International Journal For Multidisciplinary Research

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Exploring Collaborative Leadership For Teacher Professional Development

Author(s) Mr. Jayson Fondevilla Faner
Country Philippines
Abstract This qualitative, ethnographic study was conducted to explore collaborative leadership for teacher professional development at five (5) public secondary schools namely, Calatrava National High School, Carmen National High School, San Agustin National Trade School, Cabulutan National High School and Esteban Madrona National High School in the division of Romblon. Focus group discussion was utilized to answer the guiding question. The research focused on three questions: (RQ1) What dynamics or mechanism of collaborative leadership have teachers utilized to achieve professional development? (RQ2) What professional development opportunities have been gained from the utilization of collaborative leadership? (RQ3) What benefits have been derived from the utilization of the principles of collaborative leadership to achieve professional development? Fifteen (15) teachers were used as participants of the study who were selected through purposive sampling.
Data gathered from focus group discussions revealed common themes or mechanisms that teachers utilized to achieve professional development: collaborative learning communities, professional development opportunities, reflective practices, technology integration, research engagement and study groups. The professional development gained from the utilization of collaborative leadership includes enhanced teaching techniques, access to resources and materials, collaboration and knowledge sharing, problem solving and practical solutions, professional growth and career advancement and self-awareness and reflection. The benefits that have been derived from the utilization of the principles of collaborative leadership to achieve professional development include higher job satisfaction, better student outcomes, stronger professional relationships, reduced teacher burnout, continuous improvement culture and enhanced school climate.
The results of this study led the researcher to conclude that collaborative leadership help enhance teacher professional development. Recommendations include implementing formal learning communities, increasing access to professional development opportunities, and establishing structured mentorship and reflective practices.
Keywords Collaborative Leadership, Teacher Professional Development, Focus Group Discussion, Ethnographic Approach
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-09
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.47493
Short DOI https://doi.org/g9pzz5
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