ASSISTANCE OF INSTITUTIONAL ACHIEVEMENT

IN EMPLOYING TEACHERS PERSPECTIVE

FOR LEADERSHIP REMODELING UNDER THE
NEW NORMAL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 6
Pages: 985-994
Document ID: 2022PEMJ503
DOI: 10.5281/zenodo.7569150
Manuscript Accepted: 2023-23-1
Psych Educ,2023, 6: 985-994, Document ID: PEMJ503, doi:10.5281/zenodo.7569150, ISSN 2822-4353
Research Article

Assistance of Institutional Achievement in Employing Teachers’ Perspective for

Leadership Remodeling Under the New Normal
Edel Weiss R. Caballero*
For affiliations and correspondence, see the last page.

Abstract
Actualization of leadership remodelling of public elementary school teachers arises from the several
groups and individuals with whom they work earlier and during the present time. Thus, this study
investigated the teachers’ awareness of institutional achievement and indicators of leadership
remodelling among public elementary school teachers and correlated them with selected profile
variables. Based on the findings of the study, Teachers’ awareness of the institutional achievement
prevailing in their workplace is favorable. The majority of the teachers are very high in terms of
conceptualizing pedagogical predicaments fostering success; high in terms of improving self-
sufficiency, setting up superbness, and in furthering professional commitment. The institutional
achievement prevailing in the teachers’ workplace has assistance on teachers’ perspectives for
leadership remodelling under the new normal along the five measures. Teachers across ages and the
number of years teaching do not differ in their receptiveness of institutional achievement and in their
leadership remodelling along the five measures.

Keywords: leadership, remodeling, new normal, institutional achievement, teachers’ perspective

Introduction include helping pupils with their problems, visiting

Actualization of leadership remodelling of public
elementary school teachers arises from the several
groups and individuals with whom they work with
earlier and during the present time (Albritton, 2017).
Teachers are outstanding figures and worthy
individuals in the community. They can express
themselves as leaders and can make their assistance
felt in all community activities. They help instruct and
address the needs and resources of the community and
make recommendations to higher authorities they feel
will better adapt to the various activities of the school.
pupils’ homes, interviewing and planning with parents,
and monitoring school activities.
Approving of signal that stand out teachers’ leadership
remodeling is a enrich way for keeping assistance and
prioritizing concentration on important comportment
connected with their efficient instruction and
performance. The public elementary school teachers
are facing by several interrelationship, commitments,
needs, concerns, and anticipation which demand an
evaluation of transformational methodologies that
project their leadership manner in terms of this
concern.

Teachers are different from one another. Earlier
experiences and previous preparations cause others to
relate mutually with those around them differently.
Teachers organize the meeting of the officials of the
town and the parents of pupils. They keep them well
informed of the needs and work of the school and the
cooperation expected from parents and others in
consonance with the visions of the national
government. Teaching is more than a job – it is a
meritorious call, a custodianship that requires the
individual to endeavor faithfully to embellish others, to
aggrandize their areas of accountability to ask them to
do more. The liability of teachers has been found to
carry out are intensely multitudinous in terms of
commitments and activities to promote instructional
improvements in schools. Teachers’ role centers on
transcribed tasks such as institutional patterns and
school climate that advance and expedite teaching and
learning (Dubinskky, 2013). Added to these activities
Moreover, this study is motivated to undertake this
study with the ardent hope that results related to
assistance of institutional achievement on teachers’
leadership remodeling may serve as bases for higher
school authorities to benchmark teachers’ potentials
and strengths as school leaders.
Research Objectives
The researcher looked into teachers’ awareness of
institutional achievement and indicators of leadership
remodeling among public elementary school teachers
and correlated them with selected profile variables.
Specifically, the researcher endeavored to arrive at
salient findings to the following:
1. Teachers’ awareness of the prevailing institutional
achievement in their workplace.
2. Indicators of leadership remodeling of the public

