World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IX (September 2026), pp.78-83
Rhealyn H. Delos Santos
ABSTRACT
This quantitative descriptive-correlational study assessed distributed leadership, collaborative school culture, and perceived school-level impact among public elementary school teachers in Pio V. Corpuz District. From 225 eligible teachers across 18 schools, 145 were selected through proportionate stratified random sampling followed by simple random selection. A validated questionnaire measured distributed leadership through 12 indicators, collaborative culture through six indicators, perceived global impact through six indicators, and principal enablers and barriers. Reliability coefficients were .918, .884, and .861, respectively. Distributed leadership was High (M=3.16, SD=.45), collaborative school culture was High (M=3.23, SD=.48), and perceived global impact was High (M=3.20, SD=.49). Supportive leadership was the leading enabler, selected by 70.34%, whereas time constraints were the leading barrier, selected by 76.55%. Position, educational attainment, and weekly collaboration time produced selected significant differences, while school, age, sex, tenure, and school size did not. Distributed leadership correlated strongly with collaborative culture (r=.681) and perceived impact (r=.624); collaborative culture had the strongest relationship with perceived impact (r=.716). LEAD TOGETHER was proposed to institutionalize protected time, transparent leadership opportunities, shared decisions, coordinated problem solving, capability building, recognition, and continuous improvement. Schools should translate positive interpersonal practices into dependable structures that broaden teacher participation and connect collaboration with instructional priorities.
Keywords: collaborative school culture, distributed leadership, elementary teachers, school improvement, teacher collaboration
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