The problem and its Scope

Education is a critical component of any society as it impacts

individuals' development and communities' progress. A vital aspect of

education is teacher professionalism, which refers to the ability of teachers to

perform their duties effectively, efficiently, and ethically. Professional teachers

possess the requisite knowledge, skills, and competencies to facilitate the

development of students. In addition, they are committed to continuous

learning and improvement and maintain high ethical and professional

standards. However, the level of teacher professionalism can vary significantly

based on various factors, including the quality of educational management.

In education, teacher professionalism is a vital component in ensuring

the success of teaching and learning. Professionalism is the culmination of a

teacher's knowledge, skills, values, and ethics necessary for effective teaching

practices and student achievement (Ingersoll, 2012). Educational

management is a crucial aspect of school administration that focuses on

creating and maintaining a conducive learning environment for teachers and

students (Zhang, 2020). Therefore, the role of educational management in

enhancing teacher professionalism has become a significant area of interest in

education research.

Educational management encompasses a range of activities that

facilitate the delivery of quality education services, such as planning,

organizing, leading, and controlling. The role of educational management in

enhancing teacher professionalism is a critical area of research that has

received considerable attention in recent years. Research studies have shown

that effective educational management practices can significantly influence

teacher professionalism (Hallinger & Murphy, 1985; Leithwood, Seashore-

Louis, Anderson, & Wahlstrom, 2004; Ma, 2016). According to Ma (2016),

educational management has a significant impact on the level of teacher

professionalism. Thus, examining how educational management can be

leveraged to enhance teacher professionalism is essential. Similarly, the role

of educational management in enhancing teacher professionalism has been

an area of interest for many researchers worldwide. Scholars have

emphasized the role of educational management in developing teacher

professionalism, as it has been shown to impact student learning outcomes

positively (Sergiovanni, 2018; Teddlie & Reynolds, 2016).

Several studies have examined the relationship between educational

management and teacher professionalism. For instance, a study by Tan

(2019) found that effective educational management practices, such as

instructional leadership and teacher evaluation, positively impact teacher

professionalism in Malaysia. Similarly, a study by Gürbüztürk and Yıldırım

(2018) revealed that effective educational management practices, such as

school culture and leadership support, positively affect teacher

professionalism in Turkey.

Research shows that educational management can significantly

influence teacher professionalism. One study by Alshahrani (2018) found that

effective educational management practices, such as providing professional

development opportunities and promoting a positive school culture, can

significantly enhance teacher professionalism. Another study by Abu-Jaber,

Al-Hamdan, and Malkawi (2018) revealed that supportive and collaborative

school leadership could foster a culture of professionalism among teachers.

 On the other hand, inadequate educational management practices can

negatively affect teacher professionalism. A study conducted by Adeyemi and

Ajayi (2018) revealed that more resources and teacher support could be

needed to improve teacher professionalism. Another study by Wang and Fan

(2018) found that poor communication and lack of autonomy can negatively

impact teacher professionalism.

Given the significance of teacher professionalism and educational

management, it is crucial to examine the role of educational management in

enhancing teacher professionalism. Therefore, this study aims to investigate

the effects of educational management on teacher professionalism and

student learning. Specifically, the study aims to determine the extent of

teacher professionalism in terms of knowledge of subject matter and

pedagogy, professional ethics and values, commitment to continuous learning

and improvement, collaboration and teamwork, and effective classroom

management. Additionally, the study aims to evaluate student learning in

terms of cognitive skills development, attitude toward learning, achievement in

subject areas, critical thinking skills, and problem-solving skills.

Recent studies have shown that educational management is crucial in

enhancing teacher professionalism in the Philippines. According to Diaz and

Barroga (2018), effective educational management can provide teachers with

the necessary resources, support, and training to improve their professional

knowledge and skills. Furthermore, educational management can provide

teachers with a conducive learning environment, positively impacting their

teaching practices and student learning outcomes.

 Another study by Padilla (2019) found that educational management

practices such as teacher evaluation, professional development, and

collaboration can significantly enhance teacher professionalism in the

Philippines. The study emphasized the importance of providing teachers with

ongoing professional development opportunities and creating a collaborative

work culture to enhance their professional growth.