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Research Article
elementary school teachers in terms of:
2.1. conceptualizing pedagogical predicaments
2.2. improving self-sufficiency
2.3. fostering success
2.4. setting up superbness, and
2.5. furthering professional commitment.
3. Assistance of institutional achievement on teachers’
leadership remodeling.
4. Variance in the teachers’ leadership remodeling
when grouped across age and number of years as a
teacher.
Methodology
Research Design
The descriptive method of research was employed in
this study. Checklist was the main tool for gathering
data. Online interviews and observations were
undertaken to validate the findings. As the term
implies, it proceeds to describe certain phenomena.
For this reason, some authorities in research describe it
to be “fact-finding” or “information gathering” with
analytical interpretations. It is concerned with
conditions or relationships that exist; practices that
prevail; beliefs and processes that are going on; effects
that are being felt, or trends that are developing. The
descriptive method involves determining information
about variables rather than individuals.
Participants of the Study
The participants of the study were 103 teachers from
District 8, Division City of Malolos, during the school
year 2021-2022. Universal sampling was drawn.
Data Gathering Tools
Institutional achievement Checklist (Rogin, 1999).
The checklist consists of ten (10) items to elicit
information relative to the standards, means of
dispensing duties and commitments, and the various
opportunities for professional growth and development
in the workplace of the respondents.
Leadership remodelling Indicators Checklist. The
instrument to gather data was adapted f rom
AlimoMetcalfe, B. and Alban-Metcalfe, J. (2011). It
Edel Weiss R. Caballero
consists of five subscales with six (6) items per
subscale: Conceptualizing Pedagogical Predicaments,
setting visions, fostering success, setting up
superbness, and improving self-sufficiency.
Data Processing
Permission to administer the checklist to the
r espondent s was sought from the Schools
Superintendent and coursed through the District
Supervisor. The data-gathering tools were
administered to the participants through different
online platforms to avoid the exposure of the
respondents to COVID-19. An explanation of the
intent of the study was undertaken. Queries from the
participants were entertained, needing clarification.
Results and Discussion
Teachers’ Awareness of the Prevailing Institutional
Achievement in their Workplace
Table 1. Presents the degree of the teacher’s
awareness of the prevailing institutional achievement
in their workplace.
Majority of the teachers, 63 or 61.17 percent, consider
their institutional achievement as favorable. The
teachers feel that they function in an institution where
there prevail ideals and measures towards efficient
deliverance of duties and commitments, and the
preponderance of an array of prospects. All these are
geared for their personal and professional growth and
development in the workplace. An institutional
achievement perceived as auspicious, encouraging,
and dynamic contribute to the efficient attainment of
goals and objectives. The teachers feel that they
belong and sense that they are secured which redound
to their full satisfaction in the performance of work.
Table 2 presents the obtained weighted means and the
verbal description of item-statements relative to
teachers’ awareness of their institutional achievement.
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Research Article
Teachers’ awareness of institutional achievement in
their workplace is very evident.
Table 2. Obtained Weighted Means and the Verbal
Descriptions of Item-statements with Regards to
Teachers’ Awareness of their Institutional
Achievement in their Workplace
They agree that participating in a specialized work
related atmosphere; work that allows them to embrace
and undergo professional growth and advancement;
professional innovation is promoted; chosen
profession helps them to boost their ingenuity; have
the opportunity to learn continuously; necessarily
measured immediately by their school heads;
addressed professionally; chance to develop and
improve professionally. Very evident among the
respondents have the chance to cooperate with other
teachers.
Their credibility as public servants is enhanced, too, as
they exert efforts to embellish their competencies. The
teachers are cognizant of the circumstances, situations,
and conditions of their job. They are sensitive of the
anticipation of others of the efficiency they have to
render in terms of the performance of their duties and
commitments. The teachers are of the belief the that
their prevailing work environment helps them become
more efficient and dynamic, that superiors are
enthusiastic to see them grow and help them achieve
Edel Weiss R. Caballero
their objectives. The working ambience from teachers’
viewpoints make them feel they belong to the
institution and whatever recommendations they make
to improve work is accepted favorably by higher
authorities.
Interrelationship among the teachers hinge on
approbatory deportment. The culture in the workplace
redounds to their welfare which consequently
motivates them to become efficient and productive.
The institutional achievement intensifies feelings of
belonging and builds high morale among the nurses.
Opportunities for collaboration with other teachers are
manifestations of their institutional achievement which
emphasize the need to maintain harmonious
relationships. For the teachers, the work they are in
creates favorable impressions on others. They feel they
are being looked up to and others seek their support
and assistance on some personal matters. They feel
that their work carries with it prestige and authority.
The Leadership Remodeling of Public Elementary
School Teachers Conceptualizing Pedagogical
Predicaments
Table 3 presents the degree and frequency distribution
of teachers’ leadership remodeling in terms of
Conceptualizing Pedagogical Predicaments .
Table 3. Degree of and Frequency Distribution of
Teachers’ Transformation Leadership in terms of
Conceptualizing Pedagogical Predicaments
Majority of the teachers, 69 or 66.99 percent, are high
in their leadership remodeling in terms of
conceptualizing pedagogical predicaments. Result
implies that the mainstream of the teachers are
equipped of leadership remodeling in forms of
intellectual challenge and stimulation. It is evident in
this table that most of the respondents are capable of
conceptualizing pedagogical predicaments especially
in this time of pandemic.
Table 4 presents the obtained weighted means and the
verbal descriptions of item-statements with regards to
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Research Article

