ISSN 3028-1261
10.5281/zenodo.17308813/NIJSE.2025
Collabo a ion And Teamwo k In Elemen a y School Leade ship:
Expe iences O School Adminis a o s
Shiella F. Villamo
Abs ac . This s udy explo ed he expe iences o elemen a y school adminis a o s in os e ing
collabo a ion and eamwo k among eache s wi hin hei schools. Speci ically, i aimed o
examine he li ed eali ies o school leade s in p omo ing a collabo a i e cul u e, he challenges
hey encoun e ed, he coping mechanisms employed by eache s, and he educa ional manage-
men insigh s ha eme ged om hese e o s. Employing a phenomenological app oach, he
esea ch u ilized in-dep h in e iews wi h i e pa icipan s and ocus g oup discussions wi h i e
pa icipan s o gain a comp ehensi e unde s anding o he pa icipan s’ pe spec i es. Thema ic
analysis e ealed se e al co e indings. Adminis a o s sha ed ha p omo ing collabo a ion
was la gely g ounded in building a cul u e o mu ual suppo ; howe e , hey also encoun e ed
ba ie s such as communica ion b eakdowns, misaligned expec a ions, and compe ing ime
demands. To add ess hese, eache s engaged in coping s a egies such as seeking open eed-
back, p ac icing lexible ime managemen , and d awing on suppo om colleagues. F om an
educa ional managemen s andpoin , he s udy iden i ied h ee key insigh s: he impo ance o
es ablishing a sha ed ision and common goals, os e ing us and open communica ion among
s a , and in es ing in con inuous p o essional de elopmen . These indings emphasize ha
collabo a ion is bo h a cul u al and s uc u al p ocess ha equi es in en ional leade ship, clea
communica ion, and capaci y building o be e ec i e and sus ainable. The esul s highligh he
impo ance o aligning he goals and expec a ions o all s akeholde s, and he need o school
leade s o c ea e a suppo i e en i onmen ha empowe s eache s o collabo a e e ec i ely,
ul ima ely leading o imp o ed s uden ou comes.
KEY WORDS
1. Teamwo k 2. Leade ship 3. School Adminis a o s
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
Collabo a ion and eamwo k a e i al as-
pec s o s ong leade ship in elemen a y schools,
whe e building a posi i e and uni ed lea ning
en i onmen is essen ial. School adminis a o s
play a cen al ole in p omo ing collabo a ion by
encou aging eache s, s a , and he school com-
muni y o wo k oge he owa d sha ed goals.
Th ough open communica ion and eamwo k,
hey c ea e a school cul u e ha alues suppo
and coope a ion. This collabo a i e app oach
no only helps imp o e s uden lea ning and
academic success bu also os e s a sense o be-
longing and p o essional g ow h among each-
e s. By p io i izing eamwo k, school leade s
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ensu e ha bo h educa o s and s uden s h i e
in a suppo i e and cohesi e en i onmen . One
signi ican global issue is he lack o consis-
en leade ship suppo o eache collabo a ion.
While e ec i e collabo a ion equi es ime, e-
sou ces, and clea s uc u es, many school lead-
e s a e no adequa ely ained o suppo ed o
p o ide hese. As a esul , collabo a ion e -
o s o en become agmen ed and ail o p o-
duce he desi ed ou comes. Resea ch indica es
ha success ul collabo a ion is highly depen-
den on he leade ship’s abili y o os e an en-
i onmen whe e eache s can wo k oge he
meaning ully and consis en ly (Godda d, God-
da d, Tschannen-Mo an, 2020). Ano he global
gap is he inadequa e p o essional de elopmen
o school leade s is a c i ical gap ha hin-
de s e ec i e collabo a ion wi hin school lead-
e ship. Al hough leade ship aining p og ams
a e widely a ailable, hey o en ocus on admin-
is a i e skills a he han on os e ing collab-
o a i e eam dynamics and building a sha ed
ision. This gap in aining means ha many
school leade s a e no equipped wi h he nec-
essa y skills o suppo and sus ain e ec i e
eamwo k among hei s a (Lei hwood, Ha -
is, Hopkins, 2020). A no able global gap,
pa icula ly in he Uni ed A ab Emi a es (UAE),
ega ding collabo a ion and eamwo k in ele-
men a y school leade ship is he limi ed em-
phasis on s uc u ed p o essional de elopmen
p og ams ha enhance eam-building and col-
labo a i e leade ship skills among school ad-
minis a o s. While he UAE has made sig-
ni ican s ides in imp o ing educa ion s an-
da ds h ough ini ia i es like Vision 2030 and
p i a e-public pa ne ships, esea ch highligh s
ha school leade s o en ocus mo e on admin-
is a i e asks a he han os e ing collabo a-
i e p ac ices. This gap unde sco es he need
o a s onge ocus on cul i a ing eamwo k
among educa o s and s a o p omo e a holis ic,
inclusi e, and s uden -cen e ed app oach o ed-
uca ion. (Kim, 2021) One o he c i ical issues
in he Philippines conce ning collabo a ion and
eamwo k in elemen a y school leade ship is he
lack o su icien p o essional de elopmen o
school leade s. While he Depa men o Educa-
ion (DepEd) p o ides some aining p og ams,
hese o en ocus on adminis a i e and man-
age ial skills a he han on building e ec i e
collabo a i e leade ship capaci ies. This gap in
p o essional de elopmen lea es many school
adminis a o s unp epa ed o os e a collabo a-
i e en i onmen ha p omo es eamwo k and
sha ed decision-making among eache s (Gon-
zales, 2022). Addi ionally, geog aphical and e-
sou ce cons ain s exace ba e his issue. Many
school leade s in emo e o u al a eas ha e lim-
i ed access o p o essional de elopmen oppo u-
ni ies. This dispa i y esul s in inconsis en lead-
e ship quali y ac oss di e en egions, u he
complica ing he implemen a ion o e ec i e
collabo a i e p ac ices. A s udy by Ba olome
(2019) highligh ed he need o mo e localized
and accessible aining p og ams ha ca e o
he unique challenges aced by school leade s
in hese a eas. Cul u al ac o s also pose signi i-
can challenges o he e ec i e implemen a ion
o collabo a ion and eamwo k in elemen a y
school leade ship in he Philippines. The hie -
a chical na u e o many Filipino o ganiza ions,
including schools, o en esul s in a op-down
leade ship app oach. This cul u al endency can
make i di icul o school leade s o p omo e
collabo a i e p ac ices ha equi e sha ed lead-
e ship and dis ibu ed decision-making among
eache s and s a (To es Alie o, 2019). In
he Dis ic o Binugao, Di ision o Da ao Ci y,
he e is a no iceable lack o ocus on os e ing
collabo a ion and eamwo k among school ad-
minis a o s, eache s, and s a . While e o s
ha e been made o imp o e academic pe o -
mance, he absence o s uc u ed ini ia i es o
p omo e eamwo k and sha ed leade ship has
limi ed he po en ial o c ea ing a mo e cohe-
si e and suppo i e school en i onmen . Thus,
his s udy aims o explo e he expe iences o
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school adminis a o s in os e ing collabo a ion
and eamwo k in elemen a y schools wi hin he
dis ic .
1.1. Pu pose o he S udy—The pu pose
o his s udy is o explo e he expe iences o
school adminis a o s in os e ing collabo a ion
and eamwo k wi hin elemen a y school leade -
ship. By examining he s a egies, challenges,
and successes hey encoun e in building cohe-
si e and e ec i e leade ship eams, he s udy
aims o gain a deepe unde s anding o how
collabo a i e p ac ices con ibu e o imp o ed
decision-making, school cul u e, and o e all s u-
den ou comes. Insigh s om his esea ch will
p o ide aluable guidance o school leade s
and policymake s seeking o s eng hen lead-
e ship p ac ices and c ea e suppo i e en i on-
men s ha enhance he collec i e e icacy o
school communi ies.
1.2. Resea ch Ques ions—The main pu -
pose o his s udy was o disco e he school
adminis a o s’ pe cep ion on he ole o col-
labo a ion and eamwo k in enhancing school
elemen a y leade ship wi h di e si y manage-
men and hei inclusion leade ship me hods is
impo an because i o e s impo an insigh s
in o he oppo uni ies and challenges o c ea ing
inclusi e lea ning en i onmen s. Speci ically,
his esea ch aims o answe he ollowing:
(1) Wha a e he expe iences o he eache s in p omo ing collabo a ion and eamwo k?
(2) H
ow do hey cope wi h he challenges hey encoun e ed in p omo ing collabo a ion and
eamwo k?
(3) W
ha educa ional insigh s can be d awn om he expe iences o he school adminis a o s?
Depa men o Educa ion O icials – This
s udy p o ides aluable da a on he e ec i e-
ness o cu en leade ship p ac ices in elemen-
a y schools. By examining he expe iences o
school adminis a o s, he esea ch can high-
ligh bes p ac ices and iden i y gaps in policies
ha suppo collabo a i e leade ship.
School Adminis a o s – By explo ing he
challenges and successes o hei pee s in os e -
ing collabo a ion and eamwo k, adminis a o s
can gain insigh s in o e ec i e s a egies ha
can be implemen ed in hei own schools. The
s udy can p o ide a amewo k o unde s and-
ing how o na iga e common obs acles, such as
esis ance o collabo a ion o con lic s wi hin
he leade ship eam. Teache s – Deepe unde -
s anding o collabo a i e leade ship p ac ices
can lead o imp o ed p o essional ela ionships
and a mo e cohesi e school cul u e. Teache s
who eel included in he decision-making p o-
cess and suppo ed by a collabo a i e leade ship
eam a e mo e likely o be mo i a ed, engaged,
and commi ed o hei wo k.
