SCHOOL CLIMATE THROUGH AFTER-SCHOOL PROGRAMS COLLABORATION AMONG TEACHERS IN PANABO CITY DIVISION

This study examined the relationship between after-school programs teacher collaboration and school climate in selected secondary schools in the Division of Panabo City. Utilizing a quantitative research approach, data were gathered from 110 teacher-respondents using validated research instruments. Statistical tools such as weighted mean, pearson product-moment correlation, and regression analysis were employed to analyze the data. Findings revealed that the extent of after-school programs teacher collaboration, encompassing intensity of collaboration, topics of collaboration, satisfaction with collaboration, and process of collaboration, was extensive. Similarly, the school climate was also rated as extensive. Correlation analysis indicated a significant relationship between after school programs teacher collaboration and school climate. Regression analysis further confirmed that all domains of teacher collaboration significantly influence school climate, with the process of collaboration showing the highest predictive value. The coefficient of determination (R² = 0.510) indicated that 51.10% of the variance in school climate could be attributed to after-school programs teacher collaboration. These findings underscore the necessity for strengthening teacher collaboration through structured programs and policy support. Recommendations were provided for DepEd officials, school administrators, teachers, and future researchers to enhance collaborative practices and sustain a positive school climate. Keywords: After-School Programs, Teacher Collaboration, School Climate, Educational Leadership, Professional Development