Teacher Collaboration in Relation to Instructional Efficacy of Public Secondary Home Economics Teachers

This study investigated the relationship between teacher collaboration and instruc-tional efficacy among 73 public secondary Home Economics teachers in Cluster 15, Division ofDavao City. The primary objectives were to determine the extent of collaboration across threeindicators, assess the level of instructional efficacy across four domains, evaluate the signifi-cance of their relationship, and identify which collaborative indicators significantly influenceteaching effectiveness. Furthermore, the study sought to provide empirical evidence on howcollaborative practices contribute to improved instructional outcomes in the context of publicsecondary education. The methodology employed a quantitative-correlational research designutilizing descriptive, correlational, and regression analyses. Respondents were selected throughrandom sampling ensure representativeness. Data were gathered using a validated five-pointLikert scale survey and analyzed through mean scores, Pearson’s r correlation, and MultipleLinear Regression. These statistical tools enabled a comprehensive examination of both thedegree of association and predictive influence between variables. Findings revealed that bothteacher collaboration and instructional efficacy reached a ”Very High” level, indicating thatthese practices are consistently demonstrated among respondents. Peer Support and KnowledgeSharing emerged as the highest collaboration indicator, while Instructional Adaptability andInnovation led the efficacy domains. Statistical tests confirmed a strong positive relationship,leading to the rejection of the null hypothesis. Regression analysis showed that collaborationpredicts 49.2% of the variance in instructional efficacy, with Collaborative Planning and LessonDesign identified as the strongest predictor. The study recommends sustaining professionallearning communities and strengthening institutional support systems. Administrators andDepEd officials may institutionalize structured time for collaborative planning and providecapacity-building workshops to enhance instructional quality and student learning outcomes.