Lyndon A. Quines, Marvi T. Monteza


The purpose of this study was to determine the mediating effect of teacher collegiality on the relationship between instructional leadership and professional development of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 elementary public school teachers who belong to the 3 districts, Magsaysay, Bansalan and Matan-ao under the Division of Davao Del Sur. Davao Del Sur. The researcher utilized stratified random sampling technique and survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Medgraph using Sobel z- test. From the results of the study, it was found out that there is a very high level of mean scores for all variables of teacher collegiality, instructional leadership and professional development of teachers. Also, results revealed that there are significant relationships between instructional leadership and between teacher collegiality and professional development of teachers. Further, it was revealed that there was full mediation effect of teacher collegiality on the relationship between instructional leadership and professional development of teachers. This implies that the teacher collegiality conveys instructional leadership of teachers.


Article visualizations:

Hit counter


education, teacher collegiality, instructional leadership, professional development, mediating effect, teachers, Philippines

Full Text:



Akram, M., Kiran, S., & İlğan, A. (2017). Development and validation of instructional leadership questionnaire. International Journal of Organizational Leadership, 6, 73-88.

Allen, K. P. (2010). Classroom management, bullying, and teacher practices. Professional Educator, 34(1), n1.

Angura, D. A. (2020). New Primary School Principals’ Understandings and Practice of Instructional Leadership in Ethiopia (Doctoral dissertation, Walden University).

Applewhite, M. A. (2009). An investigation of elementary teachers' and principals' perceptions of teacher working conditions and academic achievement in North Carolina. Fayetteville State University.

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J. Prentice Hall.

Baron, R. M., & Kenny, D. A. (1986). The Moderator–mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations. Journal of Personality and Social Psychology, 51(6), 1173.

Bauml, M., Patton, M. M., & Rhea, D. (2020). A Qualitative Study of Teachers’ Perceptions of Increased Recess Time on Teaching, Learning, and Behavior. Journal of Research in Childhood Education, 34(4), 506-520.

Bono, J. E., Dwyer, P. C., Snyder, M., Nov, O., & Berson, Y. (2013). Sources of volunteer motivation: Transformational leadership and personal motives influence volunteer outcomes. Nonprofit management and Leadership, 24(2), 181-205.

Bourdesa, N. (2016). The Importance of Teachers’ Training and Professional Development Programs in the Algerian Educational Context: Toward Informed and Effective Teaching Practices, Expériences Pédagogiques, 1, 1-15.

Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76 (8), 597 604.

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

Eval, O., & Roth, G. (2011). Principals' leadership and teachers' motivation: Self‐determination theory analysis. Journal of educational administration, 49(3), 256-275.

Geldenhuys, J. L., & Oosthuizen, L. C. (2015). Challenges influencing teachers' involvement in continuous professional development: A South African perspective. Teaching and teacher education, 51, 203-212.

Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning. American Journal of Education, 121(4), 501–530.

Gulston, K. (2011). The challenges experienced by educators in primary schools regarding continuous professional development (Doctoral dissertation, University of Pretoria).

Hallinger, P., & Murphy, J. F. (1985). Assessing the instructional leadership behavior of principals. Elementary School Journal, 86 (2), 217–248.

Heck, R. H. & Marcoulides, G. A. (2016). Principal leadership behaviors and school achievement.

Hernandez, K. E., Bejarano, S., Reyes, F. J., Chavez, M., & Mata, H. (2014). Experience preferred: Insights from our newest public health professionals on how internships/practicums promote career development. Health Promotion Practice, 15(1), 95-99.

Hişmanoğlu, M., & Hişmanoğlu, S. (2010). English Language Teachers’ Perceptions of Educational Supervision In Relation To Their Professional Development: A Case Study of Northern Cyprus. Novitas-Royal (Research on Youth and Language), 4(1), 16-34.

Jenkins, S. B. (2009). Measuring teacher beliefs about curriculum orientations using the modified-curriculum orientations inventory. The Curriculum Journal, 20(2), 103-120.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.

Kim, T., Lee, Y. (2020). Principal Instructional Leadership for Teacher Participation in Professional Development: Evidence from Japan, Singapore, and South Korea. Asia Pacific Education Review, 21, 261–278.

Kosgei, A., Mise, J. K., Odera, O., & Ayugi, M. E. (2013). Influence of teacher characteristics on students’ academic achievement among secondary schools.

Kowalczyk, D. (2018). Descriptive research design: Definition, examples & types. Retrieved from

Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals reform culture. Paper presented at the annual meeting of the Canadian Association for Curriculum Studies, Victoria, B.C., Canada.

Leiva, M. V., Montecinos, C., & Aravena, F. (2016). Instructional Leadership among Novice Principals in Chile: Practices for Classroom Observation and Feedback to Teachers. RELIEVE-Revista Electronica de Investigacion y Evaluacion Educativa, 22(2), 1-17.