Despite these studies, there is still a need for research on the

role of educational management in enhancing teacher professionalism in the

Philippines context. This study aims to fill this gap by examining the effects of

educational management on teacher professionalism and student learning in

the Talomo District, Davao City.

The findings of this study will contribute to the existing literature on

educational management and teacher professionalism, as well as provide

insights for policymakers and educational leaders on how to improve the

quality of education in the Philippines.

Review of Significant Literature

This section provides a discussion of variable and their indicators. The

discussions of the concepts, ideas, and viewpoints of various authors were

taken from different books, journals, and electronic.

Goal Setting. One recent study by Al-Anazi and Al-Saud (2021)

investigated the effectiveness of goal-setting as an approach to educational

leadership in Saudi Arabian schools. The study found that goal-setting played

a significant role in enhancing the performance of schools, particularly in terms

of academic achievement and students' attitudes toward learning. Another

study by Anwar and Akram (2020) examined the relationship between goal-

setting and academic achievement among secondary school students in

Pakistan. The study results indicated that students who set specific and

challenging goals had higher academic achievement than those who did not

set goals or set manageable goals. Additionally, a study by Kusuma and

Suharsono (2020) explored the implementation of goal-setting in managing

vocational high schools in Indonesia. The study found that goal-setting was a

crucial strategy for improving the quality of education and the competitiveness

of graduates in the job market.

These recent studies suggest that goal-setting is an essential indicator

in educational management, which can lead to positive outcomes such as

enhanced academic achievement, improved student attitudes, and increased

competitiveness. Therefore, setting specific and challenging goals should be

an integral part of educational management strategies to ensure the

continuous improvement of educational institutions.

Positive school climate. One recent study on establishing a positive

school climate was conducted by Reinke et al. (2020), which examined the

effectiveness of the School-Wide Positive Behavioral Interventions and

Supports (SWPBIS) program in improving school climate. The study involved

60 elementary schools and found that implementing the SWPBIS program

improved school climate, including increased teacher-student relationships,

decreased office discipline referrals, and increased attendance rates. Another

study by Maier and Barchia (2020) focused on the role of school leadership in

establishing a positive school climate. The authors found that principals

perceived as supportive and caring were more likely to create a positive

school climate and promote positive student outcomes.

Additionally, a study by Cohen and Geier (2010) examined the

importance of creating a positive school climate in addressing bullying

behaviors. The authors emphasized the role of school administrators in

establishing a climate of respect and inclusion, which can decrease bullying

behaviors among students. These studies highlight the importance of

establishing a positive school climate to promote positive student outcomes

and prevent harmful behaviors.

Developing people. In recent years, there has been a growing interest

in developing people as a critical indicator of effective education management.

A study by Wong and Wong (2020) found that school leaders who prioritized

the development of their teachers and staff were able to create a positive

school culture and improve student outcomes. Similarly, a study by Day and

Gu (2014) emphasized the importance of ongoing professional development

for teachers, as it allows them to keep up with new teaching practices and

improve their skills over time. Another study by Hargreaves and Fullan (2012)

highlighted the role of distributed leadership in developing people, as it allows

for more collaboration and shared learning among educators.

Moreover, coaching as a professional development tool has been

popular in recent years. A study by Knight and Cornett (2009) demonstrated

the effectiveness of instructional coaching in improving teacher practice and

student outcomes. Similarly, a study by Miles and Frank (2018) showed that
coaching could be an effective way to support the development of school

leaders.

These studies emphasize the importance of developing people as a

critical indicator of effective education management and suggest that ongoing

professional development and coaching can be effective strategies to support

this indicator.

Improving Institution. One recent study by Zheng and Cheung

(2021) investigated the effect of educational leadership on improving school

effectiveness in China. The study identified various strategies school leaders

used to improve institutional performance, including building a shared vision,

establishing a learning culture, and fostering teacher collaboration. Another

study by Gurr and Drysdale (2020) explored the role of educational leadership

in improving institutional performance in Australian higher education. The

study found that effective leadership practices, such as building trust and

promoting collaboration, significantly improved institutional performance.

Furthermore, an earlier study by Sallis and Jones (2002) highlighted the

importance of establishing a culture of continuous improvement to improve

institutional performance in education. The study emphasized the need for

educational leaders to focus on setting and achieving institutional goals and

regularly monitoring and evaluating progress toward these goals.

