Public Elementary School Teachers Research Articles

Interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance

In the landscape of education, the role of elementary school teachers stands as a cornerstone in shaping the intellectual and emotional development of young minds. Amidst the myriad of factors influencing teaching effectiveness, the interplay between interpersonal self-efficacy, morale, personality traits, and teaching performance emerges as a critical area of inquiry. This study employed descriptive correlational research to determine the level of interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance in the Division of Ozamis City, School Year 2022-2023. Respondents of the study were the public school teachers from District 5 and 6 of Ozamis City Division with a total of 117 teacher respondents. Frequency Count, Percentage, Mean, Weighted Average Mean, Kruskal-Wallis Test, Dunn’s Pairwise Tests, and Spearman rho were the statistical tests. Study revealed that the majority of respondents were female teachers with a range of one to five teaching experience. The teachers demonstrated high levels of interpersonal self-efficacy and morale, indicating their confidence in guiding and inspiring their pupils, as well as their satisfaction with their interactions and contributions to the school and community. While no significant differences were found in self-efficacy, morale, and personality traits based on age, sex, and highest educational attainment. It is worth noting that personality traits had a significant but very low correlation with performance. These findings highlight the importance of cultivating positive teacher attributes and promoting a supportive environment to enhance teacher performance and ultimately improve the quality of education in the region.

CHANGE MANAGEMENT STRATEGIES OF SCHOOL HEADS AND INNOVATIVE WORK BEHAVIOR OF PUBLIC ELEMENTARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between change management strategies of school heads and innovative work behavior of teachers in public elementary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of change management strategies of school heads that significantly influenced the innovative work behavior of teachers. With the use of probability sampling, 150 elementary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive change management strategies of school heads and an extensive innovative work behavior of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of change management strategies of school heads were found to have significantly influenced the innovative work behavior of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may find means to help the school heads in strengthening their change management strategies to motivate teachers to develop their innovative work behavior.

RELATIONAL TRANSPARENCY OF SCHOOL HEADS AS A CONSTRUCT OF PROACTIVE BEHAVIOR OF PUBLIC SCHOOL ELEMENTARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship of relational transparency of school heads and proactive behavior of teachers in public elementary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of relational transparency of school heads that significantly influenced proactive behavior of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive relational transparency of school heads and an extensive proactive behavior of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of relational transparency of school heads were found to have significantly influenced on proactive behavior of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their relational transparency to strengthen the proactive behavior of teachers. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: Relational transparency, proactive behavior, Panabo City Division

Mediating Effect of Technical Support on Human Capital Management and Teachers’ Eagerness for School Initiatives

The main purpose of this study is to evaluate whether technical support teachers have significant mediating effect on the relationship between human capital management and teachers’ eagerness for school initiatives. In this study, the researcher selected the 210 public elementary school teachers in Maa District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Partial Correlation, and Multiple Regression Analysis. Descriptive analysis showed that human capital management, teachers’ eagerness for school initiatives, and technical support in Maa District, Davao City were described as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship among human capital management, teachers’ eagerness for school initiatives, and technical support in Maa District, Davao City. Evidently, Multiple Regression Analysis proved that technical support have significant mediating effect on the relationship between human capital management and teachers’ eagerness for school initiatives in Maa District, Davao City. The study, therefore, was conducted for further utilization of findings through publication in reputable research journal.

Provision of Coaching and Mentoring Experiences: Narratives of Public Elementary School Teachers

This study narrated the lived experiences of public elementary school teachers who have undergone coaching and mentoring, shedding light on their coping strategies for addressing weaknesses and their insights into educational learning. This employed qualitative phenomenological research. Ten participants, recipients of coaching and mentoring, provided rich narratives that coalesced around three primary themes: engagement in professional development, adequacy of training resources, and the demands of the work environment. Concurrently, coping strategies for the challenges associated with coaching revealed three major themes: establishing teaching competence, demonstrating collaborative practices, and embracing reflective practices. Furthermore, the study identified two overarching learning insights derived from teachers' lived experiences: a dedication to being work-oriented and motivated. School leaders must recognize the transformative potential of coaching and mentoring in enhancing teaching practices. Teachers, in turn, should actively embrace and participate in any technical assistance provided. The Department of Education officials are urged to leverage the study's findings to develop a centralized professional development program that aligns with teachers' competencies and needs. Finally, students are encouraged to actively engage in classroom activities to foster a meaningful and holistic educational outcome.

