Coordinatorship Practices and Teacher Effectiveness
Author
Sheila Mae C. Ones, Atty. Dante O. Calamba
Abstract
This study examined the relationship between coordinatorship practices and teacher effectiveness among secondary school teachers serving as subject coordinators in Cluster 10 Schools, Davao City Schools Division, using a predictive quantitative research design. The study involved 165 respondents selected through stratified random sampling. Data were analyzed using Mean, Standard Deviation, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis. The findings revealed that the level of coordinatorship practices was generally High. Likewise, the level of teacher effectiveness was also rated High. Pearson correlation analysis revealed a significant positive relationship between coordinatorship practices and teacher effectiveness. Furthermore, the results of the multiple regression analysis showed that Leadership Style, Support Provided, Collaboration, and Professional Development significantly predicted teacher effectiveness. Among the predictors, Support Provided emerged as the strongest predictor of teacher effectiveness. The study concludes that effective coordinatorship practices contribute significantly to improving teacher effectiveness and recommends strengthening instructional supporta nd leadership capabilities to promote instructional excellence and positive educational outcomes.
Keywords
Coordinatorship Practices, Teacher Effectiveness, Predictive Quantitative Research, Multiple Linear Regression Analysis, Davao City
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References
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