TEACHERS’ COLLABORATION AND PROFESSIONAL DEVELOPMENT TOWARDS BETTER INSTRUCTIONAL PRACTICES

This study examined the relationship between teachers’ collaboration, professional development, and instructional practices among the teachers of Immaculate Conception Archdiocesan School de Calarian during School Year 2026–2027. Specifically, it determined the extent of teachers’ collaboration, the level of professional development, the level of instructional practices, and the significant relationships between these variables. The study employed a quantitative, descriptive-correlational research design involving 54 teachers selected through total enumeration. Data were gathered using a researcher-made 50-item questionnaire utilizing a five-point Likert scale. Weighted mean was used to determine the extent and level of the variables, while the Pearson Product-Moment Correlation Coefficient was used to determine the relationships among the variables at the 0.05 level of significance. The findings revealed that teachers’ collaboration was practiced at a Very High Extent, with collaborative planning obtaining the highest average weighted mean of 4.44, followed by sharing of instructional practices (4.25) and collegial support (4.23). Professional development was practiced from High to Very High Extent, with participation obtaining 4.20, relevance and applicability 4.29, and application of learning 4.21. Instructional practices were generally practiced at a High Extent, with classroom management and assessment and feedback obtaining 4.12, followed by lesson planning and preparation (4.09) and instructional delivery (4.09). Pearson correlation analysis showed a significant positive and strong relationship between teachers’ collaboration and instructional practices (r = 0.624, p < .001) and between professional development and instructional practices (r = 0.681, p < .001). Both null hypotheses were rejected. The findings indicate that higher levels of teachers’ collaboration and professional development are statistically associated with higher levels of instructional practices. Professional development demonstrated the stronger relationship. However, because the study employed a descriptive-correlational design, the findings indicate association rather than direct cause-and-effect relationships.