ABSTRACT
This study determined the significant relationship between School Heads’ Collaborative Leadership Expertise and Teachers’ Work Engagement in the relationship between teachers’ teaching performance of Inopacan National High School and Tinago National High School. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study employed a descriptive-correlational research design to investigate the relationship between school heads’ collaborative leadership expertise and the work engagement in relation to teachers teaching performance. This design was appropriate because it allowed the researcher to describe the conditions and characteristics of the variables under study, while also exploring the potential statistical association between them—without manipulating any of the variables. The descriptive aspect of the design focused on identifying and summarizing how teachers perceived the collaborative leadership behaviors of their school heads. This included practices such as shared decision-making, open communication, co-planning, mutual accountability, and professional support. At the same time, it captured the level of teacher work engagement by examining indicators such as vigor, dedication, and absorption in their professional tasks. The correlational aspect sought to determine whether a significant relationship existed between the school heads’ leadership skills and the work engagement of teachers. It aimed to answer whether higher levels of collaborative leadership as perceived by teachers were associated with increased levels of engagement in teaching responsibilities. To collect data, the researcher used a structured survey questionnaire composed of two sections. The first section measured the collaborative leadership expertise of school heads, while the second assessed the degree of work engagement among teachers. The questionnaire was adapted and validated from existing literature and standardized tools to ensure reliability and accuracy.
The test of relationship between teachers’ level of work engagement and school heads’ leadership expertise. It shows the correlation coefficient (r), the computed t-value, the table value at 0.05 level of significance, the decision on the null hypothesis, and the corresponding interpretation of the results. As reflected in the table, the computed correlation coefficient indicates a very strong positive correlation between the two variables. This means that higher levels of school heads’ leadership expertise are strongly associated with higher levels of teachers’ work engagement. The computed t-value which is greater than the table value of at the 0.05 level of significance. Since the computed value exceeded the critical value, the null hypothesis was rejected. This statistical decision confirms that there is indeed a significant relationship between the two variables under study. Based on the interpretation, the relationship between teachers’ work engagement and school heads’ leadership expertise is not only statistically significant but also categorized as very strong. This finding underscores the idea that effective leadership by school heads plays a vital role in sustaining and enhancing the work engagement of teachers. Analyzing the results, the high correlation coefficient suggests that when school heads demonstrate strong vision, communication, motivation, and team-building skills, teachers are more likely to feel energized, motivated, and committed in their professional responsibilities. Conversely, weak leadership may diminish teacher engagement. The significant outcome indicates that leadership expertise is not just related but directly influential in shaping the level of engagement among teachers. This result implies that fostering effective school leadership can substantially improve teachers’ work engagement, which in turn enhances classroom performance, collaboration, and overall school effectiveness. Strengthening leadership training programs and ensuring that school heads practice collaborative, motivational, and supportive leadership styles can have a transformative effect on the professional commitment of teachers and performance management systems can significantly benefit the educational ecosystem.
Keywords: Collaborative Leadership Expertise, School Head, Teachers Work Engagement
INTRODUCTION
Collaborative leadership expertise refers to the ability of school heads to engage teachers and staff in shared decision-making, joint problem-solving, and collective goal-setting. In the context of education, this leadership style fosters a supportive environment where teachers can actively participate in shaping instructional strategies, resource allocation, and professional development activities. By promoting collaboration, school heads empower teachers to share knowledge, innovate teaching methods, and stay motivated in their work. This collective approach not only strengthens interpersonal relationships among educators but also enhances teachers’ emotional and professional engagement, which is essential for improving teaching effectiveness and student outcomes.
Abidin and Alias (2023) found that principals who practice collaborative leadership significantly increase teachers' job satisfaction and commitment by fostering shared responsibility. Voelkel, Prusak, and Van Tassell (2024) also demonstrated that leadership behaviors emphasizing collaboration and empowerment improve collective teacher efficacy and classroom performance. However, many schools still operate under traditional hierarchical leadership models that limit teachers’ autonomy and suppress collaborative opportunities, particularly affecting teachers who need continuous support to keep up with rapid advancements in their field.
The concept of collaborative Leadership expertise is selected because it embodies the belief that cooperative efforts among educators can lead to deeper understanding, improved decision-making, and more effective solutions. The researcher recognizes that when school heads actively support teachers through open dialogue, joint planning, and continuous professional development—not merely through supervision—teachers become more confident and empowered in their profession. Collaboration thus becomes a platform for learning and transformation rather than compliance, emphasizing co-leadership in driving instructional improvements.
In education, collaborative Leadership expertise is particularly vital due to the subject’s dynamic nature, which necessitates updated teaching strategies, content knowledge, and innovative approaches. When school heads acknowledge these needs and work closely with teachers, the implementation of meaningful instructional changes is facilitated. Activities such as co-developing lesson plans or organizing peer coaching sessions foster a culture where instructional leadership is a shared responsibility. This reflects a leadership approach invested not only in outcomes but in the teaching process itself.
This gap points to a pressing need to explore how school heads’ collaborative leadership expertise influences teachers’ work engagement. Investigating this relationship is vital for guiding leadership development programs, enhancing teacher motivation, and ultimately improving instruction quality and student learning outcomes. Therefore, this study seeks to fill this knowledge gap and contribute to educational leadership practices that foster greater collaboration and engagement among teachers.
Through this study, the researcher aims to investigate how collaboration between school heads and teachers can be strengthened and institutionalized. By documenting effective practices and exploring ways to build sustainable professional partnerships, the research seeks to contribute to improving student performance and cultivating a school environment with excellence, support, and a genuine commitment to collaborative learning.
This study determined the significant relationship between School Heads’ Collaborative Leadership Expertise and Teachers’ Work Engagement in the relationship between teachers’ teaching performance of Inopacan National High School and Tinago National High School. A proposed Instructional Supervisory plan was formulated based on the result of the study.
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