TEACHER PERSISTENCE AS A PREDICTOR OF TEACHER COLLABORATION AND SCHOOL IMPROVEMENT INITIATIVES

This study investigated the influence of teacher persistence on teacher collaboration and school improvement initiatives in Lupon West District, Davao Oriental, utilizing a non-experimental quantitative research design with a descriptive-correlational approach. A total of 175 public elementary school teachers were selected through simple random sampling, and modified, validated questionnaires were used for data collection. Results revealed that teacher participation in career development was generally moderately extensive, with professional growth emerging as the strongest indicator, while consistent effort, resilience, and student dedication required reinforcement. Teacher collaboration was also moderately extensive, particularly in resource-sharing and team participation, though constructive feedback remained underutilized. School improvement initiatives were extensively implemented, especially in leading projects and curriculum development, while professional development participation was only moderately evident. Correlation analysis confirmed significant positive relationships between teacher persistence and both teacher collaboration and school improvement, with professional growth showing the highest influence. Regression results further established that teacher persistence significantly predicted both outcomes, supporting Garmezy’s (1961) Resilience Theory, Johnson et al.’s (1983) Social Interdependence Theory, and Lewin’s (1947) Organizational Change Theory. Keywords: Teacher Persistence; Teacher Collaboration; School Improvement; Resilience Theory; Educational Reform,; School Leadership