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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Transdisciplinary Leadership Approaches in Teacher Collaboration
and Innovation
Teresa S. Echano, Consuelo R. Saenz, EdD
Mabini Colleges, Incorporated, Daet, Camarines Norte
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000855
Received: 07 November 2025; Accepted: 14 November 2025; Published: 26 November 2025
ABSTRACT
This study aimed to describe the transdisciplinary leadership approaches of school heads in teacher
collaboration and innovation in Mercedes, Camarines Norte, for the School Year 2024-2025. A quantitative
method using a descriptive-correlational design was used, with a structured questionnaire to gather data from
all 113 teachers in three mainland public elementary schools in Mercedes, Camarines Norte. Data were
analyzed using Microsoft Excel and IBM SPSS Version 21 with weighted mean and Pearson correlation as
statistical tools. The findings revealed that school heads consistently demonstrated transdisciplinary leadership
approaches in adaptive and empowering leadership, knowledge integration and support, and values-driven
complexity management. The findings also indicate that the level of teacher collaboration was very high in
collaborative lesson planning, teamwork, shared reflection, feedback exchange, and professional learning
communities. Likewise, the level of teacher innovation was very high in opportunity exploration, idea
generation, idea promotion, idea realization, and idea sustainability. In addition, test for significant relationship
between variables revealed that transdisciplinary leadership approaches was significantly related to level of
teacher collaboration and to level of teacher innovation. Levels of teacher collaboration and innovation also
showed significant relationship. Moreover, the findings showed that schools experienced minimal to no
challenges in implementing transdisciplinary leadership approaches. Based on the findings, Project LEAD was
proposed to further enhance transdisciplinary leadership approaches of school heads.
Keywords: Transdisciplinary leadership, school leadership, teacher collaboration, teacher innovation,
challenges
INTRODUCTION
Leadership in schools is critical to improving the quality of education, as it shapes how teachers collaborate
and introduces new methods for enhancing student learning. School heads play an essential role in guiding
teachers and fostering an environment that supports teamwork and innovative practices. Leadership in schools
is about making decisions, managing resources, and empowering teachers to work together to solve problems
and implement effective teaching strategies (Gabutan Jr. et al., 2024).
The idea of transdisciplinary leadership is increasingly recognized for its potential to create collaborative
teaching environments and stimulate pedagogical innovation. This idea focuses on leadership roles that cross
traditional disciplinary borders, enhancing teacher collaboration and creativity by integrating diverse expertise
and viewpoints within educational institutions. According to Reynolds (2021), transdisciplinary leadership
helps break down barriers between different subject areas or fields, enabling teachers to investigate new
teaching strategies that are more adaptable to the varying needs of students and the ever-changing educational
landscape. As schools globally face the challenges of globalization, many educators discover that
transdisciplinary leadership models improve collaborative skills and advance progressive teaching practices.
There is growing recognition of the need to adopt transdisciplinary leadership approaches to improve teacher
collaboration and promote innovative teaching practices in the Philippines. Juanico (2021) observes that there
is a shift towards practices that encourage transdisciplinary collaboration in response to the challenges faced by
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schools. School heads play a key role in leading these efforts, setting up initiatives that motivate teachers to
work together on projects that address local community needs. Furthermore, Gabutan Jr. et al. (2024) argue
that school heads who exhibit high-quality leadership create a positive school climate, which fosters teacher
collaboration and innovation.
Additionally, with the introduction of the MATATAG curriculum in the Philippines, transdisciplinary
leadership may be applied as a major tool in its implementation by fostering cohesive and comprehensive
instructional strategies that cover various subject areas. Teachers can benefit from leadership practices that
promote pedagogical experimentation, enabling a curriculum responsive to Filipino students' evolving needs.
As this educational framework prioritizes critical thinking, practical skills, and the integration of core
competencies, the collaborative essence of transdisciplinary leadership could be instrumental in helping
teachers effectively implement these standards through interdisciplinary projects and cooperative learning
methodologies.
School heads who proactively support the transdisciplinary leadership approaches encourage collaboration
among teachers from different learning areas. The Philippine Professional Standards for School Heads
(PPSSH) are outlined in DepEd Order No. 24, s. 2020 provided specific competencies and expectations for
school heads, emphasizing the need to promote teacher growth and collaborative practices within the school.
The standards stress the importance of leadership practices that build a culture of teamwork and innovation,
creating conditions that allow teachers to work together effectively while encouraging professional
development activities that foster the sharing of new teaching strategies. School heads can thus foster
environments where learning needs are met comprehensively, allowing teachers to find connections between
different areas and work collectively to enhance their teaching practices.
In the Division of Camarines Norte, transdisciplinary leadership approaches may be a potential solution for
addressing school challenges, such as large class sizes and diverse learning needs. Rodelas and Puse (2024)
found that schools practicing this leadership approach experienced improvements in how teachers worked
together and developed new teaching strategies. School heads can adopt transdisciplinary approaches by
guiding teachers to participate in projects that engage with local issues, making learning more meaningful for
students. For instance, they might bring teachers from different departments together to design community-
based environmental awareness programs. This kind of leadership creates a supportive environment where
teachers can share resources, collaborate on solutions, and enhance their teaching.
The study sought to determine the transdisciplinary leadership approaches of school heads in teacher
collaboration and innovation in Mercedes, Camarines Norte. By identifying transdisciplinary leaders' key
characteristics and approaches, the level of collaboration and innovation, the relationships between these
variables, and the challenges in implementing such leadership approaches, this study provides valuable insights
for aspiring and experienced school heads. Ultimately, this study proposes an intervention to further enhance
transdisciplinary leadership approaches of school heads.
METHODOLOGY
The study utilized a quantitative method with a descriptive-correlation research design to describe the
transdisciplinary leadership approaches of school heads in teacher collaboration and innovation. The study's
population was the three public elementary mainland schools in Mercedes, Camarines Norte with a total of 126
respondents. However, a total of 113 teachers participated in this study. The difference in participation was
primarily due to the timing of data collection, which coincided with activities conducted by the Division of
Camarines Norte, making some of the teachers unavailable to respond to the survey.
The primary data collection tool was a structured questionnaire divided into four sections, namely Part I:
Transdisciplinary Leadership Approaches of School Heads, Part II: Level of Teacher Collaboration adopted
from De Guzman (2024), Part III: Level of Teacher Innovation adopted from the innovative work behavior
scale of Ayoub et al. (2023), and Part IV: Challenges in Applying Transdisciplinary Leadership Approaches.
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Parts I and IV were subjected to validity and reliability test. To ensure its validity, it underwent expert
validation by 5 School Heads and 1 Education Program Supervisor from other districts in the province.
Moreover, 20 teacher respondents from other districts were asked to participate in the survey’s dry run. The dry
run results were subjected to reliability testing using Cronbach’s alpha, which resulted in reliability coefficients
of .927 for transdisciplinary leadership approaches along adaptive and empowering leadership, .890 for
knowledge integration and support, and .807 for values-driven complexity management and .986 for
challenges experienced by schools in applying transdisciplinary leadership approaches along adaptive and
empowering leadership, .986 for knowledge integration and support, and .984 for values-driven complexity
management, showing internal consistency among the indicators.
Data analysis was conducted using Microsoft Excel and IBM SPSS Version 21. To describe transdisciplinary
leadership approaches employed by school heads to enhance teacher collaboration and innovation, descriptive
and inferential statistics were utilized, including weighted mean and Pearson's productmoment correlation.
RESULTS AND DISCUSSION
Transdisciplinary Leadership Approaches Employed by School Heads to Enhance Teacher
Collaboration and Innovation
This section presents the transdisciplinary leadership approaches used by school heads to foster teacher
collaboration and innovation. It highlights leadership approaches along adaptive and empowering leadership,
knowledge integration and support, and values-driven complexity management.
Adaptive and Empowering Leadership. This section presents the transdisciplinary leadership approaches
employed by school heads along adaptive and empowering leadership. It includes promoting teacher
autonomy, creating a responsive and supportive environment, encouraging collaboration, and providing
opportunities for professional growth and innovation.
Table 1 shows that the overall weighted mean for transdisciplinary leadership approaches along adaptive and
empowering leadership is 3.80, interpreted as "Always", indicating that school heads consistently demonstrate
this leadership approach. The highest-rated indicator is adapting leadership strategies based on the specific
needs of the team, with a weighted mean of 3.93, interpreted as "Always", reflecting school heads' flexibility.
The lowest-rated indicator is listening to feedback and adjusting leadership approach accordingly, with a
weighted mean of 3.50, still interpreted as "Always", suggesting that while feedback is acknowledged.
The results confirm that school heads created an empowering environment where teachers felt encouraged to
lead and innovate. The strong emphasis on adapting to team needs supported a flexible, responsive leadership
culture. In many elementary schools, school heads assigned leadership roles such as grade chairpersons or
project coordinators, giving teachers ownership of key programs. They also tailored coaching and mentoring
strategies based on individual teacher needs, using tools like the Performance Management and Evaluation
System – Philippine Professional Standards for Teachers (PMES-PPST) observation form and postconference
notes to track and adjust support. Teachers were encouraged to take the initiative to integrate innovative
strategies into their lessons, particularly during In-Service Trainings (INSET).
The lower score on feedback integration highlighted an area for improvement, where school heads could have
benefited from developing more effective ways to translate teacher input into actionable changes. Teacher
feedback was commonly collected during faculty meetings and post-observation conferences. However, this
feedback was not always systematically analyzed or used to inform policy or procedural adjustments. Some
school heads acknowledged receiving suggestions on scheduling, resource allocation, or instructional
materials, but often faced delays in acting on them due to budget constraints or a lack of monitoring systems.
Teachers sometimes felt their feedback was heard but not visibly acted upon, reducing the potential for
adaptive leadership to take full effect.
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Table 1 Transdisciplinary Leadership Approaches Employed by School Heads along Adaptive
and Empowering Leadership
Indicators
Weighted Mean
Interpretation
1. Encourages teachers to take initiative and make independent
decisions.
3.92
Always
2. Adapts leadership strategies based on the specific needs of the
team.
3.93
Always
3. Flexible and responsive to changes in the educational environment.
3.90
Always
4. Provides teachers with leadership roles and involves them in
decision-making.
3.75
Always
5. Supports teachers in implementing innovative strategies for student
learning.
