Shared Judicature Leadership and Online Connectivity Strategies of Teachers in Relation to Hybrid Teaching Strategy

This study determined the influence of shared judicature leadership and online connectivity strategies on the hybrid teaching strategy of teachers. A quantitative research design using the descriptive-correlational method was employed. The respondents comprised 146 public elementary school teachers in Governor Generoso District, Division of Davao Oriental. Validated and pilot-tested questionnaires were utilized to gather data, which were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analysis. The findings revealed that the levels of shared judicature leadership (M = 4.35), online connectivity strategies (M = 4.14), and hybrid teaching strategy (M = 4.30) were all interpreted as very high based on the scale used. Correlation analysis indicated a significant relationship between shared judicature leadership (r = 0.373, p = 0.000), online connectivity strategies (r = 0.422, p = 0.000), and hybrid teaching strategy. Furthermore, regression analysis showed that both shared judicature leadership and online connectivity strategies significantly influenced the hybrid teaching strategy of public elementary school teachers (R² = 0.219, p = 0.000). Based on these findings, it is recommended that school leaders promote shared leadership practices and enhance digital infrastructure to support effective hybrid teaching. Teachers are also encouraged to engage in professional development that strengthens collaborative planning and digital integration.