Abstract

This research aimed to study the current conditions, desirable conditions, and needs assessment for enhancing teacher leadership among teachers in small primary schools under the Office of Basic Education Commission. Employing a quantitative research methodology, the study utilized stratified random sampling to obtain a sample of 367 teachers from small primary schools during the 2024 academic year, with the Multi-stage Sampling using Krejcie and Morgan’s table. The research instrument consisted of a five-point rating scale questionnaire assessing both current and desirable conditions. Data analysis involved frequency, percentage, arithmetic mean, standard deviation, and Priority Needs Index (PNI_modified). The findings revealed that:

1) The current conditions of teacher leadership were at a high level (x̄ = 3.54), while the desirable conditions were at the highest level (x̄ = 4.52); 2) The overall PNI_modified value was 0.28, indicating a moderate level of development needs. When ranked by priority, transformational leadership showed the highest development need
(PNI_modified = 0.38), followed by instructional leadership (PNI_modified = 0.30), teamwork and communication (PNI_modified = 0.23), and self-development (PNI_modified = 0.21), respectively. These findings suggest that teacher leadership enhancement programs for small primary schools under the Office of Basic Education Commission should incorporate these characteristics into their training curriculum.

This work is licensed under a Creative Commons Attribution 4.0 License.