3.88
Always
6. Promotes an environment where teachers feel confident to share
their ideas.
3.76
Always
7. Listens to feedback and adjusts leadership approach accordingly.
3.50
Always
8. Encourages collaboration across different grade levels and
subjects.
3.69
Always
9. Motivates teachers to continuously develop their skills.
3.91
Always
10. Provides resources that enable teachers to implement innovative
teaching methods.
3.73
Always
Overall Weighted Mean
3.80
Always
Rating Scale: 3.25-4.00 = Always, 2.50-3.24 = Often, 1.75-2.49 = Sometimes, 1.00-1.74 = Never
The present study’s findings were corroborated by Rodelas and Puse (2024), emphasizing that transdisciplinary
leadership thrives on adaptability and shared decision-making across disciplines, empowering teachers to take
initiative while promoting cross-subject collaboration. This approach was further supported by Laduca et al.
(2019), who presented a transdisciplinary education model that encouraged flexibility and distributed
leadership, highlighting how responsive, empowering leaders enabled teachers to integrate diverse knowledge
and innovate within and beyond their subject areas.
Knowledge Integration and Support. This section presents the transdisciplinary leadership approaches
employed by school heads along knowledge integration and support. It includes promoting interdisciplinary
projects, fostering collaborative planning, encouraging diverse perspectives, and providing access to varied
resources to improve instructional practices.
Table 2 shows that the overall weighted mean for knowledge integration and support is 3.92, interpreted as
"Always", indicating that school heads consistently promote this leadership approach. The highest-rated
indicator is valuing and integrating diverse viewpoints in decision-making, with a weighted mean of 3.96,
interpreted as "Always", demonstrating school heads’ commitment to inclusive and collaborative leadership.
The lowest-rated indicator facilitates access to information and resources across various subjects, with a
weighted mean of 3.86, still interpreted as "Always", suggesting that while access to resources is prioritized,
there may be room for more extensive resource availability or support.
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Table 2 Transdisciplinary Leadership Approaches Employed by School Heads along Knowledge Integration
and Support
Indicators
Weighted Mean
Interpretation
1. Encourages teachers to share knowledge across different disciplines.
3.91
Always
2. Supports interdisciplinary projects and teaching approaches.
3.92
Always
3. Fosters an environment where teachers can learn from each other.
3.93
Always
4. Promotes knowledge sharing to enhance teaching practices.
3.89
Always
5. Facilitates access to information and resources across various
subjects.
3.86
Always
6. Organizes professional development that integrates multiple
disciplines.
3.93
Always
7. Values and integrates diverse viewpoints in decision-making.
3.96
Always
8. Encourages teachers to apply knowledge from different fields to
solve problems.
3.95
Always
9. Supports collaborative planning across different subjects.
3.93
Always
10. Prioritizes knowledge-sharing platforms and practices in the school.
3.95
Always
Overall Weighted Mean
3.92
Always
Rating Scale: 3.25-4.00 = Always, 2.50-3.24 = Often, 1.75-2.49 = Sometimes, 1.00-1.74 = Never
The results suggested that school heads effectively fostered a culture of knowledge sharing and
interdisciplinary collaboration, contributing to a more innovative and connected teaching environment. In the
context of public elementary schools, school heads promoted this through regular Learning Action Cell (LAC)
sessions. During these sessions, teachers were encouraged to present ideas, reflect on practices, and share
strategies across subject areas. The inputs of teachers were typically documented in minutes and were used in
school-level decisions, including instructional improvement. School heads also practiced shared
decisionmaking, especially during crafting the School Improvement Plan (SIP), where teachers formed part of
the planning teams and contributed insights based on their classroom experiences and student needs.
The lower rating for resource accessibility indicated that while school heads encouraged collaboration, the
provision of materials and access to cross-curricular resources were not always timely or sufficient. This was
often due to budget limitations, delayed procurement processes, or the lack of centralized repositories for
instructional materials. Many school heads addressed this by encouraging teachers to share their resources
informally or through teacher-created learning materials, although formal platforms for systematic access were
still limited.
The present study’s findings were confirmed by Gaikwad et al. (2022), emphasizing that transdisciplinary
learning fosters transdisciplinary collaboration and promotes diverse perspectives to enhance teacher education
programs, reflecting the school heads’ commitment to transdisciplinary projects. Similarly, Rodelas and Puse
(2024) highlighted that transdisciplinary leadership involved integrating varied knowledge systems to drive
curriculum innovation, supporting the present study’s observation that school heads valued diverse viewpoints
in decision-making.
Values-Driven Complexity Management. This section presents the transdisciplinary leadership approaches
employed by school heads along values-driven complexity management. It includes promoting transparency,
aligning policies with educational values, balancing competing priorities, and ensuring that leadership actions
reflect the school’s ethical foundation.
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Table 3 shows that the overall weighted mean for values-driven complexity management is 3.90, interpreted as
"Always", indicating that school heads consistently apply this leadership approach. The highestrated indicator
is managing resources in a way that reflects the school’s core values, with a weighted mean of 3.95, interpreted
as "Always", demonstrating a strong commitment to ethical resource management. The lowestrated indicator
considers ethical principles when making decisions on complex issues, with a weighted mean of 3.84, still
interpreted as "Always", suggesting that while ethical considerations are present, navigating complex decisions
may involve additional factors that complicate consistent adherence to these principles.
The results suggest that school heads fostered a values-centered culture that guided management practices and
decision-making, ensuring consistency in promoting ethical leadership. In public elementary schools, school
heads managed resources ethically by adhering to Department of Education policies and financial procedures.
Most schools had designated school bookkeepers and a functioning Bids and Awards Committee (BAC),
especially for procurement of materials and services. Procurement planning was typically aligned with the
approved School Improvement Plan (SIP) and Annual Procurement Plan (APP).
The lower score for ethical decision-making in complex situations highlighted a potential area for support,
where leaders needed additional strategies or frameworks to handle challenging scenarios while staying rooted
in core values. In these situations, school heads often consulted the school's core values, DepEd guidelines, and
inputs from the School Planning Team or the School Governing Council. However, when ethical dilemmas
involved conflicting interests or limited resources, decisions relied heavily on experience, personal judgment,
or district-level advice. This made consistent ethical decision-making more complex and underscored the need
for training in ethical frameworks and values-based leadership.
Table 3 Transdisciplinary Leadership Approaches Employed by School Heads along Values-Driven
Complexity Management
Indicators
Weighted Mean
Interpretation
1. Uses core values to guide the management of complex situations.
3.90
Always
2. Communicates the school’s values effectively to all staff members.
3.93
Always
3. Considers ethical principles when making decisions on complex
issues.
3.84
Always
4. Encourages teachers to adhere to the school’s values in their work.
3.88
Always
5. Ensures that school policies align with shared educational values.
3.88
Always
6. Effectively balances multiple demands and priorities.
3.88
Always
7. Manages resources in a way that reflects the school’s core values.
3.95
Always
8. Encourages transparency in handling challenging situations.
3.92
Always
9. Aligns school practices with both educational standards and
ethical values.
3.88
Always
10. Demonstrates values-driven leadership when addressing school
challenges.
3.88
Always
Overall Weighted Mean
3.90
Always
Rating Scale: 3.25-4.00 = Always, 2.50-3.24 = Often, 1.75-2.49 = Sometimes, 1.00-1.74 = Never
The present study’s findings were supported by Jakavonytė-Staškuvienė and Barkauskienė (2023), highlighting
that transformative teacher leadership fostered an ethical, values-based culture that supported innovation and
decision-making, reflecting the school heads' efforts to align policies with core values and manage resources
ethically. Similarly, Perez (2023) underscored that navigating leadership challenges in Filipino schools
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required balancing complex demands with moral integrity, supporting the present study’s observation that
while school heads prioritized values-driven leadership, making ethically consistent decisions in complex
situations remained a challenge.
Level of Teacher Collaboration in Schools Implementing Transdisciplinary Leadership Approaches
This section examines the level of teacher collaboration in schools where transdisciplinary leadership
approaches are applied. It explores how teachers work together through collaborative lesson planning,
teamwork, shared reflection, feedback exchange, and participation in professional learning communities.
Collaborative Lesson Planning. This section presents the level of teacher collaboration in schools
implementing transdisciplinary leadership approaches along collaborative lesson planning. It includes
engaging in collaborative lesson planning to improve instructional effectiveness, sharing expertise, aligning
instructional practices, integrating diverse teaching strategies, and promoting continuous reflection for
professional growth.
Table 4 shows that the overall weighted mean for collaborative lesson planning is 3.90, interpreted as "Very
High", indicating that teachers consistently collaborate in designing and improving lessons. The highestrated
indicator is encouraging reflection and continuous improvement in instructional practices, with a weighted
mean of 3.92, interpreted as "Very High", highlighting the emphasis on reflective teaching for ongoing
development. The lowest-rated indicator is sharing expertise and insights to create more engaging and effective
lessons, with a weighted mean of 3.88, still interpreted as "Very High", suggesting that while teachers
collaborate effectively, there may be opportunities to enhance knowledge-sharing practices further.
Table 4 Level of Teacher Collaboration in Schools Implementing Transdisciplinary Leadership Approach along
Collaborative Lesson Planning
Indicators
Weighted Mean
Interpretation
1. Actively engages in collaborative lesson planning to enhance
instructional effectiveness and professional development.
3.90
Very High
2. Shares expertise and insights to create more engaging and effective
lessons.
3.88
Very High
3. Incorporates a variety of teaching strategies and resources to meet
diverse student needs.
3.91
Very High
4. Promotes consistency and alignment in instructional practices across
grade levels and subject areas.
3.90
Very High
5. Facilitates the identification, sharing, and application of best practices
among teachers.
3.91
Very High
6. Encourages reflection and continuous improvement in instructional
practices.
3.92
Very High
Overall Weighted Mean
3.90
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The results suggest that collaborative lesson planning was an integral part of teacher practice, with a strong
focus on continuous improvement and alignment across subjects and grade levels. In public elementary
schools, school heads encouraged reflection and continuous improvement by setting aside regular time for
informal collaborative sessions by grade level focused on lesson planning. During these sessions, teachers
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discussed the outcomes of their lessons, identified areas for enhancement, and received feedback from peers,
master teachers, head teachers, and school heads.
