Authors :
Ranchille E. Jacobe
Volume/Issue :
Volume 11 - 2026, Issue 3 - March
Google Scholar :
https://tinyurl.com/mtypzk8f
Scribd :
https://tinyurl.com/m32rncdx
DOI :
https://doi.org/10.38124/ijisrt/26mar541
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This study explores the experiences of science coordinators in Kaputian District in promoting teacher
collaboration within the science education framework. Teacher collaboration is recognized as an essential component of
improving teaching quality and student outcomes, particularly in the context of science education, where innovation and
collective expertise are critical to effective teaching practices. Through qualitative interviews with 10 science coordinators,
this research examines the strategies, challenges, and perceived benefits of fostering collaboration among science teachers.
The findings indicate that science coordinators play a vital role in facilitating collaboration through organizing
professional development activities, creating collaborative spaces, and providing instructional support. However, several
challenges, including time constraints, resistance to change, and limited resources, were identified as barriers to effective
collaboration. Despite these challenges, the coordinators reported positive outcomes, including improved teaching
practices, enhanced student engagement, and a stronger sense of community among teachers. The study concludes with
recommendations for school administrators and policymakers to enhance teacher collaboration in science by addressing
resource gaps, promoting collaborative cultures, and investing in professional development that supports collaborative
teaching practices.
References :
- Hargreaves, A. (2007). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press.
- Kelchtermans, G. (2006). Teacher professionalism and the role of collegiality: A study in the Belgian context. Teaching and Teacher Education, 22(4), 477-492.
- Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17-40.
- Zigler, E., & Bishop-Josef, S. J. (2006). The case for play: A developmental perspective. Zero to Three, 26(6), 10-16.
This study explores the experiences of science coordinators in Kaputian District in promoting teacher
collaboration within the science education framework. Teacher collaboration is recognized as an essential component of
improving teaching quality and student outcomes, particularly in the context of science education, where innovation and
collective expertise are critical to effective teaching practices. Through qualitative interviews with 10 science coordinators,
this research examines the strategies, challenges, and perceived benefits of fostering collaboration among science teachers.
The findings indicate that science coordinators play a vital role in facilitating collaboration through organizing
professional development activities, creating collaborative spaces, and providing instructional support. However, several
challenges, including time constraints, resistance to change, and limited resources, were identified as barriers to effective
collaboration. Despite these challenges, the coordinators reported positive outcomes, including improved teaching
practices, enhanced student engagement, and a stronger sense of community among teachers. The study concludes with
recommendations for school administrators and policymakers to enhance teacher collaboration in science by addressing
resource gaps, promoting collaborative cultures, and investing in professional development that supports collaborative
teaching practices.
