Teacher Collaboration in Relation to Instructional Efficacy of Public Secondary Home Economics Teachers

Abstract

This study investigated the relationship between teacher collaboration and instruc-
tional efficacy among 73 public secondary Home Economics teachers in Cluster 15, Division of
Davao City. The primary objectives were to determine the extent of collaboration across three
indicators, assess the level of instructional efficacy across four domains, evaluate the signifi-
cance of their relationship, and identify which collaborative indicators significantly influence
teaching effectiveness. Furthermore, the study sought to provide empirical evidence on how
collaborative practices contribute to improved instructional outcomes in the context of public
secondary education. The methodology employed a quantitative-correlational research design
utilizing descriptive, correlational, and regression analyses. Respondents were selected through
random sampling ensure representativeness. Data were gathered using a validated five-point
Likert scale survey and analyzed through mean scores, Pearson’s r correlation, and Multiple
Linear Regression. These statistical tools enabled a comprehensive examination of both the
degree of association and predictive influence between variables. Findings revealed that both
teacher collaboration and instructional efficacy reached a ”Very High” level, indicating that
these practices are consistently demonstrated among respondents. Peer Support and Knowledge
Sharing emerged as the highest collaboration indicator, while Instructional Adaptability and
Innovation led the efficacy domains. Statistical tests confirmed a strong positive relationship,
leading to the rejection of the null hypothesis. Regression analysis showed that collaboration
predicts 49.2% of the variance in instructional efficacy, with Collaborative Planning and Lesson
Design identified as the strongest predictor. The study recommends sustaining professional
learning communities and strengthening institutional support systems. Administrators and
DepEd officials may institutionalize structured time for collaborative planning and provide
capacity-building workshops to enhance instructional quality and student learning outcomes.