ABSTRACT
This qualitative phenomenological research revealed that school leaders and teachers experienced shared reflection as a source of emotional and professional support, growth and self-awareness, and strengthened communication and sense of belonging. Furthermore, shared reflection influenced motivation through validation and encouragement, collective efficacy, and renewed enthusiasm for professional growth, and contributed to professional commitment through a sense of purpose and belonging, shared accountability, and dedication to excellence. Based on the findings, a Structured Shared Reflection Intervention Program (SSRIP) was proposed to strengthen reflective practices through leadership modeling, professional development, relational support, structured reflective activities, and continuous monitoring to enhance motivation, professional commitment, and collaborative school culture at Hua Siong College of Iloilo.
Keywords: Shared Reflection, School Leaders, Teachers, Motivation, Professional Commitment, Phenomenological Study, School Culture
INTRODUCTION
Effective school leadership was widely recognized as a crucial factor influencing teacher motivation, professional growth, and institution-wide improvement efforts. Leadership that promoted collective understanding through collaborative or shared reflection encouraged teachers to participate in deeper professional dialogue, take ownership of instructional decisions, and strengthen their sense of professional commitment. Such reflective and participatory leadership practices were shown to contribute to more cohesive school cultures and better learning outcomes (Bush, 2020).
Shared reflection involved structured, ongoing opportunities for teachers and leaders to analyze instruction, student learning data, and classroom practice together—not as isolated self-reflection, but as collaborative conversations that turned evidence into collective action. Research indicated that when leaders intentionally incorporated reflective routines, such as facilitated reflective discussions, professional learning communities, or action learning cycles, teachers reported greater clarity about goals, more instructional risk-taking, and increased motivation (Khasawneh et al., 2023).
These reflective, collaborative processes interacted with leadership styles and enabling conditions. Donohoo and colleagues’ framework (and related empirical work) highlighted embedded reflective practices and supportive leadership as key conditions for fostering collective efficacy—an outcome linked to enhanced teacher job satisfaction, stronger professional commitment, and improved student achievement. In essence, school leaders who promoted shared reflection fostered environments in which teachers felt empowered, professionally responsible, and motivated to stay and invest in the school’s mission (Kaya, 2024).
Local Philippine studies also supported the connection between leadership, motivation, and commitment. Research in Philippine schools showed that leadership practices, school culture, and the provision of professional learning influenced teacher motivation, job satisfaction, and commitment, all of which were direct predictors of teaching quality and retention.
In the Philippine policy context, recent national professional development initiatives emphasized collaborative professional learning and reflective practice as essential for teacher growth. This national focus enhanced the practical importance of examining shared reflection at Hua Siong College of Iloilo. Despite growing evidence, there were still gaps in understanding how shared reflection functioned in small, private institutions and how it specifically affected teacher motivation (both intrinsic and extrinsic drivers) and professional commitment in school settings such as Hua Siong College.
Existing international studies highlighted mechanisms such as collective efficacy, supportive leadership, and professional learning communities (PLCs), but only a few explored how these processes manifested in Filipino private schools with their unique cultures, leadership structures, and expectations. Therefore, this study sought to examine the role of shared reflection within the school context. leadership practices at Hua Siong College of Iloilo and its influence on teacher motivation and professional commitment, addressing both theoretical questions and practical implications for the local context.
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