The lower score on knowledge sharing indicated a need for more structured platforms or time for teachers to
exchange insights, particularly across disciplines. Currently, knowledge sharing is often informal, limited to
short exchanges during breaks, or discussed briefly during meetings. Many elementary school heads relied on
subject coordinators or master teachers to facilitate knowledge transfer, but this was not always consistent or
systematic across all grade levels.
The present study’s findings were confirmed by Ma and Marion (2024), emphasizing that supportive
leadership fostered teacher collaboration by promoting shared instructional planning and reflective practice,
reinforcing the observed focus on continuous improvement in teaching strategies. Additionally, De Guzman
(2024) highlighted that transdisciplinary leadership enhanced teacher collaboration through structured
knowledge-sharing platforms, supporting the present study’s insight that while teachers collaborated
effectively, there was room to improve how expertise was exchanged.
Teamwork. This section presents the level of teacher collaboration in schools implementing transdisciplinary
leadership approaches along teamwork. It includes respecting each other’s expertise, sharing resources,
addressing challenges collectively, and promoting a positive, collaborative school culture.
Table 5 shows that the overall weighted mean for teamwork is 3.93, interpreted as "Very High", indicating that
teachers consistently demonstrate strong collaboration and mutual support. The highest-rated indicator is
actively collaborating with other teachers to achieve common goals and support student learning, with a
weighted mean of 3.96, interpreted as "Very High", reflecting a strong commitment to collective goal-setting
and student success. The lowest-rated indicator is sharing resources, ideas, and instructional strategies
effectively through collaborative teamwork, with a weighted mean of 3.89, still interpreted as "Very High",
suggesting that while collaboration is strong, resource sharing may benefit from more structure or facilitation.
Table 5 Level of Teacher Collaboration in Schools Implementing Transdisciplinary Leadership Approach along
Teamwork
Indicators
Weighted Mean
Interpretation
1. Actively collaborates with other teachers to achieve common goals
and support student learning.
3.96
Very High
2. Respects and values each other's contributions and expertise in a team
setting.
3.94
Very High
3. Shares resources, ideas, and instructional strategies effectively
through collaborative teamwork.
3.89
Very High
4. Addresses challenges and solves problems efficiently through
teamwork.
3.92
Very High
5. Fosters a supportive and positive work environment among teachers.
3.92
Very High
6. Actively promotes collaboration and teamwork with the support
provided by the school leader.
3.93
Very High
Overall Weighted Mean
3.93
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The results suggested that teamwork was a core strength among teachers, contributing to a collaborative, goal-
oriented school culture. In public elementary schools, teacher collaboration was commonly practiced during
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crafting of School Improvement Plan where specific activities were planned and were allocated resources with
the main purpose of addressing priority improvement areas. Faculty meetings and grade-level planning
sessions such as intervention or remediation planning also provided opportunities for collaboration,
particularly when discussing student performance, classroom challenges, or curriculum adjustments. In many
schools, subject coordinators facilitated these discussions to ensure alignment and documentation.
The lower score for resource sharing indicated a potential opportunity for school heads to establish more
streamlined systems or collaborative platforms to encourage the exchange of teaching materials and innovative
strategies. This need arose from the then-current practice where most sharing was informal, often limited to
personal chats, social media groups, or teacher-to-teacher conversations. There were rarely institutionalized
systems, such as shared digital repositories, that would ensure consistent access and distribution of teaching
resources. As a result, some teachers may not have fully benefited from their colleagues' innovations or best
practices, especially in schools with limited time or technical infrastructure.
The present study’s findings were corroborated by De Jong et al. (2023), emphasizing that distributed
leadership strengthened teacher collaboration by fostering mutual trust, shared responsibility, and collective
problem-solving, reflecting the observed commitment to achieving common goals and supporting student
learning. Similarly, Sarong (2024) highlighted that effective educational leadership promoted collaborative
teams by creating a supportive environment where teachers valued each other’s expertise and addressed
challenges together, reinforcing the study’s insight that while teamwork was strong, resource sharing could
have benefited from more structured facilitation to maximize collaboration.
Shared Reflection. This section presents the level of teacher collaboration in schools implementing
transdisciplinary leadership approaches along shared reflection. It includes discussing successes and
challenges, fostering professional growth and development, and identifying effective teaching strategies
through reflective dialogue.
Table 6 shows that the overall weighted mean for shared reflection is 3.92, interpreted as "Very High",
indicating that teachers consistently engage in reflective practices to improve instruction. The highest-rated
indicator is engaging in regular shared reflection to evaluate and improve instructional practices, with a
weighted mean of 3.93, interpreted as "Very High", highlighting teachers’ strong commitment to regularly
assessing and enhancing their teaching. The lowest-rated indicator is providing and supporting constructive
feedback to colleagues during shared reflection sessions, with a weighted mean of 3.91, still interpreted as
"Very High", suggesting that while feedback is present, there may be a need to strengthen the depth or
frequency of feedback.
Table 6 Level of Teacher Collaboration in Schools Implementing Transdisciplinary Leadership Approach along
Shared Reflection
Indicators
Weighted Mean
Interpretation
1. Engages in regular shared reflection to evaluate and improve
instructional practices.
3.93
Very High
2. Discusses and learns from both successful and challenging
teaching experiences during shared reflection sessions.
3.92
Very High
3. Values and seeks feedback from colleagues as part of shared
reflection.
3.92
Very High
4. Promotes a culture of continuous professional growth and
development through collaborative reflection.
3.92
Very High
5. Identifies and shares effective instructional strategies through
reflective discussions.
3.92
Very High
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6. Provides and supports constructive feedback to colleagues during
shared reflection sessions.
3.91
Very High
Overall Weighted Mean
3.92
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The results suggested that shared reflection was a key component of teacher collaboration, fostering
continuous improvement and professional growth. In public elementary schools, teachers commonly engaged
in regular shared reflection through teaching demonstrations. Additionally, post-observation conferences were
conducted after classroom observations, where teachers reflected on their instructional delivery, identified
areas for improvement, and received feedback from school heads. These post-conferences served as immediate
and targeted opportunities for reflective dialogue.
The lower score for providing feedback pointed to a need for more supportive structures or strategies to ensure
that feedback was consistently constructive and promoted meaningful instructional changes. While peer
feedback was encouraged during LAC sessions, much of the structured, constructive feedback was delivered
by Head Teachers and Master Teachers during post-observation conferences. School heads also played an
active role in these conferences, offering insights based on observed teaching practices. However, the feedback
provided was sometimes limited to performance appraisal criteria rather than deep instructional analysis,
suggesting a need to further train school leaders in delivering feedback that encouraged reflection, innovation,
and growth.
The present study’s findings were confirmed by Ma and Marion (2024), emphasizing that effective leadership
fostered reflective teacher collaboration by promoting regular dialogue on instructional practices and
encouraging continuous improvement, reflecting the strong commitment to evaluating and refining teaching
methods observed in this study. Additionally, De Guzman (2024) supported the idea that transdisciplinary
leadership strengthened collaborative reflection by creating a culture of professional growth. However, both
studies highlighted that constructive feedback remained an area for improvement, suggesting a need for more
structured feedback practices to deepen reflective discussions and enhance instructional outcomes.
Feedback Exchange. This section presents the level of teacher collaboration in schools implementing
transdisciplinary leadership approaches along feedback exchange. It includes promoting open communication,
reflecting on teaching strategies, and fostering a culture where feedback is regular, supportive, and
growthoriented.
Table 7 shows that the overall weighted mean for feedback exchange is 3.92, interpreted as "Very High",
indicating that teachers consistently engage in meaningful feedback to improve instruction. The highest-rated
indicator is cultivating a culture of regular feedback exchange with the support of the school leader, with a
weighted mean of 3.94, interpreted as "Very High", highlighting the school leader's essential role in promoting
a feedback-rich environment. The lowest-rated indicator is actively engaging in feedback exchanges to
enhance teaching approaches and student learning outcomes, with a weighted mean of 3.89, still interpreted as
"Very High", suggesting that while teachers value feedback, there may be room to make these exchanges more
interactive or impactful.
Table 7 Level of Teacher Collaboration in Schools Implementing TransdisciplinaryLeadership Approach along
Feedback Exchange
Indicators
Weighted Mean
Interpretation
1. Engages in regular shared reflection to evaluate and improve
instructional practices.
3.93
Very High
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2. Discusses and learns from both successful and challenging
teaching experiences during shared reflection sessions.
3.92
Very High
3. Values and seeks feedback from colleagues as part of shared
reflection.
3.92
Very High
4. Promotes a culture of continuous professional growth and
development through collaborative reflection.
3.92
Very High
5. Identifies and shares effective instructional strategies through
reflective discussions.
3.92
Very High
6. Provides and supports constructive feedback to colleagues during
shared reflection sessions.
3.91
Very High
Overall Weighted Mean
3.92
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The results suggest that feedback exchange was vital to teacher collaboration, with strong leadership support
driving a culture of openness and continuous improvement. In public elementary schools, school heads
promoted a culture of feedback exchange by institutionalizing post-observation conferences and teaching
demonstrations. These activities served as platforms where teachers received comments and suggestions not
only from school heads but also from peers. Moreover, some school heads encouraged peer observation,
allowing teachers to provide feedback on each other’s teaching strategies. The visible presence of school heads
during instructional supervision also signaled that feedback was part of the school’s professional culture.
The lower score for active participation in feedback discussions indicated a need for more structured
opportunities or professional development to facilitate productive feedback dialogues. While school heads
regularly provided feedback, some teachers were less proactive in initiating or engaging in peer-to-peer
feedback. This may have stemmed from discomfort in giving feedback, fear of conflict, or uncertainty about
how to frame constructive suggestions. Addressing these concerns required intentional capacity-building in
communication, emotional intelligence, and collaborative protocols for giving and receiving feedback.
The present study’s findings were supported by De Jong et al. (2023), emphasizing that distributed leadership
fostered a collaborative culture where open communication and regular feedback were essential for team
growth, reflecting the school leaders’ significant role in cultivating a feedback-rich environment. Additionally,
Sarong (2024) highlighted that effective transdisciplinary leadership built high-performing teams through
continuous dialogue and shared reflection, supporting the study’s insight that while feedback was valued, more
structured opportunities and teacher-led feedback sessions could have enhanced engagement.
