The Utilization of the Collaborative Practices in Improving the Grade 3 Teachers' Competencies in the Public Elementary Schools of Nabua West District,Division of Camarines Sur

This descriptive–evaluative investigation examined the utilization of collaborative practices and their perceived contribution to Grade 3 teachers' competencies in public elementary schools in Nabua West District, Division of Camarines Sur, during school year 2025–2026. Thirty-two Grade 3 teachers from schools categorized as big, medium, and small participated in the study. A structured questionnaire assessed five areas of collaborative-practice utilization—identifying objectives and goals, selecting relevant experts, designing sessions, leveraging technology, and creating a supportive learning environment—and six competency-related dimensions: enhanced instructional strategies, improved classroom management, improved learning outcomes, sharing of best practices, effective assessment practices, and increased confidence in teaching. Descriptive weighted means and rank-based concordance analyses were reported. The overall utilization mean was 4.69, interpreted as Very Much Utilized, with identifying objectives and goals the highest-rated dimension (4.89) and leveraging technology the lowest (4.55). The overall competency-related mean was 4.72, interpreted as Very Much Evident; improved learning outcomes ranked highest (4.91), whereas effective assessment practices ranked lowest (4.55). The thesis reported statistically significant agreement among rankings across school-size groups, with coefficients of concordance ranging from 0.80 to 0.93 for utilization and 0.75 to 0.95 for competency dimensions. The findings support structured collaborative planning, peer coaching, assessment calibration, and shared digital resources as priorities for district-level professional development. Because the results rely on self-reported teacher ratings, they should not be interpreted as proof of causal improvement in learner achievement.