# Shared Judicature Leadership and Online Connectivity Strategies of Teachers in Relation to Hybrid Teaching Strategy

Rose Beline H. Revilleza, Josephine B. Baguio

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## To cite this version:

Rose Beline H. Revilleza, Josephine B. Baguio. Shared Judicature Leadership and Online Connectivity Strategies of Teachers in Relation to Hybrid Teaching Strategy. Journal of Global Economics, Management and Business Research, 2025, 17 (2), pp.169-181. 10.56557/jgembr/2025/v17i29615. hal-05217271

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# Shared Judicature Leadership and Online Connectivity Strategies of Teachers in Relation to Hybrid Teaching Strategy

Rose Beline H. Revilleza a++ and Josephine B. Baguio a#*

<sup>a</sup> Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.56557/jgembr/2025/v17i29615

### Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://prh.ikprress.org/review-history/13272

Received: 13/04/2025

Accepted: 24/06/2025

Published: 13/08/2025

### Original Research Article

## ABSTRACT

This study determined the influence of shared judicature leadership and online connectivity strategies on the hybrid teaching strategy of teachers. A quantitative research design using the descriptive-correlational method was employed. The respondents comprised 146 public elementary school teachers in Governor Generoso District, Division of Davao Oriental. Validated and pilot-tested questionnaires were utilized to gather data, which were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analysis. The findings revealed that the levels of shared judicature leadership (M = 4.35), online connectivity strategies (M = 4.14), and hybrid teaching strategy (M = 4.30) were all interpreted as very high based on the scale used. Correlation analysis indicated a significant relationship between shared

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: E-mail: josephinebbaguio@outlook.com;</footnote>
judicature leadership (r = 0.373, p = 0.000), online connectivity strategies (r = 0.422, p = 0.000), and hybrid teaching strategy. Furthermore, regression analysis showed that both shared judicature leadership and online connectivity strategies significantly influenced the hybrid teaching strategy of public elementary school teachers (R² = 0.219, p = 0.000). Based on these findings, it is recommended that school leaders promote shared leadership practices and enhance digital infrastructure to support effective hybrid teaching. Teachers are also encouraged to engage in professional development that strengthens collaborative planning and digital integration.

Keywords: Shared judicature leadership; online connectivity strategies; hybrid teaching strategy; public elementary school teachers; descriptive correlation; education; Philippines.

# 1. INTRODUCTION

Implementing shared judicature leadership and effective online connectivity strategies poses significant challenges for teachers, particularly in the context of hybrid teaching. Shared judicature leadership emphasizes collaboration and collective decision-making. However, this democratic approach often encounters resistance from veteran teachers who are more accustomed to traditional, hierarchical leadership models. These tenured educators may struggle to fully engage in shared leadership, especially in the absence of clear guidelines, adequate training, or administrative support. Such reluctance can create friction among staff and hinder the seamless collaboration needed for successful hybrid instruction, which relies heavily on both in-person and online teaching modalities.

Internationally, Feindler et al. (2022) noted that online connectivity strategies present an additional layer of difficulty for long-tenured teachers. Many of these educators lack fluency in using digital tools and the technological infrastructure required for hybrid classrooms. In contrast, younger teachers often adapt more readily to online platforms and virtual teaching methods. This technological divide can lead to frustration, decreased confidence, and a sense of exclusion among veteran educators—ultimately undermining the effectiveness of online integration within hybrid teaching models.

Similarly, Xiao et al., (2020) emphasized that the shift to hybrid learning environments demands a high degree of adaptability, planning, and digital competence. Veteran educators who have long relied on conventional methods may find this transition overwhelming, particularly in the absence of robust professional development. The challenge of simultaneously managing in-person and virtual learners can contribute to teacher burnout and diminish instructional quality.

In the Philippine context, the Department of Education (DepEd, 2020) reported that inadequate support and resource allocation exacerbate these issues. Many public elementary schools, especially those in remote or underserved areas, suffer from limited access to technology, professional training, and continuous development programs. Without these supports, tenured teachers are likely to struggle in adopting both shared leadership models and online teaching strategies. This situation contributes to inconsistencies in instructional quality and diminishes the overall learning experience for students. The success of hybrid education relies not only on technological readiness but also on collaborative, inclusive leadership structures that guide implementation effectively.

