Collegial Interaction and Conversational Skills Among English Secondary School Teachers

The researcher aimed to determine the association between collegial interaction and conversational skills among English secondary school teachers by using descriptive correlation of research with Pearson Product Moment Correlation statistical tools—multiple linear regression analysis. Moreover, the researcher selected 189 English secondary school teachers in Cluster 5 secondary public schools in Davao City as the study's respondents. Stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and multiple linear regression analysis. Findings revealed that collegial interaction among English secondary school teachers was extensive, while conversation skills among English secondary school teachers were moderately extensive. Further, correlation analysis demonstrated a significant relationship between collegial interaction and conversation skills among English secondary school teachers in cluster 5 public secondary schools in Davao City. Regression analysis proved that collegial interaction regarding justice, fairness, good faith, and trust significantly influenced conversation skills among English secondary school teachers. In other words, collegial interaction influences the conversation skills process among English secondary school teachers. The study, therefore, was conducted to further utilize findings through publication in a reputable research journal.