teachers’ leadership remodeling in terms of Table 5. Degree of and Frequency Distribution of

Conceptualizing Pedagogical Predicaments . Teachers’ Transformation Leadership in terms of
Improving Selfsufficiency
Table 4. Obtained Weighted Means and the Verbal
Descriptions of Item-statements with Regards to
Te ac hers ’ Tr ans f or mati onal in terms of
Conceptualizing Pedagogical Predicaments

Majority of the teachers, 68 or 66.02 percent, are high

in their in their leadership remodeling in terms of
improving self-sufficiency. Finding suggests that there
exists among the teachers a mixture of comportment
reflective of clear communication of beliefs enabling
others to recognize their accomplishments. Especially
in this time of pandemic most of the teachers are self-
sufficient in their chosen profession they always work
independently as much as possible because the
pandemic lessens their interaction with their
colleagues.

Table 6 presents the obtained weighted means and the

verbal descriptions of item-statements with regards to
teachers’ leadership remodeling in terms of improving
self-sufficiency.
The teachers disclosed that the foll owi n g
itemstatements, in hierarchical order, are very true to Table 6. Obtained Weighted Means and the Verbal
them: evaluate self- capabilities; ready and equip to Descriptions of Item-statements with Regards to
work in the new normal way of teaching and learning Teachers’ Transformational in terms of Improving
process; try different methods and techniques to Selfsufficiency
improve the teachinglearning process under the new
normal. There prevails an approbatory leadership
remodeling in terms of challenging the process among
the majority of the teachers. In terms of this direction,
the teachers can be described as professionals who
apparently venture on intellectual challenges and
stimulation.

Improving Self-sufficiency

Table 5 presents the degree and frequency distribution

of teachers’ leadership remodeling in terms of
improving self-sufficiency.

The teachers remark that they always talk to their

pupils in an optimistic and enthusiastic way to boost
their eagerness to learn in the midst of pandemic;
Encourage the pupils to achieve their aspirations and
goals in life; characterize the positive goals that they

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Research Article

want to establish and inculcate in their pupils; eager to Teachers’ Transformational in terms of Fostering
achieve their aspirations and goals in the future with Success
confidence and determination; focusing on what really
matters especially in this time of pandemic. Often,
planning ahead of time to achieve the dreams and
goals they set in their mind. The teachers seemingly
are very much interested in the future and welfare of
their pupils. They evidently convey to their pupils an
encouraging and optimistic stance for their future.
Teachers inquire their pupils to disclose what their
ideas and aspirations of the days to come. They exert
efforts to depict and explain possible opportunities
their pupils can engage in.

Fostering Success

Table 7 presents the degree and frequency distribution

of teachers’ leadership remodeling in terms of
fostering success.

