Distributed Leadership, Stress Resilience, and Collaboration Frequency among Elementary Teacher-Coordinators

Abstract

This study aimed to determine the mediating role of collaboration frequency in the relationship between distributed leadership and stress resilience among elementary teacher-coordinators. A quantitative non-experimental descriptive-correlational design was used with 110 teacher-coordinators from the Nabunturan West District, Davao de Oro. Three validated scales measured distributed leadership, collaboration frequency, and stress resilience. Data were analyzed using mean, standard deviation, Pearson correlation, and Sobel mediation test. Results showed high levels for all three variables. Distributed leadership had a significant moderate correlation with stress resilience and a strong correlation with collaboration frequency. Collaboration frequency showed a significant moderate correlation with stress resilience. Collaboration frequency significantly and partially mediated the relationship between distributed leadership and stress resilience, accounting for 45.5\% of the total effect. It is recommended that school administrators may strengthen distributed leadership by ensuring equitable distribution of leadership tasks, protect regular collaborative meetings, and address structural barriers to expand team teaching practices. Teacher-coordinators are encouraged to actively participate in professional exchanges and seek training in emotional regulation strategies. Future research may employ longitudinal and mixed-method designs.