Collaborative Teachers and Effective School Leadership with Result of State Regents Exam of Selected Public High Schools from one City in the US

The study aims to determine the correlation between the assessment level for collaborative teachers and effective school leadership with the result of State Regents Exams for Math and English, Language and Arts (ELA) of the selected public high schools from one City in the US. Quantitative descriptive type of research was utilized in the study with 42 public high schools as subjects of the study. Result showed that there is a high level of assessment for collaborative teachers and effective school leadership which is not translated to public high school performance in State Regent Exams. It means that schools with low performance in State Regents Exams have also high level of assessments on the two major elements of school learning environment. Moreover, those schools with high level on collaborative teachers have also high level of assessment on effective school leadership. Findings of the study served as the basis in the formulation of strategies on how collaboration among teachers can influence the teaching and learning process and how school leadership can be strengthened to become effective in enhancing the result of state regent exams.

Keywords: collaborative teachers, educational management, quality education, quantitative descriptive, school leadership, sustainable development