Teachers Leadership and School Structures of Selected Clusters in the Division of Rizal

AUTHOR(S)

EDRALINA V. MUNI

ABSTRACT

—— This study investigated the relationship between teacher leadership and school organizational structure in selected clusters within the Division of Rizal, focusing on role clarity, leadership effectiveness, and structural support. Using a mixed methods explanatory sequential design, data were collected from school principals and teacher leaders through surveys and interviews. Results revealed that role clarity strongly correlates with leadership effectiveness, showing that teachers perform better when roles are well-defined and supported by collaboration and administrative trust. However, organizational structure alone did not guarantee leadership success unless paired with empowerment and shared governance. Both groups reported similar perceptions, emphasizing communication, initiative, and peer collaboration as vital leadership attributes. The lack of incentives and formal recognition systems emerged as a key limitation to sustaining motivation. The proposed TEACH–LEAD RIZAL Framework was developed to address these gaps, offering a structured model for enhancing teacher leadership through training, collaboration, and institutional support. Overall, the study highlights the importance of clarity, collaboration, and recognition in strengthening teacher leadership and improving instructional quality across schools in the Division of Rizal. Keywords — Teacher Leadership, Organizational Structure, Role Clarity, Leadership Effectiveness, Collaboration, Educational Management, Division of Rizal