Altbach and De Wit (2020) argue that the challenges faced by long-tenured educators are multifaceted and require systemic, strategic interventions. These include targeted professional development programs, fostering a culture of mutual trust and collaboration among faculty, and ensuring equitable access to digital tools and support systems. Empowering veteran teachers through these measures is critical to enabling them to adapt to new pedagogical approaches and contribute meaningfully to the hybrid education landscape.

School culture is also significantly affected by the challenges in implementing shared leadership and online connectivity. Resistance to innovation and poor technological integration can impair instructional responsiveness and student engagement. When teachers feel ill-equipped or excluded from leadership processes, the overall environment becomes less dynamic and less attuned to learners' evolving needs. Moreover, unclear roles and responsibilities in shared leadership frameworks may lead to
<figure><img src="image_4.png" /><figcaption>Fig. 1. Conceptual Framework of the Study</figcaption></figure>

miscommunication, inefficiency, and conflict
among staff (Jorge et al., 2020; Romero, 2020;
Toquero, 2020).

In Governor Generoso District, Division of Davao
Oriental, the abrupt shift to online learning during
the pandemic brought these challenges into
sharper focus. Tate and Warschauer, (2022)
highlighted the stark disparity between students
who could and could not afford access to online
platforms, raising concerns about equity in
education. Despite DepEd's commitment to the
principle of "no child left behind," systemic issues
persist—especially for teachers who must deliver

instruction in hybrid formats without sufficient
training or technological support. Nonetheless,
halting teacher training is not an option; rather, it
must be intensified to strengthen both shared
judicature leadership and online connectivity
strategies.

Given these persistent challenges, the
researcher is compelled to explore the
relationship between shared judicature
leadership and online connectivity strategies in
relation to hybrid teaching in Governor
Generoso District. Addressing these issues
demands a comprehensive approach that
includes continuous, tailored professional
development for veteran teachers, the promotion
of a collaborative school culture, and the
provision of equitable access to digital tools and
infrastructure. Focusing on the unique needs of
tenured educators enables more effective
implementation of hybrid learning, which in turn
enhances the educational experience of both
teachers and students. Ultimately, overcoming
these challenges will require strong leadership
frameworks, sustained support systems, and
inclusive practices that prepare all educators to
thrive in the ever-evolving landscape of hybrid
education.

**1.1 Statement of the Problem**

This study aimed to determine the significant
influence between shared judicature leadership
and online connectivity strategies of teachers on
hybrid teaching strategy. Specifically, this study
sought answers the following research questions:

1. What is the level of shared judicature leadership of public elementary school teachers in the Governor Generoso District, Division of Davao Oriental, in terms of:

1.1 collaboration and teamwork;

1.2 distributed leadership;

1.3 decision-making and shared responsibility;
and

1.4 trust and open communication?

2. What is the level of online connectivity strategies of public elementary school teachers in the Governor Generoso District, Division of Davao Oriental, in terms of:

2.1 digital communication platforms;

2.2 digital literacy skills; and

2.3 content delivery and accessibility?

3. What is the level of hybrid teaching strategy of public elementary school teachers in the Governor Generoso District, Division of Davao Oriental, in terms of:

3.1 blended instructional delivery;

3.2 flexible scheduling; and

3.3 social and emotional support?

4. Is there a significant relationship between shared judicature leadership, online connectivity strategies on hybrid teaching strategy of public elementary school teachers in the Governor Generoso District, Division of Davao Oriental?

5. Do shared judicature leadership and online connectivity strategies significantly influence hybrid teaching strategy of public elementary school teachers in the Governor Generoso District, Division of Davao Oriental?

**1.2 Hypotheses**

**Ho1:** There is no significant relationship between the level of shared judicature leadership and the level of online connectivity strategies on hybrid teaching strategy.

**Ho2:** None of the domains of shared judicature leadership and online connectivity strategies significantly influence to hybrid teaching strategy.

