Authors : Gieryl G. Guindulan

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/4x79uezd

Scribd : https://tinyurl.com/3svekvs5

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG543

Abstract : This study determined the relationship between collaborative professional development and teacher self-efficacy. Utilizing quantitative methodology, specifically descriptive correlation, the study measured the degree to which collaborative professional development affect teacher self-efficacy. A survey questionnaire was distributed to teachers who selected using census as a sampling technique. In analyzing the data, mean, Pearson-r and regression analysis were used. Based on the analysis of the data, the research reveals significant correlations, suggesting a mutually beneficial relationship between these two critical elements in education. The study confirms that teachers who actively engage in collaborative professional development practices exhibit markedly higher levels of self-efficacy. This has vital implications for the educational sector, signaling that fostering a collaborative environment can serve as a viable strategy to empower teachers, thereby positively impacting student outcomes. The findings of this study underscore the urgent need for establishing an educational ecosystem that champions collaborative efforts among teachers as a means of enhancing their professional abilities and, by extension, improving the quality of education. Therefore, it serves as a vital resource for policymakers, educators, and researchers in their quest to create a more supportive and effective educational environment for all involved parties.

Keywords : Collaborative Professional Development, Teacher Self-Efficacy, Peer Mentoring, Lesson Planning, Professional Learning Communities, Quantitative Methods.

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