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| Natura: | Recurso digital |
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Zenodo
2025
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| Accesso online: | https://doi.org/10.5281/zenodo.17755978 |
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Sommario:
- <p>This study aimed to determine the influence of school-initiated teacher training on teachers' collegiality in the Governor Generoso North District, Davao Oriental, using a non-experimental, quantitative design and a descriptive-correlational technique. A total of 248 elementary school teachers were selected through simple random sampling. The researcher utilized a modified and enhanced survey questionnaire, which was pilot-tested to ensure high reliability and internal consistency. The findings revealed that school-initiated teacher training was generally extensive, with improved classroom management skills being the most evident, while commitment to professional growth was the least demonstrated. Teachers' collegiality was also rated as extensive, particularly in terms of professional accountability and mutual respect, while peer mentorship was the least observed. Further analysis revealed a strong, significant positive relationship between school-initiated teacher training and teachers' collegiality. Among the training domains, commitment to professional growth showed the strongest correlation, while improved classroom management skills did not significantly influence collegiality. The regression analysis confirmed that enhanced teaching strategies and commitment to professional growth were significant predictors of teachers' collegiality. These findings emphasize the importance of continuous professional development and collaborative training in fostering strong collegial relationships among teachers.</p>