TEACHERS’ CONFLICT-INDUCING ATTITUDES AND THEIR REPERCUSSIONS ON STUDENTS’ PSYCHOLOGICAL HEALTH

This purpose of the study was to determine the influence of teachers conflict-inducing attitudes on the students psychological health. A total of 110 public elementary school teachers teaching in Tarragona District, Davao Oriental Division were identified through Tabachnick and Fidell (2007) calculation of sample size. The study utilized a descriptive-correlation design. Mean, Pearson r, and regression analysis were used as statistical tools of the study. Results revealed on the extent of teachers conflict inducing attitudes in terms of Teacher Incivility were sometimes evident, in terms of Teacher Discrimination was sometimes evident, in terms of University Resources was oftentimes evident. On the Students Psychological Health was always evident. Clearly, the findings inferred a strong significant relationship between teachers conflict-inducing attitudes and students psychological health. Based on the result of the analysis, the teachers conflict inducing attitudes domains namely: teacher incivility, teacher discrimination, and university resources significantly influences students psychological health by registering a p-value of less than.000 in the level of significance. Further, the result indicates that for every unit increase in the three domains of teachers conflict inducing attitudes predictors, the students psychological health will increase by 3.894 holding other factors constant. Conflict inducing attitudes significantly influenced students psychological health. Hence, this study recommends teachers should be encouraged professional development programs that target specific conflict-inducing attitudes, leading to personal growth and improved professional practice. Teachers should engage in training and workshops that help them develop stronger interpersonal skills and conflict resolution strategies. KEYWORDS: Teachers conflict inducing attitudes, psychological health, teacher incivility, teacher discrimination, university resources

Research Culture and Competency of Public Elementary School Teachers in Davao Del Norte Division

Research Culture and Competency of Public Elementary School Teachers in Davao Del Norte Division

Examining 21st century teaching competencies: A study of public elementary school teachers in Patikul West District, MBHTE-Sulu

This quantitative study aims to evaluate and assess the 21st-century teaching competencies of public elementary school teachers in the Patikul West District under the Ministry of Basic, Higher, and Technical Education (Sulu). Utilizing a purposive sample technique and a descriptive-survey approach, 100 instructors were selected for evaluation. Statistical analysis procedures, including Pearson's r, one-way ANOVA, t-test for independent samples, weighted mean, and standard deviation, were employed to assess the data. The findings revealed strong competence among teacher-respondents in essential domains such as life and career skills, reflecting a robust dedication to professional growth. However, the need for additional support and training in the information, media, and technology skills domain highlights an area that requires improvement. Notably, the study found that the demographic profile of teachers did not affect their proficiency in 21st-century teaching skills. Overall, the findings underscored the teachers' concerted efforts to integrate these skills into their pedagogical practices, which are essential for preparing students to navigate the challenges of the 21st century. Additionally, fostering a culture of collaboration and sharing best practices among educators can further enhance the integration of 21st-century skills in the classroom. Ultimately, it is crucial for teachers to stay current and adaptable in their teaching practices to meet the evolving needs of students in an increasingly digital and interconnected world.

ACCOUNTS OF ELEMENTARY TEACHERS ON THE USE OF PEDAGOGIES IN ADDRESSING LEARNING LOSS DURING THE IN-PERSON CLASSES: A PHENOMENOLOGY

The purpose of this phenomenological study is to describe the experiences of Elementary School Teachers in using pedagogies to address learning loss during in-person classes. The concept and idea for the study were gleaned from Shulmans (1986) Pedagogical Content Knowledge Theory, which proposes that effective teachers possess a specific knowledge set alongside certain personality qualities, abilities, and dispositions. This theory emphasizes that teaching well requires both artistry and scientific understanding. There are numerous practices, techniques, and abilities that contribute to effective instruction, and these cannot be fully captured in a limited list. The study is further supported by Vygotskys (1978) Cultural-Historical Activity Theory, which views the learning environment from a social constructivist perspective. This theory fundamentally explains how students acquire knowledge in a social context, interacting with peers and mentors. Additionally, Banduras (1977) Social Learning Theory is used as a supporting framework, which suggests that increased social interaction leads to higher levels of learning. Finally, the study is grounded in van Dijks (2020) Theory of the Digital Divide. There were five (5) public elementary school teachers participated in the in-depth interview. They were selected using purposive sampling method. The results revealed in the experiences, coping up mechanisms, and insights in using pedagogies and strategizing to address the learning loss of the students. More so, collaboration with parents, ineffectively usage of modular learning, problems in reading skills of the learners, structuring of rewards and punishment, and flexibility and consistency in teaching. The results are believed to be significant to teachers and Department of Education regarding on the experiences of public elementary school heads returning to being classroom teacher. KEYWORDS: experiences, public elementary school teachers, learning loss, phenomenology, Davao de Oro