Improving Instruction. One recent study on improving instruction

in educational management is the work of Hernandez-Saca and Sánchez-

Gómez (2021). They conducted a qualitative study to explore the impact of

instructional leadership on teacher effectiveness in public high schools in

Honduras. The authors found that instructional leadership practices, such as

providing professional development opportunities, setting clear expectations,

and offering feedback and support, were positively associated with teacher

effectiveness. The study suggests that improving instructional leadership can

lead to better instruction and ultimately improve student outcomes.

Another study by Kim and colleagues (2020) examined the effects of

teacher professional development on instructional quality in South Korea.

Using a quasi-experimental design, they found that teachers who participated

in a professional development program showed significant improvements in

their instructional practices, as rated by both teachers themselves and external

observers. The authors argue that investing in high-quality professional

development opportunities can improve instructional quality and ultimately

enhance student learning.

Managing the instruction. A study by Zhang, Zhao, and Zhang (2021)

explored the impact of educational leadership on instructional management in

Chinese secondary schools. The findings suggest that effective educational

leadership has a significant positive impact on instructional management.

Also, in a study by Escamilla and Zollner (2020), the authors examine how

teachers' perceptions of instructional leadership affect their teaching practices.

The results show that positive perceptions of instructional leadership lead to

better instructional practices.

Furthermore, a recent study by Tavares and Valle (2020) investigated

the effectiveness of instructional coaching as a strategy for improving teaching

practices. The study found that instructional coaching can positively impact

instructional management and student achievement.

 Another study by Wu, Zhou, and Tian (2021) examined the role of

technology in instructional management in Chinese universities. The authors

found that technology can enhance instructional management by facilitating

communication and collaboration among faculty members.

Securing Accountability. One recent study on securing

accountability in education management is by Van de Grift and Houtveen

(2021), which focused on accountability policies and their implementation in

Dutch primary schools. The study found that accountability policies positively

affect school improvement when school leaders embrace them and use them

as a tool for improvement rather than simply compliance. The authors

emphasize the importance of aligning accountability policies with the goals

and needs of the school and involving all stakeholders in the implementation

process to ensure its effectiveness.

Another study by Chen and Wang (2021) explored the impact of

principal accountability on teacher job satisfaction in Chinese schools. The

study found that when principals were held accountable for school

performance, it positively impacted teacher job satisfaction, but only when the

accountability was perceived as fair and transparent. Effective accountability

policies should involve clear and measurable performance indicators and

teachers in the goal-setting process.

Knowledge and Understanding. A study by Choi, Lee, and Kim

(2021) explored the relationship between teachers' pedagogical content

knowledge and their teaching strategies. The study found that teachers who

better understood their subject matter were more likely to use effective

teaching strategies in the classroom.

 Another study by Mattingly and Rice (2015) examined the impact of

professional development programs on teachers' knowledge and

understanding of instructional practices. The study found that teachers who

participated in high-quality professional development programs better

understood effective instructional practices and were more likely to implement

them in the classroom.

A study by Hanuscin and Lee (2012) investigated the impact of science

teachers' content knowledge on their ability to teach science effectively. The

study found that teachers who deeply understood science content were more

likely to use inquiry-based teaching methods and engage students in

meaningful scientific investigations.

Skills and Competencies. According to Chong (2021), teacher skills and

competencies are essential in delivering quality education. The author

emphasized that teachers must possess various skills and competencies,

including pedagogical knowledge, subject matter expertise, communication

and interpersonal skills, and digital literacy, to engage students and enhance

learning outcomes effectively.

In a study by Gao and Mok (2021), the authors explored the role of

teacher competencies in promoting effective teaching practices in online

learning environments. The study revealed that teachers with solid

competencies in technology integration, communication, and adaptability were

more successful in delivering effective instruction online.

Similarly, Liu, Wang, and Liang (2021) investigated the impact of

teacher competencies on student academic achievement. The study found

that teachers who demonstrated high competencies in classroom

management, instructional planning, and student assessment were more

effective in improving student academic performance.

Values and Attitude. One recent study on the values and attitudes of

teachers was by Farooq, Awan, and Anwar (2021), who investigated the

relationship between teachers' professional values and their job satisfaction in

Pakistani schools. They found that teachers' values, including social justice,

academic freedom, and professional development, were positively related to

job satisfaction, while negative attitudes towards work, students, and

colleagues were negatively related.

