School-Initiated Teacher Training and Teachers' Collegiality in Governor Generoso North District, Davao Oriental

ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 School-Initiated Teacher Training and Teachers’ Collegiality in Governor Generoso North District, Davao Oriental Lolibeth A. Valles Abstract. This study aimed to determine the influence of school-initiated teacher training on teachers’ collegiality in the Governor Generoso North District, Davao Oriental, using a non-experimental, quantitative design and a descriptive-correlational technique. A total of 248 elementary school teachers were selected through simple random sampling. The researcher utilized a modified and enhanced survey questionnaire, which was pilot-tested to ensure high reliability and internal consistency. The findings revealed that school-initiated teacher training was generally extensive, with improved classroom management skills being the most evident, while commitment to professional growth was the least demonstrated. Teachers’ collegiality was also rated as extensive, particularly in terms of professional accountability and mutual respect, while peer mentorship was the least observed. Further analysis revealed a strong, significant positive relationship between school-initiated teacher training and teachers’ collegiality. Among the training domains, commitment to professional growth showed the strongest correlation, while improved classroom management skills did not significantly influence collegiality. The regression analysis confirmed that enhanced teaching strategies and commitment to professional growth were significant predictors of teachers’ collegiality. These findings emphasize the importance of continuous professional development and collaborative training in fostering strong collegial relationships among teachers. KEY WORDS 1. Teacher training 2. teachers’ collegiality 3. professional development 4. school leadership 5. educational management Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction In rural areas, the low level of teachers’ collegiality presents a significant challenge to the educational environment, often leading to isolation and a lack of shared professional growth among educators. Many teachers in these settings work in conditions where access to collaborative professional development opportunities is limited, hindering their ability to exchange ideas and support one another effectively. This situation can result in a decrease in morale, a lack of innovation in teaching methods, and ultimately, reduced student achievement. To address these issues, there was a pressing need to examine the impact of schoolinitiated teacher-training programs designed to enhance collegiality among teachers. Such a study determined whether structured training can foster a more collaborative and supportive atmosphere, which was crucial for the professional and personal growth of teachers in rural NIJSE (2025) - educational settings. In the United States, the absence of strong teacher collegiality remains a pressing challenge that affects school effectiveness. According to Murray (2021), many schools lack structured collaborative practices that encourage knowledge-sharing and peer support. Meanwhile, Weddle (2020) emphasized that workload and differing teaching schedules often prevent educators from meeting regularly. This situation results in professional isolation, which can lower job satisfaction and limit opportunities for growth. Consequently, fostering teacher collaboration through targeted policies and initiatives is essential for improving overall school performance. In Arab countries, low teacher collegiality is frequently linked to traditional teaching methods and hierarchical school cultures. Ibrahim (2022) observed that rigid administrative structures can restrict open dialogue among educators. Similarly, Alzahmi et al. (2022) noted that limited opportunities for continuous professional development further widen the gap in teacher collaboration. Consequently, teachers may struggle to exchange best practices or support one another effectively. To address these challenges, education authorities are beginning to explore innovative training programs that strengthen collegial relationships. In many parts of Asia, teachers face large class sizes and heavy workloads, which reduce the time available for collegial interactions. Newman and Gentile (2020) noted that in highly competitive environments, educators may prioritize individual achievement over collaborative efforts. Moreover, Ahmed et al. (2022) highlighted that standardized testing pressures often discourage teachers from sharing resources and strategies. Consequently, collegiality may suffer as educators focus on meeting strict performance targets rather than building supportive networks. Recognizing this, some Asian governments are encouraging collaborative teaching models and peer mentoring programs to bolster professional support. In the Philippines, teacher collegiality issues stem from budget constraints and uneven resource distribution. Chin et al. (2022) claimed that many public schools lack funding for teacher development programs that promote teamwork and professional exchange. Mc Ronald (2022) added that geographic challenges, especially in remote areas, make it difficult for educators to attend regular training or collaborate with peers. As a result, teachers may feel disconnected from broader educational communities, limiting their opportunities for growth and innovation. Efforts to improve school-based learning circles and technology-assisted collaboration are emerging as potential solutions. In the researcher’s setting, the low level of teacher collegiality is further affected by insufficient support structures and limited engagement from local stakeholders. Some schools struggle to organize joint planning sessions or professional learning communities. Teachers often juggle multiple responsibilities, leaving little time for collegial activities. This situation can diminish teachers’ motivation to share best practices and learn from one another. Hence, introducing more targeted, schoolinitiated teacher training programs could help address these challenges and strengthen collective efficacy in the Governor Generoso North District. Despite the growing recognition of the importance of teacher collegiality for effective school environments, there remains a significant research gap in understanding how schoolinitiated teacher training programs specifically influence collegial relationships among teachers in rural settings like the Governor Generoso North District, Davao Oriental. Most existing studies have focused on urban areas or have not thoroughly examined the direct impact of structured training initiatives on fostering collaboration and mutual support among teachers. Additionally, there is limited quantitative data that measures the extent to which these training programs enhance collegiality, making it difficult to develop evidence-based strategies tailored to 2ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - the unique needs of rural educators. This gap highlights the need for focused research that explores the specific dynamics and outcomes of teacher training in improving collegial relationships within this district. By addressing this gap, the study can provide valuable insights into effective professional development practices that promote a more collaborative and supportive teaching community. The urgency to conduct this study in Governor Generoso North District stems from the pressing need to improve educational outcomes in a region where teachers often work in isolation with limited access to professional development resources. Enhancing collegiality through school-initiated training can lead to better sharing of teaching practices, increased morale, and a more unified approach to overcoming educational challenges. Moreover, the district may be experiencing specific issues such as high teacher turnover, low job satisfaction, and inconsistent teaching standards, which can be mitigated by fostering stronger professional relationships among educators. Conducting this quantitative study promptly will enable school administrators and policymakers to implement targeted training programs that address these critical issues, ultimately leading to a more effective and harmonious educational environment. Therefore, this research is not only timely but also essential for supporting teachers’ professional growth and improving the overall quality of education in the Governor Generoso North District. 