Chapter 2

REVIEW OF RELATED LITERATURE

Some literatures as well as conclusions of research relevant to the current inquiry

are presented in this chapter of the study, which will be gathered through references,

books, published and unpublished journals, the internet, and magazines. Articles focus

on how to keep teachers motivated and school leaders' instructional leadership in the

new normal. The authors have been properly acknowledged and referenced. Their

suggestions, hypotheses, and observations are helpful in interpreting my findings.

Instructional Leadership Practices

The expectation for principals to be instructional leaders has just recently

emerged in the last 30 years, according to a search of the term instructional leadership.

The primary responsibility of the school heads at the school is to provide instructional

leadership to teachers. School leaders should be able to make a positive impression on

teachers in order to push them to perform better. School heads’ instructional leadership

practices are critical in meeting their major responsibilities of ensuring excellent

instruction and learning, learner growth, and teacher professional development. School

heads, as instructional leaders, assist teachers in detecting trends and discussing

innovative teaching techniques and ideas that will improve their teaching skills and

benefit students especially in the new (Submitter & Basañes, 2020).

In addition, instructional leadership practices are used by school administrators

to focus attention on instructors' behavior during particular duties that have an indirect

impact on students' academic achievement. The main responsibility of the school

administrator is to employ instructional leadership because this leadership style is

connected to the implementation and execution of programs that promotes and

enhances student learning innovation and is therefore essential. Performance standards

have been devised by school reformers to assess principals' ability to lead instruction.
 2

Instructional leadership is closely related to the role and responsibilities of a school

principal (Pasia, 2019).

Further, school administrators must lead schools where students succeed,

according to policymakers, parents, and community leaders. More than professional

growth, teacher effectiveness, and school climate are improved by principals. With a

broad-based coordination of teaching and learning, they boost student accomplishment.

School heads take on a more taditional role, but instructional leaders spend significantly

more time on building knowledge and implementing curriculum, as well as on teaching

and assessing students and teachers. School heads are pushed to become more digital

in their communication with their students, teachers, parents, stakeholders, and others

(Domingo & Salva, 2021).

Motivation

Motivation is defined as the process of initiating, leading, and maintaining goal-

oriented activities over a period of time. It is another aspect that might influence teacher

effectiveness. It is founded on the notion that working without drive would rapidly

become uninteresting because there is no element of morale booster to keep things

constant. Motivation is a commodity that everyone, including teachers, requires. It is

motivation that includes the biological, emotional, social, and cognitive elements that

cause behavior to be triggered. In ordinary discourse, the phrase "motivation" is

frequently used to refer to the reasons behind someone's behavior. It is the impetus for

all human behavior (Cherry, 2020).

In summary, teachers' drive to increase their professionalism and concern for

education is influenced by instructional leadership practices. Teachers can maximize the

effects of efforts that increase education quality by finding and magnifying the right

motives. Also, teachers can reinforce their satisfaction by assessing and offering

appropriate feedback, which appears to be absent in today's educational leadership

 3

approaches. Nonetheless, few educational leaders can live up to their responsibility and

truly motivate teachers to grow, especially in these days when extrinsic motivations are

being diminished because of the abrupt transition in educational structures.

 4

Chapter 3

METHODOLOGY

This chapter described the methodologies and processes employed in the

study's execution. These were followed and used to best achieve the study's principal

purpose. This chapter also discussed the research design, researcher’s role, and the

subject of this study. Also, the data sources, the data collecting techniques and analysis,

the reliability, and ethical consideration.

Research Design

Qualitative method of research using phenomenological approach was employed

in this study which described the new normal instructional leadership practices of school

heads particularly in keeping the teacher’s motivation from the lens of teachers. It is

important to remember that qualitative research is a style of social science research that

collects and analyzes non-numerical data in order to derive meaning from primary data

in order to better understand social life via the study of specific groups or locations. Also,

qualitative research aims to uncover the meaning behind the actions or outcomes.

Hence, qualitative researchers look into the meanings, interpretations, symbols, and

social processes and relationships (Saldaña, 2021).

Likewise, this qualitative study is phenomenological in nature, as this seeks to

comprehend teachers lived experiences and the behavioral, emotional, and social

significance of the instructional leadership practices of school in keeping the teacher’s

motivation in the new normal. In qualitative research, the concept of open-ended

questions and conversational inquiry allows participants to discuss about a topic in their

own words, without the limits imposed by fixed-response questions that are common in

quantitative studies (Tuffour, 2017).