Another study by DeNeve and Heppner (2020) explored the role of

teacher attitudes and beliefs in implementing social-emotional learning

programs. They found that teachers who held positive attitudes towards SEL

and perceived themselves as competent in teaching SEL were likelier to

implement the programs in their classrooms effectively.

Furthermore, a study by Hanushek et al. (2015) analyzed the

relationship between teacher attitudes toward student achievement and

student achievement outcomes in mathematics and science. They found that

teachers with higher expectations for their students and who believed in the

importance of academic achievement had students who scored higher on

standardized tests.

Professional Identity. Professional identity is a crucial aspect of teacher

professionalism, as it represents the teacher's sense of self and commitment

to the teaching profession. Recent studies have highlighted the importance of

developing a solid professional identity among teachers and explored various

factors contributing to its development.

 For instance, a study by Gao, Li, and Ward (2021) examined teacher

education's impact on professional identity development. The study found that

teacher education programs emphasizing reflective practice and collaborative

learning can help teachers develop a solid professional identity.

Another study by Song and Wang (2020) explored the relationship

between teacher efficacy and professional identity. The study found that

teachers with a high sense of efficacy are likelier to have a solid professional

identity, as they have a greater sense of competence and confidence in their

teaching abilities.

Furthermore, a study by Pishghadam, Jafari, and Barabadi (2020)

explored the role of teacher identity in teacher burnout. The study found that

teachers with a solid professional identity are less likely to experience burnout.

They are more committed to their profession and have a greater sense of

purpose and meaning in their work.

Agency and Autonomy. Recent studies on teacher

professionalism have emphasized the importance of agency and autonomy as

crucial indicators of teacher effectiveness and success. According to Kyriacou

and Coulthard (2000), "teacher agency refers to teachers' ability to act

independently, make their own decisions, and exercise control over their

professional lives." Similarly, Schraw and Olafson (2002) defined teacher

autonomy as "the degree to which teachers have control over their work

environment, curriculum, and pedagogy." Research has shown that teacher

agency and autonomy can positively impact teacher motivation, job

satisfaction, and overall effectiveness in the classroom (Ingersoll & Strong,

2011; Fok et al., 2018).

 Additionally, studies have found that teachers who feel empowered to

make decisions and exercise autonomy are likelier to engage in ongoing

professional development and reflective practice (Olsen & Sexton, 2009; Zwart

et al., 2019). These findings suggest that promoting agency and autonomy

among teachers enhances teacher professionalism and improves student

educational outcomes.

Recent literature has shown a strong link between educational

management and teacher professionalism. Several studies have emphasized

the importance of effective educational management in enhancing teacher

professionalism (Acharya & Koirala, 2021; Althof & Berkowitz, 2020; Bielaczyc

& Collins, 2021; Hargreaves & O'Connor, 2018). According to Acharya and

Koirala (2021), the quality of educational management significantly impacts

teachers' professional development and their ability to provide high-quality

education. Bielaczyc and Collins (2021) also emphasized that educational

management can facilitate the development of teacher professionalism by

providing opportunities for collaborative learning and ongoing professional

development.

Effective educational management can create a positive school climate

fostering community and collaboration among teachers and increasing

professionalism (Hallinger & Heck, 2019; Schein, 2018; Tschannen-Moran,

2020). In addition, school administrators can support teacher professionalism

by providing a supportive work environment that promotes teacher autonomy,

decision-making, and agency (Harris & Jones, 2018; Hargreaves & O'Connor,

2018; Wong, 2019).

 Recent studies also highlight the importance of educational

management in developing teachers' knowledge, skills, and competencies

(Cochran-Smith et al., 2020; Darling-Hammond et al., 2017; Fullan & Quinn,

2016). Educational management can provide opportunities for professional

development, such as mentoring, coaching, and training programs, which can

help teachers enhance their professional skills and competencies. According

to Cochran-Smith et al. (2020), high-quality educational management can

support teacher professionalism by providing opportunities for teachers to

engage in collaborative inquiry, reflective practice, and ongoing learning.

Furthermore, several recent studies have emphasized the importance

of educational management in promoting teacher agency and autonomy

(Biesta, Priestley, & Robinson, 2015; Harris & Jones, 2018; Wong, 2019). By

providing teachers with autonomy and the ability to make decisions about their

teaching practices, educational management can empower teachers to take

ownership of their professional growth and development.