1.1. Review of Significant Literature— 1.1.1. School-Initiated Teacher Training— School-initiated teacher training refers to programs designed by schools to enhance teachers’ pedagogical skills and address specific instructional needs. Studies consistently show that these localized, context-driven trainings provide moderate but meaningful improvements in teacher performance and professional growth. Mofolo Mosala (2019), Smit (2020), and Bernadine (2019) emphasized that such school-led initiatives help address challenges in CPTD implementation, improve teachers’ adaptability, and support instructional quality. Research also highlights its role in bridging policy–practice gaps and strengthening stakeholder participation. Studies in Ethiopia and the Philippines (Tadesse Kenea, 2022; Lam-an, 2023) show that school-driven training moderately supports reform adoption and organizational learning. Other studies (Ashton McKechnie, 2023; Lassen, 2024; Golightly, 2022) show enhancements in collegiality, collaboration, and shared pedagogical practices. Overall, school-initiated training plays a crucial role in refining classroom practices, building collegial networks, and gradually improving instructional systems. 1.1.2. Enhanced Teaching Strategies— School-initiated training promotes innovative instructional strategies, improves classroom engagement, and integrates modern technologies. Mofolo Mosala (2019) and Mystakidis (2019) found that training that incorporates technology, such as virtual reality, boosts teachers’ motivation and equips them with advanced teaching approaches. Various studies (Christian-Ike et al., 2024; Ufnar Shepherd, 2019; Payan-Carreira et al., 2019; Ezza et al., 2019) emphasized that teachers trained at the school level adopt differentiated instruction, improve critical thinking instruction, and use technology-enhanced strategies, resulting in better student engagement and learning outcomes. School-led professional learning communities (Matari Ali, 2019; Jones Green, 2023) further strengthen collaboration and support sustainable improvements in teaching strategies. 1.1.3. Increased Use of Assessment for Learning—Formative assessment practices improve when teachers undergo school-initiated training. Studies (Mofolo Mosala, 2019; Aris ´ o et al., 2019; Fernandes et al., 2023) revealed that targeted training enhances teachers’ compe3ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - tence in using assessment to guide instruction. Training on digital tools like Quizizz (Junior, 2020) encourages teachers to adopt more dynamic assessment approaches. Additional research (Kanz, 2020; Gil et al., 2019) shows that school-based professional development strengthens conceptual assessment skills and fosters reflective practice. Collaborative assessment-focused training (Emler et al., 2019; DeShong, 2022) also supports collegiality by encouraging teachers to design assessments collectively and share expertise. 1.1.4. Improved Classroom Management Skills—School-initiated training provides teachers with strategies to effectively manage student behavior and improve classroom environments. Studies across early childhood, primary, and secondary levels (Ozen Yıldırım, 2020; Paramita, 2020; Durmaz et al., 2020) show moderate improvements in teachers’ classroom management effectiveness after participating in school-led programs. Innovative approaches such as pedagogical documentation (Gangal Yilmaz, 2023) and training frameworks for challenging urban contexts (Caldera et al., 2020) further enhance teachers’ management capacities. Schoolinitiated coaching and leadership support (Pascual, 2023; Coats, 2022) also promote collaboration and strengthen collegiality through shared practices and feedback. 1.1.5. Commitment to Professional Growth—Teachers’ commitment to professional development increases when schools actively offer meaningful training opportunities. Conversely, insufficient school-initiated training reduces motivation and organizational commitment. Studies on millennial educators (Yuliawati Teonata, 2022; Winkler, 2020; Ahuja Gupta, 2019) found that the absence of institutional professional development leads to lower engagement and weaker career motivation. Research further suggests that organizational support and faculty development programs are essential in cultivating long-term professional commitment (Kunnen et al., 2024; Pe ˜ naflor, 2024). Studies by Brumlow Alford (2020) and Rose (2021) show that when schools foster a culture of continuous learning, teachers become more collaborative, engaged, and professionally aligned with institutional goals. 1.1.6. Teachers’ Collegiality—Teachers’ collegiality involves collaboration, shared support, and strong professional relationships. Studies (Ahmad, 2024; Koskenranta et al., 2022; Viroga, 2024; Mirro-Drew, 2023) show that moderate levels of collegiality improve school climate, teamwork, communication, and teacher morale. Collegial environments enhance instructional quality and student outcomes (Xhomara, 2019; Hughes et al., 2022) by encouraging shared leadership and pedagogical innovation. Research on retention (Laury, 2023; Ward, 2016) reveals that strong collegial networks reduce burnout and strengthen teachers’ sense of belonging. 1.1.7. Mutual Respect—Mutual respect—an essential dimension of collegiality—supports open communication and shared professional identity. Studies (Ahmad, 2024; Viroga, 2024; Hegseth, 2021; Ackroyd, 2023; Lundie et al., 2024) agree that respect among teachers enhances collaboration, reduces power imbalances, and strengthens trust. 1.1.8. Collective Problem-Solving—Collective problem-solving helps teachers collaboratively address instructional challenges and refine teaching practices. Research (Felmer et al., 2019; Hwang Chen, 2023; Rofik, 2022) demonstrates that structured group tasks and collaborative reflection build collegiality and improve teacher competence. Additional studies (Rojas et al., 2022; Cansoy et al., 2022) show that collaboration scripts and collective efficacy further strengthen professional cooperation and shared responsibility. 4ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - 1.1.9. Professional Accountability—Professional accountability fosters shared commitment to standards and ethical practice. Studies ( ¨ Oztuzcu K ¨ u c¸ ¨ ukbere Balkar, 2021; Lim et al., 2022; Zarei et al., 2019) highlight that accountability, when balanced and collaborative, strengthens collegiality and improves instructional quality. Systems promoting collaborative decision-making (Maroy Pons, 2019; Ha ˇ skov ´ a, 2019) also support stronger professional relationships. 1.1.10. Peer Mentorship—Peer mentorship strengthens collegiality by supporting new and experienced teachers alike. However, low levels of mentorship weaken collaboration. Studies (Abetang et al., 2020; Tynj ¨ al ¨ a et al., 2021; C¸ apan Bedir, 2019) show limitations in underdeveloped mentoring systems, which often lead to isolation and reduced professional growth. International research (Heikkinen et al., 2020; Ochola, 2020) echoes these findings, emphasizing that without structured schoolinitiated mentorship, teacher support networks remain weak and fragmented. 