Paper Contents
Abstract
AbstractThis qualitative-phenomenological study aimed to explore the collaborative decision-making practices of teachers at Lupon West District, Division of Davao Oriental, focusing on their experiences, coping mechanisms, and insights. Through in-depth interviews (IDIs) and focus group discussions (FGDs) with 10 public secondary school teachers, the study identified key themes regarding teachersempowerment through shared leadership, enhanced professional development, and the challenges of time constraints and workload. Teacherscoping mechanisms were revealed through strategies such as prioritization and time management, delegating tasks, collaborating with support networks, and intensifying professional development. The study also highlighted the values derived from teachersexperiences, including the enhancement of instructional quality, promotion of teacher autonomy, and recognition of the need for structural and systemic support. The findings emphasize the importance of fostering a collaborative decision-making environment that supports teachersprofessional growth and addresses systemic challenges to improve the overall quality of education.Keywords: collaborative decision-making, public secondary schools, qualitative-phenomenology. Lupon West District, Davao Oriental Division
Copyright
Copyright © 2025 Anjielita C. Villasante. This is an open access article distributed under the Creative Commons Attribution License.