The qualitative method was used in this phenomenological study in order to

obtain a complex textual description of the experiences of participants regarding the

 5

topic under consideration. An empirical technique was used in this study, and the

researcher has collected data through an in-depth interview and focus group discussion

with the public secondary school teachers about their experiences, thoughts, and

observation with instructional leadership practices of their school heads in maintaining

teacher motivation in the new normal. The purpose of qualitative phenomenology

research is to describe a phenomenon from the perspective of someone who has had a

lived experience of it. The fact that this is a qualitative study of story data means that the

methods used to assess the data must be considerably different from more traditional or

quantitative research methodologies. Essentially, it is concerned with meaning, namely

the meaning of an experience, a behavior, a narrative, and so on (Umanailo, 2019).

Research Participants

The participants in this phenomenological study were the selected seventeen

(17) public secondary school teachers of the Division of Davao de Oro. Ten (10)

participants were subjected to focus group discussion (FGD) and seven (7) participants

were subjected to in-depth interview (IDI). A phenomenological study should involve five

(5) to twenty-five (25) participants who have all experienced the same occurrence should

be included (Creswell & Poth, 2018).

In addition, I employed a purposive sampling strategy to identify the primary

participants, individuals who have first-hand knowledge and experiences of the

phenomenon being studied, prior to conducting the study. These participants were

selected using pre-inclusion criteria: (1) they must be a public secondary school teacher

for not less than 3 years in service; (2) they must have been assigned either in a small,

medium, and large school categories; (3) and they must be a self-confessed motivated

teacher. Additionally, to capture a wider perspective of the topic I ensured that the

participants must be a male or female teacher, they must be of legal age, they must

belong to any subject areas, and they must be willing to share his/her experiences. They
 6

were chosen since they best suited the researcher's purpose of studying the teachers’

lived experiences, thoughts, and observation on instructional leadership practices of

their school heads in maintaining teachers’ motivation in the new normal.

Role of the Researcher

As a researcher of this qualitative study, my role was to attempt to access the

thoughts and feelings of my participants. I was the interviewer, moderator, recorder,

transcriber, translator, and co-data analyst, in this phenomenological study. Likewise, as

a researcher it is my primary responsibility to ensure the safety and well-being of the

participants as well as to safeguard the data collected from them.

In addition, as a researcher, I served as an interviewer, and I was held

accountable for meeting all the requirements both prior to and throughout the interview

process. As the primary tool for acquiring knowledge from the participants, I also acted

as a moderator that was responsible for ensuring that the ethical rules for qualitative

research are followed during the in-depth interview and during the focus group

discussion.

Additionally, it was also my responsibility to record all the responses using an

audio recorder and accounted the proceedings of the interviews and discussion with the

approval and consent of the participants, using a google meet recording features and

other recording application. I made sure to make backed up notes in the event that the

recordings will not be successful.

Further, I worked as a data transcriber. In order to properly transcribed the

information. This allowed me to ensure that the interaction of ideas and information were

correct, audibly captured, and allowed me to transcribe all of the reports uttered and

explained by the participants.

Furthermore, the selected participants were urged to speak in any languages or

dialect with which they are comfortable, so that they could openly communicate their
 7

views and experiences in detail and without fear of communication and linguistic

obstacles. With this, I was also a translator to ensure that the responses are

appropriately translated and structured into a Standard English statement.

Also, as a co-data analyst, I examined the data received from the participants for

this qualitative research in order to comprehend the overall narrative and develop

themes from the data that were collected in order to present the data in a more complete

and comprehensive manner to the assigned data analyst. In addition, I asked the

assistance of my thesis adviser to ensure that the data acquired were properly

processed.

Lastly, I double checked all the data by giving it back to the selected participants

of the study, who are the public secondary school teachers, so they have checked if their

answers during the interview are properly accounted for and transcribed, which in this

case increased the credibility of my study even further.

Data Sources

In qualitative research, observations, note-taking, interviews, focus groups (group

interviews), documents, and artifacts are all methods used to gather information. In-

depth interview and focus group discussion are the most often used tools for gathering

primary data and possible sources of valuable data (Malbašic, Posaric, & Gregurec,

2019).

In addition, the main sources of data in my study are the responses of research

participants from the in-depth interview (IDI) and focus group discussion (FGD) which is

the public secondary school teachers of Davao de Oro. These were deemed primary

data because it came directly from the mouths of the participants when they were

questioned about their experiences, ideas, and observations concerning the issue under

inquiry. In-depth interviews gave significant more detailed information than other data

collection methods. Additionally, an in-depth interview provided far more thorough

 8

information than is available through other methods of data collecting (Showkat &

Parveen, 2017). Meanwhile, focus group discussion has the potential to elicit information

in order to gain a more comprehensive knowledge of the interviewee's perspective

(Nyumba, et al., 2018).