Professional Learning Communities. This section presents the level of teacher collaboration in schools
implementing transdisciplinary leadership approaches along professional learning communities (PLCs). It
includes sharing best practices, analyzing student data, solving common challenges, and fostering a culture of
continuous professional growth.
Table 8 shows that the overall weighted mean for professional learning communities is 3.95, interpreted as
"Very High", indicating that teachers are highly engaged in collaborative learning and professional
development through PLCs. The highest-rated indicator is engages in PLC activities supported by dedicated
time allocated by the school leader, with a weighted mean of 3.96, interpreted as "Very High", reflecting the
importance of leadership support in enabling effective PLC participation. The lowest-rated indicators, both
with a weighted mean of 3.94 and interpreted as "Very High", are actively participates in professional learning
communities to enhance professional growth and promotes a culture of continuous learning, reflection, and
professional dialogue during PLC meetings, suggesting that while participation and reflective culture are
strong, they may benefit from further encouragement or structure to sustain engagement.
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The results suggest that professional learning communities (PLCs) were a powerful platform for teacher
collaboration and continuous improvement, driven by leadership support and a shared commitment to
enhancing teaching practices. In elementary schools, this was most evident through the conduct of Learning
Action Cell (LAC) sessions, which served as the operational structure of PLCs. These sessions were typically
held monthly and facilitated by Master Teachers or designated LAC leaders. Teachers collaboratively analyzed
lesson effectiveness, assessed student performance data, and shared best practices. School heads also allocated
time for these activities during in-service training (INSET).
Table 8 Level of Teacher Collaboration in Schools Implementing Transdisciplinary Leadership Approach along
Professional Learning Communities
Indicators
Weighted Mean
Interpretation
1. Actively participates in Professional Learning Communities to
enhance professional growth.
3.94
Very High
2. Collaborates and shares best practices to improve instructional
effectiveness within PLCs.
3.95
Very High
3. Promotes a culture of continuous learning, reflection, and
professional dialogue during PLC meetings.
3.94
Very High
4. Collectively analyzes student data and uses it to inform
instructional decisions.
3.95
Very High
5. Addresses common challenges and develops collaborative
solutions within PLCs.
3.95
Very High
6. Engages in PLC activities supported by dedicated time allocated
by the school leader.
3.96
Very High
Overall Weighted Mean
3.95
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The lower participation and reflective dialogue scores indicated a need to empower more teachers to take
active leadership roles within PLCs or to facilitate more diverse discussions beyond regular topics. At the time,
most LACs were facilitated by the same teacher leaders, often Master Teachers, which could have limited the
diversity of perspectives. Some teachers felt hesitant to speak up or lead sessions due to a lack of experience or
confidence. Expanding facilitation roles through rotation, co-facilitation, or mentoring provided more teachers
with leadership experience. In some schools, teachers had started leading LAC topics based on their strengths,
such as ICT integration or differentiated instruction, but this was not a widespread practice.
The present study’s findings were corroborated by De Guzman (2024), emphasizing that transdisciplinary
leadership enhanced teacher collaboration by fostering structured, data-driven PLCs, supporting the role of
leadership in ensuring dedicated time and resources for professional growth. Similarly, Sarong (2024)
highlighted that effective leadership built high-performing teams by promoting continuous learning and
reflective dialogue, reinforcing the present study’s insight that empowering teachers to take on leadership roles
could have further enriched discussions and sustained engagement.
Level of Teacher Innovation in Schools with Transdisciplinary Leadership Approaches
This section investigates the level of teacher innovation in schools implementing transdisciplinary leadership
approaches. It assesses how teachers explore opportunities, generate ideas, promote, realize, and sustain
innovation.
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Opportunity Exploration. This section presents the level of teacher innovation in schools implementing
transdisciplinary leadership approaches along opportunity exploration. It includes seeking innovative solutions,
sharing potential improvements, responding to emerging challenges, and enhancing student outcomes through
creative strategies.
Table 9 shows that the overall weighted mean for opportunity exploration is 3.93, interpreted as "Very High",
indicating that teachers consistently explore new ideas and strategies to improve instruction. The highestrated
indicator is actively seeking opportunities to develop creative solutions in teaching practices, with a weighted
mean of 3.97, interpreted as "Very High", reflecting teachers’ strong commitment to finding innovative
approaches. The lowest-rated indicators, both with a weighted mean of 3.91, are regularly identifying and
sharing potential improvements for teaching methods with colleagues or supervisors and identifying new ways
to enhance learning outcomes through changes in teaching strategies, still interpreted as "Very High",
suggesting that while innovation is present, more structured opportunities for collaboration on improvements
may enhance these efforts further.
Table 9 Level of Teacher Innovation in Schools Implementing Transdisciplinary Leadership Approach along
Opportunity Exploration
Indicators
Weighted Mean
Interpretation
1. Actively seeking opportunities to develop creative solutions in
teaching practices.
3.97
Very High
2. Regularly identifying and sharing potential improvements for
teaching methods with colleagues or supervisors.
3.91
Very High
3. Exploring opportunities to solve challenges that arise in the teaching
and learning process.
3.95
Very High
4. Identifying new ways to enhance learning outcomes through changes
in teaching strategies.
3.91
Very High
5. Frequently discussing opportunities to adopt new approaches that
improve student performance.
3.92
Very High
6. Proactively exploring innovative ways to respond to emerging
educational challenges.
3.93
Very High
Overall Weighted Mean
3.93
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The results suggest that teachers embraced opportunity exploration as a key part of their professional practice,
with a desire to improve student outcomes. In elementary schools, teachers demonstrated this through peer
mentoring programs where more experienced teachers guided new teachers in trying differentiated instruction
strategies. Teachers also displayed opportunity exploration through active participation in INSET workshops,
where they experimented with integrating digital platforms like Google Classroom into their lessons. Others
designed remediation programs for struggling learners using creative approaches such as story-based Math
problem solving or gamified spelling drills.
The lower ratings for sharing and identifying new strategies indicated a need for structured platforms where
teachers could collaboratively explore and refine ideas. At the time, idea sharing was mostly done informally
during faculty meetings or casually between peers. Some schools lacked a formal process for capturing and
disseminating successful strategies beyond classrooms. Although LAC sessions provided some structure, they
focused more on compliance topics than on innovation. As a result, good practices remained isolated and
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underutilized. Establishing platforms like school-wide showcases of teaching strategies or repositories of
teacher-created materials could have addressed this gap.
The present study’s findings were confirmed by Ayoub et al. (2023), emphasizing that innovative work
behavior thrived when leadership fostered a proactive problem-solving and knowledge-sharing culture,
supporting the observed commitment to developing creative teaching solutions. Additionally, Gabutan Jr. et al.
(2024) highlighted that leadership quality and a supportive learning environment drove teacher innovativeness,
reinforcing the study’s insight that while teachers actively explored opportunities, more structured platforms
for sharing and refining ideas could have amplified collaborative innovation and enhanced instructional
strategies.
Idea Generation. This section presents the level of teacher innovation in schools implementing
transdisciplinary leadership approaches along idea generation. It involves developing creative approaches,
collaborating with colleagues, and contributing to brainstorming sessions about instructional innovation.
Table 10 shows that the overall weighted mean for idea generation is 3.94, interpreted as "Very High",
indicating that teachers consistently generate new ideas. The highest-rated indicator is consistently exploring
and experimenting with innovative approaches to enhance classroom instruction, with a weighted mean of
3.96, interpreted as "Very High", highlighting teachers’ commitment to trying new methods. The lowest-rated
indicators, both with a weighted mean of 3.93 and interpreted as "Very High", are regularly proposing new and
creative teaching strategies to improve student learning, providing suggestions to improve existing teaching
methods and strategies, and collaborating with colleagues to generate ideas for improving student engagement
and outcomes, suggesting that further collaboration may enhance the process.
The results suggest that teachers embraced idea generation as a key part of fostering innovation in their
classrooms. In actual practice, teachers often propose intervention programs to address learning difficulties of
learners. In one school, Project ReLem (Read More, Learn More) was proposed to address difficulties of
learners in reading and comprehension.
The lower ratings on collaboration and refining strategies indicated a potential need for more facilitated
opportunities where teachers could build on each other’s ideas and collectively develop more effective
instructional approaches. At the time, idea generation tended to be isolated within grade-level teams or limited
to informal conversations. In many schools, there were few structured brainstorming mechanisms outside of
LACs, and the emphasis during these sessions was often on compliance or reporting rather than cultivating
creativity. School heads and Master Teachers rarely led formal design-thinking sessions or structured
innovation cycles where ideas were co-developed, refined, and tested.
Table 10 Level of Teacher Innovation in Schools Implementing Transdisciplinary Leadership Approach along
Idea Generation
Indicators
Weighted Mean
Interpretation
1. Regularly proposing new and creative teaching strategies to
improve student learning.
3.93
Very High
2. Generating ideas to address teaching challenges and sharing them
with colleagues.
3.95
Very High
3. Consistently exploring and experimenting with innovative
approaches to enhance classroom instruction.
3.96
Very High
4. Providing suggestions to improve existing teaching methods and
strategies.
3.93
Very High
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5. Collaborating with colleagues to generate ideas for improving
student engagement and outcomes.
3.93
Very High
6. Actively contributing creative solutions during brainstorming
sessions or meetings about teaching innovations.
3.95
Very High
Overall Weighted Mean
3.94
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The present study’s findings were supported by Laduca et al. (2019), emphasizing that transdisciplinary
collaboration fueled creative problem-solving by encouraging teachers to experiment with new approaches and
share ideas across disciplines, supporting the observed commitment to exploring innovative classroom
strategies. Similarly, Gabutan Jr. et al. (2024) highlighted that leadership-driven, collaborative environments
promoted teacher innovativeness, reinforcing the study’s insight that creating more structured brainstorming
opportunities and collaborative platforms could have enhanced the refinement and development of creative
instructional methods.
Idea Promotion. This section presents the level of teacher innovation in schools implementing transdisciplinary
leadership approaches along idea promotion. It involves persuading colleagues and decisionmakers to embrace
innovations, demonstrating their practical benefits, and fostering a culture where new ideas are actively
supported and adopted.
