VOICES OF TRANSFORMATION: DELVING TO TEACHERS LIVED ERIENCES TO INSTRUCTIONAL INNOVATIONS (KEY IJP************582)

• Shiela Mae A. Olegario

Abstract

Abstract This study looked at the leadership style of one public elementary school principal that chose an innovation to manage and improve student behavior and the leadership of the principal during the implementation process. The anticipated outcome was that the researcher would discover that the principal followed steps outlined in professional research, however, what was learned were that some principal do not adhere to those guidelines. In this study, the principal researched, implemented, and oversaw the implementation, and she strategized a short-term plan for teacher training and support. in Tibuloy Elementary School in Toril District, Davao City. Outside complexities, such as the simultaneous implementation of the responsive classroom program and looping, influenced the implementation of the innovation as well as the principals leadership of the program. Another influential factor affecting the principals leadership was the lack of long-term planning for ongoing training and support of the initiative. Leading an innovation as unique as single-gender education is a multi-faceted process. These stem from the principals rationale for the innovation and the methods used to initiate, implement, and sustain it. When leading an innovation, leaders rarely follow a prescribed path as outside factors arise that either enhance or derail the innovation. The leader must also have the ability to analyze individual participant needs during the implementation process and provide re-direction when the innovation deviates from its desired outcome.Keywords: Single-gender instruction, leadership, innovation, implementation