Furthermore, data from secondary sources were used in this study to discuss the

study's emerging themes as revealed by participants during the interview and

discussion, to discuss the study's problem, and to conduct the study centered on how

such sources and information deepened and narrowed the study's conduct. These

secondary sources were drawn from websites, books, journal articles, publications, and

other studies completed that are believed related to the current study to supplement the

data from the primary source (Johnston, 2017).

Data Collection Procedure

In obtaining the data necessary in my study, I followed a step by step and

systematic procedure. This is required in order to ensure the accuracy and effectiveness

of data collection and information gathering efforts as qualitative researchers are

involved in a variety of actions during the data collection process.

First, sought an approval to conduct my study from the Research Ethics

Committee Office of the Saint Mary’s College of Tagum, Inc.. After that, in order also to

obtain an authorization to conduct my study I submitted a letter of request to the Office

of the Schools Division Superintendent of the Division of Davao de Oro and the letter

was noted by the Dean of the Graduate School of Saint Mary’s College of Tagum, Inc.

After that, the letter was accepted and approved by the SDS and furnished a copy of the

approved letter to the Public Schools District Supervisor (PSDS) for their information as

this study was carried out in their respective districts.

Second, after obtaining the relevant authorization letters such as the permit to

conduct the study and a validation of research instrument to made sure that the
 9

interview questions are well validated and is appropriate to extract the data needed to

answer the research questions. I identified the participants that took part of the study.

Also, I asked the assistance of the PSDS in identifying those individuals were able to

meet the requirements in my study. The participants were identified by their names on

the list provided by the PSDS that ensured that the research participants are still under

the supervision of their respective districts.

Third, after the confirmation from the PSDS regarding the status of the research

participants which are the public secondary school teachers of the Division of Davao de

Oro. The chosen participants were informed and asked to attend a virtual orientation

through Google Meet so that they are aware of their involvement in the study. They were

told about the virtual meeting in advance through text message, chat, or email so they

can prepare. They were also educated about the research protocols, expected benefits,

and potential hazards, as well as their desire to take part in the study and their right to

withdraw as a first step in the interview process. The purpose of the study was also

explained to the participants.

Similarly, participants were asked if they consent to audio recording before the

research begin. They were also notified that the data will be stored securely in a secure

location and on an encrypt laptop to guarantee the safety and anonymity of the

participants. Finally, they were notified that after the research is completed, all acquired

data, including audio and transcripts, will be deleted, and burned.

Fourth, they were thoroughly explained the informed consent letter, that was

written in English. Because they are all legal age, only the informed consent letter was

sent to them. Queries and clarifications were addressed throughout the orientation. The

participants got the informed consent letter through email and messenger application.

Additionally, prior to the conduct of the interviews on the agreed-upon schedule and time

between the researcher and the participants, the signed informed consents letter was
 10

collected, and I politely and accurately response and address the participants questions,

clarifications and or any concerns about the content of the informed consent letter.

Fifth, during the in-depth interview, each participant was asked self-explanatory

questions. This is the researcher's method of identifying the participants' real-life

experiences, how they coped with challenges, and their coping mechanisms as

schoolteachers who are the recipients of their school heads' instructional leadership

techniques in maintaining teacher motivation.

Similarly, self-explanatory questions were asked to each of the participants

during the focus-group discussion. The researcher being the moderator reviewed the

participants on the proper use of the technology and online etiquette before the interview

and discussion started. The participants were given a time to practice the technology

and the meeting application. During the FGD, I as a researcher tried a technique such as

round robin to avoid everyone talking at once. I ensured that all the participants can talk

or share about the questions being raised in the discussion. Part of the FGD rule is to

require the FGD participants to raise their hand when they want to say something for the

discussion to remain in order. And that they can also turn off their microphone when it is

not their time to talk.

Finally, any information acquired in connection with this study that can be linked

back to the participants was be kept private and shared only with their permission or as

required by law. In addition, discrete coding, initials and numbers, and a pseudonym was

used to code the data about the participants.

