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Marsha H. Malbas
Faculty Member, Graduate School of Education, University of the Visayas, Cebu, Philippines
Education

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Preferred Educational Leaders: Character and Skills Osias Kit T. Kilag; Ronnie E. Pasigui; Marsha H. Malbas; Ezekiel A. Manire; Mercenisa C. Piala; Andre Mari M. Araña; John Michael Sasan
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.101

Abstract

This research study explored the characteristics and skills that teachers believe are important for educational leaders. Using a qualitative research approach and a phenomenological design incorporating narrative analysis, the study analyzed the perspectives of 10 teachers in Toledo City on this topic. The findings revealed that effective communication skills, emotional intelligence, vision and strategic planning, and passion for education were the four main themes identified by the participants as crucial characteristics and skills of educational leaders. These findings provide insights into what teachers value in their leaders and what they believe is important for the improvement of the education system. The study highlights the need for educational leaders to possess a range of characteristics and skills in order to be successful in their role and improve the learning experiences of their students.
The Views of the Faculty on the Effectiveness of Teacher Education Programs in Developing Lifelong Learning Competence Osias Kit T. Kilag; Marsha H. Malbas; Jayson R. Miñoza; Millaine Mariel R. Ledesma; Ann Bernasyl E. Vestal; John Michael V. Sasan
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.106

Abstract

The purpose of this research is to analyze the views of faculty members on the success of teacher education programs in developing lifelong learning competence. A review of the literature was conducted to gather information on the opinions of faculty members and to identify the key factors that they believe contribute to the success of teacher education programs in this regard. The results of the literature review suggest that the views of faculty members on the success of teacher education programs in developing lifelong learning competence are mixed. Some faculty members believe that these programs are successful in preparing students for a lifetime of learning, while others believe that there is room for improvement. Faculty members who believe that teacher education programs are successful in developing lifelong learning competence often point to the use of hands-on, practical experiences, the incorporation of technology, and opportunities for professional development as key factors in this success. Those who believe that there is room for improvement recommend incorporating more hands-on, practical experiences, providing opportunities for professional development, and incorporating technology in new and innovative ways. In conclusion, the views of faculty members on the success of teacher education programs in developing lifelong learning competence are diverse and complex. Further research is needed to determine the most effective ways to prepare students for a lifetime of learning and to assess the success of teacher education programs in this regard.
Transformational Leadership and Educational Innovation Osias Kit T. Kilag; Marsha H. Malbas; Ma. Kenneth S. Nengasca; Lifejeana Jesusa H. Longakit; Leonora C. Celin; Ronnie Pasigui; Maria Ashley Vannesa N. Valenzona
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.107

Abstract

This study explores the relationship between transformational leadership and educational innovation in primary and secondary schools. The study used a qualitative phenomenological research design and conducted in-depth interviews with six school heads in Toledo City Division. The results of the study show that transformational leadership plays a critical role in promoting and supporting educational innovation in schools. Transformational leaders empower teachers and other stakeholders to participate in the implementation of educational innovation initiatives and create a positive and supportive learning environment that fosters growth and development. The findings of this study provide valuable insights for educational leaders, policy makers, and practitioners on the importance of transformational leadership in promoting and supporting educational innovation in schools.
Co-Authors Andre Mari M. Araña Ann Bernasyl E. Vestal Ezekiel A. Manire Jayson R. Miñoza John Michael Sasan John Michael V. Sasan Leonora C. Celin Lifejeana Jesusa H. Longakit Ma. Kenneth S. Nengasca Maria Ashley Vannesa N. Valenzona Mercenisa C. Piala Millaine Mariel R. Ledesma Osias Kit T. Kilag Osias Kit T. Kilag Ronnie E. Pasigui Ronnie Pasigui