Academic Inspirations and Prolific School Values among Public Elementary School Teachers

Public elementary school teachers face a demanding profession requiring academic knowledge and strong relationships with students. While many teachers likely possess these qualities, limited research explores the potential connection between a teacher's academic inspiration and their ability to cultivate positive school values. This study addresses this gap by investigating the relationship between these two constructs among public elementary school teachers. Employing a non-experimental quantitative research design, specifically a correlational method, data were collected from 133 teachers selected through universal sampling. Analyses included mean calculation, Pearson correlation coefficient, and regression analysis. The findings indicated that public elementary school teachers often exhibit high levels of academic inspiration, particularly in innovation, creativity, critical thinking, and problem-solving. Similarly, teachers frequently demonstrate prolific school values such as fostering strong relationships, teaching essential social skills, serving as role models, establishing clear classroom and school rules, and acknowledging students for positive behavior choices. Furthermore, the study revealed a significant relationship between academic inspiration and prolific school values among public elementary school teachers. However, the domains of academic stimulation did not significantly influence school values within this context. These results suggest that efforts to enhance academic inspiration and prolific school values could be targeted to cultivate a predictable and supportive environment conducive to healthy teacher interactions, particularly in areas where assistance is needed. School administrators, therefore, may play a crucial role in facilitating such improvements.

Communication Ideologies and Social Interface Expertise of Public Elementary School Teachers

This study aimed to determine if communication ideologies significantly influence the social interface expertise of public secondary school teachers in the Division of Panabo, Davao del Norte. It utilized a non-experimental quantitative research design employing the correlational method. The respondents included 130 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated high communication ideologies across dimensions such as incomparable, inspirational, consistent, ideal behaviour, good listening, and charismatic traits. Moreover, the teachers frequently manifested the social interface expertise of public secondary school teachers, including skills in edition, goal accomplishment, assimilation, and expectancy. Furthermore, the study found a significant relationship between communication ideologies and social interface expertise among public secondary school teachers. It also indicated that the domains of communication ideologies significantly influenced the social interface expertise of these teachers. The results suggest that teachers should be adept at delivering and comprehending information quickly and accurately. Effective communication is a vital life skill that should not be underestimated. It fosters respect and encourages the willingness to consider different points of view. Facilitating open and constructive exchanges among colleagues can contribute to a more positive working environment.

Preparedness of School Heads, Teachers and Parents of Public Elementary Schools on the Limited Face to Face Learning Modality in Zone 2, Division of Zambales

The study aimed to evaluate the perspective of school heads, teachers and parents on the preparedness of public elementary schools on the limited face to face learning modality in Zone 2, Division of Zambales. The researcher employed the mixed method where in a quantitative and qualitative approaches was used in the study. Descriptive and inferential statistics was employed in the study. Based on the significant results, most of the respondents are Teacher I, female, and serve for 10-14 years in the Department of Education. Parents are self- employed, most of them are college and elementary graduate and with 3-5 children. The school head & teacher-respondents perceived as Prepared in the preparation of the public elementary schools in terms of curriculum and instruction, school environment, human resource management, and budget. Based on the experienced by parent-respondents that majority of them prepare their children to bring to school such as snacks, alcohol, facemasks, and other supplies/items that will be needed for their education in accordance with school policy. The school head and teacher-respondents perceived as Sometimes a Problem in the limited face to face for leaning modality in terms of curriculum and instruction, school environment, human resource management, and budget. Based on the experienced by the parent-respondents that for fear of the COVID 19 epidemic, majority of parents bring their children with them. Some of them prefer to walk because it is more convenient and economical for them. During a pandemic, transportation is extremely expensive, and they cannot afford to ride a tricycle. There is no significant difference on the perceived level of agreement of school head and teacher-respondents on the preparations of the public elementary schools in the limited face to face learning modality when grouped according to profile of the school heads and teachers. The proposed action plan was developed based on the findings of the study. Based on the salient findings, the researchers recommended that the school heads and teachers may develop and design curriculum and instruction integrating facts on how to combat spreading the COVID 19 viruses. Encourage parents to monitor and check their children’ safety. The curriculum planner should take into account this issue, simplify activities, and eliminate extraneous themes in order to achieve mastery. Teachers are encouraged to attend trainings and seminars related on how to handle learners who are potentially infected. The administrators may consider the medical equipment such as stretchers and wheelchairs if budget warrants. Procurement of a two-way radio for easy communication in case of emergency is suggested. The principal may hold a PTA meeting to inform parents about health protocols. Future researchers may conduct a parallel study to validate the results of this study. The proposed action plan may be implemented by the school heads to the school.