Table 7. Degree of and Frequency Distribution of
Teachers’ Transformation Leadership in terms of
Fostering Success
Majority of the teachers, 61 or 59.22 percent, are very
high in their leadership remodeling in terms of
fostering success. Finding insinuates that the teachers
endeavor to assist others actively participate in the
planning of work and tasks and to address
interdependent relationships in the school to get things
done. The mainstream of the teachers are responsive to
concerns and issues affecting them. They know how
significant it is to arrive at targets and objectives
through concerted efforts. They are cognizant that it is
indispensable to involve others in undertakings that
will success spell and fulfillment of activities,
programs, and other agenda.
Results of the weighted means of the various
itemstatements disclosed the following in hierarchical
order as “always” to the teachers: consider everyone
with appreciation and distinction; engage the people to
have a collaboration with their colleagues; encourage
everyone that they have a freedom in all decisions they
make; boost the sense of belongingness in the field of
their work; encourage everyone to participate in
different activities that promotes collaboration and
innovation; and bring an environment where there is a
commitment. The teachers are aware how important it
is to attain goals and objectives through concerted
efforts. They are cognizant how essential it is to
involve others in undertakings that will success spell
and fulfillment of activities, programs, and other
agenda.
Setting Up Superbness
Table 9 presents the degree and frequency distribution
of teachers’ leadership remodeling in terms of setting
up superbness.

Table 8 presents the obtained weighted means and the

verbal descriptions of item-statements with regards to
teachers’ leadership remodeling in terms of fostering
success.

Table 8. Obtained Weighted means and the Verbal

Descriptions of Item-statements with Regards to

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Research Article

Table 9. Degree of and Frequency Distribution of allocate time and focus on developing the conduct that
Teachers’ Transformation Leadership in terms of most of the people are patronizing; transparent about
their ideology in life by the use of their chosen
Setting Up Superbness
profession; and encourage everyone to participate in
promoting the best services in the school programs and
activities. They concur that they apportion much time
and stamina to let people adhere to what are morally
upright. The teachers are attentive of whatever
activities they address. Seemingly, they exert efforts
that operations and processes undertaken are
systematized in order to be more addressable. They are
transparent about their fundamental principles of
executive ability which aid their teachers to undertake
Majority of the teachers, 58 or 56.31 percent, are high
intelligent goals, plans, and institute breakthroughs.
in their leadership remodeling in terms of setting up
The teachers are constantly put into practice whatever
superbness. Efforts are exerted by the teachers to make
values they advocate.
their philosophy of leadership clear to others. The
teachers spend time to make others adhere to certain
Furthering Professional Commitment
values and the setting of goals. It is evident that the
teachers have a good and determined leadership skills
Table 11 presents the degree and frequency
and capabilities under the new normal. Teachers,
distribution of teachers’ leadership remodeling in
seemingly, are settled on how important excellence is
terms of furthering professional commitment.
in academic work. Achievements are very important to
the teachers and as such they endeavor to treasure
Table 11. Degree of and Frequency distribution of
them through recognition.
Teachers’ Transformation Leadership in terms of
Table 10 presents the obtained weighted means and the Furthering Professional Commitment
verbal descriptions of item-statements with regards to
teachers’ leadership remodeling in terms of setting up
superbness.

Table 10. Obtained Weighted Means and the Verbal

Descriptions of Item-statements with Regards to
Teachers’ Transformational in terms of Setting Up
Superbness

Majority of the teachers, 52 or 50.49 percent, are high

in their leadership remodeling in terms of furthering
professional commitment. They exert efforts to build
and use a common vision of the school institution and
its future in leading subordinates. The teachers are
equip and eager to learn with the latest trends in
teaching-learning process under the new normal that is
evident in the table.

Table 12 presents the obtained weighted means and the

verbal descriptions of item-statements with regards to
teachers’ leadership remodeling in terms of furthering
professional commitment.

The teachers remark always to the following situations

in hierarchical order: colleagues in the school
designate clear and broad aspirations; demonstrate
transformation and development that are relevant;
congruent practice of conduct that they promote;

