Exploring School Heads’ Initiatives in Empowering Teacher–Leadership

Abstract

This qualitative study explored the initiatives undertaken by public elementary school heads in empowering teacher-leadership within the division of Malaybalay City during school year 2024–2025. Guided by transformational leadership theory, distributed leadership theory, and Moustakas’ transcendental phenomenological approach, the study examined how school heads cultivate teacher - leadership, the challenges they encounter, and the capacity-building needs necessary for sustaining empowerment. The research employed a qualitative phenomenological design to gain deep insights into the lived experiences of school heads. Data were collected using semi-structured in-depth interviews and focus group discussions (FGDs), with validated interview and motive guide questions developed through expert consultation. Fourteen school heads were purposively selected based on their leadership experience and involvement in teacher development programs. Using Moustakas’ (1994) analytical framework—epoche, horizontalization, clustering of meaning units, and synthesis—the findings revealed three core themes: (1) strategic and relational delegation, where leadership roles were assigned intentionally to build teacher capacity and trust; (2) the power of affirmation, which emphasized recognition, inclusion, and emotional support; and (3) leading by example, where school heads modeled integrity, consistency, and commitment to inspire leadership. Challenges included low teacher self-efficacy, reluctance to lead, and systemic constraints such as limited resources. In response, participants advocated for holistic, values-based training and technical capacity-building programs to further empower teacher-leaders. This study affirms the pivotal role of school heads in building collaborative, inclusive, and resilient school cultures through intentional teacher empowerment. The findings contribute to leadership discourse and offer insights for policy-makers, education leaders, and future researchers aiming to strengthen teacher-leadership in the Philippine basic education context.