Synthesis

In conclusion, recent literature suggests that effective educational

management is essential for enhancing teacher professionalism. Educational

management can promote a positive school climate, provide opportunities for

professional development, and support teacher agency and autonomy.

Therefore, policymakers and school administrators must prioritize developing

and implementing effective educational management practices that support

teacher professionalism.
Theoretical/Conceptual Framework

The current study, anchored by the Transformational Leadership

Theory by Burns (1978), posits that influential leaders inspire their followers to

strive for a common goal through their actions, communication, and vision.

Transformational leaders influence their followers to transcend their self-

interest and motivate them to contribute to the betterment of the organization.

In support, the Instructional Leadership Model (Hallinger & Heck, 2010)

proposes that influential educational leaders prioritize improving teaching and

learning processes within their organizations. This model emphasizes the

importance of setting clear goals and objectives, providing instructional

support to teachers, and creating a collaborative learning culture.

Additionally, the Situational Leadership Model by Hersey and Blanchard

(1982) emphasizes the importance of adapting leadership styles to different

situations and the needs of individuals. According to this model, influential

leaders assess the readiness level of their followers and adjust their

leadership styles accordingly.

Also, the Professional Learning Communities (PLCs) Professional Learning

Communities (PLCs) (DuFour & Eaker, 1998) is a collaborative and ongoing

process of shared learning among educators within an educational

organization. PLCs aim to improve student learning by enhancing teacher

professionalism through collaboration, shared decision-making, and

professional development.
 The Transformational Leadership Theory provides a strong anchor

theory to the study as it emphasizes the importance of leaders in inspiring and

motivating their followers to strive for common goals. Educational

management, particularly transformational leadership, can significantly impact

teacher professionalism and, in turn, student achievement. The Instructional

Leadership Model emphasizes the importance of improving teaching and

learning processes, while the Situational Leadership Model highlights the need

for leadership adaptability. Finally, PLCs provide a framework for collaboration

and shared learning among educators to enhance teacher professionalism. By

understanding and applying these theories, educational managers can

develop effective leadership practices to enhance teacher professionalism and

improve student achievement.

The independent variable for this study is Educational Management,

which encompasses various strategies and practices that school leaders use

to improve teaching and learning outcomes. The indicators for Educational

Management in this study are based on the research by Robinson and

Timperley (2008), who identified six critical dimensions of educational

leadership that contribute to improved student achievement: setting direction,

establishing a positive school climate, developing people, improving

instruction, managing the organization, and securing accountability. This study

will use these dimensions as the indicators for Educational Management.

On the other hand, the dependent variable for this study is Teacher

Professionalism, which refers to the quality of teaching practices and the level

of commitment and dedication of teachers to their profession. The indicators

for Teacher Professionalism are based on the research by Day and Gu (2014),
who identified five critical dimensions of teacher professionalism: knowledge

and understanding, skills and competencies, values and attitudes, professional

identity, and agency and autonomy. This study will use these dimensions as

indicators of Teacher Professionalism.

Overall, the conceptual framework for this study proposes that

Educational Management positively impacts Teacher Professionalism. By

implementing effective educational leadership strategies, school leaders can

create a positive school climate, develop teachers' skills and competencies,

and improve teaching practices, which in turn can enhance the level of

professionalism of teachers. This conceptual framework aligns with the

research by Leithwood et al. (2004), who found that effective educational

leadership is a critical factor contributing to improved teaching and learning

outcomes in schools.

Statement of the Problem

The primary objective of this study is to examine the effects of educational

management on teacher professionalism and student learning. This study

aims to achieve the following objectives:

1. To evaluate the level of educational management in terms of

1.1 Setting direction

1.2 Establishing a positive school climate

1.3 Developing people

1.4 Improving instruction

1.5 Managing the Instruction

1.6 Securing accountability

2. To determine the extent of teacher professionalism in terms of:

2.1 Knowledge and understanding

2.2 Skills and competencies

2.3 Values and attitude

2.4 Professional Identity

2.5 Agency and Autonomy

3. To determine the correlation between educational management and teacher

professionalism.

4. To investigate the moderating effect of school context on the relationship

between educational management and teacher professionalism.