Table 11 shows that the overall weighted mean for idea promotion is 3.92, interpreted as "Very High",
indicating that teachers consistently promote innovative ideas to enhance the teaching and learning process.
The highest-rated indicator regularly advocates for adopting new teaching ideas or methods, with a weighted
mean of 3.94, interpreted as "Very High", highlighting teachers' proactive efforts to push for instructional
improvements. The lowest-rated indicator is supporting innovative ideas proposed by others and presenting
their benefits, with a weighted mean of 3.88, still interpreted as "Very High", suggesting that while teachers
promote their own ideas, they may need more encouragement or structured opportunities to champion the
innovations of their colleagues.
Table 11 Level of Teacher Innovation in Schools Implementing Transdisciplinary Leadership Approach along
Idea Promotion
Indicators
Weighted Mean
Interpretation
1. Regularly advocating for the adoption of new teaching ideas or
methods.
3.94
Very High
2. Encouraging colleagues to try new strategies or technologies in
teaching.
3.93
Very High
3. Consistently promoting innovative ideas to improve the teaching
and learning process.
3.92
Very High
4. Demonstrating how new ideas or strategies can be applied
effectively in the classroom.
3.92
Very High
5. Supporting innovative ideas proposed by others and presenting
their benefits.
3.88
Very High
6. Persuading decision-makers to consider new teaching approaches
and allocate resources for implementation.
3.91
Very High
Overall Weighted Mean
3.92
Very High
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Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The results suggest that teachers recognized the importance of promoting innovation to improve teaching
practices. This was particularly evident in grade-level collaborative sessions where teachers of the same grade
came together to address learning gaps. This can be seen when Grade 3 teachers collectively analyzed
Comprehensive Rapid Literacy Assessment (CRLA) and Philippine Informal Reading Inventory (Phil-IRI)
results and shared strategies to improve learners’ vocabulary. It is also a common practice among mainland
elementary schools in Mercedes District to share best practices on classroom management during District-
based INSET.
The lower score on supporting others' ideas indicated a need for fostering a more collaborative environment
where teachers felt equally motivated to support the ideas of their colleagues, not just their own. At the time,
while many teachers enthusiastically promoted their own classroom innovations, opportunities to formally
support or build on others' ideas were limited. Structured platforms where teachers could co-develop, review,
and endorse one another’s strategies were not yet institutionalized in most schools.
The present study’s findings on idea promotion were corroborated by Ayoub et al. (2023), emphasizing that
fostering an innovation-supportive environment empowered teachers to advocate for new methods and drive
instructional improvements, reflecting the observed commitment to promoting new ideas. Additionally,
Gabutan Jr. et al. (2024) highlighted that leadership quality and a positive organizational climate encouraged
teachers to push for innovation. However, both studies acknowledged the challenge of ensuring teachers
actively supported their colleagues' ideas, reinforcing the present study’s insight that promoting a more
collaborative, peer-driven culture could have strengthened the collective adoption of innovative strategies.
Idea Realization. This section presents the level of teacher innovation in schools implementing
transdisciplinary leadership approaches along idea realization. It involves implementing, monitoring,
evaluating, and refining new methods to improve student learning outcomes. This stage ensures that
innovations move beyond planning and promotion into sustained, measurable classroom improvements.
Table 12 shows that the overall weighted mean for idea realization is 3.93, interpreted as "Very High",
indicating that teachers consistently put innovative ideas into action and work to refine them for better results.
The highest-rated indicators are setting clear criteria to measure the success of newly applied teaching
strategies and evaluating and refining steps taken to successfully implement new teaching strategies, both with
a weighted mean of 3.96, interpreted as "Very High", highlighting a strong commitment to ensuring
innovations are effective and continuously improved. The lowest-rated indicator is consistently testing and
implementing new teaching strategies to improve student learning, with a weighted mean of 3.88, still
interpreted as "Very High", suggesting that while teachers are dedicated to applying new methods, initial
implementation may face challenges or require more support.
Table 12 Level of Teacher Innovation in Schools Implementing Transdisciplinary Leadership Approach along
Idea Realization
Indicators
Weighted Mean
Interpretation
1. Consistently testing and implementing new teaching strategies to
improve student learning.
3.88
Very High
2. Regularly monitoring and assessing the progress of new ideas
applied in teaching.
3.93
Very High
3. Analyzing and resolving challenges that arise during the
implementation of innovative methods.
3.92
Very High
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4. Setting clear criteria to measure the success of newly applied
teaching strategies.
3.96
Very High
5. Frequently updating others about progress when applying teaching
innovations.
3.95
Very High
6. Evaluating and refining steps taken to successfully implement new
teaching strategies.
3.96
Very High
Overall Weighted Mean
3.93
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
The results suggest that teachers were committed to ensuring the success of innovative strategies through
ongoing assessment. In many schools, this process was collaboratively undertaken at the grade level in
alignment with KRA 3: Diversity of Learners & Curriculum and Assessment (Objective 10: Adapted and
implemented learning programs that ensure relevance and responsiveness to the needs of all learners). Grade 1
teachers jointly implemented a remedial reading program using phonics-based strategies and differentiated
activities designed for slow readers. Weekly monitoring of learners’ progress showed notable improvement in
reading fluency and comprehension levels, reflecting the effectiveness of these adaptive interventions.
The lower score for initial implementation indicated a need for more structured support, particularly during the
early stages of applying new methods, to help teachers move ideas from concept to classroom practice more
smoothly. This challenge stemmed from limited resources and time constraints. In many schools, teachers
implementing new ideas often work independently without structured guidance or mentorship. School heads
and master teachers were sometimes unable to extend technical assistance during early implementation stages
due to overlapping duties. Hence, some teachers hesitated to take the first step or abandoned innovations when
initial trials were unsuccessful.
The present study’s findings were confirmed by Laduca et al. (2019), emphasizing that transdisciplinary
collaboration supported the practical implementation and continuous refinement of innovative strategies,
reflecting the observed commitment to setting clear criteria and evaluating results. Similarly, Gabutan Jr. et al.
(2024) highlighted that leadership quality and a supportive organizational climate were crucial for translating
ideas into action. This reinforces the present study’s insight that more structured support could help overcome
early-stage challenges and ensure sustainable improvements in teaching practices.
Idea Sustainability. This section presents the level of teacher innovation in schools implementing
transdisciplinary leadership approaches along idea sustainability. It involves assessing outcomes, collaborating
to sustain effective strategies, expanding innovations to other areas, and institutionalizing practices to ensure
lasting impact on teaching and learning.
Table 13 shows that the overall weighted mean for idea sustainability is 3.92, interpreted as "Very High",
indicating that teachers consistently work to maintain and expand effective teaching innovations. The
highestrated indicator is collaborating with others to refine and sustain successful teaching innovations, with a
weighted mean of 3.94, interpreted as "Very High", reflecting the importance of teamwork in keeping
innovations alive and evolving. The lowest-rated indicator is institutionalizing successful innovations as part of
regular teaching practices, with a weighted mean of 3.89, still interpreted as "Very High", suggesting that while
innovations are sustained, embedding them fully into standard practices may require more support or formal
recognition.
The results suggested teachers were committed to sustaining innovations through collaboration and ongoing
discussions. Grade-level collaboration played a central role in this. Grade 2 teachers sustained interactive
reading strategies by meeting weekly to review learner fluency scores, then refining the same set of approaches
for use across all Grade 2 sections. Teachers also sustained innovations by integrating them into collective
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outputs like grade-level lesson exemplars. This is evident when Grades 1 to 3 teachers developed slide deck
presentations in Integrated Learning Experience (ILE), they created a repository of these materials, which was
then used year after year.
Table 13 Level of Teacher Innovation in Schools Implementing Transdisciplinary Leadership Approach along
Idea Sustainability
Indicators
Weighted Mean
Interpretation
1. Assessing whether the results of innovative practices align with
predetermined goals.
3.93
Very High
2. Collaborating with others to refine and sustain successful teaching
innovations.
3.94
Very High
3. Extending effective teaching practices to other classrooms or
subject areas.
3.91
Very High
4. Institutionalizing successful innovations as part of regular
teaching practices.
3.89
Very High
5. Participating in discussions to sustain and strengthen implemented
teaching strategies.
3.92
Very High
6. Ensuring that successful innovations are continuously applied over
the long term.
3.91
Very High
Overall Weighted Mean
3.92
Very High
Rating Scale: 3.25-4.00 = Very High, 2.50-3.24 = High, 1.75-2.49 = Moderate, 1.00-1.74 = Low
However, the lower rating for institutionalizing practices pointed to a potential need for more leadershipdriven
efforts to formalize and scale successful innovations across the school. While teachers applied successful
methods consistently, there was often no formal policy or system ensuring their adoption school-wide. Without
official documentation, designated innovation leads, or regular integration into curriculum planning, many
promising strategies remained informal or dependent on the teacher who created them.
The present study’s findings were corroborated by Rodelas and Puse (2024), emphasizing that transdisciplinary
leadership supported long-term innovation by fostering collaboration and creating systems for refining and
expanding successful strategies, reflecting the importance of teamwork in sustaining innovations. Additionally,
Kilag et al. (2024) highlighted that transdisciplinary leadership approaches drove educational innovation by
embedding practices into institutional frameworks, reinforcing the present study’s insight that while
collaboration fueled sustainability, more leadership-driven efforts were needed to formalize and integrate
innovations into teaching practices.
Relationship between Transdisciplinary Leadership Approaches and the Level of Teacher Collaboration
in Schools
This section presents the test for a significant relationship between transdisciplinary leadership approaches and
the level of teacher collaboration using Pearson Product Moment Correlation Coefficient (r). The analysis
examines how adaptive and empowering leadership, knowledge integration and support, and values-driven
complexity management relate to collaborative lesson planning, teamwork, shared reflection, feedback
exchange, and professional learning communities.
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Table 14 shows that there is a significant positive correlation between the variables analyzed, as reflected by
the r coefficients. Specifically, the values of the r coefficients range from 0.573 to 0.837 with p-values less than
0.01 (p-values<.01). This suggests that as the transdisciplinary leadership approaches increase, the level of
teacher collaboration in schools also tends to increase. This means that as school heads practice
transdisciplinary leadership approaches in adaptive and empowering leadership, knowledge integration and
support, and valuesdriven complexity management, teachers are inspired to collaborate with colleagues to
create innovative solutions. Additionally, the p-values less than .01 indicate that the relationships are
statistically significant. Thus, the null hypothesis will be rejected.
