EMPOWERING SCHOOL LEADERS THROUGH S.A.L.A.S Framework (Systematic Advancement in Leadership and Accountability Structures in School)

Abstract

This qualitative study analyzed the effects of the innovation S.A.L.A.S. framework on the governance of an elementary school in Davao. Transformational leadership theories and School-Based Management served as theoretical frameworks for exploring the experiences of 
the teachers before and during the introduction of S.A.L.A.S. Semi-structured interviews and non-participant observation were used for data collection, while reflexive thematic analysis by Braun and Clarke was applied for data analysis. There were three teacher participants with different rank in this study.  The results revealed three main themes: institutionalized 
participatory governance, hierarchical leadership, and the lack of teachers' ownership prior to the introduction of the S.A.L.A.S. Following the implementation of this innovation there was greater participation, collegiality, and ownership of governance processes.