Abstract

This study examined the relationship between community linkage practices and organizational efficacy among public elementary school teachers in Cateel 2 District, Division of Davao Oriental, Philippines. It also determined which domains of community linkage practices predicted organizational efficacy. A quantitative descriptive-correlational design was used. Data were collected during School Year 2025-2026 from 136 classroom teachers selected from a district population of approximately 215 public elementary school teachers. The respondents completed adapted survey questionnaires that measured community linkage practices in terms of parenting, communicating, and learning at home, and organizational efficacy in terms of management practices, change strategies, and collaboration. The instruments showed strong internal consistency in pilot testing, with Cronbach’s alpha values of .913 for community linkage practices and .957 for organizational efficacy. Data were analyzed using means, standard deviations, Pearson product-moment correlation, and multiple linear regression. Results showed that community linkage practices were very high overall (M = 4.31, SD = 0.61), with learning at home rated highest (M = 4.43, SD = 0.60). Organizational efficacy was also very high overall (M = 4.42, SD = 0.55), with collaboration rated highest (M = 4.63, SD = 0.61). Community linkage practices had a strong positive relationship with organizational efficacy (r = 0.8426, p = 0.000). Regression results showed that parenting, communicating, and learning at home significantly influenced organizational efficacy, with learning at home showing the largest standardized coefficient. The findings support the central role of structured school-family-community partnerships in strengthening school effectiveness, governance, and collaborative capacity in public elementary education.