stdClass Object
(
    [id] => 17041
    [paper_index] => 202507-06-023215
    [title] => TEACHER CURRICULUM ASSESSMENT AS CATALYST FOR COLLABORATIVE SKILLS DEVELOPMENT AMONG TEACHERS IN DAVAO CITY DIVISION
    [description] => 
    [author] => Arnel Niño D. Aton
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23215
    [year] => 2025
    [month] => July
    [volume] => 12
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-06-023215.pdf
    [abstract] => This study investigated the relationship between teacher curriculum assessment and professional collaborative skills among teachers in the Division of Davao City. A total of 153 teachers participated, using a descriptive-correlational research design. Validated and pilot-tested research instruments measured the extent of curriculum assessment across eight domains: assessment and evaluation, content, learning output, resources/instruments, planning, curriculum implementation, curriculum philosophy/approaches, and teaching methods. Statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis were utilized to analyze the data. Results revealed that both teacher curriculum assessment and professional collaborative skills were rated as extensive. A significant positive correlation was found between the two variables, and regression analysis indicated that all eight domains of curriculum assessment significantly influenced professional collaborative skills. Among them, the domain of content showed the highest influence. The coefficient of determination (R² = 0.679) indicated that 67.90% of the variance in professional collaborative skills could be explained by the curriculum assessment domains. The findings confirm the applicability of social constructivism, social learning theory, and experiential learning theory, highlighting the importance of collaboration, modeling, and experience-based learning in curriculum assessment practices. Recommendations were provided for education officials, school leaders, teachers, and future researchers to enhance collaborative curriculum efforts.
    [keywords] => Curriculum Assessment, Professional Collaborative Skills, Teacher Collaboration, Regression Analysis, Social Constructivism, Social Learning Theory, Experiential Learning Theory.
    [doj] => 2025-07-21
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 7
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
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