Table 14 Test for Significant Relationship between Transdisciplinary Leadership Approaches and Level of
Teacher Collaboration in Schools
Level of Teacher Collaboration in
Schools
Transdisciplinary Leadership Approaches
Adaptive and
Empowering
Leadership
Knowledge
Integration and
Support
Values-Driven
Complexity
Management
r
p-value
r
p-value
r
p-value
Collaborative Lesson Planning
.573**
.000
.699**
.000
.746**
.000
Teamwork
.606**
.000
.810**
.000
.783**
.000
Shared Reflection
.697**
.000
.827**
.000
.829**
.000
Feedback Exchange
.698**
.000
.782**
.000
.760**
.000
Professional Learning Communities
.722**
.000
.837**
.000
.852**
.000
**Correlation is significant @ 0.01 level.
For adaptive and empowering leadership, significant relationships were observed in collaborative lesson
planning (r=.573, moderate relationship), teamwork (r=.606, strong relationship), shared reflection (r=.697,
strong relationship), feedback exchange (r=.698, strong relationship), and professional learning communities
(r=.722, strong relationship). This indicates that when school heads empower teachers and adapt to their needs,
teachers become more engaged in collaboration. When a school head delegates curriculum alignment projects
to grade-level teams, teachers work together in designing remediation materials, which fosters ownership and
accountability.
For knowledge integration and support, significant relationships were found in collaborative lesson planning
(r=.699, strong relationship), teamwork (r=.810, very strong relationship), shared reflection (r=.827, very
strong relationship), feedback exchange (r=.782, strong relationship), and professional learning communities
(r=.837, very strong relationship). This suggests that when school heads promote interdisciplinary knowledge-
sharing and provide access to diverse resources, collaboration becomes more meaningful. This may be
observed when teachers from Science and Mathematics departments co-design performance tasks that combine
problem-solving with scientific inquiry.
For values-driven complexity management, significant relationships were also found in collaborative lesson
planning (r=.746, strong relationship), teamwork (r=.783, strong relationship), shared reflection (r=.829, very
strong relationship), feedback exchange (r=.760, strong relationship), and professional learning communities
(r=.852, very strong relationship). This implies that when school leaders uphold ethical standards and core
values in decision-making, teachers are more committed to collaboration. When leaders ensure transparency in
assigning teaching loads or conducting classroom observations, teachers are more willing to engage in peer
mentoring, team-teaching, and joint classroom observations without fear of bias or favoritism.
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Overall, the results show that all dimensions of transdisciplinary leadership have significant and positive
relationships with the various aspects of teacher collaboration. This means that as school heads demonstrate
transdisciplinary leadership approaches in adaptive and empowering leadership, knowledge integration and
support, and values-driven complexity management, they strengthen teacher collaboration in collaborative
lesson planning, teamwork, shared reflection, feedback exchange, and professional learning communities.
The present study’s findings were confirmed by De Jong et al. (2023), emphasizing that effective leadership
characterized by adaptability, knowledge-sharing, and shared decision-making fostered stronger teamwork,
reflective practice, and collaborative planning, mirroring the significant relationships observed across
variables. Similarly, De Guzman (2024) highlighted that leadership competence directly enhanced teacher
collaboration, particularly through professional learning communities and feedback exchange. This reinforces
the present study’s insight that strengthening leadership approaches could further boost teacher engagement
and cooperative practices.
Relationship between Transdisciplinary Leadership Approaches and the Level of Teacher Innovation in
Schools
This section presents the test for a significant relationship between transdisciplinary leadership approaches and
the level of teacher innovation using Pearson Product Moment Correlation Coefficient (r). The analysis
examines how adaptive and empowering leadership, knowledge integration and support, and valuesdriven
complexity management relate to opportunity exploration, idea generation, idea promotion, idea realization,
and idea sustainability.
Table 15 shows that significant relationships exist between the variables considered, as reflected by the r
coefficients. It can be noted that the values of r coefficients range from .604 to .870 with p-values less than
0.01 (p-values<.01). This indicates that as the transdisciplinary leadership approaches increase, the level of
teacher innovation in schools tends to increase also. This means that school heads became catalysts for teacher
innovation in the mainland elementary schools. Further, the p-values less than .01 suggest that the relationship
is statistically significant. Thus, the null hypothesis will be rejected.
For adaptive and empowering leadership, significant relationships were observed in opportunity exploration
(r=.604, strong relationship), idea generation (r=.772, strong relationship), idea promotion (r=.669, strong
relationship), idea realization (r=.621, strong relationship), and idea sustainability (r=.667, strong relationship).
This implies that when school leaders empower teachers and adapt to their evolving needs, teachers are more
likely to consistently create and experiment with new teaching strategies. This is evident when a school head
who allows teachers to pilot new assessment formats, such as project-based assessments or digital portfolios,
enables them to test ideas in practice and refine them based on student response.
Table 15 Test for Significant Relationship between Transdisciplinary Leadership Approaches and Level of
Teacher Collaboration in Schools
Level of Teacher Innovation in
Schools
Transdisciplinary Leadership Approaches
Adaptive and
Empowering
Leadership
Knowledge
Integration and
Support
Values-Driven
Complexity
Management
r
p-value
r
p-value
r
p-value
Opportunity Exploration
.604**
.000
.699**
.000
.746**
.000
Idea Generation
.772**
.000
.810**
.000
.783**
.000
Idea Promotion
.669**
.000
.827**
.000
.829**
.000
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Idea Realization
.621**
.000
.782**
.000
.760**
.000
Idea Sustainability
.667**
.000
.837**
.000
.852**
.000
**Correlation is significant @ 0.01 level.
For knowledge integration and support, significant relationships were observed in opportunity exploration
(r=.801, very strong relationship), idea generation (r=.870, very strong relationship), idea promotion (r=.849,
very strong relationship), idea realization (r=.817, very strong relationship), and idea sustainability (r=.853,
very strong relationship). This shows that when school heads encourage interdisciplinary collaboration and
facilitate access to shared knowledge and resources, teachers become more capable of developing innovative
instructional approaches. When English and Social Studies teachers co-design a research-based debate activity,
integrating language skills with historical analysis, it results in richer classroom innovations.
For values-driven complexity management, significant relationships were observed in opportunity exploration
(r=.734, strong relationship), idea generation (r=.844, very strong relationship), idea promotion
(r=.787, strong relationship), idea realization (r=.763, strong relationship), and idea sustainability (r=.803, very
strong relationship). This suggests that ethical leadership and decision-making grounded in core values
strongly influence teachers’ ability to generate relevant and sustainable ideas for instructional innovation.
School leaders promote inclusivity as a guiding principle, motivating teachers to design differentiated learning
activities for students, ensuring innovation is ethical and sustainable.
Overall, the results show that all dimensions of transdisciplinary leadership have significant and positive
relationships with the various aspects of teacher innovation. This means that as school heads demonstrate
transdisciplinary leadership approaches in adaptive and empowering leadership, knowledge integration and
support, and values-driven complexity management, they strengthen teacher innovation in opportunity
exploration, idea generation, idea promotion, idea realization, and idea sustainability.
The present study’s findings were supported by Ayoub et al. (2023), emphasizing that leadership fostering
empowerment, collaboration, and innovation-friendly environments drove opportunity exploration, idea
promotion, and sustained creative efforts, reflecting the strong correlations observed across variables.
Similarly, Gabutan Jr. et al. (2024) highlighted that leadership quality, organizational climate, and supportive
learning environments were key predictors of teacher innovativeness, reinforcing the present study’s insight
that strengthening adaptive leadership and interdisciplinary knowledge-sharing was crucial.
Relationship between Teacher Collaboration and Teacher Innovation in Schools
This section presents the test for a significant relationship between teacher collaboration and teacher
innovation in schools using Pearson Product Moment Correlation Coefficient (r). The analysis explores how
collaborative lesson planning, teamwork, shared reflection, feedback exchange, and professional learning
communities relate to opportunity exploration, idea generation, idea promotion, idea realization, and idea
sustainability.
Table 16 reveals that significant relationships exist between the variables considered, as reflected by the r
coefficients. It can be noted that the values of r coefficients range from .696 to .910 with p-values less than
0.01 (p-values<.01). This indicates that as the level of teacher collaboration increases, the level of teacher
innovation in schools tend to increase also. This means that teacher collaboration, especially through the LAC
structure ensures that a successful innovation developed by one teacher can be refined by multiple teachers and
pilot the innovation in different classes leading to the sustainability of effective teaching strategies. Further, the
p-values less than .01 suggest that the relationship is statistically significant. Thus, the null hypothesis will be
rejected.
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Table 16 Test for Significant Relationship between Teacher Collaboration and Teacher Innovation in Schools
Innovation
Collaboration
Collaborative
Lesson
Planning
Teamwork
Shared
Reflection
Feedback
Exchange
Professional
Learning
Communities
r
p-
value
r
p-
value
r
p-
value
r
p-
value
r
p-
value
Opportunity
Exploration
.696**
.000
.729**
.000
.809**
.000
.715**
.000
.777**
.000
Idea Generation
.776**
.000
.797**
.000
.850**
.000
.811**
.000
.910**
.000
Idea Promotion
.697**
.000
.793**
.000
.850**
.000
.789**
.000
.800**
.000
Idea Realization
.677**
.000
.761**
.000
.796**
.000
.733**
.000
.779**
.000
Idea
Sustainability
.741**
.000
.776**
.000
.801**
.000
.747**
.000
.842**
.000
**Correlation is significant @ 0.01 level.
For collaborative lesson planning, significant relationships were observed in opportunity exploration (r=.696,
strong relationship), idea generation (r=.776, strong relationship), idea promotion (r=.697, strong relationship),
idea realization (r=.677, strong relationship), and idea sustainability (r=.741, strong relationship). This
indicates that that when teachers co-design lessons, they are more likely to develop innovative instructional
strategies. Teachers who collaboratively design integrative performance tasks, such as linking Science concepts
with practical Math applications, can create more innovative lessons that directly address diverse learner
needs.