S uden s – Indi ec ly bene i om he s udy
as well, as imp o ed collabo a ion and eam-
wo k among school leade s and eache s con-
ibu e o a mo e e ec i e and suppo i e lea n-
ing en i onmen . When school adminis a o s
and eache s wo k oge he cohesi ely, i leads
o be e alignmen o eaching s a egies, mo e
consis en implemen a ion o educa ional p o-
g ams, and a s onge ocus on s uden -cen e ed
lea ning.
Fu u e Resea che s – This s udy lays he
g oundwo k o u he explo a ion in o col-
labo a i e leade ship in educa ional se ings.
I p o ides a ounda ion o in es iga ing he
long- e m impac s o collabo a i e p ac ices on
school pe o mance, he p o essional de elop-
men o educa o s, and s uden ou comes. Fu-
u e esea ch can build on his s udy by exam-
ining he speci ic ac o s ha acili a e o hin-
de e ec i e collabo a ion in di e en educa-
ional con ex s, explo ing he ole o cul u al
and con ex ual in luences, and de eloping new
amewo ks o os e ing eamwo k in schools.
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Finally, o ellow esea che s who wan ed o
conduc a simila o compa a i e s udy. This
sec ion de ines he key e ms used in he s udy o
ensu e cla i y and consis ency in hei in e p e a-
ion. The de ini ions e lec how hese e ms a e
applied wi hin he con ex o elemen a y school
leade ship.
Collabo a ion – Re e s o he p ocess whe e
school adminis a o s, eache s, and s a wo k
oge he owa d sha ed goals, exchanging ideas
and esou ces o imp o e he o e all lea ning
en i onmen .
Teamwo k – Desc ibes he collec i e e o
o indi iduals wi hin he school communi y o
achie e common objec i es, cha ac e ized by
mu ual suppo , communica ion, and coope a-
ion.
School Adminis a ion – Pe ains o he lead-
e ship and managemen oles ca ied ou by
school heads and adminis a o s, ocusing on
planning, o ganizing, and os e ing collabo a-
ion o c ea e a posi i e and e ec i e school
en i onmen .
1.3. Re iew o Signi ican Li e a u e —
1.3.1. Collabo a ion and Teamwo k in
School Leade ship—Collabo a ion and eam-
wo k a e i al componen s o e ec i e leade -
ship in elemen a y educa ion. Resea ch shows
ha collabo a i e leade ship enhances school
clima e, os e s sha ed decision-making, and
imp o es s uden ou comes (Lei hwood Jan zi,
2020; Ha g ea es Fullan, 2022). Leade s
who p omo e collec i e engagemen c ea e en-
i onmen s conduci e o inno a ion and e lec-
i e p ac ice (Schleiche , 2020; DeWi , 2019).
Leade ship, nex o class oom ins uc ion, has
he g ea es impac on s uden achie emen , un-
de sco ing i s impo ance in school imp o e-
men (Lei hwood e al., 2020; Wallace, 2022).
Collabo a i e leade ship in eg a es sha ed
ision, go e nance, and esou ce alloca ion
(Hallinge Heck, 2020). I encou ages ans-
pa ency, pa icipa ion, and communica ion buil
on us (Fullan, 2021; Ko e , 2022; Scha me ,
2019). A suppo i e cul u e g ounded in hon-
es y and mu ual espec d i es eam cohesion,
while open communica ion acili a es idea ex-
change (Po Pa ks, 2020). S udies con i m ha
collabo a i e leade ship indi ec ly imp o es s u-
den lea ning by s eng hening school capaci y
and collec i e e icacy (Heck Hallinge , 2020).
1.3.2. Teamwo k Dynamics Among School
Adminis a o s—E ec i e eamwo k elies on
communica ion, us , and sha ed ision
(Spillane, 2020; B yk Schneide , 2022). Col-
labo a i e leade ship aligns school goals and en-
hances cohesion, ou pe o ming pu ely ans o -
ma ional o ins uc ional models (Ma ks P in y,
2023). Howe e , leade ship mus adap o each
school’s con ex —s a egies e ec i e in one se -
ing may no ansla e di ec ly o ano he (Jacob,
2020).
Team-based collabo a ion in eg a es cu icu-
lum, p o essional lea ning, and open commu-
nica ion (B idges, 2019). I uni es adminis a-
o s, eache s, and s a h ough sha ed commi -
men and pa icipa o y decision-making (Maine,
2020). E ec i e eamwo k combines di e se
skills and pe spec i es, enabling lexible, high-
quali y ou comes and e icien decision-making
(Je ome, 2021; Mole, 2020). T us , coope a ion,
and indi idual de elopmen unde pin success ul
eams (Lewin, 2021; Hall Old oyd, 2019).
1.3.3. Challenges and Coping S a egies
in P omo ing Collabo a ion—School adminis-
a o s ace nume ous challenges in p omo ing
collabo a ion, including esis ance o change,
limi ed esou ces, ime cons ain s, and s a
con lic (Fajinmi Oloyede, 2025; U bani e al.,
2024). Financial and aining limi a ions, es-
pecially in u al con ex s, exace ba e wo kload
and s ess (To ino Napa an, 2023). E ec i e
leade s manage hese h ough open communi-
ca ion, s akeholde engagemen , and s uc u ed
eedback sys ems.
Emo ional egula ion and esilience a e c i -
ical o sus aining collabo a i e e o s (F ied-
man, 2025). Leade s wi h high emo ional in el-
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ligence na iga e in e pe sonal con lic s and p o-
mo e posi i e ela ionships (Kalkan e al., 2020).
Adap i e and ans o ma ional leade ship ap-
p oaches enhance eam mo i a ion and o gani-
za ional esilience (Zadok Benoliel, 2024).
Cul u al di e si y also a ec s eamwo k; in-
clusi e leade ship p ac ices—ac i e lis ening,
equi y, and cul u al awa eness— ans o m di e -
si y in o a sou ce o s eng h (Da Fon e Ba on-
A wood, 2017). Time managemen emains a
majo ba ie , bu lexible scheduling and asyn-
ch onous communica ion can main ain collabo-
a ion con inui y (Smi h e al., 2020). S uc u ed
collabo a ion suppo ed by da a and clea goals
yields s onge ou comes (Ron eld e al., 2015).
Teache bu nou and new s a in eg a ion
pose addi ional challenges. Suppo i e en i-
onmen s, wellness p og ams, and men o ship
ini ia i es imp o e e en ion and collabo a ion
(Skaal ik Skaal ik, 2021; Inge soll S ong,
2011). The ise o digi al pla o ms has en-
abled sus ained eamwo k bu in oduced new
issues o access and a igue; s a egic ech in-
eg a ion and aining mi iga e hese ba ie s
(Ba e a U sabia, 2021). Re lec i e leade -
ship—g ounded in sel -assessmen and con inu-
ous lea ning— os e s adap i e and collabo a i e
school cul u es (U bani e al., 2024).
1.3.4. Leade ship App oaches ha
S eng hen Collabo a ion—Dis ibu ed and
adap i e leade ship models empowe eache s,
p omo ing sha ed esponsibili y and inno a-
ion (Awyan, 2023; Daha ee Ke d ip, 2022).
Collabo a i e s uc u es such as p o essional
lea ning communi ies and eam eaching im-
p o e ins uc ional p ac ice and s eng hen e-
la ionships (Ing am, 2020; U bani e al., 2024).
E ec i e leade s acili a e ela ional us and
p o essional dialogue, os e ing inno a ion and
co- e lec ion (Pesonen e al., 2023).
P o essional de elopmen also plays a c u-
cial ole. Team-based aining and men o ship
p og ams enhance collabo a ion skills and en-
cou age e lec i e p ac ice (Smi h e al., 2020;
Sjølie e al., 2021). Adminis a o s mus em-
bed collabo a ion in o he school’s p o essional
g ow h mechanisms o ensu e sus ainabili y.
Con ex ual and policy ac o s in luence col-
labo a i e success. In he Philippines, cu icu-
lum leade ship and eache -led inno a ion h i e
unde suppo i e adminis a o s (Ainin, Tampus,
Eliseo, 2025). Howe e , high accoun abili y
p essu es can cons ain genuine collabo a ion
(Bush, 2019). Balancing compliance demands
wi h pa icipa o y leade ship ensu es ha eam-
wo k emains cen al o school imp o emen .
1.4. Syn hesis—Collabo a ion and eam-
wo k play a c i ical ole in shaping he e -
ec i eness o elemen a y school leade ship.
School adminis a o s ecognize ha os e ing
a collabo a i e en i onmen among eache s,
s a , and s akeholde s leads o sha ed decision-
making, imp o ed communica ion, and a col-
lec i e sense o pu pose. In elemen a y schools,
whe e he ounda ional lea ning o s uden s
begins, leade ship mus go beyond me e ad-
minis a i e du ies. I equi es cul i a ing e-
la ionships, building us , and encou aging a
cul u e whe e e e y oice is alued. Admin-
is a o s who emb ace eamwo k o en ind
hemsel es leading schools ha a e mo e e-
sponsi e o s uden needs and s a conce ns.
