Abstract
The purpose of the study entitled “School Heads’ Role as Correlate to Positive Teachers’ Identity” in Selected School in Hinabangan SY 2023 is to determine the role of school heads in building positive teacher’s identity in the field of teaching. Based on the findings of the study, the school heads themselves indicate their Supervision and monitoring (Feedback), instructional support, and teacher’s Empowerment were practiced to a very high extent as assessed by themselves and the teachers. The teachers indicated their school heads’ role in supervision and feedback to a very great extent, particularly in observation in classrooms, Supervision and monitoring of the work and behavior of teachers, and creating an orderly atmosphere in the school. In the Teachers’ Empowerment role of the school head, teacher-rated their school head to practice these roles to a very great extent, particularly in advising teachers to enhance their professional development, Inform teachers about possibilities for updating their knowledge and skills, and giving them teachers the freedom to choose their own instructional techniques. Viewing school heads' leadership through the lens of those at the school level provides direction for school improvement efforts by illuminating the successes and barriers that teachers face as they strive to work beyond the classroom. This study is recommended to widen the level of understanding of this component of school reform at all levels. A further study on this concept is recommended.
