Collaborative Learning Expertise Practices and Teaching Commitment as Predictors of Instructional Effectiveness in Schools

Wenalyn B. Valdez¹, & James Paglinawan, PhD²
¹Department of Education, Tongantongan National High School, Philippines
²College of Education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81034

Abstract

This study examined the predictive relationship between Collaborative Learning Expertise Practices (CLEP) and Teaching Commitment on Instructional Effectiveness among public school teachers in the Division of Valencia City during the School Year 2025–2026. Specifically, it sought to determine the levels of CLEP, Teaching Commitment, and Instructional Effectiveness, assess their correlations, and identify which components significantly predict instructional effectiveness. A quantitative-correlational research design with regression analysis was employed. Data were collected through a validated and reliable self-constructed survey questionnaire administered to elementary and secondary teachers. Descriptive statistics, Pearson correlation, and multiple regression analysis were utilized in data interpretation.

Findings revealed that Collaborative Learning Expertise (M = 4.13) and Teaching Commitment (M = 4.17) were both rated at high levels, while Instructional Effectiveness (M = 4.09) was also found to be effective. Correlation analysis indicated strong and statistically significant positive relationships between CLEP (r = .670, p < .01), Teaching Commitment (r = .678, p < .01), and Instructional Effectiveness. Regression analysis further showed that Professional Development Commitment (β = 0.429, p = .000) and Dialogue (β = 0.299, p = .000) were the strongest predictors of instructional effectiveness, explaining 62.5% of the variance (R² = 0.625). These results suggest that teachers who actively engage in professional learning, reflective dialogue, and collaborative action are more effective in lesson delivery, assessment, and classroom management.

The study concludes that collaborative learning expertise and strong professional commitment are vital predictors of instructional effectiveness. Therefore, it is recommended that schools strengthen professional learning communities, promote collegial dialogue, and support continuous professional development to sustain teaching quality and enhance student learning outcomes.

Keywords: Collaborative Learning Expertise Practices, Teaching Commitment, Instructional Effectiveness, Regression Analysis, Teacher Collaboration

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