Domains and Standards of School Leadership: Evaluation of Tertiary School Teachers

School Leaders are modifiers of teaching and learning, crucial to maintaining good teachers and necessary for improving educational standards. This study described Standards of School Leadership in terms of: Leading Learning and Teaching Domain, Leading School Development Domain, Organizational Management Domain, and Professional Growth and Development Domain. The descriptive method of research was used in this study. A total of 107 tertiary school teachers which have permanent appointment or considered as regular employee for more than 3 years were surveyed around Nueva Ecija. After analyses of data, the following conclusions were formulated: first, domains of school leadership can be viewed from leading learning and teaching, leading school development, organizational management, and professional growth and development. Second, among these domains, organizational management was found to be the focus of school leaders. Third, school leaders create a culture of professional learning that fosters continuous improvement in learning, teaching and assessment. Fourth, school leaders engage in a continuous process of evidence-based school self-evaluation. Fifth, ensure the safe functioning of the school on a day-to-day basis. Last, school leaders recognize the need to manage workload to ensure a sustainable work/life balance. The researchers want to recommend some matters based from the formulated conclusions. It is indeed noticeable that organizational management is the main focus of the school leaders thus, it is recommended that school leaders should not let other domains of school leadership be taken for granted. Continuous harnessing on the strengths based on the standards is highly recommended. On the others hand, strengthening of the following is also recommended: school leaders should foster a commitment to inclusion and equality of opportunity of each student; promote communication within the school and manage challenging and complex situations and build professional networks with other school leaders. Keywords— School Leader, School Leadership, School Development, Leading Domain, Teaching Domain.


INTRODUCTION
School Leaders are modifiers of teaching and learning, crucial to maintaining good teachers and necessary for improving educational standards. Standards are a rallying point for the articulation of ethical principles and values, and are instruments that can continually be used to make judgments on school leaders ' results . Leaders will demonstrate the same leadership characteristics that teachers expect: openness to new ideas, ability to be motivated by performance and flexibility in the face of challenge (Lashway, 2002).
In order to keep pace with the current developments, an academic leader should attend conferences, lectures and workshops; further education would make her more informed and confident in the execution of her duties (Santos & Garcia, 2020).
Thus, it is necessary to identify what should be similar to a set of standards of school leadership, or basic aspects of good school leadership activities, regardless of where school leaders work (Ingvarson, 2006).
A school leader steers and promotes the institution's staff and job processes as the quality of education and school leadership are strongly linked (Bal & de Long, 2007). Certain important aspects of school leadership were described as aligning curriculum with established expectations, setting educational targets for student performance, evaluating progress against those goals and making adjustments to improve performance in the school program (Schleicher, 2012).

II. CONCEPTUAL FRAMEWORK
School leadership plays a key role in enhancing school performance by shaping teachers ' motives and abilities, as well as the atmosphere and community they work in, if considered efficient, it increases schooling productivity and equity (Pont et al., 2008).
Effective school leaders are active advocates of professional development, fostering the creation of professional communities and guiding school organizations to adhere to common values (Murphy et al., 2007).
On the contrary, the conservative standards system mistakenly views the principal as primarily responsible for a multitude of activities that could and should be reconsidered in terms of school administration rather than from a school leader viewpoint (Pitre & Smith, 2004).

IV. METHODOLOGY
The descriptive method of research was used in this study because it involves description, recording, analysis and interpretation of condition that really exists. It is appropriate to use descriptive method in gathering information about the present existing condition (Creswell, 2014). A total of 107 tertiary school teachers which have permanent appointment or considered as regular employee for more than 3 years were surveyed around Nueva Ecija.
The researchers distributed survey questionnaires which adapted Likert-scale type responses (Vagias, 2006) and analyzed it through statistical data treatment such as mean and weighted mean. agree) and they also manage the design, planning and implementation of the school curriculum (M = 3.29, VI = strongly agree). This finding implies that tertiary school leaders are on hand and in support in creating and managing their school's curriculum and improvement of professional learning in the school.

Average Mean 2.89 Agree
The finding with regards to leading school development domain, as shown in Table 2, of school leadership shows an average mean of 2.89 (verbal interpretation = 'agree'). This domain highlights the standards, particularly, school leaders engage in a continuous process of evidence-based school selfevaluation (M = 3.31; VI = strongly agree) and they also manage and lead change to respond to the evolving needs of the school and the changing educational environment (M = 3.30; VI = strongly agree). This suggests that school leaders maintain their involvement for the continuous changing on the evolving needs in light of the academic process.  and maintain a learning organization (M = 3.32; VI = 'strongly agree') and, also, school leaders maintain a climate of security and well-being that enables and supports learning (M = 3.25; VI = 'strongly agree'). These findings imply that school leaders in terms of their organizational management, they lead and manage the school effectively. VI = 'agree') and they also maintain and further develop leadership competencies through continuing professional development (M = 3.10; VI = 'agree'). This suggests that they seek to apply the understanding they acquire in a meaningful way to their practice on school leaders.

VI. CONCLUSIONS AND DISCUSSIONS
After analyses of data, the following conclusions were formulated: first, domains of school leadership can be viewed from leading learning and teaching, leading school development, organizational management, and professional growth and development. Second, among these domains, organizational management was found to be the focus of school leaders. Third, school leaders create a culture of professional learning that fosters continuous improvement in learning, teaching and assessment. Fourth, school leaders engage in a continuous process of evidence-based school selfevaluation. Fifth, ensure the safe functioning of the school on a day-to-day basis. Last, school leaders recognize the need to manage workload to ensure a sustainable work/life balance.
The researchers want to recommend some matters based from the formulated conclusions. It is indeed noticeable that organizational management is the main focus of the school leaders thus, it is recommended that school leaders should not let other domains of school leadership be taken for granted. Continuous harnessing on the strengths based on the standards is highly recommended. On the others hand, strengthening of the following is also recommended: school leaders should foster a commitment to inclusion and equality of opportunity of each student; promote communication within the school and manage challenging and complex situations and build professional networks with other school leaders.