1.2. Synthesis—The relationship between school-initiated teacher training and teachers’ collegiality has been extensively studied, revealing a positive correlation between wellstructured training programs and enhanced collaborative practices among teachers. Research indicates that when schools proactively provide continuous professional development, it fosters an environment of shared learning and mutual support. These training programs often include workshops, mentoring sessions, and collaborative projects that encourage teachers to work together and discuss pedagogical strategies. As teachers participate in these activities, they build stronger relationships with their peers, which can lead to improved communication, shared responsibility, and a sense of community within the school. Such collegial networks not only improve teacher morale but also enhance the overall teaching quality, as educators are more likely to innovate and reflect on their practices when supported by their colleagues. However, the bulk of this research has been conducted in urban and suburban settings, with relatively fewer studies focusing on rural areas. In rural schools, teachers may face unique challenges such as geographic isolation, limited access to resources, and smaller professional communities, which can hinder the development of collegial relationships. School-initiated training in these areas often needs to be specifically tailored to address these barriers, ensuring that teachers can still benefit from professional development opportunities despite logistical constraints. Additionally, rural schools might lack the infrastructure to support frequent in-person training sessions, necessitating alternative approaches such as online workshops or networked learning communities. Therefore, there is a clear need for studies that examine how different teachertraining models are implemented in rural settings and their effectiveness in promoting collegiality among teachers. Conducting a quantitative analysis of the impact of school-initiated teacher training on teachers’ collegiality in rural settings is essential to fill these research gaps. A quantitative approach enables measurement of the extent to which specific training interventions influence teachers’ collegial behaviors and attitudes. By systematically collecting and analyzing data from rural schools, researchers can identify effective practices and potential obstacles that affect the development of collegial relationships in these contexts. Such analysis would provide valuable insights into how professional development programs can be adapted to the unique needs of rural educators, ultimately supporting more effective teaching and learning environments. Moreover, this research could guide policymakers and educational leaders in designing and funding professional development initiatives that are both contextually relevant and supportive of teachers’ collaborative 5ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - practices. 1.3. Theoretical/Conceptual Framework— This study is anchored on Social Learning Theory (Bandura, 1977). Social Learning Theory emphasizes that people learn by observing others, imitating behaviors, and modeling after those they admire. Albert Bandura introduced this theory in 1977, highlighting the importance of observational learning and social interactions in skill development. This theory is highly relevant to the study, as it explains how teachers can enhance collegiality through school-initiated training by observing and interacting with peers. By participating in training programs, teachers can model effective collaborative behaviors and share best practices, fostering a more supportive and cooperative work environment. Additionally, Social Learning Theory supports the idea that ongoing professional development encourages continuous improvement and mutual support among teachers, which is essential for building strong collegial relationships in the Governor Generoso North District. In support, Bass’ (1985) Transformational Leadership Theory focuses on how leaders can inspire and motivate their followers to achieve higher levels of performance and engage in positive changes. Bass (1985) expanded upon this theory, emphasizing the role of leaders in creating an inspiring vision and fostering an environment of trust and collaboration. This theory is appropriate for the study as school-initiated teacher training often involves leadership that seeks to transform teaching practices and enhance collegiality. Transformational leaders within schools can inspire teachers to collaborate more effectively, share innovative ideas, and support one another’s professional growth. By applying Transformational Leadership Theory, the study can examine how leadership-driven training programs contribute to a more cohesive and motivated teaching community in Governor Generoso North District. Lastly, Wenger’s (1998) Communities of Practice Theory posited that learning occurs through social interaction and the shared experiences of individuals within a community. Etienne Wenger introduced this concept in 1998, emphasizing the importance of collaboration and knowledge sharing among members to foster continuous learning and professional development. This theory is highly suitable for the study as it underscores the importance of creating a supportive community among teachers through school-initiated training programs. By fostering Communities of Practice, the training can encourage teachers in Governor Generoso North District to engage in regular dialogue, share resources, and collaborate on teaching strategies, thereby strengthening collegiality. Additionally, Communities of Practice Theory highlights how sustained interaction and mutual support can lead to significant improvements in professional relationships and overall school effectiveness, making it an excellent foundation for investigating the impact of teacher training on collegiality. This study comprised two variables, as shown in Figure 1. The independent variable was school-initiated teacher training, defined as the set of programs and professional development activities designed and implemented by schools to enhance the pedagogical skills, content knowledge, and overall efficacy of their teaching staff. The measures of school-initiated teacher training are enhanced teaching strategies or the adoption of new technologies, differentiated instruction techniques, and interactive learning activities that engage and motivate students; increased use of assessment for learning or the integration of regular checks for understanding and adjust their teaching methods based on student feedback; improved classroom management skills or the ability to create a positive learning environment, manage student behaviors effectively, and foster a sense of community among students; and commitment to professional growth or the pursuit of further education and participation in additional 6ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework of the Study professional development opportunities. The dependent variable was teachers’ collegiality, or the professional relationships and collaborative spirit that exist among educators within an educational institution. The indicators of teachers’ collegiality are mutual respect or the fundamental aspect of professional relationships among educators where each teacher holds a deep regard and appreciation for the knowledge, experiences, and perspectives of their colleagues; collective problem-solving or the collaborative process in which educators work together as a team to identify, analyze, and find solutions to educational challenges, issues, or problems that impact student learning, teaching practices, or the school community as a whole; professional accountability or the collective commitment of educators to uphold high standards of professionalism and ethical conduct within the teaching community; and peer mentorship, or the practice where experienced educators provide guidance, support, and expertise to their colleagues, particularly to newer or less experienced teachers. 