Data Analysis

The data that were gathered during the study's conduct had been evaluated and

examined in order to arrive at conclusions that addressed the study's problem using

thematic analysis. The purpose of a thematic analysis is to find themes, or relevant or

intriguing patterns in data, and then used those themes to address the research or say
 11

something about an issue. A strong thematic analysis does more than simply summarize

the data; it analyzes and makes meaning of it. The usage of the primary interview

questions as the themes is a common blunder. This usually indicates that the material

has been summarized and structured rather than examined (Braun & Clarke, 2021).

Further, the data analysis was completed after transcribing the findings of the IDI

and FGD conducted among the participants. In this study, I used coding and theme

analysis to examine the data that was gathered and obtained. For display and

presentation, the data were separated into numerous categories, with comparable

replies from different participants. The process is called thematic analysis, and it was the

major tool in analyzing the information gathered.

Furthermore, thematic analysis was utilized to examine the transcribed material

that was collected from each of the interview sessions. The interview was transcribed

verbatim in its entirety first. In this study, I was the one who conducted the thematic

analysis. The information gathered was methodically reviewed to gain a deeper

understanding of the participants' lived experiences. Each transcription was carefully

studied and then sorted into relevant analytical units, which were called categories, by

the transcriptionist which is also the researcher. After identifying the meaningful

categories, the researcher classified them and then develop themes based on the coded

categories. The information was organized thematically.

In addition, after familiarizing with the data, I began the coding which I was then

combined to come up and develop themes, concepts, and categories. Then, relevant

text parts were identified and was labelled with a code so that they are quickly retrieved

for additional analysis and comparison.

Additionally, I labeled the clusters after the codes were clustered together based

on the meaning or linkages shared among the codes. The next step is naming the

codes, which involved using the labels established for the theme and coming up with a
 12

comprehensive name that reflected the link or meaning given in that theme.

Furthermore, data were presented in tabular style, showing the emerging themes of

each research question, which are correctly coded, and particular replies from

participants being provided to support emerging themes in each research question.

Finally, to improve the data's dependability, I sought the assistance of my data analyst, a

specialist for this field, as well as my thesis adviser, to double-check the information. The

findings and interpretation of the data was presented utilizing tabular representations,

excerpts from participant replies, and coding for improved comprehension and

elaboration. Meanwhile, all data collected during the study's whole procedure were

correctly handled.

Trustworthiness of the Study

In achieving a truthful and productive result in the qualitative study, it is the study

that must have trustworthiness which is essential to attain success. There are four

criteria as requirements in conducting the research. These are credibility, transferability,

dependability, and confirmability Guba (1981) as cited by Shenton 2017.

In determining the trustworthiness of this study, Credibility is one of the most

significant variables to consider. It is concerned with credible information that can be

relied on to be truthful and accurate in its presentation and confidence in the accuracy of

the findings (Stewart, Gapp & Harwood, 2017).

In obtaining credibility in my study, I made sure that all my data contains veracity

through recording, personally writing their responses in an interview, and securing the

data acquired. With these, I was confident that my study will manifest credibility.

Transcribed data was given back to the participants for validity check to determine if the

essence of the interview were captured correctly. This were given participants an

opportunity to correct errors and challenge what is perceived as wrong interpretations.

 13

Repetitive questioning was done also to ensure the richness of data that was obtained

from the participants (Wang & Scheinbaum, 2018).

Additionally, iterative questioning was used in my study to address credibility

issues to elicit detailed data, iterative questioning is important, in which the researcher

comes back to issues previously raised by the participants and extracts relevant data

through rephrased questions, allowing participants to answer the question confidently.

In this study, triangulation was employed, providing the participants the

opportunity to clarify their objectives, fix any inaccuracies, and provide further

information if necessary. This was also validated the veracity of the synopsis, which

states that these are all their personal experiences. Likewise, the primary data collecting

approach was the IDI and the FGD. In this instance, the data thickness was addressed

by using many probes, allowing participants to generate more responses, especially as

each participant will represent each case in my study. As a result, I made sure that each

participant can supply, explain, and deliver the necessary details, data, and information.

Triangulation is a qualitative research approach for determining validity by combining

information from multiple sources (Lemon & Hayes, 2020).

Further, checking was carried out that it is the single most essential provision that

can was made to strengthen the credibility of my study. Checked on the accuracy of the

data were performed "on the spot" during the duration of the data collecting dialogues,

as well as at the conclusion of the dialogues. As part of their participation, participants

were also required to check any transcripts of the dialogues in which they took part. In

this case, the focus was the participants beliefs that their words accurately reflect what

they truly intended, because of a tape recorder was used, it is likely that at the very least

the articulation itself has been accurately recorded.

