Maintainable Progress Goals and Collective Ideas Supervision of Teachers in Public Elementary Schools
Recto Salac, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 19 February 2026
DOI: https://doi.org/10.66074/N9M8K7L6J
Abstract
This study examined maintainable progress goals and collective ideas supervision among public elementary school teachers in Davao Oriental, Philippines. Using a quantitative correlational design, the research analyzed teacher survey responses. Findings revealed that maintainable progress goals were moderate overall, though economic and social community aspects were high. Furthermore, collective ideas supervision was generally high, particularly regarding teacher well-being and responsibility, while lifelong learning and self-esteem were rated comparatively lower. Results identified a statistically significant positive relationship between these constructs. Ultimately, the findings suggest that environments fostering sustainable improvement and equitable participation align with stronger shared supervision, responsibility, and well-being. Consequently, the study highlights the necessity for leadership and professional development programs to enhance collaborative cultures, teacher efficacy, and long-term school improvement.
Keywords: collective supervision, elementary teachers, public schools, shared vision, sustainable leadership
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]