1.4. Statement of the Problem—This study was set to explore the influence of schoolinitiated teacher training on the teachers’ collegiality in the Governor Generoso North District, Davao Oriental. Hence, the study sought to answer the following questions: (1) W hat is the extent of school-initiated teacher training in terms of: enhanced teaching strategies; (1) increased use of assessment for learning; (2) improved classroom management skills; and (3) Commitment to professional growth? (2) What is the extent of teachers’ collegiality in terms of: mutual respect; (1) collective problem-solving; (2) professional accountability; and (3) peer mentorship? (3) I s there a significant relationship between school-initiated teacher training and teachers’ collegiality? (4) W hich domains of school-initiated teacher training significantly influence the teachers’ 7ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - collegiality? 1.5. Hypotheses—The following hypotheses were tested at the 0.05 level of significance: H01: There is no significant relationship between school-initiated teacher training and teachers’ collegiality. H02: None of the domains of school-initiated teacher training significantly influences the teachers’ collegiality. The current study may benefit the following sectors and individuals: Teachers Teachers directly benefit from participating in training programs that enhance collegiality, as these programs provide them with the skills and opportunities to collaborate, share knowledge, and support each other’s professional development. This increased collegiality can lead to a more enjoyable and fulfilling work environment, where teachers feel valued and supported by their peers. Moreover, teachers can improve their instructional practices by learning from one another, leading to better classroom outcomes and personal career growth. Enhanced collegial relationships also help reduce feelings of isolation, particularly in rural districts where teachers may otherwise feel disconnected from broader educational networks. Consequently, this study empowers teachers by highlighting and facilitating the conditions necessary for a collaborative and supportive educational setting. Students Learners stand to gain significantly from the increased collegiality among teachers fostered by school-initiated training programs. When teachers work closely and share expertise, students benefit from more cohesive educational experiences and a broader array of pedagogical approaches. This environment can lead to improved classroom management, more engaging lesson plans, and a more supportive learning atmosphere, all of which contribute to higher student achievement and satisfaction. Additionally, students can observe positive models of professional collaboration and teamwork, which are valuable life skills. The study supports the development of a teaching force better equipped to meet diverse student needs and foster a positive, nurturing learning environment. For a more comprehensive understanding, the following terms were defined operationally: School-Initiated Teacher Training It is defined conceptually as the set of programs and professional development activities designed and implemented by schools to enhance the pedagogical skills, content knowledge, and overall efficacy of their teaching staff. In this study, the second independent variable is described by the following indicators: enhanced teaching strategies; increased use of assessment for learning; improved classroom management skills; and commitment to professional growth. Teachers’ Collegiality It was defined conceptually as the professional relationship and collaborative spirit that exists among educators within an educational institution. In this study, the dependent variable is described in terms of mutual respect, collective problem-solving, professional accountability, and peer mentorship. 2. Methodology This section provided a comprehensive overview of the research design, including details on the research respondents, ethical considerations, research instruments, and procedural steps. It also outlined the methods for data collection and analysis, ensuring a clear framework for the study. 8ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - 2.1. Research Design—In this study, the researcher opted for a quantitative, descriptivecorrelational research design. A quantitative research design involved the systematic empirical investigation of observable phenomena through statistical, mathematical, or computational techniques. It aimed to quantify relationships, test hypotheses, and generate numerical data that could be transformed into usable statistics (Bloomfield Fisher, 2019). A quantitative research design was ideal for this study on the influence of school-initiated teacher training on teachers’ collegiality because it enabled precise measurement of variables and their relationships. By employing statistical methods to analyze data, the study objectively determined the extent and nature of the impact that teacher training had on collegial behaviors. This approach facilitated the establishment of clear, evidencebased conclusions that could guide future educational policies and practices. In addition, descriptive research methods were used to describe the characteristics of a population or phenomenon being studied without influencing variables during the study. This method involved observing, recording, and describing the features of the study (Dulock, 1993). Descriptive methods were appropriate for the initial phase of the study, where detailing the current state of teacher collegiality and the nature of teacher training programs was essential. By providing a comprehensive description of these aspects, researchers established a baseline understanding of the field and identified specific areas where interventions might be needed. This foundational data was crucial for later stages of research that sought to explore causal relationships and changes resulting from specific interventions. Moreover, the correlational research approach examined the relationship between two or more variables to determine whether a statistically significant correlation existed. This method quantified the degree to which variables were related without implying a cause-and-effect relationship (Curtis et al., 2016). Using a correlational approach was beneficial for this study, as it helped identify initial associations between school-initiated teacher training and teachers’ levels of collegiality. By establishing the presence and direction of correlations, researchers could hypothesize about potential causal relationships and, if necessary, further explore them with more complex statistical analyses. 2.2. Ethical Considerations—The researcher strictly followed the established protocols outlined in the standard guidelines for executing the research, paying close attention to the specified criteria for managing both the population and the data. The survey questionnaires, along with other related materials, were submitted for evaluation and approval. Upon receiving approval from the RMC-Ethics Committee, the researcher proceeded to the subsequent phase of the study. Social Value The study on the influence of schoolinitiated teacher training on teachers’ collegiality carried important societal value. By understanding how structured training programs enhanced cooperation among public elementary school teachers, the research contributed to better educational environments. Improved collegiality led to more effective teaching methods, which ultimately benefited students and the community at large. Strong teacher collaboration not only raised the quality of instruction but also fostered a sense of unity and shared purpose. Consequently, this study informed policies and strategies to strengthen professional networks within Governor Generoso North District in Davao Oriental. Further, heightened teacher collegiality had far-reaching positive impacts on educational outcomes. When teachers shared best practices and supported each other, schools developed consistent teaching standards, promoting fairness and equal opportunities for learners. This collaborative spirit encouraged continuous learning and innovation 9ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - Table 1. School-Initiated Teacher Training for Teachers in Terms of Enhanced Teaching Strategies Statement Mean Descriptive Rating Noticing teachers integrating interactive activities into lessons more frequently. 