Proposed inventory tool on classroom based teacher leadership [manuscript] / Reynaldo G. Barata.

Includes bibliographical references.

Teacher leadership is no longer optional. Its importance in student learning, teacher retention, school culture, school improvement, the crafting of sound education policy, and productive and innovative teachers' associations has been demonstrated by both research and practice. The purpose of this research study was to propose inventory tool on classroom based teacher leadership. With increased attention on accountability for student achievement, educators have begun to look for ways to take the lead in reform efforts. But, little research has been done to identify why particular teachers emerge as leaders. This study explored the philosophies and leadership behaviors of a group of state universities and colleges teachers at Region-III. Quantitative methods of data were collected using the surveys on classroom based teacher leadership. Descriptive statistics were used to analyze survey data. In view of the necessity to evaluate classroom based teacher leadership, this paper designed a valid and reliable test called propose inventory tool on classroom based teacher leadership. In this study, it implies that Exploratory Factor analysis can be conducted subsequently since the Bartlett's Test of Sphericity is statistically significant because p value is .000 and the overall KMO is 0.716 or middling for factor analysis. Findings from reliability tests based on data gathered from state universities and colleges teachers revealed to be reliable (alpha = 0.814) using Factor Analysis. Beliefs regarding classroom management vary among teachers and play an important role in effective instruction. An operational definition of classroom leadership was derived from theoretical and research sources and used as the framework for the CBTL. Based on data gathered from 329 subjects, a reliable classroom based teacher leadership was derived. This will significantly help teachers know their creative potentials, promote a reevaluation of their classroom creativity, guide teacher development in appropriating trainings, and prompt Teacher Education Institutions to foster awareness of classroom leadership and effectiveness in their curriculum. Further, this study relevantly challenges innovation among teachers and their consciousness of and motivation towards classroom leadership will contribute to the efficiency in developing students for their own life skills. The study found that classroom based teacher leadership was a meaningful concept in Philippine public schools even if the term 'classroom based teacher leadership' has not been introduced formally. CBTL consists of actions undertaken by teachers who respond positively to opportunities to improve teaching and learning. These teachers possess a strong sense of moral purpose and requisite pedagogic and leadership competencies. They help create conditions that support teaching and learning, often in challenging circumstances, in collaboration with colleagues and the school's leadership. Recommendations from this study include recognizing classroom based teacher leadership in the country's education reform agenda, encouraging teacher leaders to accept leadership work and giving attention to development programmed for classroom based teacher leaders.