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AbstractThis study investigated how teachers in secondary schools within the Digos City Division experience fulfilling their responsibilities through cohesive behavior. Sixty-six (66) public secondary teachers participated, with the research examining the influence of group integration, group attraction, and emotional support on the completion of professional duties. Employing a descriptive-correlational design, the study used standardized questionnaires for data collection. The analysis indicated that teachers demonstrated significant cohesive behavior and a moderate level of responsibility completion. Factors such as group collaboration, shared objectives, and emotional safety were found to substantially affect how teachers met their responsibilities in areas like student motivation, achievement promotion, and effective teaching practices. Teachers addressed challenges by enhancing peer support, promoting open communication, and adapting instructional strategies. The study concluded that cohesive behavior strongly predicts teachersability to fulfill their responsibilities, accounting for 87.6% of the variance. The findings suggest that cultivating teamwork and shared accountability can improve instructional quality and professional satisfaction. These results may inform the development of training programs focused on team building, emotional resilience, and collaborative planning, ultimately fostering a more cohesive and effective teaching environment. Keywords: cohesive behavior, completion of responsibility, group integration, secondary teachers, Digos City Division

Copyright © 2025 Mafe C. Betonio. This is an open access article distributed under the Creative Commons Attribution License.