Journal of Global Research in Education and Social Science

This study aimed to examine the sustainable development goals and collaborative supervision practices of teachers in public elementary schools in the Caraga District, Division of Davao Oriental. A non-experimental quantitative research design utilizing the correlational method was employed. The respondents were 140 public elementary school teachers selected through universal sampling, wherein the entire population was considered to ensure data reliability. The statistical tools used in the study included the mean, Pearson product-moment correlation coefficient (Pearson r), and multiple regression analysis. Based on the findings, the following conclusions were drawn: (1) the level of teachers’ alignment with sustainable development goals was found to be moderate; (2) the level of collaborative supervision practices among teachers was high; (3) there was a significant relationship between sustainable development goals and collaborative supervision; and (4) sustainable development goals significantly influenced collaborative supervision practices among public elementary school teachers. These findings imply that strengthening teachers’ understanding and commitment to sustainable development can enhance collaborative supervision, ultimately contributing to improved educational outcomes. In light of these findings, it is recommended that policymakers and human resource managers consider these variables in designing policies, training programs, and seminars aimed at enhancing the integration of sustainable development goals and strengthening collaborative supervision practices in public elementary schools.