Curriculum Mapping Practices of Teachers as Determinants of their Collective Efficacy in Public Elementary Schools

Abstract

This study aimed to explore how teachers' curriculum mapping practices relate to their collective efficacy in public elementary schools within Tugbok District, Davao City. The study used the non- experimental quantitative research design utilizing correlational method. The respondents of this study composed of 107 teachers using a universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation or Pearson r and Regression Analysis. The findings revealed that the teachers achieved a high level on curriculum mapping practices. Meanwhile teachers established a high level in collective efficacy in public elementary schools. There was a significant relationship between curriculum mapping practices of teachers and their collective efficacy in public elementary schools. The domains of curriculum mapping practices of teachers were significantly influenced to their collective efficacy in public elementary schools. It is articulated in this study that collective efficacy of teachers in public elementary schools should be raised in a very high level. It was concluded that the high level of curriculum mapping practices of teachers would also increase to their collective efficacy in public elementary schools.