3.68 Extensive Observing teachers applying differentiated instruction techniques to cater to diverse learning needs. 3.59 Extensive Seeing teachers incorporating technology into their teaching methods effectively. 3.52 Extensive Recognizing teachers experimenting with new instructional models or strategies. 3.34 Moderately Extensive Experiencing teachers discussing the outcomes of new teaching strategies during staff meetings. 3.40 Extensive Mean 3.51 Extensive Legend. Very Extensive = Always Implemented. Extensive = Oftentimes Implemented. Moderately Extensive = Sometimes Implemented. Less Extensive = Seldom Implemented. Not Extensive = Never Implemented. couraged to utilize various assessment tools and techniques to monitor student progress and adjust instruction accordingly. According to Aris ´ o et al. (2019), assessment for learning was a powerful approach that fosters student engagement and improves learning outcomes by providing continuous feedback. Also, Junior (2020) emphasized that consistent use of formative assessments enables teachers to identify learning gaps and adapt teaching strategies to meet student needs better. The range of means for the statements falls between 3.15 and 3.63, showing a mix of extensive and moderately extensive practices among teachers. The highest-rated item is Noticing teachers using quizzes and tests to inform and adjust their teaching methods, with a mean of 3.63. In contrast, the lowest-rated item is Recognizing teachers using assessment data to set learning goals with their students, which recorded a mean of 3.15. As Fernandes et al. (2023) found, involving students in setting their learning goals based on assessment results can significantly enhance their motivation and self-regulation. 3.1.3. Improved Classroom Management Skills—The results in Table 3 indicate that the overall mean for school-initiated teacher training in improving classroom management skills was 3.55, interpreted as extensive. This descriptive rating suggests that school-initiated training programs effectively support teachers in developing strategies to maintain positive and orderly classroom environments. The extensive level of classroom management skills demonstrates that teachers frequently apply effective techniques to create a conducive learning atmosphere. According to Ozen and Yıldırım (2020), effective classroom management was a critical factor in promoting student engagement and reducing disruptive behaviors. Similarly, Caldera et al. (2020) highlighted that consistent implementation of proactive management strategies significantly improved student engagement and minimized disruptive behavior. The range of means for the statements falls between 3.39 and 3.70, reflecting a generally consistent level of extensive practice. The highest-rated item was noticing teachers handling classroom disruptions more calmly and effectively, with a mean of 3.70. In contrast, the lowest-rated item was 16 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - Table 2. School-Initiated Teacher Training for Teachers in Terms of Increased Use of Assessment for Learning Statement Mean Descriptive Rating Noticing teachers using quizzes and tests to inform and adjust their teaching methods. 3.63 Extensive Observing teachers providing more timely and constructive feedback on student assignments. 3.62 Extensive Seeing teachers involving students in self-assessment activities regularly. 3.23 Moderately Extensive Recognizing teachers using assessment data to set learning goals with their students. 3.15 Moderately Extensive Experiencing teachers sharing assessment techniques with colleagues to enhance teaching practices. 3.46 Extensive Mean 3.42 Extensive Legend. Very Extensive = Always Implemented. Extensive = Oftentimes Implemented. Moderately Extensive = Sometimes Implemented. Less Extensive = Seldom Implemented. Not Extensive = Never Implemented. Observing teachers establishing clearer rules and routines that students understand and follow, which recorded a mean of 3.39, indicating a moderate extent. As highlighted by Durmaz et al. (2020), consistent routines and clear expectations were essential for fostering a positive classroom environment in which students understand behavioral expectations. According to Gangal and Yilmaz (2023), effective classroom management fosters an environment where students feel safe, respected, and motivated to learn, which is essential for academic success. Table 3. School-Initiated Teacher Training for Teachers in Terms of Improved Classroom Management Skills Statement Mean Descriptive Rating Noticing teachers handling classroom disruptions more calmly and effectively. 3.70 Extensive Observing teachers establishing clearer rules and routines that students understand and follow. 3.39 Moderately Extensive Seeing teachers using positive reinforcement to encourage good behavior in the classroom. 3.67 Extensive Recognizing teachers adapting their classroom management strategies to better suit individual student needs. 3.58 Extensive Experiencing teachers mentoring others on effective classroom management techniques. 3.40 Extensive Mean 3.55 Extensive Legend. Very Extensive = Always Implemented. Extensive = Oftentimes Implemented. Moderately Extensive = Sometimes Implemented. Less Extensive = Seldom Implemented. Not Extensive = Never Implemented. 3.1.4. Commitment to Professional Growth—The results in Table 4 indicate that the overall mean for school-initiated teacher training in terms of commitment to professional growth is 3.34, which was interpreted as moderately extensive. This descriptive rating suggests 17 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - that while teachers are somewhat engaged in professional development, there is still room to enhance their commitment to continuous learning further. The moderately extensive level of professional growth implies that teachers occasionally participate in training activities, set goals, or pursue further studies. According to Yuliawati and Teonata (2022), consistent and well-supported professional development is crucial for teachers to remain effective in their instructional roles. In the same vein, Pe ˜ naflor (2024) noted that participation in growth activities was often influenced by institutional support, individual motivation, and perceived relevance, which may explain the occasional engagement observed in this study. The range of means for the statements falls between 3.21 and 3.49, indicating a mix of extensive and moderately extensive practices. The highest-rated item was noticing teachers actively participating in professional development workshops and seminars, with a mean of 3.49, indicating extensive participation. In contrast, the lowest-rated item is Experiencing teachers leading or organizing professional learning communities within the school, which recorded a mean of 3.21, categorized as moderately extensive. As highlighted by Winkler (2020), peer-led learning communities are effective in fostering collaboration, reflection, and the continuous exchange of best practices among educators. Table 4. School-Initiated Teacher Training for Teachers in Terms of Commitment to Professional Growth Statement Mean Descriptive Rating Noticing teachers actively participating in professional development workshops and seminars. 3.49 Extensive Observing teachers seeking additional certifications or advanced degrees related to their teaching field. 3.38 Moderately Extensive Seeing teachers setting specific personal and professional development goals annually. 