Professionalism of Beginning Teachers in Legislative District Six: Basis for Transformative Leadership Competence Program

Abstract

This study determined the level of professionalism of beginning teachers in public schools in LD6 of the Division of Isabela as a basis for developing a transformative leadership competence program. Specifically, it examined the profile of beginning teachers in terms of age, gender, civil status, number of years in teaching, and pre-teaching experiences. It also assessed their level of professionalism as perceived by school heads and the teachers themselves in terms of social interaction, adherence to school policies and authority, punctuality and time management, ethical conduct, and commitment to professional growth. In addition, the study identified the professional practices of beginning teachers, tested significant differences when grouped according to profile variables, and explored insights and challenges through Focus Group Discussion (FGD). A mixed-method research design was employed, using quantitative data analyzed through descriptive and inferential statistics, and qualitative data analyzed through thematic analysis. The respondents consisted of beginning teachers and school heads from selected public schools in LD6, Division of Isabela. Findings revealed that beginning teachers demonstrated a high level of professionalism across all dimensions, particularly in maintaining positive workplace relationships, complying with school policies, managing time effectively, demonstrating ethical behavior, and engaging in continuous professional development. However, significant differences were found in some indicators when grouped according to profile variables, indicating that demographic and experiential factors influenced professional practices. Qualitative results further revealed supportive relationships, communication gaps, workload challenges, and varying institutional support as key themes shaping professionalism. Despite these challenges, beginning teachers showed strong commitment to professional growth. Based on the findings, a transformative leadership competence program was proposed to enhance leadership skills, strengthen professional behavior, and address identified gaps in school support systems.