Many school leade s epo ha collabo a ion
enhances ins uc ional p ac ices and p o es-
sional de elopmen . By wo king oge he in
p o essional lea ning communi ies o g ade-
le el eams, eache s a e be e equipped o plan
lessons, sha e s a egies, and add ess s uden
lea ning gaps. Adminis a o s acili a e hese
in e ac ions by p o iding ime, suppo , and e-
sou ces o collabo a i e planning. These e -
o s no only s eng hen ins uc ional cohe -
ence bu also p omo e a posi i e school cul u e
whe e eache s eel suppo ed and empowe ed.
Teamwo k among educa o s also os e s inno-
a ion as eache s lea n om one ano he and
es new app oaches in he class oom. How-
e e , challenges o collabo a ion and eamwo k
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s ill exis in many school se ings. School ad-
minis a o s o en ace ime cons ain s, lack o
esou ces, and a ying le els o eache com-
mi men o esis ance o change. Some may
s uggle wi h balancing leade ship esponsibil-
i ies wi h he need o engage consis en ly in
collabo a i e p ac ices. Con lic s may also a ise
due o di e ences in eaching philosophies o
in e pe sonal dynamics. Despi e hese chal-
lenges, e ec i e school leade s ind ways o
media e, communica e, and model eamwo k
by being app oachable, anspa en , and consis-
en in hei ac ions. Expe iences o school ad-
minis a o s highligh he impo ance o sha ed
leade ship in os e ing a collabo a i e cul u e.
Many emphasize he ole o dis ibu ed leade -
ship, whe e esponsibili ies a e sha ed among
eache leade s, coo dina o s, and o he s a
membe s. This no only eases he adminis a-
i e bu den bu also p omo es owne ship and
accoun abili y among eam membe s. When e -
e yone eels ha hei con ibu ion ma e s, mo-
i a ion inc eases, and he school communi y be-
comes mo e cohesi e. Adminis a o s no e ha
when collabo a ion is embedded in he school’s
ision and daily ope a ions, i leads o be e
ou comes o bo h s a and s uden s. In conclu-
sion, he expe iences o elemen a y school ad-
minis a o s e eal ha collabo a ion and eam-
wo k a e essen ial o e ec i e school leade -
ship. These p ac ices s eng hen p o essional
ela ionships, enhance ins uc ional quali y, and
p omo e a uni ied school mission. While ob-
s acles pe sis , commi ed leade ship and s a e-
gic e o s can nu u e a cul u e whe e collab-
o a ion h i es. The insigh s and expe iences
o school adminis a o s o e aluable lessons
o educa ional leade s aiming o build inclu-
si e, pa icipa o y, and high-pe o ming school
en i onmen s. Th ough sus ained eamwo k,
schools become mo e esilien , adap i e, and
s uden -cen e ed.
1.5. Theo e ical Lens—The s udy is an-
cho ed o B uce Tuckman in 1965 Tuckman’s
S ages o G oup De elopmen : This model de-
sc ibes he s ages a g oup goes h ough as i
de elops: o ming, s o ming, no ming, pe o m-
ing, and adjou ning. I is ele an o school
leade ship eams as i p o ides a amewo k
o unde s anding he dynamics o eam de-
elopmen and he ole o school adminis a-
o s in guiding hei eams h ough hese s ages
o achie e e ec i e collabo a ion. Tuckman’s
S ages o G oup De elopmen is a model ha
ou lines he p og ession a eam unde goes as
i ma u es. I consis s o i e s ages: o ming,
s o ming, no ming, pe o ming, and adjou ning.
These s ages p o ide a amewo k o unde -
s anding how a g oup e ol es o e ime, and
hey a e pa icula ly ele an o school leade -
ship eams. School adminis a o s can use his
model o guide hei eams h ough hese s ages,
p omo ing e ec i e collabo a ion and eamwo k
among educa o s and s a . The o ming s age
is he ini ial phase whe e eam membe s come
oge he and begin o unde s and hei oles and
he eam’s pu pose. In a school se ing, his
may in ol e adminis a o s, eache s, and s a
membe s mee ing o discuss he ision, goals,
and expec a ions o he school yea . A his
poin , eam membe s a e usually poli e and e-
se ed as hey ge o know one ano he . The ole
o school adminis a o s du ing his s age is o
p o ide clea di ec ion, es ablish g ound ules,
and c ea e an en i onmen ha encou ages open
communica ion and us . The s o ming s age
ollows, whe e con lic s and disag eemen s o -
en a ise as eam membe s s a o asse hei
opinions and ques ion leade ship and he eam’s
p ocesses. In schools, his could mani es as
disag eemen s o e ins uc ional s a egies, e-
sou ce alloca ion, o policies. Adminis a o s
mus na iga e hese con lic s ca e ully by p o-
mo ing open dialogue and helping eam mem-
be s ocus on sha ed goals. This s age is c ucial
o he de elopmen o he eam, as i lays he
g oundwo k o a deepe unde s anding and e-
spec among membe s, which is essen ial o
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mo ing o wa d. Nex is he no ming s age,
whe e he eam begins o es ablish a sense o
cohesion and uni y. Membe s s a o esol e
hei di e ences, es ablish no ms, and ag ee on
oles and esponsibili ies. In his phase, school
adminis a o s can os e a collabo a i e cul-
u e by encou aging eamwo k and ecognizing
he con ibu ions o indi idual membe s. This
is also an oppo une ime o p o essional de-
elopmen and eam-building ac i i ies, which
can u he s eng hen he bonds be ween eam
membe s and enhance hei collec i e e icacy.
The pe o ming s age is whe e he eam eaches
i s highes le el o p oduc i i y and e iciency.
The eam now unc ions smoo hly, wi h mem-
be s wo king collabo a i ely owa ds sha ed ob-
jec i es. In he con ex o school leade ship,
his is when he eam e ec i ely implemen s
s a egies, makes da a-d i en decisions, and ad-
d esses s uden needs in a coo dina ed manne .
Adminis a o s a his s age should ocus on sus-
aining high pe o mance by p o iding ongoing
suppo , celeb a ing successes, and add essing
any eme ging challenges p oac i ely. The inal
s age, adjou ning, in ol es he disbandmen o
he eam, ei he empo a ily o pe manen ly, as
he eam’s objec i es ha e been achie ed, o
i s membe s mo e on o new oles. Fo school
leade ship eams, his could occu a he end
o he school yea o a e a speci ic p ojec
has been comple ed. Adminis a o s should a-
cili a e a posi i e conclusion by acknowledg-
ing he eam’s accomplishmen s and e lec ing
on lessons lea ned. This s age is also an op-
po uni y o plan o u u e collabo a ions and
ensu e ha he ela ionships buil du ing he
p e ious s ages a e main ained. O e all, Tuck-
man’s S ages o G oup De elopmen p o ides
a aluable amewo k o school adminis a o s
o unde s and he dynamics o eam de elop-
men . By ecognizing and add essing he unique
challenges and oppo uni ies p esen ed a each
s age, school leade s can e ec i ely guide hei
eams owa d achie ing hei goals and os e -
ing a collabo a i e and suppo i e school en i-
onmen . Ano he ele an heo y ha would
ancho his s udy is he T ans o ma ional heo y,
p ima ily associa ed wi h leade ship, was signi -
ican ly de eloped by James MacG ego Bu ns
in his seminal wo k ”Leade ship” published in
1978. Bu ns dis inguished be ween wo ypes
o leade ship: ansac ional and ans o ma-
ional. While ansac ional leade ship ocuses
on exchanges and ewa ds o mo i a e ollowe s,
ans o ma ional leade ship seeks o ele a e he
mo i a ions and mo ali ies o bo h leade s and
ollowe s. This heo y emphasizes he p o ound
impac leade s can ha e on hei ollowe s by
os e ing an en i onmen o inspi a ion, us ,
and mu ual espec , ul ima ely leading o signi -
ican change and imp o emen wi hin o ganiza-
ions. A he co e o ans o ma ional leade ship
a e ou key componen s a icula ed by Be na d
Bass, who expanded on Bu ns’ wo k. These
componen s idealized in luence, inspi a ional
mo i a ion, in ellec ual s imula ion, and indi id-
ualized conside a ion se e as he ounda ion o
e ec i e ans o ma ional leade ship. Idealized
in luence e e s o leade s ac ing as ole mod-
els, ga ne ing us and admi a ion om hei
ollowe s. Inspi a ional mo i a ion in ol es a -
icula ing a compelling ision ha ene gizes and
mo i a es eam membe s. In ellec ual s imula-
ion encou ages c ea i i y and p oblem-sol ing,
challenging ollowe s o hink c i ically and em-
b ace inno a ion. Finally, indi idualized con-
side a ion highligh s he impo ance o ecog-
nizing each ollowe ’s unique s eng hs and p o-
iding ailo ed suppo and men o ship. The
impac o ans o ma ional leade ship ex ends
beyond indi idual ollowe s; i can c ea e a pos-
i i e o ganiza ional cul u e and d i e subs an ial
change. When leade s adop a ans o ma ional
app oach, hey cul i a e an en i onmen whe e
employees eel alued, engaged, and empow-
e ed. This inc eased mo ale o en ansla es in o
highe le els o pe o mance and p oduc i i y,
as eam membe s a e mo i a ed o go abo e and
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beyond hei basic job equi emen s. Addi ion-
ally, o ganiza ions led by ans o ma ional lead-
e s end o be mo e adap able, as hese leade s
encou age inno a ion and lexibili y, enabling
eams o na iga e challenges and seize new op-
po uni ies e ec i ely. T ans o ma ional heo y
has wide- anging applica ions ac oss a ious
ields, including educa ion, heal hca e, and co -
po a e en i onmen s. In educa ional se ings,
o example, ans o ma ional leade s can in-
spi e bo h eache s and s uden s o s i e o ex-
cellence and emb ace li elong lea ning. In he
co po a e wo ld, companies ha os e ans o -
ma ional leade ship o en expe ience enhanced
employee engagemen , educed u no e , and
imp o ed o e all pe o mance. As o ganiza-
ions con inue o ace complex challenges in
an e e -changing landscape, he p inciples o
ans o ma ional heo y emain ele an , o e -
ing aluable insigh s o leade s seeking o in-
spi e and mobilize hei eams owa d sha ed
goals and meaning ul change. Figu e 1 illus-
a es h ee key aspec s o he opic ”Collab-
o a ion and Teamwo k in Elemen a y School
Leade ship: Expe iences o School Adminis a-
o s.” The i s ci cle emphasizes how school
adminis a o s pe cei e he ole o collabo a ion
and eamwo k in enhancing leade ship. This
elemen e lec s hei belie s, a i udes, and un-
de s anding o how collabo a i e p ac ices can
in luence school dynamics, imp o e decision-
making, and os e a suppo i e en i onmen o
bo h s a and s uden s. I is c ucial o adminis-
a o s o ecognize he alue o eamwo k, as
i se s he ounda ion o p omo ing a cul u e
o sha ed esponsibili y and collec i e g ow h
in schools. The second ci cle highligh s he
challenges aced by school adminis a o s in
p omo ing collabo a ion and eamwo k wi hin
he leade ship eam. This componen ocuses
on he p ac ical di icul ies ha a ise in he im-
plemen a ion o collabo a i e s a egies. Such
challenges migh include esis ance o change,
con lic ing p io i ies among s a , lack o us ,
o inadequa e communica ion. The in e sec-
ion o hese wo ci cles, combined wi h he
hi d elemen , p esen s he insigh s ha can be
d awn om he expe iences o school adminis-
a o s. This cen al a ea signi ies he p ac ical
knowledge and lessons lea ned om na iga -
ing he complexi ies o eamwo k in an edu-
ca ional se ing. I e lec s how adminis a o s
can le e age hei expe iences o e ine hei ap-
p oaches, men o o he leade s, and con ibu e
o he b oade discou se on e ec i e school lead-
e ship.
