Abstract
This study examined the relationship between distributed leadership among school administrators and teacher self-efficacy in public elementary schools in Sipocot 1 District. Specifically, it assessed support, supervision, and coherent leadership team dynamics, as well as teacher self-efficacy across student engagement, instructional strategies, and classroom management. A concurrent-parallel mixed methods design was utilized. The quantitative phase gathered data from 102 public elementary school teachers using descriptive statistics (weighted mean) and the Pearson correlation coefficient. The qualitative phase involved 10 participants in in-depth interviews analyzed through thematic analysis. Results revealed a high manifestation of distributed leadership across support (M=4.41), supervision (M=4.42), and coherent leadership (M=4.44). Likewise, teachers demonstrated high self-efficacy in student engagement (M=4.60), instructional strategies (M=4.60), and classroom management (M=4.57). A significant positive correlation emerged within distributed leadership and teacher selfefficacy (r=.366, p<.001). Qualitative thematic analysis identified six key themes influencing selfefficacy: Clear Job Roles and Performance Expectations; Turning Reminders and Corrections into Learning Opportunities; Encouraging Success Through Rewards and Appreciation; Involving Everyone in Decisions to Build a Shared Vision; Teacher Growth Through Shared Advice and Teamwork; and Organized Leadership and Systemic Support for Teachers. These findings informed the design of an action-driven intervention program: PROJECT ROOTS (Revitalizing Organizational Optimism and Teacher Self-efficacy).