Teachers’ Coaching-Based Leadership and Work Engagement as Mediated By Collaborative Attitude

Abstract

This study aimed to explore the mediating role of collaborative attitude of teachers between coaching-based leadership and work engagement in the context of public elementary school setting. Using a descriptive research design, 203 teaching staff responded to a survey questionnaire, which served as the main instrument of the study. The data gathered were subjected to descriptive statistics such as mean and standard deviation, and inferential statistical analysis, such as Pearson Correlation and Process Macro for mediation. This study revealed that coaching-based leadership were highly practiced among the teachers in all dimensions, including working alliance, open communication, learning and development, and progress and result. Secondly, the engagement of teachers-respondents toward work in physical, emotional, and cognitive was practiced. Thirdly, the respondents observed highly practiced of collaborative attitude. Furthermore, it was found out that the collaborative attitude partially mediates the relationship between coaching-based leadership and work engagement. Thus, the null hypothesis was rejected. With this, the researcher recommends that aside from utilizing coaching-based leadership strategies, collaborative attitude play a vital role in developing and enhancing work engagement among the teachers.