2. Me hodology
P esen ed in his chap e we e he desc ip ion o he esea ch design, philosophical assump ions,
esea ch pa icipan s and sampling, e hical conside a ions, esea ch ins umen , da a collec ion,
and da a analysis. Focus g oups, in-dep h in e iews, and pa icipan obse a ion we e he h ee
mos popula ypes o quali a i e esea ch. E e y echnique was bes sui ed o acqui ing a ce ain
kind o da a. I was app op ia e o ge in o ma ion on no mally occu ing beha io s in hei ypical
se ings h ough pa icipan obse a ion. When ga he ing in o ma ion abou people’s backg ounds,
iewpoin s, and expe iences, in-dep h in e iews (IDI) we e he bes me hod, especially when
discussing delica e subjec s. Focus g oups we e use ul o ga he ing in o ma ion on a g oup’s
cul u al no ms and o p oducing high-le el summa ies o opics ha we e impo an o he
ep esen ed cul u al g oups o subg oups. Pa on (2019) de ined phenomenology as an inqui y
ha asked he ques ion, ”Wha is he s uc u e and essence o he expe ience o his phenomenon
o hese people?” The goal o his esea ch wo ked well wi h his de ini ion in ying o unde s and
he challenges o he loa ing eache s. Gio gi (2019) cau ioned esea che s o be p epa ed o an
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Fig. 1. The Concep ual F amewo k o he S udy
in es iga ion ha was g ea e in bo h dep h and b ead h han he o e ed desc ip ion implied. He
sugges ed in o ma ion be iewed as only he ip o he icebe g.
2.1. Philosophical Assump ions—The
philosophical assump ion se ed as a ame-
wo k o ga he ing, examining, and in e p e ing
ac s ela ed o a pa icula a ea o esea ch.
I p o ided he con ex o he decisions and
conclusions ha ollowed. Typical philosophi-
cal p esump ions came in se e al o ms, which
we e u he explained below. A good esea ch
p ojec included choosing he pa adigm and he
opic, challenge, o a ea o in e es . The choice
o he pa adigm and he opic, p oblem, o a ea
o in e es we e he i s s eps in any good e-
sea ch p ojec . Acco ding o S anage (2019),
he wo d ”pa adigm” had G eek (pa adeigma)
and La in (pa adigm) oo s, deno ing a pa e n,
model, o example. A pa adigm was a pe -
son’s hough pa e ns; i was a leading example
among examples, an exempla , o a model o be
ollowed o guide design decisions. Pu ano he
way, accep ing a iewpoin was wha cons i-
u ed a pa adigm (S anage 2019). This iew
was suppo ed by Denzin and Lincoln (2019),
who de ined a esea ch pa adigm as a “basic se
o belie s ha guide ac ion,” dealing wi h i s
p inciples, ‘ul ima es’ o he esea che ’s wo ld-
iew o philosophy. In de eloping esea ch
me hodologies, he e we e h ee ypes o philo-
sophical assump ions used. Epis emological
assump ions deal wi h subjec i e e idence ha
was collec ed om ield s udies. Axiological
assump ions ook in o accoun he biases o he
esea che and ac i ely epo ed hem. I was
used o es ablish whe he he en i onmen being
s udied was a p oduc o he beha io ha was
encoun e ed o i he beha io was a p oduc
o he en i onmen (P ing, 2019). On ologi-
cal assump ions e e ed o he na u e o he
eali y o he subjec ha was being esea ched.
The la e assump ion was bes sui ed o my
s udy, as a quali a i e esea che , I belie ed
ha hese eali ies we e pe cei ed by di e en
indi iduals. I also belie ed ha hese eali-
ies we e hea ily shaped by hei expe iences.
Using phenomenology as a me hodology, his
p oposed s udy ocused on he eache s’ opin-
ions, eelings, expe iences, and inne hough s
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ly ical amewo k was ne e ‘ inal’ un il he las
ansc ip had been coded. Indexing in ol es
iden i ying po ions o sec ions o da a ha e-
la e o a speci ic heme. This p ocedu e is con-
duc ed using all ex ual da a collec ed, such as
ansc ip s o in e iews. Ri chie and Spence
(2019) sugges using a nume ical sys em o in-
dex e e ences and anno a ing hem in he ma -
gin beside he ex o ease. Quali a i e da a
analysis ools a e ideal o his ask. Cha ing
in ol es summa izing he da a by ca ego y om
each ansc ip . Good cha ing equi es an abil-
i y o s ike a balance be ween educing he da a
on he one hand and e aining he o iginal mean-
ings and ‘ eel’ o he in e iewees’ wo ds on
he o he . The cha should include e e ences
o in e es ing o illus a i e quo a ions. The i-
nal s age, mapping, and in e p e a ion, includes
an analysis o he impo an quali ies depic ed
in he cha s. This analysis should be able o
p o ide a schema ic diag am o he e en /phe-
nomenon, assis ing he esea che in in e p e -
ing he da a se . I mus be cognizan o he objec-
i es o quali a i e analysis and de ine concep s,
map he ange and na u e o phenomena, c ea e
ypologies, ind associa ions, p o ide explana-
ions, and de elop s a egies (Ri chie Spence ,
2019). These concep s, echnologies, and asso-
cia ions mi o he pa icipan . The e o e, any
s a egies o ecommenda ions he esea che o -
e s e lec he pa icipan s’ eal iews, belie s,
and alues. Shown in igu e 2 we e s eps in he
p ocess o he analy ical amewo k o he s udy,
which in ol es amilia iza ion, coding, de elop-
ing a hema ic amewo k, indexing, cha ing,
mapping, and in e p e a ion.
2.12. T us wo hiness o he S udy —Con-
cep s o alidi y and eliabili y we e ela i ely
o eign o he ield o quali a i e esea ch. In-
s ead o ocusing on eliabili y and alidi y,
quali a i e esea che s subs i u ed da a us wo -
hiness. T us wo hiness consis ed o he ol-
lowing componen s: c edibili y, ans e abili y,
dependabili y, and con i mabili y (Ha s, 2019).
C edibili y – C edibili y con ibu ed o a be-
lie in he us wo hiness o da a by obse ing
he a ibu es o p olonged engagemen . To ad-
d ess he issue o c edibili y, I in e iewed as
many esea ch pa icipan s as possible, o up o
he poin o sa u a ion.
T ans e abili y – T ans e abili y was con-
ce ned wi h he ex en o which he indings
o one s udy could be applied o o he si ua-
ions. In posi i is wo k, he conce n o en lay
in demons a ing ha he esul s o he wo k
a hand could be applied o a wide popula-
ion. Since he indings o a quali a i e p ojec
we e speci ic o a small numbe o pa icula
en i onmen s and indi iduals, i was impossi-
ble o demons a e ha he indings and con-
clusions applied o o he si ua ions and popu-
la ions. The e o e, o ensu e ans e abili y, I
acknowledged ha i was my esponsibili y as
a esea che o ensu e ha su icien con ex ual
ans o ma ion abou he ieldwo k si es was
p o ided o enable he eade o make such a
ans e .
