Assessing Peer Collaboration Strategies Among Senior High School Teachers at Sulu College of Technology, Incorporated

Abstract

This study assessed the extent of peer collaboration strategies employed by senior high school teachers at Sulu College of Technology, Incorporated. Specifically, it examined peer collaboration in terms of sharing teaching strategies and best practices, joint lesson planning and curriculum development, peer mentoring and coaching, and professional support and teamwork. The study also determined the relationship between peer collaboration strategies and the demographic characteristics of the respondents. A descriptive-correlational research design was employed involving 100 senior high school teacher-respondents selected through purposive sampling. Data were gathered using a structured questionnaire and analyzed using frequency counts, percentages, weighted mean, standard deviation, Pearson product-moment correlation, independent samples t-test, and Analysis of Variance (ANOVA). The findings revealed that most of the respondents were 40 years old or younger, female, married, had fewer than five years of teaching experience, and held a bachelor’s degree. Overall, the extent of peer collaboration strategies across the four domains was rated as "Often," indicating that collaborative practices were regularly implemented among the teachers. Respondents who were female, aged 31–40 years, married, held a master’s degree, and had 6–10 years of teaching experience reported more favourable perceptions of peer collaboration strategies than the other demographic groups. Furthermore, the results indicated a strong positive relationship between the four domains of peer collaboration strategies and the demographic characteristics of the respondents. The study concludes that fostering a collaborative culture among teachers plays a significant role in enhancing both personal and professional development. The findings provide valuable insights that may serve as a basis for strengthening collaborative practices, informing institutional policies, and designing professional development programs  that promote effective teamwork and continuous instructional improvement.