In the pursuit of educational excellence, the role of a school head transcends mere administration; it is fundamentally about building a cohesive and motivated community. This study investigates the powerful synergy between the team building practices of school heads and overall school effectiveness within the public secondary schools of the Tagum City Division. We sought to understand not just if a relationship exists, but how specific team-building domains—like collaborative problem- solving, clear communication, strategic planning, and effective implementation—directly contribute to a school's success. Employing a descriptive-correlational design, the research gathered insights from 150 public secondary teachers, carefully selected to represent a diverse range of experiences. The data, analyzed through statistical methods including Mean, Product- Moment Correlation, and Regression Analysis, revealed a compelling narrative: school heads are already demonstrating high levels of effective team building, which correlates strongly with high ratings of school effectiveness. Crucially, each domain of team building was identified as a significant driver of this success. These findings lead to a clear recommendation: educational leaders must intentionally reinforce and support the team- building capacities of school heads. By doing so, they can directly ensure greater school effectiveness. This study invites future researchers to build upon this foundation, perhaps by exploring additional variables or qualitative depths to this critical aspect of educational leadership.
Lyra G. Sepe (Wed,) studied this question.