This study on the extent of collective leadership and its relations to the teachers? efficacy under the new normal education utilized the descriptive research type in gathering and treating the data from 287 Junior High School Teachers in Cluster 5, Division of Laguna in order to address the extent of employing collective leadership by the school heads in terms of trust, shared power, effective communication, accountability, shared learning, building strengths, and internal motivation; the level of teachers? efficacy under the new normal education in terms of persistence, enthusiasm, commitment, instructional behavior, students achievement, and self- efficacy beliefs; and employing collective leadership and its significant effect to the teachers? efficacy under the new normal education. Using one set of researcher-made questionnaire, the cluster sampling method determined the responses of 289 Junior High School Teachers in Cluster 5, Division of Laguna who served as the respondents of the study from the total population of 3, 056 JHS teachers. The data gathered were carefully analyzed using weighted mean, standard deviation and pearson r correlation. Collective leadership has relations to teachers? efficacy, primarily on how it affects teachers? motivation and improve working conditions. Teachers tend to perform better if they get involved in school decisions. Teachers? efficacy improves when they experience collective leadership. Thus, the null hypothesis was rejected. The following recommendations were offered. School administrators/ school heads may enhance and/ or maintain the practice of collective leadership by involving teachers on decision making. Annual training / seminar is recommended to enhance the teachers? efficacy. It can be online or face-to-face seminar depending on the alert level in the area. Topics to be discussed can be easily identified when teachers involved in the process. Teachers must be aware to the roles and responsibilities of a principal and teachers themselves to understand and appreciate actions regarding school matters. The Department of Education may implement online seminars to improve the teaching pedagogies enhancement of ICT integration to the teaching- learning process that will help teachers on the conduct of online class. School leaders may ask help from the different stakeholders including General Parents-Teachers Association and School Governing Council to attain the goals of the organization. Parents will be enlightened on how to contribute meaningfully for the success of the school. Encourage potential school administrators and teachers to undergo further graduate study for continuous professional growth that will help them become effective school administrators. School administrators may consider the result of this study to have a baseline data toward the development of rules and regulations regarding leadership practices that will affect teachers? efficacy to deliver quality education.

Collective Leadership

Teachers Efficacy