International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
Krizia Jane M. Dayaganon
Department of Education, Philippines
Abstract: Teacher autonomy is vital component for the productive development of the school and as well as profession. This study determined the mediating effect of organizational climate on the relationship between instructional leadership and teacher autonomous behavior, specifically in the Municipality of Talaingod, Division of Davao del Norte. This study employed a mediation analysis with 300 samples with a thorough interpretation of the data collected through statistical treatments (Mean, Pearson r, Med-graph using Sobel z-test). The findings of the study showed that there is a strong relationship between Instructional Leadership and Teacher Autonomous Behaviour. It was also revealed that Organizational Climate partially mediated the relationship between instructional leadership and the autonomous behavior of Talaingod Public-School Teachers. The result implies that giving opportunities for the teacher to have autonomy when it comes to the teaching-learning process is an integral part of being a great instructional leader.
Keywords: Organizational Climate, Instructional Leadership, Teacher Autonomous Behavior and Public School Teachers
I. INTRODUCTION
Teachers should be provided as much autonomy as necessary, for they are the best positioned people to make rational decisions for students’ academic career, give them support, craft lectures, and select instructional methods. However, teacher autonomy has become a central area of discussion and controversy in public education in recent years, primarily as a consequence of education policies that limit teachers’ expertise, sensitivity, resourcefulness, authority or performance (The Glossary of Education Reform, 2014). It has also been found that the lack of teacher autonomy has become a cornerstone of bigger school problems. Not every child is studying at the same speed, or in the same manner; and due to lack of autonomy, teachers were unable to consider specific approaches to particular issues (Sandoval, 2018). Moreover, the pressure of making students do well on standardized exams may be a burden to certain teachers in their attempts to educate their students autonomously. The connection between the teachers’ sense of autonomy, the actions and activities of staff, and the academic performance of students, however, remains uncertain (Gurganious, 2017).
The autonomous behavior of teachers is vital to secure a learning atmosphere that meets the varied needs of the students. Just as the learner wants space, independence, autonomy and appreciation, so does the teacher need the same.