For teamwork, significant relationships were observed in opportunity exploration (r=.729, strong relationship),
idea generation (r=.797, strong relationship), idea promotion (r=.793, strong relationship), idea realization
(r=.761, strong relationship), and idea sustainability (r=.776, strong relationship). This suggests that strong
collaborative dynamics and shared goals among teachers promote the flow of new instructional ideas. This can
be observed when teaching teams organize remedial programs where relatively new and senior teachers share
strategies, leading to innovative intervention for students.
For shared reflection, significant relationships were observed in opportunity exploration (r=.809, very strong
relationship), idea generation (r=.850, very strong relationship), idea promotion (r=.850, very strong
relationship), idea realization (r=.796, strong relationship), and idea sustainability (r=.801, very strong
relationship). This indicates that that reflective dialogue helps teachers to advocate for innovative practices.
After classroom observations, reflective discussions often lead to proposing new strategies such as tech-based
assessments like Kahoot or Quizizz, which teachers then endorse during faculty meetings.
For feedback exchange, significant relationships were observed in opportunity exploration (r=.715, strong
relationship), idea generation (r=.811, very strong relationship), idea promotion (r=.789, strong relationship),
idea realization (r=.733, strong relationship), and idea sustainability (r=.747, strong relationship). This implies
that open, constructive communication among teachers enhances their ability to refine and generate novel
teaching strategies. This is illustrated when teachers share feedback on trial use of gamified assessments,
leading to adjustments that make the approach more effective and widely acceptable.
For professional learning communities, significant relationships were observed in opportunity exploration
(r=.777, strong relationship), idea generation (r=.910, very strong relationship), idea promotion (r=.800, very
strong relationship), idea realization (r=.779, strong relationship), and idea sustainability (r=.842, very strong
relationship). This highlights the critical role of structured, sustained collaboration in fostering an innovation-
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driven culture in schools. PLCs often initiate long-term projects such as integrating project-based learning
across grade levels, ensuring that innovative strategies are not only generated but institutionalized.
Overall, the results show that all dimensions teacher collaboration have significant and positive relationships
with the various aspects of teacher innovation. This means that as teachers demonstrate collaboration in
collaborative lesson planning, teamwork, shared reflection, feedback exchange, and professional learning
communities, they strengthen teacher innovation in opportunity exploration, idea generation, idea promotion,
idea realization, and idea sustainability.
The present study’s findings were corroborated by Ma and Marion (2024), emphasizing that collaborative
environments characterized by shared planning, teamwork, and reflective dialogue drove creative
problemsolving and instructional innovation, reflecting the correlations observed across variables. Similarly,
De Guzman (2024) highlighted that collaborative structures enhanced teacher innovation, reinforcing the
present study’s insight that collaboration supported not only idea generation and exploration but also the
realization and sustainability of innovations in schools adopting transdisciplinary leadership approaches.
Challenges Experienced by Schools in Applying Leadership Approaches
This section presents the challenges faced by schools in applying transdisciplinary leadership approaches. It
identifies barriers that schools experience in applying transdisciplinary leadership approaches along adaptive
and empowering leadership, knowledge integration and support, and values-driven complexity management.
Adaptive and Empowering Leadership. This section presents the challenges experienced by schools in
applying transdisciplinary leadership approaches along adaptive and empowering leadership. It includes
challenges related to teachers' struggles to take initiative, difficulties adapting leadership strategies, resistance
to change, limited recognition of teachers' strengths, and a lack of collaboration across grade levels.
Table 17 shows that the overall weighted mean for challenges in applying adaptive and empowering leadership
is 1.34, interpreted as "Never", indicating that these challenges are rarely encountered. The highestrated
challenges, each with a weighted mean of 1.35, interpreted as "Never", include teachers struggling to take
initiative and make independent decisions due to unclear expectations or fear of making mistakes, difficulty in
adapting leadership strategies effectively to meet diverse teacher and student needs, resistance to change, and
limited recognition and support for teachers’ strengths hindering empowerment and motivation. The lowest-
rated challenge is lack of collaboration across grade levels and subjects due to insufficient leadership
encouragement, with a weighted mean of 1.32, also interpreted as "Never", indicating that leadership support
for cross-level collaboration remains sufficient.
The data suggested that elementary schools generally did not face significant challenges in applying adaptive
and empowering leadership approaches. Teachers felt supported in taking initiative, and leadership strategies
were seen as responsive and adaptable to diverse needs. The low scores across all indicators suggested an
empowered teaching environment where collaboration was encouraged.
Table 17 Challenges Experienced by Schools in Applying Transdisciplinary LeadershipApproach along
Adaptive and Empowering Leadership
Indicators
Weighted Mean
Interpretation
1. Teachers struggle to take initiative and make independent
decisions due to unclear expectations or fear of making mistakes.
Difficulty empowering teachers arises from unclear expectations and
the fear of making mistakes.
1.35
Never
2. Difficulty in adapting leadership strategies effectively to meet
diverse teacher and student needs.
1.35
Never
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3. Resistance to change makes it challenging to implement flexible
and responsive leadership approaches.
1.35
Never
4. Limited recognition and support for teachers’ strengths hinder
empowerment and motivation.
1.35
Never
5. Lack of collaboration across grade levels and subjects due to
insufficient leadership encouragement.
1.32
Never
Overall Weighted Mean
1.34
Never
Rating Scale: 3.25-4.00 = Always, 2.50-3.24 = Often, 1.75-2.49 = Sometimes, 1.00-1.74 = Never
This was evident in the common practices of public elementary school heads who regularly assigned
leadership roles to teachers, such as designating them as LAC leaders, grade-level coordinators, or focal
persons for subject areas. These roles allowed teachers to make independent decisions in planning and
implementation.
Additionally, school heads conducted regular classroom observations followed by constructive postconference
sessions to tailor support to individual teacher needs. They also adapted leadership responses during major
policy shifts like the implementation of the MATATAG Curriculum, further demonstrating flexibility.
Recognition was institutionalized through merit-based awards and acknowledgment during flag ceremonies or
school activities. Collaboration was actively promoted through cross-grade level learning groups and
schoolwide projects such as Brigada Eskwela or literacy and numeracy initiatives that involved different
teaching teams.
The present study’s findings were confirmed by De Jong et al. (2023), highlighting that effective leadership
fostered a supportive, trust-based environment where teachers felt empowered to take initiative and collaborate
across teams, reflecting the observed lack of resistance to change and strong leadership adaptability. Similarly,
Jakavonytė-Staškuvienė and Barkauskienė (2023) emphasized that transdisciplinary leadership nurtured
teacher autonomy and innovation by recognizing individual strengths and promoting flexible leadership
strategies, reinforcing the present study’s insight that limited recognition and difficulty adapting leadership
were rarely encountered, suggesting an already resilient and responsive leadership culture.
Knowledge Integration and Support. This section presents the challenges experienced by schools in applying
transdisciplinary leadership approaches along knowledge integration and support. It includes challenges such
as limited opportunities for interdisciplinary knowledge-sharing, time constraints affecting interdisciplinary
projects, insufficient professional development, restricted access to resources, and difficulty integrating diverse
viewpoints in decision-making.
Table 18 shows that the overall weighted mean for challenges in applying knowledge integration and support is
1.33, interpreted as "Never", indicating that these challenges are rarely encountered. The highest-rated
challenge is limited opportunities for teachers to share knowledge and expertise across different disciplines,
with a weighted mean of 1.35, interpreted as "Never", suggesting that schools effectively facilitate
interdisciplinary collaboration. The lowest-rated challenges, both with a weighted mean of 1.32 and interpreted
as "Never", are insufficient professional development opportunities that promote cross-disciplinary
collaboration and difficulty in integrating diverse viewpoints in decision-making, leading to resistance in
applying new ideas, indicating that schools provide opportunities for professional growth and value diverse
perspectives.
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Table 18 Challenges Experienced by Schools in Applying Transdisciplinary Leadership Approach along
Knowledge Integration and Support
Indicators
Weighted Mean
Interpretation
1. Limited opportunities for teachers to share knowledge and
expertise across different disciplines.
1.35
Never
2. Difficulty in implementing interdisciplinary projects due to time
constraints and curriculum demands.
1.34
Never
3. Insufficient professional development opportunities that promote
cross-disciplinary collaboration.
1.32
Never
4. Limited access to information, resources, and platforms for
effective knowledge-sharing.
1.33
Never
5. Difficulty in integrating diverse viewpoints in decision-making,
leading to resistance in applying new ideas.
1.32
Never
Overall Weighted Mean
1.33
Never
Rating Scale: 3.25-4.00 = Always, 2.50-3.24 = Often, 1.75-2.49 = Sometimes, 1.00-1.74 = Never
The low ratings across all indicators implied that schools offered sufficient time, resources, and platforms for
teachers to engage in transdisciplinary projects and exchange ideas. Furthermore, the low rating for resistance
to diverse viewpoints indicated that teachers were open to incorporating varied perspectives, fostering a more
collaborative and inclusive learning environment. This openness was demonstrated in the participatory crafting
of School Improvement Plans (SIPs), where teachers from various grade levels and subject areas contributed to
identifying and addressing learning gaps.
The present study’s findings were supported by Gaikwad et al. (2022), emphasizing that transdisciplinary
learning environments thrived when schools facilitated cross-disciplinary collaboration and provided
structured opportunities for teachers to share expertise, reflecting the observed ease in supporting
transdisciplinary projects and integrating diverse viewpoints. Similarly, Rodelas and Puse (2024) highlighted
that transdisciplinary leadership fostered inclusive decision-making by valuing varied perspectives and
ensuring access to diverse resources, reinforcing the present study’s insight that challenges like limited
professional development and restricted knowledge-sharing platforms were rarely encountered, suggesting a
well-established collaborative culture.
Values-Driven Complexity Management. This section presents the challenges experienced by schools in
applying transdisciplinary leadership approaches along values-driven complexity management. It includes
difficulties in using core values to guide complex decisions, inconsistent communication of values, ethical
dilemmas in decision-making, resource constraints, and transparency issues affecting trust and stakeholder
confidence.
Table 19 shows that the overall weighted mean for challenges in applying values-driven complexity
management is 1.35, interpreted as "Never", indicating that these challenges are rarely encountered. The
highestrated challenge is inconsistent communication of the school’s values, leading to misalignment among
staff, with a weighted mean of 1.36, interpreted as "Never", suggesting that schools maintain strong, consistent
messaging around core values. The lowest-rated challenge is ethical dilemmas in decision-making create
conflicts in balancing priorities and standards, with a weighted mean of 1.34, also interpreted as "Never",
indicating that schools manage ethical considerations effectively without significant conflict.
