Collective Innovativeness and Quality Teaching Standards Performance of Public Elementary School Teachers

This study examined the relationship between teachers’ collective innovativeness and quality teaching standards performance among public elementary school teachers in Mati Central District, Division of the City of Mati. A quantitative descriptive-correlational design was used with 125 full-time classroom teachers selected from a population of 210 through simple random sampling. Data were collected through adapted standardized survey questionnaires that measured collective innovativeness in curriculum, learning methods/approaches, and subject matter scope, and quality teaching standards performance in teaching planning, lesson implementation, and learning assessment. The instruments were reviewed by experts and pilot tested, with reliability coefficients of 0.930 for collective innovativeness and 0.966 for quality teaching standards performance. Data were analyzed through mean, standard deviation, Pearson product-moment correlation, and multiple regression. Results showed that collective innovativeness was very high overall (M = 4.23, SD = 0.61), with subject matter scope obtaining the highest domain mean (M = 4.26, SD = 0.60). Quality teaching standards performance was also very high overall (M = 4.39, SD = 0.57), with learning assessment obtaining the highest domain mean (M = 4.45, SD = 0.52). Collective innovativeness had a high positive relationship with quality teaching standards performance (r = 0.78, R² = 0.61, p-value = 0.000). Regression analysis further showed that curriculum, learning methods/approaches, and subject matter scope significantly influenced quality teaching standards performance, with curriculum as the strongest predictor (B = 0.48, beta = 0.42). The findings show that shared teacher innovation is an important professional condition linked to stronger standards-based teaching performance.