Workplace Collaboration and Administrative Support as Predictors of Work Productivity of Hinterland High School Teachers

This study aimed to investigate the workplace collaboration, administrative support, and work productivity of Hinterland High School Teachers in Talaingod District, Davao del Norte. It determined the interrelationship between exogenous and endogenous variables. Based on the inclusion criteria, 50 secondary high school teachers from four standalone schools in Talaingod District were taken for this study using a purposive sampling technique. Secondary teachers working in integrated and elementary schools in the Municipality of Talaingod and in other districts of Davao del Norte were not included as respondents in this study. The data used in the conclusions were collected through survey questionnaires and analyzed using the weighted mean and standard deviation of responses, the Pearson product-moment correlation, and multiple regression analysis. Based on the collected data, the following results were identified. The Hinterland teachers exhibit strong workplace collaboration, particularly in the administrator-teacher and teacher-teacher relationships. The teachers have a high level of administrative support and work productivity. There is a strong positive relationship between workplace collaboration and work productivity, as well as between administrative support and work productivity. Workplace collaboration and administrative support significantly predict teachers' work productivity in the hinterland.