**2. METHODOLOGY**

**2.1 Research Design**

This study adopted a non-experimental quantitative research design, specifically utilizing the correlational method. This design was selected to examine the degree of association between shared judicature leadership, online connectivity strategies, and the hybrid teaching strategy among teachers in public elementary schools. As emphasized by Baguio and Baguio (2025), variables in a correlational study may be interconnected through common trends or influenced by shared underlying factors. In this context, the correlational approach allowed the researcher to explore whether collaborative leadership practices and digital connectivity strategies significantly influence or relate to the effectiveness of hybrid teaching implementation. By investigating the relationships among these variables, the study aimed to generate evidence-based insights that can guide policy formulation, leadership development, and technological integration efforts within public elementary schools in the Division of Davao Oriental.

**2.2 Research Respondents**

The respondents of this study were 146 out of 229 public elementary school teachers in the Governor Generoso District, Division of Davao Oriental. Given the large population, Slovin's Formula was applied with a 0.05 margin of error to determine an accurate and representative sample size. As a result, the study focused on 146 language teachers, ensuring both manageability and statistical reliability. To be eligible, respondents must have had at least ten years of teaching experience in public elementary schools within the Governor
Generoso District, Division of Davao Oriental. The study was conducted during the 2024–2025 school year, providing relevant insights from experienced educators. To ensure fairness and equal opportunity, simple random sampling was used to select the participants.

## 2.3 Research Instrument

The survey questionnaires were the research instrument used to collect the requisite data for this analysis. Localization was applied in constructing the questionnaires. The study questionnaires were improved through the assistance of the thesis mentor and three expert validators who carefully examined and evaluated the material and specific areas of the questionnaire. In addition, 146 teachers participated in the pilot testing.

There were 50 questions in the survey questionnaires. The research included a total of ten indicators, with each indicator composed of five questions. A Likert scale was used to examine shared judicature leadership and online connectivity strategies of teachers in relation to hybrid teaching strategy. The instrument consisted of three parts: Part 1 addressed shared judicature leadership with four indicators (Cronbach's alpha = 0.987); and Part 3 focused on hybrid teaching strategy with three indicators (Cronbach's alpha = 0.990).

## 2.4 Data Gathering Procedure

The data for this study were gathered through a series of systematic and ethically guided procedures. The researcher first secured an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and obtained ethical clearance from the institution's Ethics Review Committee to ensure the protection of participants' rights and full compliance with research ethics. Subsequently, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of public elementary schools within Manay District, authorizing the conduct of the study in their respective schools.

With all required permissions in place, the researcher conducted a pilot test of the survey instruments to assess their reliability and validity. During the pilot testing, participants were clearly informed about the purpose of the study and given detailed instructions on how to accomplish

the questionnaire. Based on their feedback, the instruments were refined to improve clarity and ensure alignment with the study's objectives. The finalized survey questionnaires were then administered to 136 public elementary school teachers, selected through stratified sampling. After completion, the researcher personally collected the responses. The gathered data were then forwarded to a professional statistician for tallying, tabulation, and statistical analysis in accordance with the study's research questions and objectives.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

**Mean:** This was used to determine the levels of informative expedient learning practices and professional ontogeny among public elementary school teachers. It provided an overall summary of the respondents' ratings across specific items and domains, revealing general trends in their teaching practices and professional development efforts.

**Pearson Product-Moment Correlation Coefficient (Pearson r):** This statistical tool was employed to examine the degree of relationship between informative expedient learning practices and the professional ontogeny of teachers. It enabled the researcher to assess whether a statistically significant linear correlation existed between these two variables.

**Multiple Regression Analysis:** This analysis was conducted to determine the extent to which specific domains of informative expedient learning practices significantly predicted the professional ontogeny of teachers. It helped identify which aspects of these instructional practices most strongly contributed to teachers' ongoing professional growth and development within the public elementary school setting.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Shared Judicature Leadership among Public Elementary School Teachers

Presented in Table 1 is the summary of the domains in the level of shared judicature leadership among public elementary school teachers, based on the computed mean scores and standard deviations.
<table><caption>Table 1. Level of Shared Judicature Leadership among Public Elementary School Teachers</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Collaboration and Teamwork</td><td>0.51</td><td>4.41</td><td>Very High</td></tr><tr><td>Distributed Leadership</td><td>0.48</td><td>4.38</td><td>Very High</td></tr><tr><td>Decision-Making and Shared Responsibility</td><td>0.51</td><td>4.41</td><td>Very High</td></tr><tr><td>Trust and Open Communication</td><td>0.51</td><td>4.21</td><td>Very High</td></tr><tr><td>Overall</td><td><strong>0.32</strong></td><td><strong>4.35</strong></td><td><strong>Very High</strong></td></tr></tbody></table>

The domains collaboration and teamwork and decision-making and shared responsibility both obtained the highest mean of 4.41, categorized as very high. This is closely followed by distributed leadership, which recorded a mean of 4.38, also interpreted as very high. Meanwhile, trust and open communication had the lowest mean of 4.21, though it still falls within the very high descriptive level. The overall mean of 4.35 and standard deviation of 0.32 indicate a strong and consistent presence of shared judicature leadership practices among teachers.