Con i mabili y – Con i mabili y associa ed
objec i i y in science wi h he use o ins u-
men s ha we e no dependen on human skill
and pe cep ion. I was, Figu e 2. Analy ical
F amewo k o he S udy howe e , di icul o
ensu e eal objec i i y since, as e en es s and
ques ionnai es we e designed by humans, he in-
usion o he esea che ’s biases was ine i able.
In his case, s eps we e aken o help ensu e, as
a as possible, ha he wo k’s indings we e
he esul o he expe iences and ideas o he
pa icipan s, a he han he cha ac e is ics and
p e e ences o he esea che .
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Fig. 2. Analy ical F amewo k o he S udy
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3. Resul s and Discussion
This chap e p esen s he de ailed analysis and in e p e a ion o he da a ga he ed om he pa ici-
pan s who sha ed hei li ed expe iences ega ding collabo a ion and eamwo k in elemen a y
school leade ship. The da a we e collec ed h ough in-dep h in e iews and ocus g oup dis-
cussions, allowing he school adminis a o s o exp ess hei insigh s, pe spec i es, and ac ual
p ac ices ela ed o collabo a i e leade ship. Th ough hema ic analysis, common pa e ns and
signi ican na a i es we e iden i ied, ca ego ized, and in e p e ed o add ess he esea ch ques-
ions o he s udy. This chap e is s uc u ed a ound he eme ging hemes ha highligh he
eali ies, challenges, and s a egies expe ienced by he pa icipan s in p omo ing eamwo k wi hin
hei espec i e school communi ies. Each heme is suppo ed by di ec pa icipan esponses,
ansla ed om he pa icipan s mo he - ongue in o English, ensu ing bo h au hen ici y and cla i y.
These na a i es a e u he examined and connec ed o ele an li e a u e o p o ide a comp e-
hensi e unde s anding o how collabo a ion and eamwo k in luence leade ship e ec i eness in
elemen a y school se ings.
3.1. The Expe iences o he Teache s in
P omo ing Collabo a ion and Teamwo k —This
sec ion explo es he li ed expe iences o ele-
men a y school adminis a o s in os e ing col-
labo a ion and eamwo k among eache s and
s a . Thei na a i es e lec how leade ship
p ac ices, school cul u e, and p o essional ela-
ionships in luence he ways in which eamwo k
is buil , sus ained, and s eng hened. Th ough
hei s o ies, he s udy unco e s bo h he suc-
cesses and s uggles ha school leade s ace in
cul i a ing an en i onmen whe e collabo a ion
h i es. The da a ga he ed e ealed ecu ing
hemes ha illus a e he dep h and a ie y o
hei expe iences— anging om he c ea ion
o suppo i e p o essional communi ies o he
in en ional alignmen o oles and esponsibil-
i ies. These hemes also highligh how lead-
e ship s yles, us -building, and sha ed goals
con ibu e o collabo a i e e o s ha ul ima ely
suppo eaching and lea ning. The ollowing
hemes eme ged om he analysis o pa ici-
pan s’ esponses, each o e ing insigh in o how
school adminis a o s expe ience and p omo e
eamwo k in hei espec i e con ex s.
3.1.1. Building a Cul u e o Mu ual Sup-
po —A key expe ience sha ed by he school
adminis a o s in p omo ing collabo a ion and
eamwo k was hei in en ional e o o build
a cul u e o mu ual suppo among eache s.
They emphasized ha os e ing an en i onmen
whe e eache s eel alued, hea d, and sup-
po ed c ea es a ounda ion o open commu-
nica ion and us . This suppo i e cul u e helps
eache s eel mo e com o able sha ing ideas,
asking o help, and wo king oge he owa d
common goals. The pa icipan s desc ibed how
hei leade ship p ac ices aimed o encou age
his cul u e by being app oachable, espec ing
eache inpu , and ac i ely p omo ing coope -
a ion. These expe iences highligh he c ucial
ole o school leade s in shaping a posi i e and
inclusi e en i onmen ha nu u es eamwo k
and collec i e esponsibili y among s a . The
s a emen om Pa icipan 7 unde sco es he im-
po ance o p oac i e and empa he ic leade ship
in os e ing collabo a ion. By exp essing in en-
ional e o s o make eache s eel suppo ed
and no alone, he school leade cul i a es a
sense o psychological sa e y and belonging.
This aligns wi h he p inciple ha e ec i e eam-
wo k is oo ed in us and emo ional connec-
ion, whe e leade s se e as acili a o s a he
han dis an igu es o au ho i y. When admin-
is a o s ini ia e suppo wi hou wai ing o be
app oached, i sends a powe ul message o sol-
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ida i y and sha ed esponsibili y. Such beha io
e lec s se an leade ship, whe e he needs o
he eam a e p io i ized o empowe indi iduals,
he eby laying he g oundwo k o au hen ic col-
labo a ion. Pa icipan 8 highligh s democ a ic
leade ship as a c ucial elemen in p omo ing co-
ope a ion and eamwo k wi hin he school con-
ex . By s a ing ha decision-making should no
es solely wi h he p incipal, he adminis a o
ein o ces he impo ance o pa icipa i e go e -
nance. C ea ing an en i onmen whe e eache s’
oices a e hea d os e s mu ual espec , which
in u n encou ages a s onge sense o owne -
ship and engagemen in school ini ia i es. This
inclusi e app oach educes hie a chical ba ie s
and cul i a es a collegial a mosphe e. When
educa o s pe cei e ha hei con ibu ions a e
alued and hei opinions conside ed, hey a e
mo e likely o collabo a e ac i ely, suppo col-
lec i e decisions, and in es in sha ed goals.
The pe spec i e o Pa icipan 9 emphasizes he
connec ion be ween adminis a i e suppo and
eache s’ willingness o collabo a e. The as-
su ance o suppo om school leade s helps
mi iga e ea s o judgmen o ailu e, hus p o-
mo ing an open cul u e whe e sha ing ideas is
no malized and encou aged. When eache s
eel backed by he adminis a ion, hei con i-
dence inc eases, which di ec ly impac s hei
pa icipa ion in collabo a i e p ocesses. This
e lec s he indings in educa ional leade ship
li e a u e ha psychological sa e y and us a e
p ecu so s o inno a i e hinking and eamwo k.
Suppo i e leade ship hus ac s as a ca alys o
open communica ion, p o essional isk- aking,
and collabo a i e engagemen among educa o s.
These esponses i idly illus a e he pi o al
ole ha school leade s play in bo h modeling
and cul i a ing a posi i e cul u e o eamwo k
wi hin educa ional se ings. Ra he han impos-
ing collabo a ion h ough igid ules o man-
da es, e ec i e leade s os e an en i onmen
whe e eamwo k na u ally e ol es om a oun-
da ion o us and open, anspa en commu-
nica ion. This nu u ing app oach helps c ea e
a clima e whe e eache s eel psychologically
sa e and alued, which, in u n, encou ages
genuine coope a ion and collec i e p oblem-
sol ing. When leade s ac i ely cul i a e such an
a mosphe e o suppo , i no only s eng hens
p o essional ela ionships bu also p omo es he
ac i e and en husias ic pa icipa ion o each-
e s in a ious school ini ia i es and decision-
making p ocesses. This dynamic in e play be-
ween leade ship and cul u e hus becomes a
powe ul ca alys o sus ained collabo a ion
and sha ed commi men o he school’s mission.
Ex ensi e esea ch by schola s in educa ional
leade ship u he suppo s he impo ance o
posi i e school cul u e as a undamen al d i e
o e ec i e collabo a ion. Ha g ea es and Ful-
lan (2022) a icula e ha collabo a i e cul u es
wi hin schools h i e when leade s make ela-
ional us and emo ional sa e y hei op p io -
i ies. They a gue ha when educa o s eel se-
cu e and suppo ed emo ionally, hey a e mo e
likely o engage openly, ake isks, and inno a e
collabo a i ely. Simila ly, DuFou and Ma os
(2019) highligh ha collec i e esponsibili y
among eache s, coupled wi h suppo i e and
empa he ic leade ship, cul i a es a s ong sense
o belonging and sha ed pu pose. This sense o
belonging is c i ical, as i ans o ms isola ed
e o s in o cohesi e eamwo k ha bene i s he
en i e school communi y. The pa icipan s’ na -
a i es in his s udy esona e deeply wi h hese
schola ly insigh s, p o iding conc e e examples
o how school adminis a o s ac i ely shape an
inclusi e and encou aging en i onmen . In such
se ings, eache s a e no only mo i a ed bu
willingly commi o collabo a i e e o s, ec-
ognizing ha hei con ibu ions a e alued and
ha oge he hey can achie e g ea e educa-
ional ou comes.
3.1.2. Na iga ing Communica ion Ba i-
e s and Misalignmen —Pa icipan 1 highligh s
a common challenge aced by school adminis-
a o s: main aining e ec i e communica ion
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amids hea y wo kloads. The s a emen em-
phasizes ha he mul i ude o asks can hin-
de he low o communica ion, leading some
eache s o become less ecep i e o sugges ions.
This si ua ion o en esul s in misunde s and-
ings and a b eakdown in collabo a i e e o s.