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Research Article
Table 12. Obtained Weighted means and the Verbal
Descriptions of Item-statements with Regards to
Teachers’ Transformational in terms of Furthering
Professional Commitment
The teachers describe the following item-statements as
“always”: recognize and assist the pupils in their
attainments; Recognize the people who did their best;
Acknowledging the people who put a great effort on
accomplishing different school activities; and share to
everyone the positive achievement of the school. The
teachers disclosed that the following itemstatements as
occurring often to them: recognize and honor the
attainments of the school and encourage others to be
determine to accomplish the assigned task to them.
The teachers acknowledge worthy contributions of
pupils and other people which consequently will lead
the pupils and others to be more motivated and
enthusiastic in the performance of tasks. The teachers
make it a point to announce and report to others
whatever auspicious activities and accomplishments
were accomplished. Prosperous achievements of
activities, programs, and other projects are very
important to the teachers and as such they endeavor
to treasure them through commemorative ventures.
The morale of pupils and other people teachers interact
with are intensified when they endeavor to commend
their pupils and other people for something well done.
Assistance of Institutional Achievement to the
Leadership Remodeling of Teachers
Table 13 presents the coefficients of correlation to test
the hypothesis: “Institutional achievement has no
assistance on teachers’ leadership remodeling”
Edel Weiss R. Caballero
Table 13. Coefficients of Correlation to Test the
Hypothesis: “Institutional achievement has no
assistance on teachers’ leadership remodeling”
Obtained r-ratios disclosed that institutional
achievement has an assistance on teachers’ leadership
remodeling in terms of Conceptualizing Pedagogical
Predicaments; improving self-sufficiency; fostering
success; setting up superbness; and, furthering
professional commitment. Findings imply that the
more favorable the teachers in their receptiveness of
constructive circumstances and conditions in their
workplace – the more the teachers’ potentials for
leadership remodeling under the new normal are
intensified.
The manner teachers feel on how they function in the
school institution more so when there prevail ideals
and measures towards efficient deliverance of duties
and commitments – the tendency is for teachers to
become more intense in their manifestation of
comportment to enable other people to recognize their
accomplishments; and, likewise, the more efforts are
made by the teachers to make their philosophy of
leadership clear to others.
An institutional achievement perceived as auspicious,
encouraging, and dynamic contributes to the efficient
attainment of goals and objectives, the more
enthusiastic the teachers are to communicate to their
pupils a positive and hopeful outlook for the future and
the more they ask pupils to share their dream of the
future. An institutional that enables teachers to feel
that they belong and sense that they are secured - the
more passionate and consistent the teachers will
become in practicing the values they advocate and to
spend more time and energy on making certain that
people adhere to values agreed on. Online interview
with one female teacher reinforces this finding when
she commented:
“The culture in our school helps me to practice my
chosen profession the best possible accomplishments. I
see to it that I project attributes and conduct to make
possible for others to identify their endeavors which
consequently makes more efforts to formulate clearly
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Research Article
my personal notion of addressment to others.”
Likewise, an added reinforcement of this finding was
the disclosure of one male teacher during an online
interview with him. He said:
“I fell guarded what the future anticipates me. The
institutional achievement in my work environment
helps me to feel positive about future deals; hence, my
enthusiasm to impart to my pupils the sense of
positivity for their future. The more interested I have
become in projecting optimistic values for my pupils to
imitate.”
Very evident among the respondents are visible
representations of their dedication and passion for
professional development which their workplace
provides. Their experience and abilities are developed
with continuous professional growth. Their credibility
as public servants is enhanced, too, as they exert
efforts to embellish their competencies. The teachers
are cognizant of the circumstances, situations, and
conditions of their job. They are sensitive of the
anticipation of others of the efficiency they have to
render in terms of the performance of their duties and
commitments.
The teachers are of the belief the that their prevailing
work environment helps them become more efficient
and dynamic, that superiors are enthusiastic to see
them grow and help them achieve their objectives. The
working ambience from teachers’ viewpoints make
them feel they belong to the institution and whatever
recommendations they make to improve work is
accepted favorably by higher authorities.
Interrelationship among the teachers hinge on
approbatory deportment. The culture in the workplace
redounds to their welfare which consequently
motivates them to become efficient and productive.
The institutional achievement intensifies feelings of
belonging and builds high morale among the nurses.
Opportunities for collaboration with other teachers are
manifestations of their institutional achievement which
emphasize the need to maintain harmonious
relationships. For the teachers, the work they are in
creates favorable impressions on others. They feel they