This finding implies that public elementary school teachers are highly engaged in collaborative leadership, inclusive decision-making, and the distribution of responsibilities within their institutions. Although trust and open communication showed a slightly lower score compared to other domains, its very high rating underscores the presence of a supportive and transparent environment. Reinforcing these leadership qualities, particularly in the area of open communication, can further empower teachers and enhance collective efforts to improve educational outcomes. The overall standard deviation of 0.32 reflects a high degree of consistency in teachers' responses, showing closely clustered around the mean.

This finding suggests that public elementary school teachers strongly engage in collaborative planning, shared decision-making, and leadership practices. Their ability to foster trust and open communication, while slightly lower, remains very high, emphasizing a supportive and transparent professional environment. Strengthening these interconnected domains can further enhance teachers' effectiveness in planning and implementing educational

strategies, contributing positively to both teacher performance and student outcomes.

This finding aligns with the study of Iwara and Ojakorotu (2025), who emphasized that shared judicature leadership fosters a culture of collective responsibility and mutual accountability among teachers. According to the study, when leadership is distributed and teachers are involved in decision-making processes, school communities become more adaptive and responsive to challenges. Similarly, Ghamrawi et al. (2024) highlighted that shared leadership strengthens collaboration and professional dialogue, leading to improved teaching practices and school outcomes. Moreover, Thelma (2024) found that shared judicature leadership contributes to sustained school improvement by empowering teachers, enhancing their sense of ownership, and promoting a shared vision for student success.

## 3.2 Level of Online Connectivity Strategies among Public Elementary School Teachers

Presented in Table 2 is the summary of the domains in the level of online connectivity strategies among public elementary school teachers, based on the mean scores and standard deviations.

The domain Digital Communication Platforms received the highest mean of 4.32, categorized as very high. This is followed by Digital Literacy Skills with a mean of 4.10, also categorized as very high. The domain Content Delivery and Accessibility recorded the lowest mean of 4.00, which is still categorized as very high. The overall mean of 4.14 is described as very high,

<table><caption>Table 2. Level of Online Connectivity Strategies among Public Elementary School Teachers</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Digital Communication Platforms</td><td>0.48</td><td>4.32</td><td>Very High</td></tr><tr><td>Digital Literacy Skills</td><td>0.63</td><td>4.10</td><td>Very High</td></tr><tr><td>Content Delivery and Accessibility</td><td>0.65</td><td>4.00</td><td>Very High</td></tr><tr><td>Overall</td><td><strong>0.40</strong></td><td><strong>4.14</strong></td><td><strong>Very High</strong></td></tr></tbody></table>
indicating that teachers consistently demonstrate strong online connectivity strategies across all domains. The overall standard deviation of 0.40 reflects a high degree of consistency in teachers' responses, with perceptions closely clustered around the mean.

This finding suggests that public elementary school teachers effectively employ digital communication platforms, possess solid digital literacy skills, and utilize diverse methods for content delivery and accessibility. Their competencies in these domains support interactive and accessible learning environments that cater to diverse student needs. Continued development in these areas will enhance their ability to engage students and optimize online teaching and learning.

This finding reinforces the study of Cavinato et al. (2021), who highlighted that strong online connectivity strategies are essential for fostering meaningful interaction and collaboration in digital learning environments. Their research demonstrates that effective use of digital tools and platforms enhances communication between teachers and students, supporting continuous engagement and timely feedback. Similarly, Spaska et al. (2025) found that well-developed online connectivity facilitates access to resources and peer support, which are critical for student motivation and success. Moreover, Sharma (2024) emphasized that robust online connectivity strategies enable educators to adapt instruction flexibly, ensuring learning continuity and inclusivity across diverse student populations.