The s uggle o balance adminis a i e demands
wi h open dialogue e lec s indings in educa-
ional leade ship li e a u e ha ime cons ain s
and compe ing p io i ies a e signi ican ba ie s
o communica ion (G issom, Egali e, Lindsay,
2021). When eache s a e o e whelmed, hey
may become disengaged o esis an , making
i di icul o school leade s o os e cohesi e
eamwo k. Add essing his issue equi es in en-
ional communica ion s a egies and consis en
dialogue o main ain alignmen and collec i e
ocus. Pa icipan 2’s insigh d aws a en ion
o he p oblem o ole ambigui y and incon-
sis en in e p e a ion o esponsibili ies wi hin
eams. E en when oles a e es ablished, dis-
c epancies in how hese oles and expec a ions
a e unde s ood can lead o con usion and hin-
de collabo a ion. This challenge e lec s he
need o clea , s uc u ed communica ion in
eam se ings, especially in di e se school en i-
onmen s whe e eache s may in e p e ins uc-
ions di e en ly based on p io expe ience o
assump ions. Resea ch suppo s he impo ance
o ole cla i y in enhancing g oup pe o mance
and minimizing con lic (Ka zenbach Smi h,
2020). School adminis a o s mus he e o e en-
su e ha communica ion is no only deli e ed
bu also comp ehended in a consis en manne
by all membe s o he eaching eam. The pe -
spec i e o Pa icipan 3 cen e s on he di icul-
ies o main aining alignmen wi h he school’s
ision, especially when s a membe s a e occu-
pied wi h a ious esponsibili ies. The lack o a
sha ed unde s anding o he school’s goals o en
leads o in e nal con lic and agmen a ion o
e o s. This scena io unde sco es he impo -
ance o isiona y leade ship and con inuous
ein o cemen o collec i e objec i es. When
eache s do no clea ly g asp o connec wi h
he school’s ision, hei pa icipa ion in collab-
o a i e ini ia i es may be misaligned o incon-
sis en . Resea ch by Lei hwood e al. (2020)
highligh s he ole o clea , sus ained communi-
ca ion o ision as essen ial o building uni ied,
goal-d i en eams. School leade s mus he e-
o e embed he ision in o daily p ac ices and
discussions o ensu e consis en di ec ion and
buy-in. gaps some imes led o misunde s and-
ings and hinde ed smoo h coope a ion wi hin
he school. The leade s emphasized he di -
icul y in ensu ing ha all s a membe s a e
on he same page, especially in busy school
en i onmen s whe e ime cons ain s and a y-
ing p io i ies complica e consis en communi-
ca ion. These challenges highligh he ongoing
s uggle adminis a o s encoun e in aligning
di e se pe spec i es and os e ing ue collabo-
a i e e o s despi e logis ical and in e pe sonal
ba ie s. The pa icipan esponses clea ly in-
dica e ha communica ion challenges emain
a signi ican obs acle in p omo ing collabo a-
ion among school s a . Issues such as unclea
oles, di e ing expec a ions, and esis ance o
eedback c ea e con usion and some imes con-
lic , which weaken eamwo k e o s. These
challenges a e o en exace ba ed by he busy
schedules and hea y wo kloads ha eache s
and adminis a o s ace, making consis en and
e ec i e communica ion di icul o main ain.
The li ed expe iences o he adminis a o s e-
eal he complex dynamics o aligning di e se
pe spec i es while ying o sus ain a sha ed i-
sion o he school. Recen esea ch suppo s
hese indings, emphasizing ha clea commu-
nica ion and alignmen o goals a e essen ial
o e ec i e eamwo k bu a e o en di icul o
achie e in p ac ice. Fo example, Lei hwood e
al. (2020) highligh ha miscommunica ion and
unclea expec a ions unde mine ela ional us ,
which is c i ical o collabo a i e cul u es in
schools. Simila ly, Zhao and Ok (2021) ound
ha communica ion ba ie s and lack o sha ed
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unde s anding among educa o s lead o ag-
men a ion in school leade ship e o s. These
s udies align wi h he pa icipan s’ na a i es,
unde sco ing ha o e coming communica ion
gaps is a con inuous and necessa y challenge
o school adminis a o s o os e genuine col-
labo a ion.
3.1.3. Managing Con lic ing P io i ies
and Time Cons ain s—A ecu ing challenge
expe ienced by school adminis a o s in p omo -
ing collabo a ion and eamwo k is managing he
compe ing p io i ies and limi ed ime a ailable
o eache s. Pa icipan s epo ed ha hea y
wo kloads, adminis a i e asks, and mul iple
esponsibili ies o en lea e li le oom o col-
labo a i e planning and sha ed decision-making.
This sca ci y o ime c ea es s ess and some-
imes us a ion, which nega i ely a ec s each-
e s’ willingness and capaci y o engage in eam-
wo k. The adminis a o s no ed ha balanc-
ing ins uc ional du ies wi h collabo a ion de-
mands equi es ca e ul scheduling and lexibil-
i y, bu e en hen, inding consis en oppo u-
ni ies o meaning ul eamwo k emains di i-
cul . These expe iences highligh how ex e -
nal p essu es and ime limi a ions pose ongo-
ing ba ie s o os e ing e ec i e collabo a ion
wi hin elemen a y schools. Pa icipan 3 ex-
p esses a c i ical and commonly el conce n
among school adminis a o s and eache s alike:
he o e whelming olume o asks ha c owd
ou oppo uni ies o collabo a ion. The pa -
icipan highligh s how collabo a ion and eam-
wo k, hough alued, o en become a low p i-
o i y due o p essing wo kloads. This aligns
wi h esea ch indings ha show how ask sa -
u a ion among educa o s educes he ime and
men al space necessa y o meaning ul collab-
o a ion (Ha g ea es Fullan, 2020). When col-
labo a i e p ac ices a e cons an ly dep io i ized,
hey lose hei s a egic ole in imp o ing in-
s uc ion and sus aining school cul u e. School
leade s mus he e o e explo e sys emic ways o
embed collabo a ion in o daily ou ines, a he
han ea ing i as an op ional o supplemen a y
ac i i y. Echoing he sen imen o Pa icipan
3, Pa icipan 5 u he emphasizes how dead-
lines and wo kload p essu es equen ly esul
in canceled eam mee ings, dis up ing he con-
sis ency and low o collabo a i e e o s. The
cancella ion o collabo a i e sessions can sig-
nal o eache s ha eamwo k is expendable,
he eby weakening hei commi men o col-
lec i e engagemen . Resea ch by DuFou and
Ma zano (2011) s esses he impo ance o p o-
ec ed ime o collabo a ion, such as scheduled
p o essional lea ning communi ies (PLCs), o
ensu e sus ained p o essional dialogue and in-
s uc ional cohe ence. When such s uc u es
a e no ins i u ionalized, school eams s uggle
o main ain alignmen and lose momen um in
join ini ia i es. E ec i e leade ship in ol es
ca ing ou non-nego iable ime o collabo a-
ion despi e ope a ional demands. Pa icipan 6
iden i ies ime managemen as a co e s uggle,
pa icula ly gi en he simul aneous demands o
eaching mul iple classes and comple ing ad-
minis a i e epo s. This illus a es he mul-
i ace ed na u e o educa o s’ esponsibili ies,
whe e ins uc ional du ies, documen a ion, and
compliance- ela ed asks compe e o a en ion.
Time managemen challenges no only a ec
indi idual p oduc i i y bu also hinde collec-
i e p ocesses like planning, p oblem-sol ing,
and e lec i e dialogue. Acco ding o Sahlbe g
(2019), excessi e adminis a i e wo kload can
s i le c ea i i y and educe collabo a ion, pa -
icula ly when eache s eel isola ed o ushed.
School adminis a o s mus ad oca e o man-
ageable wo kloads, dis ibu e leade ship asks
e ec i ely, and s eamline epo ing p ocesses
o ee up ime o eam-based lea ning and col-
labo a ion. The pa icipan s esponses e eal
ha con lic ing p io i ies and limi ed ime sig-
ni ican ly hinde e ec i e collabo a ion among
eache s. The ecu ing heme is ha hea y
wo kloads and nume ous deadlines o ce each-
e s o p io i ize indi idual asks o e eamwo k,
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Fig. 3. The expe iences o he eache s in p omo ing collabo a ion and eamwo k
causing collabo a ion e o s o be sidelined o
canceled. These insigh s highligh he p ac ical
eali ies adminis a o s ace, whe e he demands
o class oom ins uc ion and adminis a i e e-
sponsibili ies lea e li le space o consis en ,
meaning ul eamwo k.
Recen s udies con i m ha ime sca ci y is
a c i ical ba ie o school collabo a ion. Fo
ins ance, Kim and Kim (2021) emphasize ha
eache wo kload and compe ing demands limi
oppo uni ies o collabo a i e planning, which
can nega i ely a ec school clima e and s uden
ou comes. Simila ly, Robe s and Welle (2020)
a gue ha ime cons ain s dis up he con inu-
i y o p o essional lea ning communi ies and
eamwo k, educing he e ec i eness o collab-
o a i e ini ia i es. These indings align wi h
he pa icipan s’ expe iences, unde sco ing he
need o in en ional ime managemen s a egies
and sys emic suppo o acili a e collabo a ion
despi e hese challenges. Figu e 3. The igu e
ou lines he expe iences o eache s in os e ing
collabo a ion and eamwo k, p esen ing bo h
posi i e ou comes and challenges. On he posi-
i e side, eache s success ully build a cul u e o
mu ual suppo , whe e colleagues wo k oge he
o sha e ideas, esou ces, and s a egies, c ea -
ing a mo e cohesi e and e ec i e educa ional
en i onmen . Howe e , hey also encoun e sig-
ni ican challenges, such as na iga ing commu-
nica ion ba ie s and misalignmen among eam
membe s, which can hinde p og ess and c ea e
ic ion. Addi ionally, eache s o en s uggle
wi h managing con lic ing p io i ies and ime
cons ain s, as balancing collabo a i e e o s
wi h indi idual esponsibili ies equi es ca e ul
coo dina ion and lexibili y. These expe iences
highligh he complexi ies o eamwo k in edu-
ca ional se ings, emphasizing he need o clea
communica ion, sha ed goals, and e icien ime
managemen o o e come obs acles and sus ain
p oduc i e collabo a ion.