Liu, P. (2016). Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers. Australian Journal of Teacher Education, 41(3), 86-104.

Löfgren, H., & Karlsson, M. (2016). Emotional aspects of teacher collegiality: A narrative approach. Teaching and Teacher Education, 60, 270-280.

Ma, X., & Marion, R. (2021). Exploring how Instructional Leadership affects Teacher Efficacy: A Multilevel Analysis. Educational Management Administration & Leadership, 49(1), 188-207.

MacKinnon, David P., & Linda J. Luecken. "How and for whom? Mediation and moderation in health psychology." Health psychology 27.2S (2008): S99.

Mora-Ruano, J. G., Heine, J. H., & Gebhardt, M. (2019). Does teacher collaboration improve student achievement? Analysis of the German PISA 2012 sample. In Frontiers in Education (Vol. 4, p. 85). Frontiers Media SA. Retrieved from

Nguyen, T., Silander, T., & Leong, T. (2012). Transferring expectations in model-based reinforcement learning. Advances in Neural Information Processing Systems, 25.

Özdemir, G., Sahin, S., & Öztürk, N. (2020). Teachers' Self-Efficacy Perceptions in Terms of School Principal's Instructional Leadership Behaviours. International Journal of Progressive Education, 16(1), 25-40.

Patidar, J. (2013). Non experimental research design. Retrieved from

Putman, S. M., Byker, E. J., Handler, L., & Polly, D. (2017). Educational technology and student voice: Examining teacher candidates' perceptions. World Journal on Educational Technology: Current Issues, 9(3), 119-129.

Quattlebaum, P. D., Grier, B. C., & Klubnik, C. (2012). Bipolar disorder in children: Implications for speech-language pathologists. Communication Disorders Quarterly, 33(3), 181-192.

Ranaweera, S. P. N., & Montplaisir, L. M. (2010). Students' illustrations of the human nervous system as a formative assessment tool. Anatomical Sciences Education, 3(5), 227-233.

Retallick, J., & Butt, R. (2004). Professional well-being and learning: A study of teacher-peer workplace relationships. Journal of Educational Enquiry, 5 (1), 85 99

Robbins, T. W., Zeeb, F. D., & Winstanley, C. A. (2009). Serotonergic and dopaminergic

modulation of gambling behavior as assessed using a novel rat gambling task. Neuropsychopharmacology, 34(10), 2329-2343.

Romesh, N., Martinez-Schlurmann, N., Rampa, S., Allareddy, V., Rotta, A., & Allareddy, V. (2015). 769: Incidence and predictors of c. difficile in children undergoing major surgical procedures in the USA. Critical Care Medicine, 43(12), 193-194.

Salkind, Neil, Jr. (2007). Encyclopedia of Measurements and Statistics. https://dx/

Shah, M. (2012). The importance and benefits of teacher collegiality in schools–A literature review. Procedia-Social and Behavioral Sciences, 46, 1242-1246.

Stephanie, E. (2003). Slovin's Formula Sampling Techniques. Houghton-Mifflin, New York, USA

Stone, D., & David-Lang, J. (2017). Stop Sabotaging Feedback. Educational Leadership, 74(8), 47-50.

Tichavsky, L. P., Hunt, A. N., Driscoll, A., & Jicha, K. (2015). "It's Just Nice Having a Real Teacher": Student Perceptions of Online versus Face-to-Face Instruction. International Journal for the Scholarship of Teaching and Learning, 9(2), 1-10.

Trefry, R. G. (2017). Research methods information: Quantitative research. Retrieved from

Waters, L. (2017). Visible Wellbeing in Schools: The Powerful Role of Instructional Leadership. Australian Educational Leader, 39(1), 6-10.

Yıldırım, Ö. (2014). Adjustment problems of international students studying in the USA: The effects of English language and academic culture. International Journal of Global Education (IJGE) ISSN: 2146-9296, 3(4).

You, S., Lee, J., Lee, Y., & Kim, E. K. (2020). The effects of middle school art class with an empathy-based learning model. Current Psychology, 39, 1819-1829.

Youngs, P., & King, M. B. (2002). Principal leadership for professional development to build school capacity. Educational administration quarterly, 38(5), 643-670.

Yunus, A., Iqbal, S., Munawar, R., Zakar, R., Mushtaq, S. K., Sadaf, F., & Usman, A. (2013). Determinants of postnatal care services utilization in Pakistan-insights from Pakistan demographic and health survey (PDHS) 2006-07. Middle-East Journal of Scientific Research, 18(10), 1440-1447.



  • There are currently no refbacks.

Copyright (c) 2023 Lyndon A. Quines, Marvi T. Monteza

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).