### 3.3 Level of Hybrid Teaching Strategy among Public Elementary School Teachers

Presented in Table 3 is the summary of the domains in the level of hybrid teaching strategy

among public elementary school teachers, based on the mean scores and standard deviations.

The domain Social and Emotional Support received the highest mean of 4.37, categorized as very high. This is followed by Flexible Scheduling with a mean of 4.27, and Blended Instructional Delivery with a mean of 4.25, both also categorized as very high. The overall mean of 4.30 is described as very high, indicating that teachers consistently demonstrate strong capabilities in implementing hybrid teaching strategies across all domains. The overall standard deviation of 0.31 reflects a high degree of consistency in teachers' responses, showing closely clustered to the mean.

This finding suggests that public elementary school teachers effectively integrate social and emotional support with flexible scheduling and blended instructional delivery in their hybrid teaching approach. Their strength in these domains highlights their commitment to addressing students' holistic needs while adapting teaching methods to diverse learning contexts. Enhancing these domains further can contribute to more responsive and effective hybrid learning environments.

This finding reinforces the study of Singh et al. (2021), who highlighted that a strong hybrid teaching strategy effectively combines face-to-face and online instruction to create more flexible and engaging learning experiences. Their research indicates that educators who skillfully implement blended learning approaches can better meet diverse student needs and promote deeper understanding. Similarly, Alamri et al. (2020) found that effective hybrid teaching strategies improve student motivation and facilitate personalized learning paths. Moreover, Gamage et al. (2022) argued that a robust hybrid teaching approach enhances teacher adaptability and instructional effectiveness, ultimately contributing to improved academic performance and student engagement.

<table><caption>Table 3. Level of Hybrid Teaching Strategy among Public Elementary School Teachers</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Blended Instructional Delivery</td><td>0.50</td><td>4.25</td><td>Very High</td></tr><tr><td>Flexible Scheduling</td><td>0.53</td><td>4.27</td><td>Very High</td></tr><tr><td>Social and Emotional Support</td><td>0.47</td><td>4.37</td><td>Very High</td></tr><tr><td>Overall</td><td>0.31</td><td>4.30</td><td>Very High</td></tr></tbody></table>
<table><caption>Table 4. Shared Judicature Leadership and Online Connectivity Strategies on Hybrid Teaching Strategy of Public Elementary School Teachers</caption><thead><tr><th rowspan="2">Variables</th><th colspan="3">Hybrid Teaching Strategy</th></tr><tr><th>r-value</th><th>p-value</th><th>Remarks</th></tr></thead><tbody><tr><td>Shared Judicature Leadership</td><td>0.373</td><td>0.000</td><td>Significant</td></tr><tr><td>Online Connectivity Strategies</td><td>0.422</td><td>0.000</td><td>Significant</td></tr></tbody></table>

### 3.4 Significant Relationship of Shared Judicature Leadership and Online Connectivity Strategies on Hybrid Teaching Strategy of Public Elementary School Teachers

Presented in Table 4 is the correlation analysis between shared judicature leadership and hybrid teaching strategy among public elementary school teachers. The relationship shows a correlation coefficient (r) of 0.373 with a p-value of 0.000, which is less than the 0.05 significance level. This indicates a significant positive relationship between shared judicature leadership and hybrid teaching strategy. Since the p-value is less than 0.05, the null hypothesis is rejected, supporting the claim that shared judicature leadership significantly relates to the hybrid teaching strategy.

This finding suggests that teachers who exhibit stronger shared judicature leadership skills tend to implement hybrid teaching strategies more effectively. Leadership in shared responsibilities and collaboration is therefore important in enhancing teachers' capacity for blended instructional approaches.

Moreover, the correlation analysis between online connectivity strategies and hybrid teaching strategy among public elementary school teachers. The analysis reveals a correlation coefficient (r) of 0.422 with a p-value of 0.000, which is below the 0.05 threshold for significance. This indicates a significant positive relationship between online connectivity strategies and hybrid teaching strategy. The null hypothesis is thus rejected, confirming that online connectivity strategies have a significant effect on hybrid teaching strategy.

This finding implies that teachers with stronger online connectivity skills are more likely to adopt and implement hybrid teaching strategies successfully. Proficiency in digital communication and connectivity plays a crucial role in facilitating effective hybrid learning environments.