Hypothesis

The following null hypotheses were tested at 0.05 level of significance:

H01: There is no correlation between educational management and teacher

professionalism

H02: The moderating effect of school context do not have significant effect

on the teacher professionalism in Talomo District, Davao City.

The significance of the study on the role of educational management in

enhancing teacher professionalism is multi-faceted and can have implications

for various stakeholders. Thus, putting into consideration this cited problem
situation, the researcher finds it timely to propose this study. This also brought

the necessity for the researcher to look into the relationship between the

guidance services and the satisfaction of the learners. The researcher hopes

that this study will be beneficial to identified sectors of the academe.

For the Department of Education, the findings of this study can inform policies

and guidelines for educational management, particularly in terms of providing

support and resources for teachers to enhance their professionalism. It can

also shed light on areas that need improvement in terms of the management

and administration of schools, which can ultimately lead to better outcomes for

students.

For school administrators, this study can provide insights on how to

effectively manage and support teachers in their professional development. It

can also highlight the importance of creating a positive and collaborative

school culture that fosters continuous learning and growth among educators.

For teachers, this study can serve as a guide for enhancing their own

professionalism and improving their teaching practices. It can provide a better

understanding of the factors that contribute to their professional development

and how they can be supported by school administrators and the Department

of Education.

For future researchers, this study can serve as a foundation for further

investigations into the role of educational management in enhancing teacher

professionalism. It can also contribute to the body of knowledge on effective

educational management practices and their impact on teacher development

and student learning outcomes.

Method

Research Design

Research Design:

The study will employ a quantitative research design to examine the

effects of educational management on teacher professionalism. The data

will be collected through a survey questionnaire, which will be

administered to a sample of teachers in different schools. The survey

questionnaire will be used to gather data on various aspects of

educational management and teacher professionalism, which will be

analyzed to determine the extent of the relationship between these two

variables.

Research Respondents

Research Instruments

Data Gathering Procedure

After the validation of the research questionnaire, the researcher will undergo

certain steps in conducting the study:

Permission to Conduct the Study. The researcher will secure permission to

conduct the study. The researcher will secure an endorsement from the Dean

of the Graduate School in Rizal Memorial Colleges, Inc., Davao City. The

endorsement letter from the Dean of the Graduate School in Rizal Memorial

Colleges, Inc., Davao City will be attached to the permission letters to be

endorsed to the school principals of the selected public elementary schools in

Talomo District, Davao City. The identified respondents in Talomo District,

Davao City will be contacted by phone to explain the research study and

obtain consent. To preserve the anonymity of the survey, the researcher will

send a link for the survey and consent form to principals, and the principals will

send out the link to the identified respondents. An explanation of the voluntary

study will be sent with the link so that the respondents will be fully informed,
and if requested, a paper copy will be provided. The email will explain that the

principals of the participants' schools have granted prior approval.

Distribution and Retrieval of the Questionnaire. The researcher will proceed to

the distribution of the research instrument to the respondents after the

approval to conduct the study. Upon the distribution of the questionnaires, the

benefits of the survey will be briefly discussed and explained to the identified

respondents of the study. For the administration of the questionnaire, the

questionnaire will be distributed following health protocols such as wearing of

face masks and face shields and following social distancing. The respondents

of the study will be given enough testing time for the questionnaires to be

finished. After which, the data collected will be subjected to quantitative

analysis.

Collation and Statistical Treatment of Data. After the data retrieval of the

questionnaire, the scores of each respondent will be tallied to organize the

data per indicator. After which, each score will be subjected to descriptive and

inferential analysis using SPSS.

Ethical Consideration

The researcher will promptly observe the protocols deemed necessary as the

standard guidelines in carrying out the research study following the study

protocol assessment criteria, particularly in managing the population and data.

The survey questionnaires with supporting authors will be submitted for further

evaluation. After the approval from the Ethics Committee, the researcher will

proceed to the next phase of the study.

Informed consent. The researcher will ask for respondents' permission through

written informed consent. They will be adequately informed about the purpose

of the study, and ample explanations will be given to them for a better

understanding of the reason for their participation so that they can choose

whether to participate or not.

It will be made clear that respondents' involvement in the study will be

voluntary. If they refuse to participate, the researcher will not force them.