3.38 Moderately Extensive Recognizing teachers engaging in peer observation and feedback sessions regularly. 3.24 Moderately Extensive Experiencing teachers leading or organizing professional learning communities within the school. 3.21 Moderately Extensive Mean 3.34 Moderately Extensive Legend. Very Extensive = Always Implemented. Extensive = Oftentimes Implemented. Moderately Extensive = Sometimes Implemented. Less Extensive = Seldom Implemented. Not Extensive = Never Implemented. 3.1.5. Summary on School-Initiated Teacher Training—Finally, the overall mean score for school-initiated teacher training among teachers in the Governor Generoso North District, Davao Oriental, was 3.46, indicating that training programs are frequently provided and generally effective in enhancing teachers’ skills. This suggests that the district’s schools are proactive in supporting teacher development across various domains, including enhanced teaching strategies, assessment for learning, classroom management, and professional growth. According to Smit (2020), high-quality teacher training is essential for improving instructional practices, promoting effective classroom management, and fostering a culture of continuous learning among educators. Similarly, Lam-an (2023) noted that comprehen18 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - sive professional development efforts positively influence teacher effectiveness, especially when focused on content knowledge, active learning, and coherence with school goals. Among the indicators, improved classroom management skills recorded the highest mean of 3.55, indicating that teachers are well-supported in maintaining positive and orderly classroom environments. In contrast, commitment to professional growth recorded the lowest mean of 3.34, categorized as moderately extensive, suggesting that while teachers occasionally pursue further learning opportunities, their engagement in continuous professional development may benefit from further encouragement. This result aligns with Shabani (2019), who emphasized that sustained and targeted professional development was most effective when it actively involves teachers in goal-setting, peer collaboration, and reflective practice. Schools in the district are encouraged to implement structured professional development plans that motivate teachers to set and pursue personal and professional growth goals. Table 5. Summary on School-Initiated Teacher Training for Teachers in Governor Generoso North District, Davao Oriental Indicators Mean Descriptive Equivalent Enhanced Teaching Strategies 3.51 Extensive Increased Use of Assessment for Learning 3.42 Extensive Improved Classroom Management Skills 3.55 Extensive Commitment to Professional Growth 3.34 Moderately Extensive Overall 3.46 Extensive Legend. Very Extensive = Always Implemented. Extensive = Oftentimes Implemented. Moderately Extensive = Sometimes Implemented. Less Extensive = Seldom Implemented. Not Extensive = Never Implemented. 3.2. Teachers’ Collegiality—The teachers’ collegiality in the Governor Generoso North District, Davao Oriental, was measured using the following: Mutual Respect, Collective Problem-Solving, Professional Accountability, and Peer Mentorship. The extent of this variable and its domain were presented below. 3.2.1. Mutual Respect—In Table 6, results indicate that the overall mean for teachers’ collegiality in terms of mutual respect is 3.45, which was interpreted as extensive. This descriptive rating suggests that mutual respect was generally evident among teachers in Governor Generoso North District, Davao Oriental, promoting a positive and harmonious work environment. The high level of mutual respect indicates that teachers often demonstrate professionalism, recognize each other’s contributions, and maintain respectful interactions, all of which are essential for fostering a collaborative school culture. According to Viroga (2024), mutual respect among educators enhances teamwork, reduces workplace conflicts, and supports collective problemsolving. The range of means for the statements falls between 3.25 and 3.60, reflecting a combination of moderately extensive and extensive practices. The highest-rated item was Feeling that there was mutual respect among your colleagues in your school or educational institution, with a mean of 3.60, described as extensive. In contrast, the lowest-rated item is Expecting all colleagues to treat each other with mutual respect and professionalism, which recorded a mean of 3.25 and was categorized as moderately extensive. As highlighted by Hegseth (2021), establishing clear norms for professional inter19 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - actions and promoting a culture of mutual recognition are essential for sustaining respectful relationships among educators. Table 6. Teachers’ Collegiality in Terms of Mutual Respect Statement Mean Descriptive Rating Expecting all colleagues to treat each other with mutual respect and professionalism. 3.25 Moderately Extensive Believing that mutual respect is a fundamental element of effective collegiality in the workplace. 3.32 Moderately Extensive Contributing to a more harmonious and productive work environment through mutual respect among teachers and staff. 3.58 Extensive Feeling that there is mutual respect among your colleagues in your school or educational institution. 3.60 Extensive Acknowledging and valuing each colleague’s expertise and contributions as part of the school culture. 3.49 Extensive Mean 3.45 Extensive Legend. Very Extensive = Always Manifested. Extensive = Oftentimes Evident. Moderately Extensive = Sometimes Evident. Less Extensive = Seldom Evident. Not Extensive = Never Evident. 3.2.2. Collective Problem-Solving—The results in Table 7 indicate that the overall mean for teachers’ collegiality in collective problemsolving was 3.43, interpreted as extensive. This descriptive rating suggests that teachers in the Governor Generoso North District, Davao Oriental, generally demonstrate a strong inclination to work together to address challenges and improve educational practices. The extensive level of collective problem-solving implies that teachers frequently collaborate, share insights, and develop solutions collectively, which is essential for maintaining a favorable school climate. According to Felmer et al. (2019), collective problem-solving among educators fosters a culture of continuous improvement, mutual support, and shared leadership. Similarly, Ackroyd (2023) noted that schools with strong collaborative cultures were better positioned to address challenges effectively and sustain continuous improvement. The range of means for the statements falls between 3.23 and 3.62, reflecting a mix of extensive and moderately extensive practices. The highest-rated item was Encouraging teachers to engage in collective problem-solving through formal structures or processes, with a mean of 3.62 and a rating of extensive. On the other hand, the lowest-rated item is Offering opportunities for teachers to receive training or support in effective collective problem-solving techniques, which recorded a mean of 3.23 and was categorized as moderately extensive. As highlighted by Hwang and Chen (2023), effective collective problem-solving requires clear structures, guided discussions, and continuous capacity-building to ensure that teachers maximize the benefits of collaborative practices. 3.2.3. Professional Accountability—The results in Table 8 indicate that the overall mean for teachers’ collegiality regarding professional accountability was 3.52, which was interpreted as extensive. This descriptive rating suggests that teachers in Governor Generoso North District, Davao Oriental, generally demonstrate 20 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - Table 7. Teachers’ Collegiality in Terms of Collective Problem-Solving Statement Mean Descriptive Rating Encouraging teachers to engage in collective problem-solving through formal structures or processes. 