COORDINATION PRACTICES OF TEACHERS AND STAKEHOLDERS TEAMWORK IN PUBLIC ELEMENTARY SCHOOLS

This study was conducted to determine the relationship between the coordination practices of teachers and stakeholders’ teamwork in selected public elementary schools. A non-experimental quantitative research design utilizing the correlational method was employed. Universal sampling was used to select the respondents, which included 132 public elementary school teachers from the Davao Central District, Division of Davao City. The statistical tools used in the study were the mean, Pearson Product Moment Correlation Coefficient (Pearson r), and regression analysis. The results revealed that both the coordination practices of teachers and stakeholders’ teamwork were generally high. Moreover, a significant positive relationship was found between the coordination practices of teachers and stakeholders’ teamwork. Regression analysis further indicated that the domains of teachers’ coordination practices significantly influence stakeholders’ teamwork in public elementary schools. These findings may serve as a basis for school administrators and teachers to improve coordination practices and strengthen stakeholder collaboration. Specifically, areas with lower performance, such as allowing flexibility for teachers who fail to submit requirements on time, may be prioritized for improvement. Enhancing coordination practices can also help teachers identify strategies to augment their income, demonstrate leadership, foster team spirit, and work collaboratively with colleagues, ultimately contributing to a more effective and harmonious school environment. Keywords: Coordination Practices Of Teachers, Stakeholders Teamwork, Public Elementary Schools, Philippines