A Study of the Relationship of Teacher’s Collaborative Learning Strategies to the Leadership Skills of the Junior High School in Selected Public Secondary Schools in Tanauan

Abstract

This chapter includes the introduction, theoretical framework, statement of the problem, hypothesis, scope and limitation, significance of the study, and the definition of terms used.
Introduction
The teaching and learning process is a fundamental aspect of education and plays a significant role in human development. It involves continuous interaction between teachers and learners through the exchange of knowledge, skills, and experiences. One approach that supports this process is collaborative learning (CL), which refers to teaching strategies that encourage students to work together in small groups toward a common goal (Le et al., 2018). As explained by Ismail et al. (2018), collaborative learning promotes shared responsibility, where learners are not only responsible for their own learning but also contribute to the progress of their peers.
In the Philippine educational setting, collaborative learning is reinforced by existing policies and standards. DepEd Memorandum No. 8, s. 2023, under the Results-Based Performance Management System–Philippine Professional Standards for Teachers (RPMS-PPST), highlights the importance of using teaching strategies that address both individual and group learning needs. Teachers are expected to promote active participation, cooperation, and collaboration in the classroom to enhance student performance. Supporting this, studies have shown that student engagement is positively associated with collaborative learning (Vega-Abarzúa et al., 2022). In addition, Pahomov (2018) emphasized that collaboration not only strengthens peer relationships but also improves the overall quality of students’ work.
Despite these benefits, there is still limited research that clearly explains how teachers’ use of collaborative learning strategies influences the development of leadership skills among junior high school students. While previous studies have discussed collaborative learning in general, fewer studies have focused on its direct connection to leadership development, especially within the context of public secondary schools in Tanauan. This indicates a gap that needs to be explored further.
Leadership skills such as teamwork, critical thinking, and problem-solving are essential for students as they prepare for future challenges. These skills are often developed through meaningful interactions and shared responsibilities, which are key elements of collaborative learning. However, the extent to which these classroom strategies contribute to leadership development remains unclear.
Therefore, this study aims to examine the relationship between teachers’ collaborative learning strategies and the leadership skills of junior high school students in selected public secondary schools in Tanauan. The results of this study are expected to provide insights that may help teachers enhance their instructional practices and support the development of students’ leadership abilities. In addition, this research contributes to broader educational goals that emphasize quality education and the development of essential life skills.