Besides, the researcher will be cautious in ensuring the respondents'

psychological well-being. Written permission from the respondents will be

secured from them. The researcher will inform the respondents that the study

aims to conduct a study on the role of educational management in enhancing

teacher professionalism.

Vulnerability of Research Participants. The study's respondents will be

teachers, so they will not be considered vulnerable since all of them will be of

legal age, and they will not be considered highly vulnerable psychologically.

The researcher will emphasize that the survey will be set at the respondents'

convenience. Also, the researcher will be protected by the confidentiality of the

information disclosed.
Privacy and Confidentiality. This study will observe the Data Privacy Act of

2012. The researcher will ensure that the data cannot be traced back to the

participants, who will be the natural source of information, to protect the

participants' identities. Moreover, the researcher will ensure that no personal

data will be shared without the respondents' consent. Thus, access will be

limited to the researcher alone to ensure that no personal data will be

exposed.

To protect the privacy of the respondents, it will be assured that the

researcher is the only person that can access the survey information. After the

necessary data is collected, the researcher will permanently delete all the

survey results to ensure that data cannot be traced back to the respondents,

who are the natural source of information.

Risk, Benefits, and Safety - In administering the survey questionnaires, the

researcher will fully disclose to the respondents the nature of their participation

and explain thoroughly and adequately the purpose and benefits of the study

and the confidentiality of their responses as stated online survey

questionnaire. The respondents, without restrictions, will be able to ask

questions related to the study. Further, the researcher will ensure that the

respondents are not subjected to harm in any way whatsoever. Moreover, the

questionnaire and interview guide used in this study will not contain any

derogatory or unacceptable statements offensive to the study's respondents.

Likewise, this study is designed purely to collect academic information

related to the study, and they will not be asked for personal information. To

minimize inconvenience, the researcher will ensure that the respondents are

given ample time to answer the survey questionnaire online. The respondents
will be given the freedom not to answer questions that make them feel any

psychological or emotional distress, and they will be free to withdraw as a

respondent to the study if they feel that they cannot discuss the information

that is being asked of them. The researcher will value their participation and

place their welfare as the highest priority during the study.

Justice. To avoid impartiality in choosing the respondents, the researcher will

regard all respondents equally regardless if they will be respondents in the

survey. The researcher will not prejudice in choosing the respondents of the

study. Anybody who fits the qualifications of being bonafide enrolled junior

high school students in the purposively selected schools will be included.

During the study, the researcher will make sure to respect the respondents by

interrupting as little time as possible to the routine of the respondents. To

compensate for the time spent during data gathering, the researcher will give

tokens of appreciation to the respondents. This token will be an assortment of

souvenirs. The tokens will be sent via courier, and these will be sealed

carefully in a package. Also, each token will be sanitized before being sent to

their doorstep.

Transparency. Any communication concerning the research will be done with

honesty and transparency. To safeguard the welfare of the participants, the

researcher will adequately implement the methods that are discussed to use in

this study. All the necessary documents that support the data analysis will be

included. Notably, the researcher will describe the extent of the respondents'
involvement in this study and share how the researcher will maintain

objectivity in analyzing data and presentation of the results of the study

Qualification of the Researcher. The researcher will ensure that other factors

like the conflict of interest do not influence the respondents' responses. The

respondents and parents can access the findings of the study and school

administrators of the participating schools because the information will be

made available as long as they follow proper protocol to protect the anonymity

of the respondents. The researcher will also acknowledge the effort of every

person who contributes to the study's success; the Division of Davao City will

be given a furnished copy of the research results so it can be accessed by the

respondents and be used for learning and further study.

Adequacy of Facilities. The researcher will engage the respondents in a

conducive environment and learning materials, which will be ample and

available in the study and will be done within the time set by the researcher.

The accuracy of gathering data from the respondents will be ensured by

encoding the respondents' ratings properly during the day when the

researcher is energized to do them to avoid errors in encoding. Also, the

analysis and results gathered will be proficient and aligned, serving as a

primary basis for adequacy.

Community Involvement. Community involvement during every research

phase, from planning to reporting, will be a good practice. Hence, the

researcher plans to share the findings generated with the community.

Community involvement will be accorded primacy in making decisions about

the research agenda, appropriate methods to apply in their context, and using

the results or findings. The findings of this study will then be shared with the

community through gatherings, fora, and conferences.

Data Analysis