Transferability is characterized as the degree in which the research can be

transferred to another context. The reader takes notice of the specifics of the study
 14

setting and methodology, and then compares them to a similar situation that they are

more familiar with in order to draw conclusions. For similar situations, the original

researcher provides a highly thorough account of their problem and methodology, if the

details are equivalent (Tong & Dew, 2018).

Likewise, when it comes to transferability concerns, I came up with a detailed

manuscript ensuring that details will be properly documented then allow the research

participants to see the results before arriving at a final manuscript. To make this study

transferable, transcripts and data analysis document were included in the Appendices

and the texts used in my study were arranged logically to present a meaningful yet

comprehensive understanding.

Dependability is vital to trustworthiness of the study since it demonstrates the

consistency of the findings. Also, dependability is related to reliability. The replicability of

a study, or whether the same results would be obtained if the study were repeated, is

what reliability is concerned with (Chowdhury, 2017).

To address the dependability of my study, the procedures within the course of my

study were reported in detail, such as the in-depth interview. I used voice recorder to

assess my study especially in retrieving information out from the lived experiences of the

participants. With this, consistency of the statement was obtained. Dependability

stresses the need for me to take into consideration the always changing environment in

which the research took place

In this study, the researcher goes over the specifics of what is done in the field in

terms of data collection and analyzing the effectiveness of the inquiry process as well as

assessment and evaluation reporting. The participants in this study also assessed the

study's findings, interpretations, and recommendations to ensure that they are all

supported by the data collected from the study's informants. Furthermore, the study's

methodologies were described in full, allowing a future researcher to replicate the work
 15

and make changes and adjustments that could add to the current body of knowledge.

The documents that were used and obtained, such as raw transcriptions of data, and

interview guides, were preserved for cross-checking the inquiry process.

Confirmability is a concept that deals with the issue of research bias and

determines whether another person can put their trust in the results. Also referred to as

degree of neutrality, this term describes the extent to which the conclusions of a study

are formed by the participants, rather than by the researcher's own bias, motivation, or

interest. Furthermore, the usage of an audit trail be implemented, so that the study

panel and adviser could check to see if the interpretations and findings could be tracked

back to their original sources of information (Ghafouri & Ofoghi, 2018).

To address the issue of confirmability, I made certain that the conclusions are

only the result of the focus inquiry and not the researcher's biases. In addition, I

demonstrate how the data eventually lead to the creation of suggestions that were

gathered and analyzed during the study's execution. Raw data, such as audio

recordings, written field notes, and documents, were reviewed and reassessed as a

result of this. The respondents were given the transcription in the form of printed texts for

authentication and verification, which they signed. Also, I made certain that all study-

related records are structured, retained, and properly archived so that other people, such

as the research panel and the adviser, can check and see if the interpretations and

conclusions can be traced back to a genuine source, with this, confirmability will be

accomplished.

Ethical Considerations

The main concern of this study was exploring the school heads’ instructional

leadership practices from the lens of teachers on maintaining the motivation of teachers

in the new normal in the Division of Davao de Oro. Because of the in-depth nature of the

study process, ethical considerations have a special resonance in qualitative research.

 16

When conducting virtual interviews with a vulnerable group of participants, ethical

concerns become even more important. They may become agitated while expressing

their emotions during the interview (Arifin, 2018). This study adheres to the three

principles: the principle of respect for person, beneficence, and justice that attempts to

summarize the basic ethical principles in research involving human participants as cited

in the Belmont Report (1974).

The first principle, respect for persons, is founded on two ethical principles.

The first is autonomy; individuals are independent entities with the right to choose

whether or not to engage in clinical research. This gives people the freedom to make

their own decisions and choices. The second ethical notion under the heading of respect

for persons is to make concessions for those who are particularly vulnerable and require

further protection. Also, this refers to the right of an individual to determine what

activities they will or will not participate in. Thus, informed consent is necessary (Miracle,

2018).

To establish respect for persons, I utilized informed consent form, in which

participants were provided with complete information about the research, including risks

and benefits, and were given the opportunity to decide whether or not they would like to

participate. When obtaining consent, I mentioned the participant's right to withdraw from

the study, the study's focus, and procedures to be applied, as well as comments

regarding confidentiality and the signatures of both the researcher and the subjects.

