from the data
that will propel them to work hand-in-hand with the administrators in order to
alleviate performance of the teachers’ achievements.
School Administrators. The findings of
this study will determine and suggest notes for the school administrators. It
will show them ways toward more practical proposals in maintaining or improving
their administrative orientation and role behavior. Likewise, this study will
be value to school administrators given the insights into the leadership and
behaviors associated in describing their roles in order to achieve effective
and efficient school administration management and supervision. Moreover, The
study may assist administrators in making decisions concerning performance and
career progression, training and development, promotion, retention, hiring and
succession planning among others. It may also assist in improving current
practices of human resource management and improve
the
quality of public elementary schools toward the realization of the educational
vision, mission and goals.
Master Teachers. This study will
responsible for overseeing the overall operations of the institutions
instructional development program of the teachers and looking forward to being
an administrator in due time and will find this study very useful in giving
sound ideas on the correlations of 21st century leadership zones,
generational workplace attitude and professional standard for the teacher
skills will be developed.
Elementary School Teachers. This
study will certainly benefit the teachers, as the findings will give them broad
understanding on the intricacies and complexities of a school administrators.
It
will give them wide perspective on the enormous tasks and problems which school
administrator encounter. Eventually, they may strive to cooperate and support
them in achieving their goals, to
identify
practices which they need to improve upon or develop and It may facilitate
changes in their current practices for improvement.
Future Researchers. The
study may lead further to the inquiry into the importance and utility of the 21st
century leadership skills and generational differences in school work. It may
also help the researchers in academe to apply the findings in this study to
their respective schools. For other researchers, this study may provide a
framework for assessing 21st century leadership skills, generational
differences in a school setting and instructional development program for the
teachers.
Scope and Delimitation of
the Study
This
study was conducted in Olongapo City, Philippines. Selected public elementary
teachers in Olongapo City were asked to participate. This record recently
documentary evidence the attitudes of three generational cohorts: Baby Boomers,
Generation X, Generation Y. Because of lack of adequate representational from
the traditional Generation to give every correct information.
Since only the teachers from
selected public elementary teachers will be considered as population, the
result of this study may not be true for other schools or organizations.
Furthermore, since the focus of the research was on the 21st century
leadership skills, generational differences of work attitudes of teachers and
the inputs of instructional development program were included in the study. The
reason behind 21st century leadership skills generational
differences were looked into.
This study used questionnaires and
interview questions as the instruments of the study. The researcher adopted a set
of questions for obtaining statistically useful or personal information from
individuals to be able to collect needed information in the study. Such
questionnaire, which contents was opted from the materials and with some
modifications and revisions. The type of questions in this study having reasonable
basis the use of questionnaire as major instrument for information gatherings.
There were four sets of questionnaires engaged for the teachers and principal
as respondents.
The first part is the profile of
the respondents be described in terms of position, length of service and
educational attainment. The second part covered the 21st century
leadership consisting of reflection, society, diversity, ingenuity, people and
organization. The third part the generational attitude workplace of the
teachers that are mostly observed namely: Attitude towards work, loyalty
towards employer, attitudes regarding respect and authority, training styles
and needs, desire for work/ in life balance, attitude towards supervision? The
fourth part is a form of self-made interview on the teacher needed to update
for the development of the program.
Notes in Chapter 1
Taylor and Francis (2017) Cited by 201
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