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Chapter 1

INTRODUCTION

Background of the Study

Learning can be viewed as a cognitive development process in which

individuals actively construct systems of meaning and understanding of reality

through their interactions and experiences with their environments. In the

cognitive development process which is academically challenging environment

and passionate leadership qualities of teachers’ is a quality learning

environment crucial to students’ learning and effective teachers create

conditions that permit students to explore new ideas and take academic risks

and problem in their learning (Calderon 2014).

A recent survey of teachers in England, nearly in 40% of teachers of the

1000 questioned had considered leaving the profession because of disrupted

pupil behavior, and more than a fifth said they had developed mental health

problems as a result (ALT,2013). The effect also has been called ‘screen culture’

of children and young people have resulted in changes in the social dynamics

of the teacher-learner relationship in the classroom (Greenfield 2014).

In the Philippines where traditional practices transpire, the only ways in

which teachers with a predisposition for academically leadership is to either

become administrator or principal. Both career paths can be challenging and

yet these are the only ways to provide leadership opportunities inside the

classroom (Calderon 2014).

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In Banaybanay District specifically, kinder teachers who possess

passionate leadership qualities to their students and who has academically

challenging environment are getting extinct due to financial and lack of time.

Statement of the Problem

This study will be conducted to determine the Passionate Leadership

Qualities and Academically Challenging Environment of Kinder Teachers.

Specifically, it seeks answer to the following sub-problems:

1. What is the level of passionate leadership qualities of Kinder Teachers

in terms of:

2.1 enthusiasms,

2.2 communications,

2.3 commitments,

2.4 team building and

2.5 decisiveness

2. What is the academically challenging environment in terms of:

1.1 instructional time,

1.2 creativity,

1.3 productivity,

1.4 transitional and

1.5 student learning

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3. To distinguish if there is significant relationship between academically

challenging environment and passionate leadership qualities of kinder

teachers?

4. Which domains of academically challenging environment significantly

influence passionate leadership qualities of kinder teachers?

Objective of the Study

This study will be conducted to determine the passionate leadership

qualities and academically challenging environment of kinder teachers.

Specifically, it seeks to answer the following sub-problems:

1. To determine the level passionate leadership qualities of teachers’ in public

elementary school teachers in terms of:

2.1 enthusiasm,

2.2 communication,

2.3 commitment,

2.4 team building and

2.5 decisiveness

2. To identify the level of academically challenging environment in terms

of:

1.1 instructional time,

1.2 creativity,

1.3 productivity,

1.4 transitional and

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1.5 student learning?

3. To distinguish if there is significant relationship between

academically challenging environment and passionate leadership qualities of

teacher in Kindergarten?

4. To assess whether which domains of academically challenging

environment significantly influence passionate leadership qualities of teachers?

Hypothesis

The following hypothesis stated that:

Ho1. There is a significant relationship between academically challenging

environment and passionate leadership qualities of Kinder Teahers.

Ho2. The domains of academically challenging environment do not

significantly influence passionate leadership qualities of Kinder Teachers.

Significance of the study

This study will contribute to the body of knowledge about perspectives of

the teachers’ feelings about the passionate leadership qualities and

academically challenging environment of Kinder Teachers. Moreover, this

would be of great help to the following beneficiaries:

DepED Officials. The study may serve as basis for formulating and

enhancing DepED policy and regulation to improve the passionate leadership

qualities and academically challenging environment of Kinder Teachers. It may

provide insights on what programs/activities are needed to prioritize and to be

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implemented to stimulate the passionate leadership qualities and academically

challenging environment of Kinder Teachers.

School Leaders. The results of the study would help them understand

the teachers as a whole person. A better understanding of the need and

expectations of teachers may guide the school administrators in formulating

policies and drawing school programs that will respond to the teachers’ needs

and aspirations. Thus, this could be the basis in developing strategies and

formulating policies towards development of passionate leadership qualities

and academically challenging environment of Kinder Teachers. This study

would help them determine how the passionate leadership qualities and

academically challenging environment of Kinder teachers. In addition, this

study will contribute to the teachers teaching effectiveness and build a trusting

and creative atmosphere that is conducive to the attainment of the goals of the

organization.

Future Researchers. The result of this study could be used as a

secondary data for future related researches especially passionate leadership

qualities and academically challenging environment of Kinder Teachers. This

could also be an avenue for research beginners to establish a new direction in

the field of research.

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Scope and Limitation

This research will be focused on Passionate Leadership Qualities

and Academically Challenging Environment of Kinder Teachers. The sample of

this study consists of 106 teachers in Lupon East District, Lupon West District

and Banayanay District.

Definition of Terms

Instructional Time. In instructional time the clock seems to manage

every school day. The daily schedule is based on a variety of factors, such as

state or district-mandated time periods for a given subject, bus schedules, local

school schedules for special classes, lunch periods, and teacher planning time.

Harry Wong (2016) describe four different types of school-day instructional

time time: Allocated time. The total time for teacher instruction and student

learning. Instructional time. The time teachers are actively teaching. Engaged

time. The time students are involved in a task. Academic learning time. The

time teachers can prove that students learned the content or mastered the skill

(Boots Achievents 2012

Creativity. Creativity in the classroom management is very important

especially in schedule that is predictable. It is essential that students know

what to expect each day. Being predictable in their routine will ensure that

students will not misbehave. Not Having Clear Expectations. A well-managed

classroom means that students have a clear view of what is expected for them.
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It’s OK to set expectations high because they can always lower them later

(Barty, 2014).

Passionate Leadership Qualities of Teachers. Refers to the teachers

commitment to the achievement of their students, that is essential element

of successful teaching which concerned with the development of their students

and they profoundly struggle how to keep students’ learning to cultivate

students’ curiosity and interest in learning. It also refers to the passionate

leadership qualities of good leaders such as passion, communication,

commitment, team building and decisiveness.

Academically Challenging Environment.Refers to academically

challenging classrooms that provide learning activities that have a rigorous

instructional focus with clear and well-structured procedural rules, together

with opportunities for active participation and engagement. Academically

challenging environment refers also to the performance indicators are the

following instructional time, mistakes, productivity, transitions, and student

learning.