3.62 Extensive Perceiving collective problem-solving as an effective way to address challenges and make improvements in your educational institution. 3.48 Extensive Holding meetings or forums specifically dedicated to collective problemsolving among teachers and staff. 3.27 Moderately Extensive Sharing an understanding among teachers that collaborative problemsolving leads to better solutions and outcomes. 3.57 Extensive Offering opportunities for teachers to receive training or support in effective collective problem-solving techniques. 3.23 Moderately Extensive Mean 3.43 Extensive Legend. Very Extensive = Always Manifested. Extensive = Oftentimes Evident. Moderately Extensive = Sometimes Evident. Less Extensive = Seldom Evident. Not Extensive = Never Evident. a strong sense of accountability in fulfilling their professional responsibilities. The extensive level of professional accountability implies that teachers frequently uphold high standards of practice, seek feedback for improvement, and recognize the importance of maintaining professional integrity. According to ¨ Oztuzcu K ¨ u c¸ ¨ ukbere and Balkar (2021), professional accountability among teachers is essential for sustaining instructional quality, fostering trust, and promoting a collaborative school culture. Likewise, Rofik (2022) emphasized that when teachers actively take responsibility for their actions and outcomes, it fosters trust, professional integrity, and improved teaching effectiveness. The range of means for the statements falls between 3.36 and 3.64, indicating a consistent level of extensive practice. The highest-rated item is Perceiving professional accountability as a shared responsibility within the school community, with a mean of 3.64 and a rating of extensive. On the other hand, the lowest-rated item is Seeking feedback from colleagues to improve professional practice and meet accountability standards, which recorded a mean of 3.36, categorized as moderately extensive. As emphasized by Zarei et al. (2019), creating a culture of reflective dialogue and peer coaching is critical in strengthening teachers’ professional accountability and continuous improvement. 3.2.4. Peer Mentorship—The results in Table 9 indicate that the overall mean for teachers’ collegiality in peer mentorship is 3.27, interpreted as moderately extensive. This descriptive rating suggests that while peer mentorship was evident among teachers in the Governor Generoso North District, Davao Oriental, there is room for further improvement. The moderately extensive level of peer mentorship implies that teachers occasionally engage in mentoring activities, but these practices may not be consistently structured or effectively implemented. According to Abetang et al. (2020), effective peer mentorship requires a well-organized system that matches mentors with mentees, provides clear guidance, and ensures mutual benefits for both parties. Similarly, Zarei et al. (2019) emphasized that the effectiveness of mentoring programs increases when schools provide clear guidelines, time allocation, and adminis21 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - Table 8. Teachers’ Collegiality in Terms of Professional Accountability Statement Mean Descriptive Rating Holding oneself accountable for professional responsibilities and commitments. 3.59 Extensive Sharing an understanding among colleagues that professional accountability is fundamental to effective teamwork and collegiality. 3.52 Extensive Seeking feedback from colleagues to improve professional practice and meet accountability standards. 3.36 Moderately Extensive Viewing professional accountability as a way to maintain high standards of teaching and collaboration in school. 3.48 Extensive Perceiving professional accountability as a shared responsibility within the school community. 3.64 Extensive Mean 3.52 Extensive Legend. Very Extensive = Always Manifested. Extensive = Oftentimes Evident. Moderately Extensive = Sometimes Evident. Less Extensive = Seldom Evident. Not Extensive = Never Evident. trative support for peer mentoring initiatives. The range of means for the statements falls between 2.96 and 3.51, indicating a combination of moderately extensive and extensive practices. The highest-rated item was Benefiting personally from peer mentorship in terms of improving your teaching skills and effectiveness, with a mean of 3.51, categorized as extensive. On the other hand, the lowest-rated item is Implementing a formal mentorship program in my school to connect experienced teachers with newer colleagues, which recorded a mean of 2.96 and was categorized as moderately extensive. As highlighted by Tynj ¨ al ¨ a et al. (2021), establishing a formal mentorship program with clear objectives, roles, and support mechanisms is crucial for maximizing the benefits of peer mentorship among teachers. Table 9. Teachers’ Collegiality in Terms of Peer Mentorship Statement Mean Descriptive Rating Fostering a sense of shared responsibility and professional development within your teaching community through peer mentorship. 3.48 Extensive Establishing a clear process for matching mentors with mentees based on expertise and needs. 3.19 Moderately Extensive Recognizing the contributions of peer mentors in my school through incentives or recognition programs. 3.20 Moderately Extensive Implementing a formal mentorship program in my school to connect experienced teachers with newer colleagues. 2.96 Moderately Extensive Benefiting personally from peer mentorship in terms of improving your teaching skills and effectiveness. 3.51 Extensive Mean 3.27 Moderately Extensive Legend. Very Extensive = Always Manifested. Extensive = Oftentimes Evident. Moderately Extensive = Sometimes Evident. Less Extensive = Seldom Evident. Not Extensive = Never Evident. 22 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - 3.2.5. Summary on Teachers’ Collegiality—Finally, the overall mean score for teachers’ collegiality in the Governor Generoso North District, Davao Oriental, was 3.42, indicating that teachers generally demonstrate positive, collaborative relationships with one another. This finding suggests that schools in the district maintain a culture of mutual support, where teachers frequently engage in respectful interactions, collaborative problem-solving, and professional accountability. According to Koskenranta et al. (2022), collegiality among teachers is a critical factor in promoting a favorable school climate, enhancing professional growth, and improving instructional practices through peer support. Additionally, Mirro-Drew (2023) emphasized that professional collaboration grounded in mutual respect contributes to sustained teacher motivation and a shared commitment to student success. Among the indicators, professional accountability recorded the highest mean of 3.52, indicating extensive professional accountability. On the other hand, peer mentorship had the lowest mean of 3.27, indicating a moderately extensive level. This result aligns with Viroga (2024), who emphasized that effective collegiality goes beyond casual interactions and requires a structured system of peer mentoring, reflective discussions, and shared leadership. Schools in the district are encouraged to enhance their peer mentorship programs to create more opportunities for experienced teachers to guide and support their colleagues. Table 10. Summary on Teachers’ Collegiality in Governor Generoso North District, Davao Oriental Indicators Mean Descriptive Equivalent Mutual Respect 3.45 Extensive Collective Problem-Solving 3.43 Extensive Professional Accountability 3.52 Extensive Peer Mentorship 3.27 Moderately Extensive Overall 3.42 Extensive Legend. Very Extensive = Always Manifested. Extensive = Oftentimes Evident. Moderately Extensive = Sometimes Evident. Less Extensive = Seldom Evident. Not Extensive = Never Evident. 