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Table 19 Challenges Experienced by Schools in Applying Transdisciplinary LeadershipApproach along Values-
Driven Complexity Management
Indicators
Weighted Mean
Interpretation
1. Difficulty in using core values as a guiding principle when
managing complex situations.
1.35
Never
2. Inconsistent communication of the school’s values, leading to
misalignment among staff.
1.36
Never
3. Ethical dilemmas in decision-making create conflicts in balancing
priorities and standards.
1.34
Never
4. Resource constraints make it challenging to implement
valuedriven leadership approaches.
1.35
Never
5. Transparency and trust issues arise when addressing difficult
situations, affecting stakeholder confidence.
1.35
Never
Overall Weighted Mean
1.35
Never
Rating Scale: 3.25-4.00 = Always, 2.50-3.24 = Often, 1.75-2.49 = Sometimes, 1.00-1.74 = Never
The data suggested that schools effectively upheld and communicated core values, minimizing misalignment
and ethical conflicts. In public elementary schools, values were reinforced during flag ceremonies, classroom
routines, and through the integration of the Department of Education’s core values into lesson plans and school
activities. School heads conducted values reorientation sessions during school-based INSETs and utilized
faculty meetings to reiterate the school’s vision, mission, and core principles. Decision-making processes such
as allocating resources or handling student discipline were often guided by established policies anchored on
these values. Teachers and staff participated in consultative meetings or feedback forums when complex
situations arose, ensuring transparency and inclusivity in addressing concerns.
The low scores across all indicators implied that resource constraints, transparency issues, and complex
decision-making scenarios were managed in ways that aligned with the school’s values. Transparency was
maintained through active involvement of stakeholders in the School Governing Council (SGC) and the Bids
and Awards Committee (BAC), where decisions related to school resources, projects, or procurement were
discussed. Moreover, the presence of designated bookkeepers and the use of School MOOE (Maintenance and
Other Operating Expenses) monitoring tools helped ensure that resource management aligned with ethical
standards.
The present study’s findings were corroborated by Jakavonytė-Staškuvienė and Barkauskienė (2023),
emphasizing that effective leadership fostered an ethical, values-based culture that supported decision-making
and minimized conflicts, reflecting the observed success in managing ethical dilemmas and maintaining
transparency. Similarly, Perez (2023) highlighted that effective leadership in schools requires balancing
priorities while upholding moral integrity and stakeholder trust. This reinforced the present study’s insight that
resource constraints and transparency issues were rarely encountered, suggesting that schools sustained a
strong, valuesdriven leadership framework.
Proposed Intervention to Enhance the Transdisciplinary Leadership Approaches of School Heads
Based on the findings of the study, the proposed intervention to enhance the transdisciplinary leadership
approaches of school heads is Project LEAD–Listening to feedback, Empowering resources, Aligning with
ethics, and Driving change (see Appendix A). The results of the study revealed that while school heads
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consistently demonstrate strong leadership practices across the domains of adaptive and empowering
leadership, knowledge integration and support, and values-driven complexity management, there are specific
indicators and subtle challenges that require focused development. Project LEAD addresses these gaps through
a three-day seminar integrated into the Mercedes District School Heads Meeting, focusing on adaptive and
empowering leadership, knowledge integration and support, and values-driven complexity management.
One of the core components of the intervention is the topic on Knowledge Integration and Support: Facilitation
of cross-curricular information and resource access. This aims to strengthen the ability of school heads to
promote effective sharing of information and instructional materials across subject areas. Although
interdisciplinary collaboration was observed to be evident in schools, some practices showed limited
accessibility and underutilization of available platforms and tools. Through this component, school heads will
explore strategies to widen access to teaching resources, promote shared planning across disciplines, and
establish structures that encourage regular knowledge exchange among teachers.
Another focus of the intervention is Values-Driven Complexity Management: Integration of ethical principles
in decision-making for complex issues. While schools generally uphold ethical standards and communicate
their values, there remains a need to deepen school heads’ capacity to manage difficult leadership scenarios
through a clear, values-based framework. This session aims to equip school leaders with decisionmaking tools
that emphasize transparency, moral reasoning, and inclusive consultation when addressing complex challenges.
It also reinforces the importance of aligning leadership decisions with institutional values to foster a culture of
integrity and trust.
The third component is Adaptive and Empowering Leadership: Responsiveness to feedback and subsequent
adjustments in leadership approaches. While school heads encourage teacher participation and ideasharing, the
study revealed that translating feedback into actionable changes is an area for further improvement. This
training seeks to develop school leaders’ competence in actively listening to feedback, identifying patterns in
teacher input, and adjusting leadership styles or school practices accordingly. By improving responsiveness,
school heads can strengthen teacher engagement, foster shared accountability, and build a more collaborative
school climate.
Aligned with the Philippine Professional Standards for School Heads, the intervention aims to equip school
heads with practical strategies to support collaboration and innovation. Through structured evaluation and
support from the PSDS, the intervention is expected to strengthen school heads’ leadership effectiveness,
thereby fostering a more collaborative and innovative school culture.
CONCLUSION
The conclusions drawn from the study's findings were as follows:
1. School heads consistently apply transdisciplinary leadership approaches that promote collaboration and
innovation. However, there are areas that require enhancement particularly in translating teacher
feedback into leadership actions, increasing access to interdisciplinary resources, and strengthening
ethical decisionmaking in complex situations.
2. Teachers in schools implementing transdisciplinary leadership approaches consistently exhibit a very
high level of collaboration across all domains, particularly in reflective lesson planning, teamwork, and
professional learning communities. However, opportunities remain to enhance structured sharing of
expertise, peer-driven feedback, and teacher leadership.
3. Teachers in schools implementing transdisciplinary leadership approaches demonstrate a consistently
very high level of innovation across all domains. However, there remains a need to strengthen
collaborative mechanisms, support early-stage implementation, and institutionalize innovations to
ensure long-term sustainability and systemic improvement.
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4. There is a strong and statistically significant relationship between transdisciplinary leadership
approaches and the level of teacher collaboration in schools, implying that effective leadership fosters a
more collaborative, engaged, and professionally interactive teaching environment.
5. There is a significant and positive relationship between transdisciplinary leadership approaches and the
level of teacher innovation, implying that empowering, collaborative, and ethically grounded leadership
enhances teachers' creative capacities and implementation of innovative teaching practices.
6. There is a significant and positive relationship between teacher collaboration and teacher innovation,
suggesting that collaborative environments strengthen teachers' ability to explore, generate, implement,
and sustain innovative instructional practices.
7. Schools experience minimal to no challenges in applying transdisciplinary leadership approaches,
suggesting that school heads maintain a responsive, collaborative, and ethically grounded leadership
environment that supports teachers effectively.
8. Project LEAD is a relevant and timely intervention that directly addresses identified leadership gaps
and supports continuous development among school heads. It aims to sustain a culture of collaboration,
innovation, and ethical decision-making in schools.
RECOMMENDATIONS
Based on the conclusions, the following recommendations were proposed:
1. To further enhance their transdisciplinary leadership, school heads may participate in targeted capacity-
building programs such as Project LEAD, which aims to improve responsiveness to feedback, support
interdisciplinary collaboration, and strengthen values-based decision-making.
2. To sustain and further strengthen teacher collaboration, school heads may consider developing
structured systems and professional development sessions that promote knowledge-sharing, effective
feedback practices, and teacher leadership in professional learning communities.
3. To further enhance teacher innovation, school heads may consider implementing structured systems for
collaborative innovation, including dedicated sessions for idea sharing, mentorship for implementing
new strategies, and policies for embedding successful innovations into regular teaching practices.
4. School heads may consider enhancing their leadership practices by focusing on adaptability,
interdisciplinary collaboration, and ethical decision-making, as these areas are strongly linked to
improved teacher collaboration across planning, teamwork, reflection, and professional learning
communities.
5. To further enhance teacher innovation, school heads may strengthen their transdisciplinary leadership by
prioritizing initiatives that empower teachers, foster interdisciplinary collaboration, and support
sustained, values-driven innovation across all stages of instructional improvement.
6. School heads may sustain and enhance teacher innovation by fostering structured collaborative
practices, such as cross-disciplinary planning, reflective dialogue, and active professional learning
communities, to further support the development and longevity of innovative teaching strategies.
7. School heads may continue reinforcing these leadership practices by offering ongoing professional
development in adaptive leadership, interdisciplinary collaboration, and ethical decision-making to
sustain and strengthen a resilient and values-driven school culture.
8. Public Schools District Supervisor may implement the Project LEAD as a professional development
initiative within the district to enhance school heads’ capacity to respond to teacher feedback, promote
interdisciplinary collaboration, and lead with ethical clarity in managing complex educational
challenges.
9. Future researchers may consider expanding the scope of this study by including a comparative analysis
across different school levels to examine how transdisciplinary leadership approaches vary in diverse
contexts. They may also employ mixed-method designs to capture not only the quantitative measures of
collaboration and innovation but also the lived experiences of teachers and school heads through
interviews or focus group discussions.
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ACKNOWLEDGMENT
The researcher gratefully acknowledges the Almighty God for the strength and wisdom to complete this study.
Deep appreciation is extended to her adviser, Consuelo R. Saenz, EdD, for her invaluable guidance, and to the
Dean of the Graduate School, Sonia S. Carbonell, PhD, together with the panel members Anicia S. Madarang,
EdD, Daryl I. Quinito, PhD, and Jennifer S. Rubio, PhD, as well as the panel secretary, Jamila M.
Macapundag, MLL, MAED, for their insightful comments and recommendations. Sincere thanks are also
given to Public Schools District Supervisor Ruel T. Dominguez, PhD, and the school heads and teachers of San
Vicente for their cooperation during validation and pilot testing, as well as to District In-Charge Marcelino A.
Ortua, EdD, and the school heads and teachers of the mainland of Mercedes District for their support and
active participation in the data gathering. Finally, heartfelt gratitude is extended to all who contributed their
time, guidance, and encouragement, without which this study would not have been possible.
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