Author

Mariann Tracy B. Velasco
Pamantasan ng Lungsod ng San Pablo
San Pablo City, Laguna, Philippines
Email: ms.mariannvelasco@gmail.com

Abstract

This study investigates private elementary schools in San Pablo City, in terms of their collaborative practices and effectiveness for improving curriculum development. It aims to find out how schools collaborate and the obstacles that they run into while deriving improvements for the curriculum from the collaborative practice. Utilized in this descriptive research design were data from teachers and heads of schools associated with SPC-PASAPA through the validated survey questionnaire. Respondents were teachers and were school heads. The most practiced forms of collaboration have been determined as curriculum mapping and lesson study. The various aspects of curriculum improvement, which were evaluated with regard to national standard alignments, coherence, inclusivity, and adaptability, were found to be rated between “Somewhat Effective” and “Effective.” Teachers perceived collaboration to be less effective in fostering a stronger sense of ownership of the curriculum, pointing to lost opportunities around accountability structures missed. Statistical tests showed that curriculum collaboration outcomes were influenced significantly by the school affiliation while being of no importance to position and frequency of attendance. Findings suggest that institutional context is an important underpinning of collaborative practice; therefore, school-specific strategies ought to engage commitment along with accountability in curriculum development.

Keywords: Collaborative Practices, Curriculum Enhancement, Curriculum Map, Private Elementary Schools

DOI: http://doi.org/10.69651/PIJHSS0501849

Recommended citation:
Velasco, M. T. B. (2026). Enhancing curriculum through collaboration of private elementary schools in San Pablo City. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9578-9589. http://doi.org/10.69651/PIJHSS0501849

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