Collaborative Inquiry: Secondary English Teachers on Learners' Writing Proficiency

Amidst the evolving challenges in the educational landscape, secondary English teachers take on a crucial role in shaping learners' writing proficiency. This study examined the experiences, coping strategies, and educational insights of secondary English teachers in Sulop, Davao del Sur, as they engaged in collaborative inquiry to enhance learners' writing skills. The study employed thematic analysis to interpret the data, utilizing a qualitative research approach with in-depth interviews (IDIs) from ten secondary teachers. The findings revealed that teachers' experiences were characterized by two emerging themes: managing dynamics and limited support. Teachers utilized technology integration, collaborative learning design, and reflective professional practice to address these challenges. The study also highlighted the educational insights from the collaborative inquiry process, including structured collaborative practices and shared instructional goals. These findings underscore the transformative potential of collaborative inquiry in improving writing proficiency and emphasize the importance of teacher collaboration and strategic design in enhancing learner outcomes. The study recommends enhancing professional development and resource accessibility for teachers, enabling effective inquiry-based practices in writing proficiency. This targeted support will foster a collaborative environment, empowering educators to improve their teaching strategies and learner writing outcomes.