Teacher Collaboration and Its Impact on Learner Achievement in Jicontol Elementary School

Authors

Jujo B. Montes DepEd, Jicontol Elementary School, Dolores II District, Dolores, Eastern Samar Author
Madrona O. Montes DepEd, Dapdap Central Elementary School, Dolores II District, Dolores, Eastern Samar Author
Allan A. Lalosa, DM Eastern Samar State University, Borongan City, Eastern Samar Author

DOI:

https://doi.org/10.5281/zenodo.19159311

Keywords:

teacher collaboration, learner achievement, PLCs, elementary education, correlational study

Abstract

This study examined the relationship between teacher collaboration and learner achievement in Jicontol Elementary School, Dolores, Eastern Samar during the School Year 2025–2026. Specifically, it determined the level of teacher collaboration across collaborative curriculum planning, professional learning communities (PLCs), data analysis and assessment, mentoring and peer support, parent and community engagement, and technology integration, as well as learner outcomes in terms of academic performance and engagement. A descriptive–correlational design was employed involving seven (7) teachers. Data were collected using a validated questionnaire and analyzed using mean, standard deviation, and Pearson Product–Moment Correlation. Results revealed that teacher collaboration (M = 4.34) and learner outcomes (M = 4.32) were both high. A very strong positive relationship (r = 0.98) was found between the variables. Findings indicate that enhanced teacher collaboration significantly contributes to improved learner achievement and engagement. Strengthening collaborative structures, particularly mentoring and professional learning communities, is recommended to sustain educational improvement.

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