Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines

Abstract

Objective - This study aims to explore the reflective inquiry practices of instructional leaders and examine if there is significant difference in the respondents’ reflective inquiry practices based on their personal profile. Methodology/Technique – The survey-questionnaire underwent reliability testing and yielded a result of .936. Appropriate statistical tools such as frequency or mean and ANOVA were used to determine the reflective inquiry practices of the instructional leaders and the significant difference of reflective inquiry based on their personal profile. Finding – The results indicate that the instructional leaders’ level of reflective inquiry practices is high, and it has no significant difference based on their personal profile. However, there exists a significant difference in the respondents’ level of reflective inquiry practices according to years of service and educational attainment. Novelty – Much research has investigated reflective inquiry as a pedagogical practice of teachers, but very few have attempted to study reflective inquiry as a supervisory practice of instructional leaders. There have been no empirical studies that have made use of reflective inquiry in the professional practice of instructional leaders in the local context. Type of Paper: Empirical JEL Classification: I120, I121. Keywords: Reflective Inquiry, Reflective Practice, Instructional Leaders. Reference to this paper should be made as follows: Castaño, K.M.N; Litao, R.A. (2021). Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines, GATR Global J. Bus. Soc. Sci. Review, 9(1): 10 – 22. https://doi.org/10.35609/gjbssr.2021.9.1(2)