Teacher Leadership and Collaboration in Leading Curriculum Innovation: A Case Study on Effective Practices

Abstract

This case study investigates the role of teacher leadership and collaboration in facilitating curriculum innovation within the educational settings of Davao de Oro and Davao City. The research focuses on the effective practices that improve educational outcomes and how teacher collaboration and leadership drive curriculum reform. The study is guided by three key objectives: exploring teachers' lived experiences in implementing curriculum innovations, identifying coping mechanisms to overcome the challenges associated with curriculum changes, and uncovering insights and strategies that support curriculum reform. The study also seeks to address three central research questions regarding the challenges teachers face in implementing new curriculum practices, the strategies they use to cope with these challenges, and the lessons they have learned that can guide future curriculum innovations. Theoretical grounding for this study is provided by Transformational Leadership Theory, which emphasizes the role of leaders in creating an environment that fosters creativity, collaboration, and innovation. The theory underscores the importance of teacher leaders in driving educational change and promoting cooperative practices. This research employed a qualitative-case study  approach, utilizing semi-structured interviews to gather data from six public master teachers  in the Department of Education, who were selected based on their extensive experience in teaching and leading curriculum initiatives. Thematic analysis was employed to interpret the data, allowing for an in-depth understanding of how teacher leadership and collaboration contribute to successful curriculum innovation. The findings highlight key strategies used by teachers to overcome challenges and provide valuable insights for educators and administrators seeking to foster a culture of curriculum innovation in schools. By documenting the practices of effective teacher leaders, this study contributes to the broader understanding of how teacher collaboration and leadership can drive meaningful curriculum reforms in diverse educational contexts.