Furthermore, I made certain that my research subjects agreed to take part in the study

voluntarily and without being coerced. Only those public secondary school teachers who

expressed an interest in participating were considered. Their available time for the in-

depth interview as well as their time for the schedule of focus group discussion where

they may openly share their ideas regarding the study were requested by the

researcher.
 17

Lastly, to ensure that the ethical considerations are religiously followed, the

contextualized informed consent were submitted to the Research Ethics Committee of

St. Mary's College of Tagum, Inc. to ensure that all necessary and important information

for the participants will be included in the consent. The participants were given the

authorize contextualized informed consents, which were written in English, to review

prior to the study's conduct.

The second principle is beneficence, which includes the "principle of doing

good." There are two norms that guide research and clinical research, just as there are

two laws that guide respect for people. The first is to "do no damage," while the second

is to "raise potential benefits while reducing potential adverse events or harm."

Beneficence relates to the responsibility on the side of the investigator to maximize

benefits for individual participants and/or society while limiting the risk of damage to the

individual participant (Ross, Iguchi & Panicker, 2018).

To establish beneficence, I assigned codes to my participants in the data

presentation, especially that I am using an in-depth interview (IDI) and focus-group

discussion (FGD). The reason for the use of code is for the participant’s right to privacy

through anonymity. I made sure that the results of my study will be positive and useful to

my research participants. Moreover, I did my best to guarantee that no psychological

harm came to anyone who participated in the study.

The final principle is that of justice. Participants should be selected in an equal

manner, which means that populations that may be unfairly compelled into participating,

such as prisoners and institutionalized children, should be avoided. All people should be

exposed to the dangers and rewards of study in the same way, and persons should only

be included or omitted for reasons related to the research questions or hypotheses

(Adams, 2018).
 18

To establish justice, I made sure that the participants were selected based on the

inclusion criteria set to best address the purpose of the study. To protect the identity and

anonymity of my participants, I used aliases instead of their real names. Interview were

done in the convenient time and conducive place google meet. The names of public

secondary school teachers were kept anonymous during the data collection process, as

well as during the presentation of data and distribution of study conclusions. The result

of this study was made known to the participants and that their contribution in the

research will be acknowledged. Also, I considered just compensation for my participants

by giving them token showing my gratitude for their participation and cooperation.

Furthermore, to address the ethical concerns raised by the research, I made sure

that subjects only participated in the study voluntarily and with informed consent. Also, I

made certain to inform the participants that they had the right to resign or withdraw from

the study at any time if they so desired, and that doing so will have no impact on their

employment or work. In addition, I double-checked the interview guide for insulting,

discriminatory, or other objectionable language by submitting it to my thesis adviser and

panel of examiners for review before it was used. In every study, the participant's privacy

and anonymity are of fundamental concern. As a result, the participants in this study

were given codes and/or pseudonyms to keep their identities hidden throughout the

study. Moreover, ethical consideration can be listed as one of the most crucial aspects of

the study (Greenwood, 2018).

This study also adheres to Republic Act 10173, also known as the Philippine

Data Privacy Act of 2012, which strives to strike a balance between the right to privacy

and the efficient exploitation of information. According to the Act's policy statement, it is

acknowledged that, while the legislation protects the preservation of an individual's

fundamental right to privacy, it also provides the free flow of information for the purposes
 19

of innovation, growth, and national development, among other things (National Privacy

Commission, 2012).

To establish this in my study, I see to it that my research is not bias, therefore, it

should take rigorous steps to adhere to the process. I made sure and used the data

gathered only for my research and there shall be no other purposes, as well as the

questions are relevant to the phenomenon, and no other ancillary questions were asked

from the participants who are not related to my study. I analyzed the data carefully so

that it will be accurate, follow the process in order not to harm the participants, and the

data given will be secured and safe.

Moreover, these three principles and data privacy act were applied to specific

ethical situations. Rest assured that I kept in mind these three principles and data

protection act to help me clarify the instructional leadership practices of the school heads

in keeping the motivation of teachers in the new normal from the lens of teachers, I

ensured that the principles that are mentioned in the Belmont Report and Data Privacy

Act were addressed to protect the rights of the participants which are the public

secondary school teachers of the Division of Davao de Oro.

Finally, this chapter includes a description of what the study is about, what its

emphasis is, who the individuals involved, agencies, and authorities are, and why their

approval, permission, and consent was a top priority, which every researcher must

accomplish first. The step-by-step procedure of gathering and evaluating data, which

was the most challenging component of the research, it was also detailed in this chapter.

To that purpose, each study endeavor must maintain a high degree of credibility, which

may be accomplished in a variety of ways. Lastly, keep in mind that every study

endeavor must follow and adhere to ethical rules and consideration.