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Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 1 (2026)

Maintainable Progress Goals and Collective Ideas Supervision of Teachers in Public Elementary Schools

Recto Salac | Josephine B. Baguio

Discipline: Education

 

Abstract:

This study examined maintainable progress goals and collective ideas supervision among public elementary school teachers in Davao Oriental, Philippines. Using a quantitative correlational design, the research analyzed teacher survey responses. Findings revealed that maintainable progress goals were moderate overall, though economic and social community aspects were high. Furthermore, collective ideas supervision was generally high, particularly regarding teacher well-being and responsibility, while lifelong learning and self-esteem were rated comparatively lower. Results identified a statistically significant positive relationship between these constructs. Ultimately, the findings suggest that environments fostering sustainable improvement and equitable participation align with stronger shared supervision, responsibility, and well-being. Consequently, the study highlights the necessity for leadership and professional development programs to enhance collaborative cultures, teacher efficacy, and long-term school improvement.



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