are being looked up to and others seek their support
and assistance on some personal matters. They feel
that their work carries with it prestige and authority.
An institutional achievement that allows teachers to
express their creativity and join and participate in
professional institutions and provides opportunities for
professional growth, its consequences on teachers are:
Edel Weiss R. Caballero
the more fervent and inspired the teachers will be to
employ approaches aimed at assisting learners in their
studies and to utilize their relationships to assistance
pupils’ growth and development. The more
missionoriented teachers will be; and, the more the
teachers will resort to varied intellectual challenges.
An institutional achievement that promotes intellectual
st i m ul at i on in the t eacher s’ d a y - t o- day
interrelationship with pupils and fellow workers
generates teachers’ enthusiasm towards more
challenging professional endeavors and to pursue
further studies.
An institutional achievement where superiors consider
subordinates’ needs as a priority; where teachers are
treated as professionals; and, where innovations are
encouraged – the consequences are more dedicated,
committed, and loyal teachers.
An institutional achievement perceived to be
supportive of the basic needs of the workforce creates
an ambiance of the value of cooperative endeavors in
the attainment of mission, goals, and visions. On the
other hand, an institutional achievement that cares less
about the workforce feelings of security results to a
workforce devoid of loyalty. Most often, changes in
the workforce become more frequent. Employees
leave the institution after being thoroughly
trained. The hypothesis: “Institutional achievement has
no assistance on teachers’ leadership remodeling” was
rejected.
Variance in the Teachers’ Transformational
Leadership when Grouped Across Age and
Number of Years as a Teacher
Table 14 presents the obtained correlation coefficients
to test the hypothesis: “There is no variance in the
teachers’ leadership remodeling when grouped across
age and number of years teaching”
Table 14. Obtained Correlation Coefficients to Test
the Hypothesis: “There is no variance in the teachers’
leadership remodeling when grouped across age and
number of years teaching”
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Research Article
Variables like age and number of years teaching were
found not to be related to the five aspects of leadership
remodeling. Regardless of age and number of years in
teaching, the teachers are alike in their leadership
remodeling. Diversity in age and teaching experience
do not contribute differences in the teachers’
leadership remodeling attributes. Teachers are
similarly situated in their desires to contribute to their
pupils’ growth and development in terms of rewards,
support, and various accommodations. Neither do the
teachers differ in their thinking of getting
enthusiastically involved in the future of their pupils.
The teachers are one in their using a common vision to
provide a bright future to their pupils’ future; similarly
situated in their cognizance of the importance of
intellectual challenge and stimulation; and, are
comparable in their approaches aimed at assisting
pupils’ needs. The teachers are one in their efforts to
make their philosophy of leadership clear to pupils and
other people and in their endeavors to spend time to
make people they interact with to adhere to certain
values. Hence, the hypothesis “There is no variance in
the teachers’ leadership remodeling when grouped
across age and number of years teaching” is accepted.
Conclusion
Based from the findings arrived, the following
conclusions were drawn: (1) Teachers’ awareness of
the institutional achievement prevailing in their
workplace is favorable. (2) Majority of the teachers are
very high in terms of conceptualizing pedagogical
predicaments fostering success; high in terms of
improving self-sufficiency, setting up superbness, and
in furthering professional commitment. (3) The
institutional achievement prevailing in the teachers’
workplace has an assistance on teachers’ perspective
for leadership remodeling under the new normal along
the five measures. (4) Teachers across age and number
of years teaching do not differ in their receptiveness of
institutional achievement and in their leadership
remodeling along the five measures.
Based from the findings and conclusions, the
following recommendations were offered:
(1) Superiors and teachers should be in constant
dialogue with regards to sustaining the positive
characteristics of the prevailing culture in the
workplace; negative circumstances arising from the
institutional can have negative effects on teachers’
well-being and in their professional behavior and
Edel Weiss R. Caballero
character. (2) The public elementary school teachers
need to maintain their commendatory attributes in
terms of leadership remodeling as this further dignifies
the teaching profession and intensifies teachers’
instructional competencies and pupils’ success in
school endeavors. (3) School administrators in the
research locale should make efforts to observe and
monitor the teachers in terms of their receptiveness of
the prevailing institutional as falling off and
deterioration of favorable receptiveness lead to inept
dispensation of roles and; likewise, adversely affects
l eader ship potent ial of t eacher s t owards
transformational methodologies. (4) The provision of
opportunities by school administrators for teachers
who were found to be and moderate in their
receptiveness of institutional is imperative; being
attentive to the low scoring teachers may lead to the
discovery of teachers’ frailties, animosities, and
adversities that endow low morale among the teachers.
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