School Administrators’ Engagement and Its Relationship with Teachers’ Collaboration and Decision-Making Effectiveness

Skip to content Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV6I70033 Volume: 06 Issue: 07 Pages: 344-357 Date: May 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Shahara M. Pañares. (May 2025). School Administrators’ Engagement and Its Relationship with Teachers’ Collaboration and Decision-Making Effectiveness. United International Journal for Research & Technology (UIJRT) , 6 (7), 344-357. Abstract School administrators are pivotal in shaping an environment conducive to effective teaching and learning. Their active engagement influences teacher collaboration, decision-making, and overall school performance. Understanding how administrators’ engagement relates to teachers’ collaboration and decision-making effectiveness is essential for fostering sustainable educational development. This study employed a descriptive-correlational research design involving 30 school administrators and 533 teachers from selected schools in the Division of Ozamiz City. A researcher-made questionnaire was used to collect data. Statistical tools included frequency and percentage, mean and standard deviation, Spearman Rank-Order Correlation, and Kruskal-Wallis Test. The study revealed a very high level of engagement among school administrators, particularly in shared purpose, social interaction, and knowledge-sharing. Teachers also demonstrated a very high level of collaboration in communication, trust-building, and stakeholder inclusion. Decision-making effectiveness among administrators ranged from high to very high, emphasizing participation, transparency, and accountability. While levels of engagement, collaboration, and decision-making effectiveness were consistently high, statistical analysis showed no significant relationships between administrators’ engagement and either teacher collaboration or decision-making effectiveness. Additionally, no significant differences in engagement were found based on age, sex, or educational attainment. These findings underscore the vital role of engaged leadership in sustaining school operations and fostering a collaborative culture, although other contextual factors may play a greater role in shaping collaboration and decision-making. Encouraging inclusive leadership and participatory governance remains crucial for improved educational outcomes and stronger school communities. Further research is recommended to explore additional variables that may influence teacher engagement and school decision-making processes. Keywords: School Administrator, Engagement, Teacher Collaboration, Decision-Making Effectiveness, School Performance, Teacher-Administrator Relationships. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV6I70033 Volume: 06 Issue: 07 Pages: 344-357 Date: May 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Shahara M. Pañares. (May 2025). School Administrators’ Engagement and Its Relationship with Teachers’ Collaboration and Decision-Making Effectiveness. United International Journal for Research & Technology (UIJRT) , 6 (7), 344-357. Abstract School administrators are pivotal in shaping an environment conducive to effective teaching and learning. Their active engagement influences teacher collaboration, decision-making, and overall school performance. Understanding how administrators’ engagement relates to teachers’ collaboration and decision-making effectiveness is essential for fostering sustainable educational development. This study employed a descriptive-correlational research design involving 30 school administrators and 533 teachers from selected schools in the Division of Ozamiz City. A researcher-made questionnaire was used to collect data. Statistical tools included frequency and percentage, mean and standard deviation, Spearman Rank-Order Correlation, and Kruskal-Wallis Test. The study revealed a very high level of engagement among school administrators, particularly in shared purpose, social interaction, and knowledge-sharing. Teachers also demonstrated a very high level of collaboration in communication, trust-building, and stakeholder inclusion. Decision-making effectiveness among administrators ranged from high to very high, emphasizing participation, transparency, and accountability. While levels of engagement, collaboration, and decision-making effectiveness were consistently high, statistical analysis showed no significant relationships between administrators’ engagement and either teacher collaboration or decision-making effectiveness. Additionally, no significant differences in engagement were found based on age, sex, or educational attainment. These findings underscore the vital role of engaged leadership in sustaining school operations and fostering a collaborative culture, although other contextual factors may play a greater role in shaping collaboration and decision-making. Encouraging inclusive leadership and participatory governance remains crucial for improved educational outcomes and stronger school communities. Further research is recommended to explore additional variables that may influence teacher engagement and school decision-making processes. Keywords: School Administrator, Engagement, Teacher Collaboration, Decision-Making Effectiveness, School Performance, Teacher-Administrator Relationships. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794

