Needs Assessment for Enhancing Teacher Leadership Among Teachers in Small Primary Schools Under the Office of Basic Education Commission
Bibliographic record
Abstract
This research aimed to study the current conditions, desirable conditions, and needs assessment for enhancing teacher leadership among teachers in small primary schools under the Office of Basic Education Commission. Employing a quantitative research methodology, the study utilized stratified random sampling to obtain a sample of 367 teachers from small primary schools during the 2024 academic year, with the Multi-stage Sampling using Krejcie and Morgan’s table. The research instrument consisted of a five-point rating scale questionnaire assessing both current and desirable conditions. Data analysis involved frequency, percentage, arithmetic mean, standard deviation, and Priority Needs Index (PNImodified). The findings revealed that: 1) The current conditions of teacher leadership were at a high level (x̄ = 3.54), while the desirable conditions were at the highest level (x̄ = 4.52); 2) The overall PNImodified value was 0.28, indicating a moderate level of development needs. When ranked by priority, transformational leadership showed the highest development need (PNImodified = 0.38), followed by instructional leadership (PNImodified = 0.30), teamwork and communication (PNImodified = 0.23), and self-development (PNImodified = 0.21), respectively. These findings suggest that teacher leadership enhancement programs for small primary schools under the Office of Basic Education Commission should incorporate these characteristics into their training curriculum.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".