Coordinated Teaching Strategies and Academic Consistency AmongGrade 1 Public School Teachers

This study examined the extent of coordinated teaching strategies and their influence on academic consistency among Grade 1 public school teachers. The study utilized a quantitative-correlational research design to explore the relationship between instructional coordination and consistency in academic practices. A total of 120 Grade 1 public school teachers participated in the survey using validated Likert-type scales. Descriptive statistics, Pearson correlation, and multiple linear regression were employed to analyze the data. Findings revealed that all domains of coordinated teaching strategies, namely, consistency in lesson plans, collaborative curriculum development, shared teaching resources, cross-subject integration of activities, and professional collaboration, were perceived to be very extensively practiced. Similarly, academic consistency, measured in assessment alignment, use of common learning resources, implementation of common instructional strategies, and timely feedback, was also extensively manifested. A significant but weak positive relationship (r = 0.244, p < .007) was established between coordinated teaching strategies and academic consistency. Regression analysis identified shared teaching resources and professional collaboration as the strongest predictors of academic consistency. It recommends that educational leaders institutionalize collaborative planning, shared resource systems, and feedback mechanisms to strengthen coherence and consistency in instruction.