ABSTRACT
The study focused on the Institution Instructional Development
Program on the 21st Century Leadership Zones, Generational Attitude
in the Workplace for Teachers. The profile of the teachers and school heads was
described through position, length of service and educational attainment.
Based on two concepts (1) the concept of 21st century leadership
practices according to Perrin et al (2012), and (2) the concept of Generational
Attitude in the workplace according to Anick Tolbize (2010. The first frame
presents the 21st century leadership practices which contains the
reflection, society, diversity, ingenuity, people and organizations.
On the other hand, the second frame
presents the generational attitudes in the workplace which include attitude towards work, loyalty
towards employer, attitudes regarding respect and authority, training styles
and needs, desire for work/in life balance and attitude towards supervision.
The third frame presents the output Instructional Development Program of the
Teachers.
The
mixed methods design was used in this study. As interview questionnaire through
Google form and Video call was used to significant data needed in the study
that involves collecting, analyzing and integrating. It was decided into four
(4) parts. Profile of the respondents, 21st Century leadership zones
perceptions of the elementary teachers, Generational attitudes in the workplace
of the elementary teachers, Issues and challenges experienced by the principal
in the 21st century leadership zones and generational attitude in
the workplace of teachers.
The respondents for this study were Teachers 1, 2, 3, and principals.
They had an average of at least 13 years of service showing the high experience
level of the respondents. Most of them
have BSED and BEED degrees.
The
respondents made their perceptions known on the six different 21st
century leadership zones. Reflection is the first
zone of a 21st century leader and the respondents want their leader
to be able to delegate work and assign
it to the right person. This leader knows which outcomes have to turn out
successfully and can also deal with failure without assigning blame.
The
principals have acknowledged that the current COVID-19 pandemic has given them
many issues and challenges to solve head-on. The principals have had to
encourage their teachers learn new skills and develop new modules for the
blended learning and the online learning being pushed by the DepEd and the
government.
For future researchers, to
find more stark differences between the generational attitudes of the members
of the teaching community, it would be interesting to set up a study where
different problems are presented and find out if there are differences, if any,
in the approaches to the problem depending on the generation which the teacher
comes from. This study will foster better
understanding on how teachers of different generations approach all the
challenges and what learnings each generation can pick up from each other.
Furthermore, the institutional instructional
development program is a continuing work of progress. The activities that are used for training
should always be updated and should stay relevant to the times – whether in
terms of technologies being used as well as a more open attitude to new
learnings in terms of leadership.
A yearly evaluation of the development program
is highly recommended to ensure that it retains its highest effectivity and
impact on the teachers being trained as leaders. There may be a template to
follow and a general text but each district is given enough freedom to tweak
activities which they feel may appeal more to their trainees. The implementation is not ironclad, what is
important is that by the end of the training
program, there is a new batch of
teacher-leaders who have imbibed all the major learnings in the 21st
century leadership zones and have the ability to lead their teaching community
in achieving their yearly educational goals.
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