Collaborative School Cultures and Co-Constructing Theory Perspective of School Heads in the City of Goodwill

Joevelyn Penuela; Nancy Espacio

doi:10.70838/pemj.420705

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Collaborative School Cultures and Co-Constructing Theory Perspective of School Heads in the City of Goodwill

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Joevelyn Penuela , Nancy Espacio

Psych Educ Multidisc J, 2025, 42 (7), 960-971, DOI: https://doi.org/10.70838/pemj.420705, ISSN 2822-4353

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Abstract

This study investigates the extent to which school heads in primary education foster collaborative school cultures and engage in co-constructing theory perspectives. Employing a descriptive-correlational research design, the research utilized a researcher-modified survey questionnaire that focused on three key areas: demographic profile, leadership practices, and co-constructing theory perspectives. Data were gathered through complete enumeration of all elementary school heads within the division, and Pearson’s r correlation was used to assess the relationship between collaborative practices and theoretical perspectives. Findings reveal that school heads excel at fostering social interactions (mean = 4.47) and shared leadership (mean = 4.46), effectively promoting relationship building and participative decision-making. However, broader engagement and support for learning programs require further development. While educators highly value dialogue (mean = 4.37) and reciprocal influence (mean = 4.37), generating innovative ideas and maintaining balanced team dynamics remain significant challenges. Additionally, flexibility in leadership roles (mean = 4.36) is inconsistently implemented, and reflective practices (mean = 4.21) lack sufficient integration within daily routines. Context relevance and peer feedback (mean = 4.36) also need more emphasis to foster creativity and relevance. Objective three highlighted a strong, significant correlation (r = .750, p < .000) between collaborative school culture practices and co-constructing theory perspectives, emphasizing their interconnectedness. While school administrators demonstrate effectiveness in goal-setting and professional development, areas such as stakeholder engagement, structured discussions, and reflective practices require reinforcement. Enhancing these areas can improve leadership efficacy and facilitate the practical application of co-constructing theory, ultimately fostering a more collaborative and innovative school environment.

Keywords philippines correlation school heads collaborative school cultures co-constructing theory

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2 authors, 2 institutions.

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Holder	Wallet	Tokens
SciMatic	`0xc35709…277732`	100,000 (10%)
Joevelyn Penuela	`0x102971…C84D1f`	450,000 (45%)
Nancy Espacio	`0x69cfC4…402090`	450,000 (45%)

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Bibliographic Information

Joevelyn Penuela, Nancy Espacio, (2025). Collaborative School Cultures and Co-Constructing Theory Perspective of School Heads in the City of Goodwill, Psychology and Education: A Multidisciplinary Journal, 42(7): 960-971

Bibtex Citation


                        
            @article{joevelyn_penuela2025pemj,

                author       = {Joevelyn Penuela and Nancy Espacio},

                title        = {Collaborative School Cultures and Co-Constructing Theory Perspective of School Heads in the City of Goodwill},

                journal      = {Psychology and Education: A Multidisciplinary Journal},

                year         = {2025},

                volume       = {42},

                number       = {7},

                pages        = {960-971},

                doi          = {10.70838/pemj.420705},

                url          = {https://scimatic.org/show_manuscript/5827}

              }

APA Citation

Penuela, J., Espacio, N., (2025). Collaborative School Cultures and Co-Constructing Theory Perspective of School Heads in the City of Goodwill. Psychology and Education: A Multidisciplinary Journal, 42(7), 960-971. https://doi.org/10.70838/pemj.420705

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Collaborative School Cultures and Co-Constructing Theory Perspective of School Heads in the City of Goodwill

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