3.3. Relationship Between School-Initiated Teacher Training and Teachers’ Collegiality—The results of the analysis on the relationship between school-initiated teacher training and teachers’ collegiality in Governor Generoso North District, Davao Oriental, are presented. Bivariate correlation analysis using Pearson Product-Moment Correlation was utilized to determine the relationship between the variables mentioned. The results in Table 11 indicate a strong positive relationship between school-initiated teacher training and teachers’ collegiality in Governor Generoso North District, Davao Oriental, with an overall r-value of 0.715 (p=0.000), leading to the rejection of the null hypothesis. This finding suggests that as teachers receive more training and professional development opportunities, their sense of collegiality, characterized by mutual respect, collective problem-solving, professional accountability, and peer mentorship, also significantly improves. This outcome aligns with Bernadine’s (2019) perspective, which emphasizes that effective teacher training not only enhances instructional skills but also promotes a collaborative culture in which teachers support one 23 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - another, share best practices, and engage in reflective dialogue. Likewise, Golightly (2022) noted that collaborative professional learning builds trust and promotes a culture of shared responsibility, which reinforces collegial engagement and teamwork within schools. Among the specific domains of school-initiated training, commitment to professional growth demonstrates the strongest positive relationship with teachers’ collegiality, with an r-value of 0.611 (p=0.000). This suggests that teachers who are more committed to continuous learning and professional development tend to exhibit higher levels of collegiality, engaging in peer mentorship and collaborative problem-solving. Enhanced teaching strategies also show a moderate positive relationship (r=0.495, p=0.000), indicating that teachers who are well-trained in effective instructional methods are more likely to share these strategies with their peers. Conversely, improved classroom management skills show a weak positive relationship (r=0.246, p=0.000), implying that while classroom management training is essential for maintaining order, it may have a limited impact on fostering peer collaboration. These findings suggest that schools should continue to support teachers’ professional growth, focusing on collaborative activities such as peer mentoring, reflective discussions, and team-based problem-solving to further enhance collegiality among educators (Ashton McKechnie, 2023). Table 11. Relationship Between School-Initiated Teacher Training and Teachers’ Collegiality in Governor Generoso North District, Davao Oriental School-Initiated Teacher Training r-value p-value Decision Enhanced Teaching Strategies .495** 0.000 Reject H0 Increased Use of Assessment for Learning .373** 0.000 Reject H0 Improved Classroom Management Skills .246** 0.000 Reject H0 Commitment to Professional Growth .611** 0.000 Reject H0 Overall School-Initiated Teacher Training .715** 0.000 Reject H0 *Significant at p<0.05. Legend. Perfect Correlation for r = 1.00. Strong Correlation for 0.7 r <1.00. Moderate Correlation for 0.3 r <0.7. Weak Correlation for r <0.3 but ¿ 0.00. No Correlation for r = 0.00. 3.4. Influence of School-Initiated Teacher Training on the Teachers’ Collegiality —The influence of school-initiated teacher training on the teachers’ collegiality in Governor Generoso North District, Davao Oriental presents significant insights, as evidenced by regression analysis results shown in the provided table. The results of the regression analysis reveal that enhanced teaching strategies significantly influence teachers’ collegiality, as indicated by a B-value of 0.334, Beta of 0.386, and p-value of 0.000, leading to the rejection of the null hypothesis. This suggests that for every one-unit increase in the use of enhanced teaching strategies, teachers’ collegiality improves by 0.334 units. This finding emphasizes the importance of training teachers in diverse and effective instructional methods, which not only enhance their teaching skills but also encourage them to share best practices, support one another, and collaborate in improving student outcomes. According to Jones and Green (2023), training that 24 ISSN 3028-1261 10.5281/zenodo.17755978/NIJSE.2025 NIJSE (2025) - promotes active learning, critical thinking, and innovative teaching techniques fosters a culture of professional collaboration among educators. On one hand, increased use of assessment for learning also shows a significant positive influence on teachers’ collegiality, with a B-value of 0.184, Beta of 0.259, and p-value of 0.000, leading to the rejection of the null hypothesis. This means that teachers who receive training on how to effectively use assessment for learning are more likely to engage in collaborative practices, such as sharing assessment techniques, providing constructive feedback to peers, and engaging in reflective discussions. This finding aligns with DeShong’s (2022) idea, which emphasizes that individuals learn through observation, interaction, and feedback from others. As teachers develop their skills in formative assessment, they are more likely to exchange ideas and strategies, enhancing collegial relationships. On the other hand, commitment to professional growth demonstrates a strong and significant positive influence on teachers’ collegiality, with a B-value of 0.338, Beta of 0.543, and p-value of 0.000, leading to the rejection of the null hypothesis. This indicates that for every one-unit increase in teachers’ commitment to professional growth, their collegiality improves by 0.338 units. This finding supports Wenger’s (1998) Communities of Practice Theory, which emphasizes that professional communities thrive when members are actively engaged in continuous learning, knowledge sharing, and skill development. Teachers who are committed to their professional growth are more likely to engage in peer mentoring, collaborative problem-solving, and collective reflection, all of which strengthen collegial relationships. In contrast, improved classroom management skills do not significantly influence teachers’ collegiality, as indicated by a B-value of -0.046, Beta of -0.055, and p-value of 0.229, leading to the acceptance of the null hypothesis. This finding suggests that while classroom management training was essential for maintaining a positive learning environment, it may not directly enhance teachers’ relationships with their peers. Classroom management was primarily an individual skill focused on maintaining discipline and promoting positive student behavior, which may not directly impact how teachers interact or collaborate. According to Pascual (2023), while effective classroom management is critical for teaching success, it does not necessarily lead to stronger collegial relationships unless combined with collaborative activities. At a holistic level, the adjusted R² value of 0.599 indicates that 59.9 % of the variance in teachers’ collegiality can be explained by the combined influence of enhanced teaching strategies, increased use of assessment for learning, improved classroom management skills, and commitment to professional growth. The F-value of 93.352 and p-value of 0.000 confirm the model’s overall significance, demonstrating that school-initiated teacher training is a substantial factor in promoting teachers’ collegiality. This high explanatory value suggests that training programs that emphasize active learning, assessment, and continuous professional growth are critical for building a strong sense of collegiality among teachers. These findings support both Bandura’s (1977) Social Learning Theory and Wenger’s (1998) Communities of Practice Theory, but they contradict the assumption that classroom management training directly enhances collegiality. 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