Classroom Leadership Behavior and Teacher Professionalism Development in Public Elementary Schools

Abstract

The study aimed to determine the level of teachers' leadership behavior and teacher professionalism. It utilized a non-experimental quantitative research design, specifically employing a correlational method. The study involved 188 respondents, comprising 136 teachers from various public schools. Based on the findings, the following conclusions were drawn: the level of teachers' leadership behavior was found to be high, indicating that leadership behaviors are clearly exhibited by the teachers. Similarly, the level of teacher professionalism was also high, demonstrating that the teachers consistently demonstrate professionalism in their roles. The null hypothesis, which posited that there is no significant relationship between teachers' leadership behavior and teacher professionalism, was rejected. This suggests that there is a positive correlation between teachers' leadership behavior and teacher professionalism, implying that effective leadership among teachers is associated with a high level of professionalism. Since teachers' leadership behavior and professionalism are significantly related, it is recommended that policymakers and human resource managers consider these variables when formulating policies, designing training programs, and organizing seminars aimed at enhancing the professionalism of teachers. Additionally, teachers may be encouraged to actively participate in school programs, training sessions, and other activities that foster both their professional growth and social learning, further strengthening their leadership capabilities and commitment to professionalism.