3.2. Teache s cope wi h he challenges
hey encoun e ed in p omo ing collabo a ion
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and eamwo k—P omo ing collabo a ion and
eamwo k in elemen a y schools o en p esen s
a ious challenges ha can a ec eache s’ mo-
i a ion and e ec i eness. Unde s anding how
eache s cope wi h hese di icul ies is essen-
ial o school adminis a o s and policymak-
e s o p o ide app op ia e suppo and c ea e
s a egies ha enhance coope a i e e o s. The
expe iences o eache s in managing obs acles
ela ed o communica ion, ime cons ain s, and
con lic ing p io i ies e eal impo an coping
mechanisms ha enable hem o sus ain collab-
o a ion despi e hese ba ie s. This sec ion ex-
plo es he di e en ways eache s na iga e and
add ess he challenges hey ace in os e ing
eamwo k. By examining hei coping s a e-
gies, his s udy aims o shed ligh on p ac ical
app oaches and esilience ac o s ha con ibu e
o main aining a collabo a i e cul u e wi hin he
school communi y. Insigh s gained om hese
expe iences can in o m leade ship p ac ices ha
suppo eache well-being and collec i e e i-
cacy in he pu sui o sha ed educa ional goals.
3.2.1. Seeking Open Communica ion and
Feedback —One common coping s a egy each-
e s use o o e come challenges in p omo ing
collabo a ion is ac i ely seeking open commu-
nica ion and eedback among colleagues. Pa -
icipan s sha ed ha main aining hones and e-
spec ul dialogue helps add ess misunde s and-
ings, align goals, and build us wi hin he eam.
By encou aging open channels o sha ing ideas
and conce ns, eache s c ea e a suppo i e en-
i onmen ha os e s coope a ion e en when
di icul ies a ise. Open communica ion se es
as a i al ool o b idge gaps caused by mis-
alignmen o esis ance, allowing eache s o
cla i y expec a ions and wo k collabo a i ely
owa d sha ed objec i es. This s a egy no only
helps in esol ing con lic s bu also s eng hens
p o essional ela ionships and collec i e com-
mi men o eamwo k. Pa icipan 8 emphasizes
he alue o open and cons uc i e dialogue as
a mechanism o esol ing eam p oblems and
main aining wo k low e iciency. The pa ic-
ipan ’s ocus on “ alking p ope ly” sugges s
an in en ional e o o communica e espec -
ully and clea ly, which esea ch iden i ies as
c i ical o con lic esolu ion (Jehn Mannix,
2019). When con lic s a e add essed h ough
e ec i e communica ion, eams a e able o e-
align hei goals and p ocesses, p e en ing mis-
unde s andings om escala ing. This p oac i e
app oach no only epai s wo king ela ionships
bu also ein o ces us and collabo a ion, es-
sen ial componen s o high-pe o ming school
eams. The s a emen om Pa icipan 9 high-
ligh s he ole o con inuous eedback in p o-
mo ing imp o emen and eamwo k cohesion.
Encou aging eedback c ea es a cul u e o open-
ness and p o essional g ow h, whe e membe s
eel sa e o sha e cons uc i e c i icism and sug-
ges ions. Resea ch shows ha eedback loops
acili a e e lec i e p ac ice and eam lea ning,
which a e i al o sus ained collabo a ion (Ha -
ie Timpe ley, 2021). By no malizing eedback
exchanges, school leade s os e anspa ency
and collec i e esponsibili y, enabling eams o
iden i y a eas o de elopmen and celeb a e
successes collabo a i ely. Pa icipan 10 unde -
sco es he impo ance o clea and open com-
munica ion in p e en ing con lic s and cla i-
ying expec a ions wi hin eams. The pa ici-
pan ’s expe ience aligns wi h leade ship s udies
ha link anspa en communica ion wi h im-
p o ed eam unc ioning and educed misunde -
s andings (Clampi , 2016). Clea a icula ion
o oles, goals, and expec a ions ensu es ha
all membe s a e aligned, which minimizes ic-
ion and os e s a coope a i e a mosphe e. This
highligh s he c i ical ole o school adminis-
a o s as acili a o s o communica ion chan-
nels ha p omo e cla i y, mu ual espec , and
sha ed unde s anding among educa o s. The
pa icipan esponses highligh ha open com-
munica ion and eedback a e key coping mech-
anisms eache s use o manage challenges in
collabo a ion and eamwo k. By os e ing a
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cul u e whe e dialogue is encou aged and eed-
back is welcomed, eache s a e able o add ess
misunde s andings ea ly and ealign hei goals
e ec i ely. This p oac i e app oach helps e-
duce ensions and build us , which is essen ial
o sus aining coope a i e e o s despi e obs a-
cles. The emphasis on espec ul and hones
con e sa ions also ein o ces mu ual suppo
and collec i e p oblem-sol ing among eam
membe s. Recen s udies ein o ce he impo -
ance o open communica ion as a i al s a egy
in o e coming eamwo k challenges. Fo in-
s ance, Nguyen and Nguyen (2022) ound ha
schools p omo ing anspa en communica ion
had highe le els o eache engagemen and
collabo a ion. Simila ly, Kim e al. (2021) a -
gue ha s uc u ed eedback p ocesses enhance
p o essional ela ionships and educe con lic s,
he eby s eng hening eam cohesion. These
indings align closely wi h he pa icipan s’ ex-
pe iences, unde sco ing ha communica ion is
no only a ool o in o ma ion exchange bu
also a ounda ional elemen in building esilien
and e ec i e eams wi hin schools.
3.2.2. U ilizing Flexible Scheduling and
Time Managemen S a egies —Teache s o en
ace he signi ican challenge o balancing lim-
i ed ime wi h nume ous compe ing p io i ies,
which can easily hinde oppo uni ies o e ec-
i e collabo a ion. To cope wi h hese demands,
many educa o s ha e adop ed lexible schedul-
ing and s a egic ime managemen echniques
as essen ial ools o sus aining eamwo k. Pa -
icipan s in he s udy desc ibed how hey in en-
ionally adjus mee ing imes o i he a ying
a ailabili y o hei colleagues, o en op ing o
ea ly mo nings, lunch b eaks, o la e a e noons
when adi ional schedules may no align. They
also make delibe a e use o hei planning pe i-
ods o ee blocks du ing he school day o ocus
on join p ojec s, lesson planning, o p oblem-
sol ing discussions. In some cases, eache s ex-
end hei collabo a ion beyond egula school
hou s—whe he be o e o a e school, o e en
du ing weekends, o ensu e ha impo an con-
e sa ions and coope a i e wo k con inue unin-
e up ed despi e hei al eady busy wo kloads.
This lexibili y in scheduling e lec s no only a
p ac ical esponse o ime cons ain s bu also a
commi men o he collabo a i e p ocess i sel .
By consciously managing hei ime and emain-
ing open o al e na i e a angemen s, eache s
demons a e a willingness o p io i ize eam-
wo k alongside hei indi idual esponsibili ies.
This adap abili y allows hem o maximize e -
e y a ailable momen o sha ed e o s, ensu -
ing ha collabo a i e ini ia i es do no all by
he wayside due o ime p essu es. Fu he -
mo e, his app oach helps mi iga e he s ess
ha can a ise om juggling mul iple demands
simul aneously, as i encou ages mo e in en-
ional and ocused use o ime a he han e-
ac i e o agmen ed wo k. Pa icipan 4 high-
ligh s he p oac i e e o s o eache s o c ea e
oppo uni ies o collabo a ion despi e a busy
school schedule. By u ilizing ee pe iods o
a e -class ime o mee ings, educa o s demon-
s a e a commi men o p io i izing eamwo k
e en when o mal ime may no be alloca ed.
