This research investigates instructional leadership practices, examining professional reflection being implemented in high performing private schools in the Philippines and how those practices contribute to collective-efficacy of those schools. The first research question is: how are instructional leaders using professional reflection for teacher growth in their practice? The second research question is: how do those leadership practices contribute to teacher collective-efficacy?
Participants in this study were six school leaders from five different private schools in the Philippines, as well as faculty reporting to those school leaders. The school leaders were interviewed about their current practices, and both school leaders and faculty were given a survey to measure collective-efficacy.
The interviews yielded three overarching themes about what instructional leaders were doing to influence professional reflection: making sure there was time and protocols in place at the beginning of the school year; being intentional about the type, frequency, and relevance of feedback; and creating collaborative environments of distributed leadership where teachers were helping teachers, without the presence of school leaders.
While survey results did not meet the threshold of reliability, they do suggest that faculty who practice peer observation have better trust in colleagues resulting in higher collective-efficacy.
