000			04122 a2200181 4500
005			20260709105550.0
082			_aTH 378.242 A694 2026
100	1		_aArguelles, Decelyn L.
245			_aInstructional leadership, curriculum implementation fidelity, and collaborative culture in public elementary schools / _cDecelyn L. Arguelles
264		1	_aSibalom, Antique: _bUniversity of Antique, _c2026
300			_axix, 215 pages ; _c29 cm
504			_aIncludes bibliographical references
520			_aAbstract The interconnected relationship among instructional leadership, curriculum implementation fidelity, and collaborative culture is vital in fostering effective leadership and a strong culture of collaboration that ensure faithful curriculum implementation and the continuous improvement of teaching and learning in schools. This descriptive-comparative and correlational study examined the relationship of instructional leadership, collaborative culture, and curriculum implementation fidelity in public elementary schools in a Philippine division during the school year 2024-2025. Respondents include randomly selected school heads and teachers, with data collected via validated researcher-developed questionnaires. Statistical tools used included frequency, percentage, mean, standard deviation, the Mann-Whitney U test, and Spearman's rho correlation. All inferential analyses were conducted at a 0.05 level of significance using two-tailed tests in SPSS, version 26.0. Findings revealed that the instructional leadership of school heads was assessed as very high both as an overall construct and across its three core dimensions-school mission, instructional program, and school learning climate- and was consistent across all demographics, such as age, sex, position, school size, and school location, with no significant differences observed among these groups. However, educational attainment showed a significant variation, with school heads holding bachelor's degrees exhibiting higher mean ranks in instructional leadership than those with advanced degrees. Similarly, teachers demonstrated a very high level of curriculum implementation fidelity across all dimensions and groups. Among these, learner engagement and outcomes received the highest ratings, while leadership and accountability were rated slightly lower. No significant differences were found across sex, position, educational attainment, school size, or school location, except for younger teachers and those in smaller schools, who reported significantly with higher levels of fidelity. The collaborative culture was very high across all groups, with younger and female teachers, as well as those holding master's degrees. Significant differences were observed as to age and position, where younger respondents and teachers reported stronger engagement in collective responsibility and reflective dialogue. Finally, the results revealed positive and significant correlations among instructional leadership, curriculum implementation fidelity, and collaborative culture, with the strongest associations observed between collaborative culture and curriculum fidelity. The study concludes that schools consistently exhibit very high levels of instructional leadership, curriculum implementation fidelity, and collaborative culture, with results indicating that effective leadership and strong teamwork are key drivers of curriculum success and sustained school improvement across diverse contexts. Hence, the DepEd key officials, school administrators, teachers, teacher training institutions, and researchers should collaboratively strengthen leadership development, professional learning, and evidence-based practices to sustain high curriculum fidelity and a culture of collaboration in all schools. Keywords: Collaborative culture, Curriculum implementation fidelity, Instructional leadership, Educational leadership, Leadership development, School improvement, Teacher collaboration
526			_aTH _bGS
650			_a Higher education _vTheses and dissertations
650			_aEducational leadership
942			_2ddc _cD
999			_c41647 _d41647