School Administrators’ Engagement and Its Relationship with Teachers’ Collaboration and Decision-Making Effectiveness

School administrators are pivotal in shaping an environment conducive to effective teaching and learning. Their active engagement influences teacher collaboration, decision-making, and overall school performance. Understanding how administrators’ engagement relates to teachers’ collaboration and decision-making effectiveness is essential for fostering sustainable educational development. This study employed a descriptive-correlational research design involving 30 school administrators and 533 teachers from selected schools in the Division of Ozamiz City. A researcher-made questionnaire was used to collect data. Statistical tools included frequency and percentage, mean and standard deviation, Spearman Rank-Order Correlation, and Kruskal-Wallis Test. The study revealed a very high level of engagement among school administrators, particularly in shared purpose, social interaction, and knowledge-sharing. Teachers also demonstrated a very high level of collaboration in communication, trust-building, and stakeholder inclusion. Decision-making effectiveness among administrators ranged from high to very high, emphasizing participation, transparency, and accountability. While levels of engagement, collaboration, and decision-making effectiveness were consistently high, statistical analysis showed no significant relationships between administrators’ engagement and either teacher collaboration or decision-making effectiveness. Additionally, no significant differences in engagement were found based on age, sex, or educational attainment. These findings underscore the vital role of engaged leadership in sustaining school operations and fostering a collaborative culture, although other contextual factors may play a greater role in shaping collaboration and decision-making. Encouraging inclusive leadership and participatory governance remains crucial for improved educational outcomes and stronger school communities. Further research is recommended to explore additional variables that may influence teacher engagement and school decision-making processes.