This finding echoes the study of Adera (2022), who highlighted a significant relationship

between shared judicature leadership and the effectiveness of hybrid teaching strategies among educators. Their research showed that teachers who actively participate in shared leadership roles demonstrate greater adaptability and innovation in blending face-to-face and online instruction. Similarly, Ghamrawi et al., (2024) emphasized that collaborative leadership fosters a supportive environment that empowers teachers to implement hybrid teaching methods more confidently and effectively. Additionally, Racheva et al. (2024) found that strong shared judicature leadership positively influences teachers' ability to navigate the complexities of hybrid teaching, leading to enhanced student engagement and learning outcomes.

Moreover, this finding reinforces the study of Mushtaq and Iqbal (2024), who highlighted a significant relationship between online connectivity strategies and the successful implementation of hybrid teaching strategies among educators. Their research demonstrated that teachers who effectively utilize digital communication tools and platforms are better equipped to engage students and deliver instruction in hybrid learning environments. Similarly, Racheva and Peytcheva-Forsyth (2024), emphasized that strong online connectivity fosters seamless interaction, collaboration, and access to resources, which are essential for the flexibility and responsiveness required in hybrid teaching. Additionally, Alarifi and Song (2024) found that proficiency in online connectivity strategies enhances teachers' capacity to balance in-person and remote instruction, ultimately improving student participation and academic achievement.

### 3.5 Significant Influence of Shared Judicature Leadership and Online Connectivity Strategies on Hybrid Teaching Strategy of Public Elementary School Teachers

Presented in Table 5 is the result of the multiple regression analysis on the significant influence of Shared Judicature Leadership and Online Connectivity Strategies on Hybrid Teaching
<table><caption>Table 5. Significant Influence of Shared Judicature Leadership and Online Connectivity Strategies on Hybrid Teaching Strategy of Public Elementary School Teachers</caption><thead><tr><th rowspan="2">Variables</th><th colspan="4">Hybrid Teaching Strategy</th></tr><tr><th>β</th><th>T</th><th>p-value</th><th>Remarks</th></tr></thead><tbody><tr><td>Shared Judicature Leadership</td><td>0.467</td><td>9.628</td><td>.000</td><td>Significant</td></tr><tr><td>Online Connectivity Strategies</td><td>0.193</td><td>3.985</td><td>.000</td><td>Significant</td></tr><tr><td><strong>Holistic Model</strong></td><td></td><td></td><td></td><td></td></tr><tr><td>r<sup>2</sup></td><td>0.219</td><td></td><td></td><td></td></tr><tr><td>F-value</td><td>20.032</td><td></td><td></td><td></td></tr><tr><td>p-value</td><td>0.000</td><td></td><td></td><td></td></tr><tr><td>Remarks</td><td>Significant</td><td></td><td></td><td></td></tr><tr><td colspan="5">*Significant at p&lt;0.05</td></tr></tbody></table>

Strategy among public elementary school teachers.

In a singular capacity, Shared Judicature Leadership has a standardized beta coefficient (β) of 0.467, a t-value of 9.628, and a p-value of 0.000, which is less than the 0.05 level of significance (2-tailed). This indicates that for every unit increase in the level of shared judicature leadership, there is a corresponding increase of 0.467 in the level of hybrid teaching strategy. Therefore, shared judicature leadership significantly influences hybrid teaching strategy among public elementary school teachers.

Likewise, Online Connectivity Strategies show a standardized beta coefficient (β) of 0.193, a t-value of 3.985, and a p-value of 0.000, also below the 0.05 threshold. This implies that for every unit increase in the level of Online Connectivity Strategies, there is a corresponding increase of 0.193 in the level of Hybrid Teaching Strategy. Hence, online connectivity strategies also significantly influence hybrid teaching strategy among public elementary school teachers.

The overall model yields an F-value of 20.032 with a p-value of 0.000, indicating that the combined influence of Shared Judicature Leadership and Online Connectivity Strategies on Hybrid Teaching Strategy is statistically significant. The coefficient of determination (r²) is 0.219, suggesting that 21.9% of the variance in hybrid teaching strategy can be explained by shared judicature leadership and online connectivity strategies. The remaining 78.1% may be accounted for by other variables not included in this model, such as instructional design, resource availability, teacher training, administrative policies, or learner engagement. This finding confirms that enhancing shared

judicature leadership and online connectivity strategies can significantly support the effective implementation of hybrid teaching strategy among public elementary school teachers.

