Restoration Leadership Practices and Collegial Model of Public Elementary School Teachers

Abstract

This study examined the restoration leadership practices and collegial model of public elementary school teachers in the Sta. Maria District, Division of Davao Occidental. Restoration leadership practices refer to strategies aimed at fostering accountability, empathy, and open communication to address and repair conflicts or challenges within the school community. The collegial model emphasizes collaboration and shared decision-making among teachers. Using a non-experimental quantitative research design and the correlational method, this study analyzed responses from 139 public elementary school teachers selected through universal sampling. Data were analyzed using mean scores, Pearson r, and regression analysis. The findings revealed that restoration leadership practices were moderately extensive, with a mean score of 3.46, while the collegial model was also moderately extensive, with a mean score of 3.09. Moreover, restoration leadership practices were found to be significantly related to the collegial model, with a p-value of 0.01. Based on these findings, it is proposed that a professional development program be implemented to encourage teachers to participate in DepEd conferences and training focused on enhancing restoration leadership practices and promoting collegiality. This program aims to address the need for stronger interpersonal relationships, improve instructional quality, and foster a sustainable, inclusive educational environment. Schools may also consider adopting targeted interventions to further strengthen leadership practices and promote a collegial culture, thereby supporting both teacher development and student success.