ABSTRACT
The primary concern of this study is transformational leadership behavior of school head and teacher ICT integration: their effects on research productivity in public secondary school, District I, Schools Division of Bulacan. The respondents of the study are school head and teacher ICT integration. The study utilized two standardized instrument. Transformational Leadership Behavior questionnaire (Leithwood, 2012). The first instrument recorded a Cronbach’s coefficient alpha of .91 indicating that the instrument is reliable questionnaire that can be used for scientific slides. The second instrument on teacher’s ICT integration by Nalugon (2014) for its validity and reliability. Meanwhile, the questions about research productivity of teacher’s by Nuqui and Cruz (2012) entitled Determinants of Faculty Research Productivity in Augustinian Education Institution in Luzon. Results of the regression revealed that the transformational leadership behavior of school head in terms of holding high performance expectations and providing intellectual stimulation produced B coefficients of .581 and 0.26 with associated probability less than significance level set at .05. Transformational leadership behavior of school head may still be further improved from average to very high. The Schools Division of Bulacan for research provide continuous research capability training, writeshop, national and international research publication budget allocation. Teachers continuously integrate information and communication technology especially the use of internet and online resources.
Chapter 1
The Problem and Its Background
Introduction
School head are expected to mobilize the abilities and efforts of the teaching staff to provide the adequate educational program. To this end, instructional leaders should devote considerable time to coordinate and manage instruction and stay close to the instructional process. An active transformational leadership actively promotes more active practice in the teaching and learning processes in his/her school. The source of transformational leadership is in the personal values and beliefs of leaders. By expressing their personal standards, transformational leaders can both unite followers and change their goals and beliefs in ways that produce higher levels of performance than previously thought possible. The study of educational leadership has been a concern for many researchers for the past few decades. Leadership philosophy must respond to the innovative challenges of schools, producing high quality teachers and students’ achievements (Leithwood 2012). A school’s principal holds the main position in deciding the way a school works. It has been observed that the development of a teacher’s leadership leads to inspired visions and new hope, improving the quality of a teacher’s job and the effectiveness of the school.
Transformational Leadership has become increasingly popular. Transformational leadership is the engagement among people. Bass (2012) defined transformational leadership as the most effective leadership for the success of an organization. Moreover, transformational leadership can be learned and be the subject of management training. According to Schildkamp & Kuiper (2013) current international research, transformational leadership is of particular importance in the context of data-based decision making since certain transformational leadership behaviors such as developing a vision for the school overlap with factors that promote data use. Transformational leaders accomplish this by employing the four behavioral components synonymous with transformational leadership practices. These components, often referred to the Four I’s according to Leithwood (2014), are as follows: (a) individual consideration, (b) intellectual stimulation, (c) inspirational motivation, and (d) idealized influence.
The role of the school head is considered as the first and foremost important person ensuring the effectiveness of the school and efficiency in running the school. The school head also plays a key role in improving school outcomes by influencing and inspiring teachers, improving school climate and environment.Northouse (2011) defined that the outstanding transformational leadership involve a process that changes and transforms individuals includes the ability to get people to improve, to change and to be led. It involves assessing teacher’s motives, satisfying their needs and valuing them.
In 2013, Frost posited that transformational leadership skills are naturally a part of the school head’s position. The school heads needs to know how to lead his staff without becoming a dictator who mandates every move of the staff. One outstanding leadership quality of a successful head is his ability to create harmony among his academic staff and work with them congenially Taylor (2014).
Meanwhile, according to Rampersad (2011) information and Communications Technologies (ICTs) have become the most basic building block of modern industrial society in a very short time. Mastering information technology and understanding basic skills and concepts of ICT are now highly regarded by many countries. ICT has been increasing at an amazing rate in instruction among teachers. The need for development of ICTs is a global resolution and has been a subject of great significance to all mankind. These technologies have become central to contemporary societies. Whether one is talking on the phone, sending an email, going to the bank, using a library, listening to sports coverage on the radio, watching the news on television, working in an office or in the field, going to the doctor, driving a car or catching a plane, one is using ICTs. Information and communications technology is a shorthand for the computers, software, networks, satellite links and related systems that allow people to access, analyze, create, exchange and use data, information and knowledge in ways that were almost imaginable (Association of African Universities, 2000).
The prevalence and rapid development of ICTs has transformed human society from the information technology age to the knowledge age. According to Kitschner and Davis (2003) identified the following competence required by lecturers in ICT utilization in instruction in education. These include: competence to make personal use of ICT in instruction, competence to master a range of educational paradigms that make use of ICT in instruction, sufficient competence to make use of ICTs as mind tools, competence to make use of ICT in instruction as a tool for teaching, competence in mastering a range of assessment paradigms which make use of ICT in instruction, competence in understanding the policy dimensions of ICT use in instruction for teaching and learning. The ICTs have the potentials not only in ensuring effectiveness and efficiency in these two areas of teaching and learning; but also in erasing the administrative duties.
Information and communication technology (ICT) is becoming the lead artery in our international system which transfers information and knowledge in various fields of professional development for the technical and vocational education system. Therefore, education is the main valve which is responsible for dissemination of knowledge and information technologies. In line with the fast pace of ICTs development; all the technical and vocational education and training TVET cadres (schools managers, teachers, students even the classrooms), should be prepared to meet the new culture of teaching and learning based on 21st century skill’s requirements for educational technologies (Chai, Tan, Deng, & Koh, 2017; Göksün & Kurt, 2017) to produce and raise the number of knowledgeable and skilled students who will lead economic development, with Sudan is the focus of this particular investigation.
While several studies and literature have been performed to assess the positive impact of ICT on teacher research effectiveness, there are still areas that need to be stepped up. In Qablan (2009), it was determined how the participants used ICT and whether they had internal and external weaknesses in the way ICT is effectively integrated into the conduct of research.
The Department of Education Research Management Guidelines (RMG;2017) provide guidance in the management and conduct of research initiatives at the national, regional, schools division, and school levels to further promote and strengthen the culture of research in basic education. This policy also covers instructions for eligible DepEd employees in availing of research funds.
According to Howard (2015) 87% of faculty members surveyed indicated that they do their research during summer recess and holidays while 13% do it during academic year.
The lack of research time available to faculty during the academic year leaves them with only breaks or summer to resume their research.
From the proceeding’s literature the researcher intention of this study was to determine transformational leadership behavior of school head and teacher ICT integration: their effects on the research productivity of teachers.
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