This finding underscores the significant influence of shared judicature leadership and online connectivity strategies on the hybrid teaching strategy. Research by Wiyono et al. (2024) highlighted that effective leadership practices combined with strong digital connectivity skills empower teachers to implement hybrid teaching models more successfully. Similarly, Vetrivel and Mohanasundaram (2024) found that when teachers exhibit shared leadership and leverage online platforms efficiently, student engagement and instructional quality in hybrid settings improve substantially. Moreover, Adera (2025) emphasized that the integration of leadership and connectivity strategies fosters adaptability and innovation in teaching approaches, ultimately enhancing learning outcomes in hybrid environments.

## 4. CONCLUSIONS

Based on the findings of the study, the following conclusions were formulated:

Firstly, the level of shared judicature leadership was always observed to be very high among the teachers. This demonstrates that educators strongly engage in collaboration and teamwork, distributed leadership, decision-making and shared responsibility, as well as trust and open communication. These domains reflect a collective approach to leadership where teachers actively participate in shaping school policies and instructional strategies. Such shared leadership fosters a sense of ownership, accountability, and mutual respect within the school community, which can lead to improved organizational culture and more effective problem-solving. The
prominence of these leadership behaviors suggests that public elementary school teachers value inclusive decision-making processes and the empowerment of colleagues to enhance educational outcomes.

Secondly, the level of online connectivity strategies was always observed. This indicates that teachers proficiently utilize digital communication platforms, demonstrate strong digital literacy skills, and implement varied content delivery methods that ensure accessibility for all students. These competencies enable teachers to maintain meaningful connections with their students and colleagues despite physical distances, which is particularly crucial in the current era of digital and remote learning. The high proficiency in these areas shows that teachers are well-prepared to harness technology to support diverse learning needs, facilitate collaboration, and enhance instructional delivery. Their ability to navigate digital tools also supports the continuous professional development necessary to keep pace with rapidly evolving educational technologies.

Thirdly, the level of hybrid teaching strategy was always observed, reflecting the teachers' effectiveness in blending traditional and online instructional methods. Teachers successfully incorporate blended instructional delivery by using multimedia resources, flexible scheduling, and social-emotional support to create a balanced and responsive learning environment. This multifaceted approach allows them to meet students' varying needs, optimize class time, and maintain engagement whether learning occurs face-to-face or online. The high rating in this domain suggests that teachers have adapted well to the demands of hybrid teaching, demonstrating resilience and innovation in integrating technology with pedagogy. Their capacity to provide emotional support further highlights their holistic commitment to student well-being alongside academic achievement.

Fourthly, a significant relationship was established between shared judicature leadership and hybrid teaching strategy. This indicates that strong leadership practices, particularly those that encourage collaboration, shared responsibility, and open communication, positively influence teachers' ability to implement effective hybrid teaching methods. Leadership that fosters a supportive and participatory culture enables teachers to confidently adopt and

sustain instructional innovations. The connection suggests that when teachers feel empowered and supported by their colleagues and school leaders, they are more likely to embrace new teaching models and adapt to changing educational landscapes.

Fifthly, a significant relationship was also found between online connectivity strategies and hybrid teaching strategy. This highlights that teachers' proficiency in using digital communication platforms, content accessibility methods, and digital literacy skills directly contributes to their success in hybrid teaching. The capacity to effectively manage online tools and resources enhances teachers' ability to deliver engaging and personalized instruction across blended learning settings. This finding underscores the critical role that technological competence plays in modern education, especially in environments where remote and face-to-face learning must be integrated seamlessly.

Finally, among the variables studied, shared judicature leadership was found to have a stronger influence on hybrid teaching strategy compared to online connectivity strategies, although both were significant predictors. This suggests that while digital skills are essential, the influence of collaborative leadership and shared decision-making exerts a greater impact on teachers' ability to successfully adopt hybrid instructional approaches. Strong leadership provides the vision, motivation, and structural support needed to navigate the complexities of hybrid teaching, making it a cornerstone of educational innovation. These results emphasize the importance of fostering leadership capacities within schools alongside continuous enhancement of digital competencies to promote effective and sustainable hybrid learning environments.