Paper Details Subject: Educational Management Paper ID: UIJRTV6I70033 Volume: 06 Issue: 07 Pages: 344-357 Date: May 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Shahara M. Pañares. (May 2025). School Administrators’ Engagement and Its Relationship with Teachers’ Collaboration and Decision-Making Effectiveness. United International Journal for Research & Technology (UIJRT) , 6 (7), 344-357. Abstract School administrators are pivotal in shaping an environment conducive to effective teaching and learning. Their active engagement influences teacher collaboration, decision-making, and overall school performance. Understanding how administrators’ engagement relates to teachers’ collaboration and decision-making effectiveness is essential for fostering sustainable educational development. This study employed a descriptive-correlational research design involving 30 school administrators and 533 teachers from selected schools in the Division of Ozamiz City. A researcher-made questionnaire was used to collect data. Statistical tools included frequency and percentage, mean and standard deviation, Spearman Rank-Order Correlation, and Kruskal-Wallis Test. The study revealed a very high level of engagement among school administrators, particularly in shared purpose, social interaction, and knowledge-sharing. Teachers also demonstrated a very high level of collaboration in communication, trust-building, and stakeholder inclusion. Decision-making effectiveness among administrators ranged from high to very high, emphasizing participation, transparency, and accountability. While levels of engagement, collaboration, and decision-making effectiveness were consistently high, statistical analysis showed no significant relationships between administrators’ engagement and either teacher collaboration or decision-making effectiveness. Additionally, no significant differences in engagement were found based on age, sex, or educational attainment. These findings underscore the vital role of engaged leadership in sustaining school operations and fostering a collaborative culture, although other contextual factors may play a greater role in shaping collaboration and decision-making. Encouraging inclusive leadership and participatory governance remains crucial for improved educational outcomes and stronger school communities. Further research is recommended to explore additional variables that may influence teacher engagement and school decision-making processes. Keywords: School Administrator, Engagement, Teacher Collaboration, Decision-Making Effectiveness, School Performance, Teacher-Administrator Relationships. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Shahara M. Pañares. (May 2025). School Administrators’ Engagement and Its Relationship with Teachers’ Collaboration and Decision-Making Effectiveness. United International Journal for Research & Technology (UIJRT) , 6 (7), 344-357.

Abstract School administrators are pivotal in shaping an environment conducive to effective teaching and learning. Their active engagement influences teacher collaboration, decision-making, and overall school performance. Understanding how administrators’ engagement relates to teachers’ collaboration and decision-making effectiveness is essential for fostering sustainable educational development. This study employed a descriptive-correlational research design involving 30 school administrators and 533 teachers from selected schools in the Division of Ozamiz City. A researcher-made questionnaire was used to collect data. Statistical tools included frequency and percentage, mean and standard deviation, Spearman Rank-Order Correlation, and Kruskal-Wallis Test. The study revealed a very high level of engagement among school administrators, particularly in shared purpose, social interaction, and knowledge-sharing. Teachers also demonstrated a very high level of collaboration in communication, trust-building, and stakeholder inclusion. Decision-making effectiveness among administrators ranged from high to very high, emphasizing participation, transparency, and accountability. While levels of engagement, collaboration, and decision-making effectiveness were consistently high, statistical analysis showed no significant relationships between administrators’ engagement and either teacher collaboration or decision-making effectiveness. Additionally, no significant differences in engagement were found based on age, sex, or educational attainment. These findings underscore the vital role of engaged leadership in sustaining school operations and fostering a collaborative culture, although other contextual factors may play a greater role in shaping collaboration and decision-making. Encouraging inclusive leadership and participatory governance remains crucial for improved educational outcomes and stronger school communities. Further research is recommended to explore additional variables that may influence teacher engagement and school decision-making processes. Keywords: School Administrator, Engagement, Teacher Collaboration, Decision-Making Effectiveness, School Performance, Teacher-Administrator Relationships. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

School administrators are pivotal in shaping an environment conducive to effective teaching and learning. Their active engagement influences teacher collaboration, decision-making, and overall school performance. Understanding how administrators’ engagement relates to teachers’ collaboration and decision-making effectiveness is essential for fostering sustainable educational development. This study employed a descriptive-correlational research design involving 30 school administrators and 533 teachers from selected schools in the Division of Ozamiz City. A researcher-made questionnaire was used to collect data. Statistical tools included frequency and percentage, mean and standard deviation, Spearman Rank-Order Correlation, and Kruskal-Wallis Test. The study revealed a very high level of engagement among school administrators, particularly in shared purpose, social interaction, and knowledge-sharing. Teachers also demonstrated a very high level of collaboration in communication, trust-building, and stakeholder inclusion. Decision-making effectiveness among administrators ranged from high to very high, emphasizing participation, transparency, and accountability. While levels of engagement, collaboration, and decision-making effectiveness were consistently high, statistical analysis showed no significant relationships between administrators’ engagement and either teacher collaboration or decision-making effectiveness. Additionally, no significant differences in engagement were found based on age, sex, or educational attainment. These findings underscore the vital role of engaged leadership in sustaining school operations and fostering a collaborative culture, although other contextual factors may play a greater role in shaping collaboration and decision-making. Encouraging inclusive leadership and participatory governance remains crucial for improved educational outcomes and stronger school communities. Further research is recommended to explore additional variables that may influence teacher engagement and school decision-making processes.

Keywords: School Administrator, Engagement, Teacher Collaboration, Decision-Making Effectiveness, School Performance, Teacher-Administrator Relationships.

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026

Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City

Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026

Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School

Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026

Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement

Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026

Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc.

The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026

The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning

Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026

Instructional Leadership Support and Professional Growth Among TVL Teachers

Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026

Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements

Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026

Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action

Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026

Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data

Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026

Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes

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School Administrators’ Engagement and Its Relationship with Teachers’ Collaboration and Decision-Making Effectiveness » UIJRT

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