Collaborative School Cultures and Co-Constructing Theory Perspective of School Heads in the City of Goodwill

Nancy  B. Espacio,; Joevelyn  Penuela,

Collaborative School Cultures and Co-Constructing Theory Perspective of School Heads in the City of Goodwill

Discipline: Education

Abstract:

This study investigates the extent to which school heads in primary education foster collaborative school cultures and engage in co-constructing theory perspectives. Employing a descriptive-correlational research design, the research utilized a researcher-modified survey questionnaire that focused on three key areas: demographic profile, leadership practices, and co-constructing theory perspectives. Data were gathered through complete enumeration of all elementary school heads within the division, and Pearson’s r correlation was used to assess the relationship between collaborative practices and theoretical perspectives. Findings reveal that school heads excel at fostering social interactions (mean = 4.47) and shared leadership (mean = 4.46), effectively promoting relationship building and participative decision-making. However, broader engagement and support for learning programs require further development. While educators highly value dialogue (mean = 4.37) and reciprocal influence (mean = 4.37), generating innovative ideas and maintaining balanced team dynamics remain significant challenges. Additionally, flexibility in leadership roles (mean = 4.36) is inconsistently implemented, and reflective practices (mean = 4.21) lack sufficient integration within daily routines. Context relevance and peer feedback (mean = 4.36) also need more emphasis to foster creativity and relevance. Objective three highlighted a strong, significant correlation (r = .750, p < .000) between collaborative school culture practices and co-constructing theory perspectives, emphasizing their interconnectedness. While school administrators demonstrate effectiveness in goal-setting and professional development, areas such as stakeholder engagement, structured discussions, and reflective practices require reinforcement. Enhancing these areas can improve leadership efficacy and facilitate the practical application of co-constructing theory, ultimately fostering a more collaborative and innovative school environment.

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