## 6. RECOMMENDATIONS

Based on the findings and conclusions of this study, the following recommendations were proposed:

Firstly, considering that the level of shared judicature leadership among teachers was found to be very high, particularly in the domains of collaboration and teamwork, distributed leadership, decision-making and shared responsibility, and trust and open communication—school administrators may continue to nurture these leadership practices.
They may do so by facilitating regular team-based planning meetings, implementing teacher-led initiatives, and promoting inclusive decision-making processes. Providing professional development focused on leadership skills and creating an environment of mutual trust can further enhance teacher empowerment. Meanwhile, teachers are encouraged to remain actively engaged in leadership roles, take initiative in school affairs, and support their peers to cultivate a strong culture of shared responsibility and mutual respect within the school community.

Secondly, as teachers also demonstrated a very high level of online connectivity strategies, particularly in digital communication platforms, digital literacy skills, and content delivery and accessibility, it is recommended that school leaders continue investing in technological infrastructure and training programs. Workshops on advanced digital tools, inclusive content delivery, and safe online communication may further boost teachers' confidence and capability in using technology. Teachers, on their part, should actively seek to upgrade their digital skills, experiment with emerging educational technologies, and share best practices with peers to maintain high levels of connectivity and instructional effectiveness in both in-person and virtual settings.

Thirdly, since the level of hybrid teaching strategy among teachers was also very high—across blended instructional delivery, flexible scheduling, and social and emotional support—schools may continue supporting teachers in implementing effective hybrid models. Administrators can facilitate this by ensuring access to teaching resources, providing flexible teaching schedules, and promoting socio-emotional learning programs. At the same time, teachers are advised to maintain a balanced approach to hybrid instruction, personalize learning experiences for students, and prioritize both academic success and emotional well-being in their classrooms.

Fourthly, considering the significant relationship between shared judicature leadership and hybrid teaching strategy, it is recommended that school heads intentionally integrate leadership-building practices with instructional development programs. Establishing mentorship systems, teacher leadership forums, and shared governance models may strengthen this connection further. Teachers should be

encouraged to use their leadership roles to drive instructional innovation, foster collaboration, and support the implementation of hybrid learning methods across their grade levels or departments.

Fifthly, given the significant relationship between online connectivity strategies and hybrid teaching strategy, educational leaders should ensure ongoing digital integration within teaching practices. This could involve continuous assessment of digital tool effectiveness, investment in educational technologies, and the creation of peer mentoring systems for tech integration. Teachers are encouraged to consistently refine their digital strategies to support hybrid teaching, adapt to changing learning contexts, and enhance student engagement and accessibility.

Finally, as the regression analysis showed that shared judicature leadership had a stronger influence than online connectivity strategies on hybrid teaching strategy, it is crucial for schools to prioritize leadership development alongside technology training. This means fostering an environment where leadership and innovation are seen as interconnected. Future researchers are also encouraged to explore additional variables such as teacher self-efficacy, school climate, or student feedback mechanisms, to further understand the dynamics that support successful hybrid teaching strategies.

## ETHICAL APPROVAL AND CONSENT

The conduct of this study strictly adhered to recognized ethical standards to ensure the protection, dignity, and well-being of all participants. Before initiating data collection, the researcher obtained the necessary approvals, including an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and ethical clearance from the institution's Ethics Review Committee. The ethical procedures followed were grounded in the framework of Pregoner et al. (2025), ensuring compliance with current protocols for research involving human participants in educational settings. Participation was entirely voluntary, and all respondents were fully informed of the study's purpose, scope, and their right to refuse or withdraw at any point without penalty. Informed consent was secured to confirm participants' understanding and willingness to take part in the research. To preserve confidentiality, no personally identifiable information was gathered, and all responses
were handled with strict confidentiality. The data
collected were used solely for academic
purposes. These protocols guaranteed that the
study was conducted with transparency, ethical
integrity, and full professional accountability.

DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI
technologies have been used during the writing
and editing of this manuscript. The details of the
AI usage are as follows:

1. **Grammarly:** Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. **Quillbot:** Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

COMPETING INTERESTS

Authors have declared that no competing
interests exist.

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