Engagement in Professional Learning Communities, Collective Teacher Efficacy and Cognitive Activation Strategies in Elementary Classrooms

Abstract

This study examined the relationships among Professional Learning Community (PLC) engagement, Collective Teacher Efficacy (CTE), and Cognitive Activation Strategies (CAS) among public elementary school teachers in Valencia City, Bukidnon during the school year 2025-2026. Anchored on Social Cognitive Theory, Constructivist Learning Theory, and Organizational Learning Theory, the study investigated how structured teacher collaboration and shared efficacy beliefs relate to the implementation of cognitively demanding instructional practices. A quantitative descriptive-correlational design was employed involving 141 teachers selected through complete enumeration across six public elementary schools. Data were collected using validated Likert-scale instruments measuring PLC engagement (collaborative culture, focus on learning, and shared practice), collective teacher efficacy, and cognitive activation strategies. Descriptive statistics and Pearson’s product–moment correlation were utilized to analyze the data. Results revealed that teachers reported very high levels of PLC engagement, collective teacher efficacy, and use of cognitive activation strategies. Significant positive relationships were found between PLC engagement and CAS and between CTE and CAS, with collective teacher efficacy demonstrating the stronger association. Findings suggest that while collaborative structures are important, teachers’ shared belief in their collective capability plays a more influential role in promoting cognitively activating instruction. The study highlights the importance of strengthening deep collaborative practices and collective efficacy-building mechanisms within PLCs to sustain high-quality instructional strategies that promote higher-order thinking in elementary classrooms.