Teachers’ Collaborative Practices, Innovativeness and Creativity
Sheryl Mae A. Paris, Ed.D
sherylmae.paris@deped.gov.ph
https://orcid.org/0009-0008-5687-642X
Guimaras State University
Buenavista, Guimaras, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/431979
ABSTRACT
This study examines the collaborative practices, innovativeness, and creativity of secondary teachers in the Schools Division of Iloilo, Philippines, during the 2023-2024 academic year, in the context of the Fourth Industrial Revolution’s demands for innovative approaches to teaching and learning. Grounded in Collaborative Learning Theory (Dillenbourg, 2010) and Social Constructivism (Vygotsky, 2010), the study explores how teachers’ profiles—such as educational attainment, length of service, position, school type, and congressional district—influence their collaboration, innovation, and creativity in educational settings. Utilizing a quantitative descriptive-correlational design, data were collected from 283 junior high school teachers through a validated questionnaire. Statistical tools such as chi-square tests were used to determine significant differences among demographic groups, while Pearson correlation was employed to assess relationships between collaborative practices, innovativeness, and creativity. Results indicate that teachers exhibit consistent collaborative practices regardless of their demographic or contextual factors, while significant differences in innovativeness are observed based on educational attainment (p < 0.05). However, creativity levels remain uniform across different classifications (p > 0.05). The findings reveal no significant relationships between collaborative practices and either innovativeness or creativity (p > 0.05). The study concludes that while secondary teachers in Iloilo demonstrate a willingness to collaborate and innovate, targeted professional development is necessary to enhance innovativeness and foster creativity effectively. Recommendations include developing professional development programs, promoting open feedback and collaboration, and providing equitable access to technological resources.
Keywords: Teachers’ collaborative practices, innovativeness, creativity, Education 4.0, professional development, quantitative research, Philippines