DISTRIBUTED Leadership and Teacher Self-Efficacy as Antecedents of the Teacher Leadership of Senior High School Teachers in Region XI: An Explanatory Sequential APPROACH

Abstract

This study determined the significant influence of distributed leadership and teacher self-efficacy on teacher leadership among senior high school teachers in Region XI, using a mixed methods approach, particularly the explanatory sequential design. In the quantitative phase, 300 respondents were purposively selected from public senior high schools in the Davao Region. The qualitative phase involved in-depth interviews and focus group discussions with selected participants from the quantitative group to explore and validate the findings further. Adapted, validated, and reliability-tested questionnaires, along with an interview guide derived from the quantitative results, were utilized. Quantitative data were analyzed using descriptive statistics, Pearson r, and multiple regression analysis, while qualitative data were subjected to thematic analysis. Results showed that levels of distributed leadership, teacher self-efficacy, and teacher leadership were high. Both distributed leadership and teacher self-efficacy had a significant relationship with and influence on teacher leadership. The qualitative findings affirmed and expanded upon the quantitative results, highlighting how collaborative practices and confidence in teaching roles foster teacher leadership. The integration of data revealed connecting-confirmation and connecting-expansion types, illustrating the complementary nature of the two phases in understanding the dynamics of teacher leadership in the region.