Transdisciplinary Leadership Approaches in Teacher Collaboration and Innovation

Abstract

This study aimed to describe the transdisciplinary leadership approaches of school heads in teacher collaboration and innovation in Mercedes, Camarines Norte, for the School Year 2024-2025. A quantitative method using a descriptive-correlational design was used, with a structured questionnaire to gather data from all 113 teachers in three mainland public elementary schools in Mercedes, Camarines Norte. Data were analyzed using Microsoft Excel and IBM SPSS Version 21 with weighted mean and Pearson correlation as statistical tools. The findings revealed that school heads consistently demonstrated transdisciplinary leadership approaches in adaptive and empowering leadership, knowledge integration and support, and values-driven complexity management. The findings also indicate that the level of teacher collaboration was very high in collaborative lesson planning, teamwork, shared reflection, feedback exchange, and professional learning communities. Likewise, the level of teacher innovation was very high in opportunity exploration, idea generation, idea promotion, idea realization, and idea sustainability. In addition, test for significant relationship between variables revealed that transdisciplinary leadership approaches was significantly related to level of teacher collaboration and to level of teacher innovation. Levels of teacher collaboration and innovation also showed significant relationship. Moreover, the findings showed that schools experienced minimal to no challenges in implementing transdisciplinary leadership approaches. Based on the findings, Project LEAD was proposed to further enhance transdisciplinary leadership approaches of school heads.