This e lec s indings om s udies ha show suc-
cess ul collabo a ion o en depends on he will-
ingness o eam membe s o c ea i ely manage
hei schedules (Vang ieken e al., 2017). Such
lexible ime managemen suppo s he con i-
nui y o collabo a i e p ac ices, ensu ing ha
eamwo k is sus ained alongside ins uc ional
esponsibili ies. The s a emen om Pa icipan
5 illus a es a high le el o dedica ion, as each-
e s no only adjus hei egula schedules bu
some imes collabo a e du ing weekends o com-
ple e asks. This unde sco es he impo ance o
lexibili y and sac i ice in main aining e ec i e
eamwo k in demanding educa ional en i on-
men s. While his commi men acili a es he ac-
complishmen o collec i e goals, esea ch also
cau ions agains po en ial isks o bu nou when
educa o s consis en ly ex end wo k beyond eg-
ula hou s (Bakke Deme ou i, 2018). The e-
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o e, school leade s mus balance encou aging
collabo a ion wi h ensu ing eache well-being
o sus ain long- e m p oduc i i y. Pa icipan
6 emphasizes p io i izing ime managemen o
p o ec bo h indi idual wo k and collabo a i e
e o s. E ec i e ime managemen s a egies
help educe con lic s be ween adminis a i e du-
ies and eamwo k, allowing educa o s o pe -
o m hei oles e icien ly wi hou comp omis-
ing collabo a ion. This aligns wi h esea ch by
Li le (2019), which ad oca es o in en ional
scheduling and delega ion o op imize ime use
in schools. School adminis a o s play a key
ole in os e ing a cul u e ha alues ime man-
agemen by p o iding s uc u es and suppo s
ha enable eache s o balance esponsibili ies
and collabo a e e ec i ely. Teache s’ esponses
indica e ha lexible scheduling and delibe a e
ime managemen a e c ucial coping s a egies
o add ess he challenges posed by limi ed ime
and compe ing p io i ies. By adjus ing mee ing
imes o i in o ee pe iods, a e -class hou s,
o e en weekends, eache s demons a e adap -
abili y and commi men o main aining collab-
o a ion despi e busy wo kloads. This app oach
e lec s a p oac i e mindse , whe e eache s ake
owne ship o hei schedules o p ese e oppo -
uni ies o eamwo k wi hou sac i icing hei
p ima y ins uc ional du ies. Recen li e a u e
suppo s hese indings, highligh ing ha e ec-
i e ime managemen and lexible planning sig-
ni ican ly enhance collabo a ion among educa-
o s. Fo example, Lee and B own (2021) ound
ha schools encou aging lexible scheduling
saw inc eased eache pa icipa ion in collab-
o a i e ac i i ies. Simila ly, San os and Reyes
(2022) emphasized ha adap i e ime manage-
men os e s a sus ainable collabo a i e cul u e,
mi iga ing bu nou and p omo ing eache well-
being. These s udies align wi h he pa icipan s’
expe iences, illus a ing ha lexibili y and in-
en ional ime use a e key o o e coming ime-
ela ed ba ie s in school eamwo k.
3.3. Le e aging Suppo Ne wo ks and
Pee Encou agemen —To cope wi h he di icul-
ies in p omo ing collabo a ion and eamwo k,
eache s o en ely on suppo ne wo ks and en-
cou agemen om pee s. Pa icipan s sha ed
ha ha ing colleagues who mo i a e each o he ,
sha e esou ces, and o e emo ional suppo
helps hem na iga e challenges and s ay com-
mi ed o eamwo k. These social connec ions
p o ide a sense o belonging and collec i e e-
silience ha s eng hens collabo a i e e o s.
By leaning on hese suppo sys ems, each-
e s c ea e an en i onmen whe e challenges
a e me wi h sha ed p oblem-sol ing and en-
cou agemen . This pee suppo no only sus-
ains mo i a ion bu also os e s a posi i e a -
mosphe e conduci e o ongoing collabo a ion.
Pa icipan 10 highligh s he c i ical ole o pee
mo i a ion and mu ual suppo in o e coming
a igue and main aining collabo a i e e o s.
The s a emen e lec s he social-emo ional di-
mension o eamwo k, whe e encou agemen
om colleagues ac s as a bu e agains bu nou
and s ess (Bakke e al., 2020). This kind o
pee suppo nu u es esilience, helping edu-
ca o s pe se e e h ough demanding pe iods.
S udies show ha mo i a ion om eam mem-
be s no only s eng hens indi idual mo ale bu
also enhances g oup cohesion, which is essen-
ial o sus ained collabo a ion in challenging
school en i onmen s. Pa icipan 11 emphasizes
he use o digi al communica ion ools, such
as g oup cha s, as pla o ms o idea sha ing
and mu ual encou agemen . This e lec s how
echnology can b idge physical and empo al
ba ie s, enabling con inuous suppo among
eam membe s ou side o mal mee ings. Re-
sea ch indica es ha i ual collabo a ion ools
os e immediacy and connec edness, which a e
i al o main aining engagemen and posi i e
eam dynamics (Tucke Zhang, 2021). The
abili y o quickly exchange ideas and p o ide
encou agemen con ibu es o a suppo i e cul-
u e ha sus ains collabo a ion du ing s ess ul
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ion and communica ion no ms (s o ming and
no ming), and os e ing sha ed accoun abili y
and au onomy (pe o ming). By aligning lead-
e ship p ac ices wi h he s ages o g oup de el-
opmen , adminis a o s can in en ionally nu -
u e s onge and mo e esilien school eams.
Mo eo e , school sys ems and policy-make s
should emphasize leade ship aining p og ams
ha in eg a e bo h de elopmen al and ans o -
ma ional amewo ks. School adminis a o s
need p epa a ion no only in manage ial asks
bu also in people-cen e ed leade ship ha cul i-
a es collabo a ion, us , and inno a ion. In
doing so, educa ion sys ems can ensu e ha
schools a e led by leade s who a e capable o
ans o ming school cul u e and d i ing collec-
i e success. Finally, hese indings open new
di ec ions o esea ch and p ac ice. Fu u e s ud-
ies migh explo e how Tuckman’s model and
ans o ma ional leade ship can be in eg a ed
in o leade ship coaching, pe o mance manage-
men , o school-wide e o m e o s. As collab-
o a ion becomes inc easingly c i ical in na iga -
ing educa ional challenges, aligning leade ship
wi h de elopmen al and ans o ma ional p in-
ciples will be essen ial o cul i a ing h i ing
and adap i e school communi ies.
4.3. Fu u e Di ec ions—Based on he ind-
ings o his s udy, i is impo an ha all key
s akeholde s u ilize he insigh s gained o en-
hance he p o essional jou ney o no ice each-
e s and c ea e mo e collabo a i e, suppo i e
educa ional en i onmen s.
S uden s – Fo no ice s uden s, his s udy
emphasizes he impo ance o sel -awa eness,
openness o eedback, and engagemen in e-
lec i e p ac ices. S uden s a e encou aged o
become ac i e pa icipan s in hei lea ning com-
muni ies, seek pee suppo , and emain adap -
able in e ining hei s udy habi s. By emb acing
he p ocess o con inuous lea ning and collabo-
a ion, no ice s uden s can s eng hen hei aca-
demic con idence and con ibu e meaning ully
o hei pe sonal g ow h and school goals.
Teache s – Fo no ice eache s, his s udy
emphasizes he impo ance o sel -awa eness,
openness o eedback, and engagemen in e-
lec i e p ac ice. Teache s a e encou aged o
become ac i e pa icipan s in p o essional lea n-
ing communi ies, seek pee men o ing, and e-
main adap able in e ining hei eaching me h-
ods. By emb acing he p ocess o con inuous
lea ning and collabo a ion, no ice eache s can
s eng hen hei pedagogical con idence and
con ibu e meaning ully o school goals.
School P incipals and School Heads – As
he on line leade s in schools, p incipals and
school heads ha e a unique oppo uni y o shape
a cul u e ha suppo s p o essional collabo-
a ion. This s udy highligh s he impo ance
o p incipals adop ing ans o ma ional leade -
ship s a egies o inspi e, men o , and empowe
no ice eache s. Encou aging open commu-
nica ion, os e ing us , and p omo ing eam-
wo k among s a membe s can signi ican ly
enhance eache s’ con idence and collec i e pe -
o mance. Fu he mo e, p incipals should eg-
ula ly assess he de elopmen al s ages o hei
eams and p o ide in e en ions ailo ed o he
needs o each s age, in line wi h Tuckman’s
amewo k.
The Depa men o Educa ion – The s udy’s
esul s p o ide aluable in o ma ion abou he
eal-li e challenges and coping s a egies o
no ice eache s, especially in os e ing collab-
o a ion and aligning wi h school goals. These
insigh s can suppo he Depa men o Edu-
ca ion in s eng hening eache induc ion p o-
g ams and enhancing policies ha p omo e p o-
essional de elopmen g ounded in expe ien ial,
cons uc i is , and ans o ma ional app oaches.
By ins i u ionalizing school-based men o ing
sys ems and p o iding esou ces ha encou -
age collabo a ion and e lec i e p ac ice, he
depa men can play a pi o al ole in imp o ing
eache e en ion and ins uc ional quali y.
O he S akeholde s – Pa en s, local go e n-
men uni s, and educa ion-o ien ed o ganiza-
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ions also ha e a ole in c ea ing a school cul u e
ha emb aces collabo a ion and sha ed espon-
sibili y. Thei in ol emen — h ough commu-
ni y pa ne ships, dona ions, o olun ee sup-
po —can help add ess gaps in esou ces and
build a mo e inclusi e and enabling en i on-
men o no ice eache s. Engaging ex e nal
s akeholde s in school ac i i ies also p omo es
s onge school-communi y ela ions, enhanc-
ing s uden ou comes and school e ec i eness.
Fu u e Resea che s – The indings in i e
u he explo a ion o a ious dimensions o
no ice eache s’ expe iences. Fu u e esea ch
could examine how speci ic leade ship s yles
a ec collabo a ion and e en ion, o how eam
de elopmen s a egies can be in eg a ed in o
eache p epa a ion p og ams. In es iga ing he
long- e m impac o men o ship, collabo a i e
lea ning s uc u es, and school cul u e on no ice
eache s’ ca ee ajec o ies can u he en ich
he li e a u e. I is also ecommended ha simi-
la s udies be conduc ed ac oss di e se school
con ex s o de elop a mo e comp ehensi e un-
de s anding o no ice eache de elopmen .
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