THE MEDIATING EFFECT OF SCHOOL CULTURE ON THE RELATIONSHIP BETWEEN INSTRUCTIONAL LEADERSHIP OF SCHOOL HEADS AND TEACHER ENGAGEMENT OF PUBLIC ELEMENTARY SCHOOL TEACHERS

The purpose of this study was to determine the mediating effect of school culture on the relationship between instructional leadership and teacher engagement of public elementary teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers in public elementary schools in Cateel 2, province of Davao Oriental. The researcher utilized a total population sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of instructional leadership and teacher engagement. There is also a very high level of school culture. Also, results revealed that there is a significant relationship between instructional leadership and teacher engagement, a significant relationship between instructional leadership and school culture, and a significant relationship between school culture and teacher engagement. Further, school culture has a partial mediating effect on the relationship between instructional leadership and teacher engagement among public elementary schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0158/a.php" alt="Hit counter" /></p>

The Contribution of Leadership and Supervision of the School Principal to the Work Discipline of Elementary School Teachers in Cluster I Lubuk Basung District, Agam Regency

This research is based on the observations of the researcher at the Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, which showed the low performance of teachers. There are many factors influencing teacher performance, including school leadership and school climate. The objectives of this research are to examine: (1) the contribution of school principal leadership to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, (2) the contribution of Academic Supervision to the performance of teachers, and (3) the contribution of school principal leadership and Supervision to the performance of teachers. This research uses a quantitative research method with a population of 292 teachers. The sample was taken using proportional stratified random sampling method, totaling 67 teachers. The instrument in this research uses a questionnaire. The results of data analysis show that: (1) school principal leadership significantly contributes to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, by 93.2%. (2) Academic Supervision significantly contributes to the performance of teachers, by 50%. (3) School principal leadership and Academic Supervision significantly contribute to the performance of teachers, by 5%. it can be concluded that the hypothesis can be empirically accepted, and the variables of school principal leadership and Academic Supervision are two factors that contribute to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, while the remaining 50% is influenced by other variables.

THE MEDIATING EFFECT OF ORGANIZATIONAL HEALTH ON THE RELATIONSHIP BETWEEN THE SELF-CONCEPT AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR OF TEACHERS AMONG PUBLIC ELEMENTARY SCHOOLS

The purpose of this study was to determine the mediating effect of organizational health on the relationship between self-concept and organizational citizenship behavior among public schools. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers in public elementary schools in Cateel 2, Davao Oriental. The researcher utilized a total population sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of self-concept, organizational citizenship behavior, and organizational health. Also, results revealed that there is a significant relationship between self-concept and organizational citizenship behavior, a significant relationship between self-concept and organizational health, and a significant relationship between organizational health organizational citizenship behavior. Further, organizational health has a partial mediating effect on the relationship between self-concept and organizational citizenship behavior among public schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Exploring the Influence of Coping Mechanisms to the Role of Social Support in Impostor Syndrome Experiences of Public Elementary Teachers: A Cross-sectional Study

This research delved into the persistent issue of Impostor Syndrome (IS) among public elementary school teachers. The current study aimed to address gaps in existing literature, particularly within the realm of educational and industrial/organizational psychology. A total of 115 teachers were examined to gain insight into how social support and coping mechanisms related to their experiences with IS. The results highlighted a significant presence of IS among teachers, emphasizing the crucial roles played by social support and coping mechanisms. Interestingly, the study showed that the link between social support and IS was influenced by coping mechanisms, underlining the importance of personalized interventions. Additionally, the study recommended exploring factors such as organizational culture, self-efficacy, job autonomy, and goal orientations as potential predictors of IS. The practical implications of this research extended to teachers, schools, and administrators, underscoring the need for supportive environments and targeted interventions to address Impostor Syndrome’s impact. This study provided a strong foundation for future researchers, offering a detailed understanding of IS in the context of public elementary school education.

The Effect of Digital Literacy, Innovative Attitudes, and Interpersonal Communication on Teacher Performance

Objective: Assessing a teacher's performance may involve examining how much they have achieved the necessary competencies. This research investigates the effect of digital literacy, innovative attitudes, and interpersonal communication on teacher performance. Method: The statistical survey methodology was employed in this study in order to substantiate its findings. The researchers of this study employed the Partial Least Squares-Structural Equation Model (PLS-SEM) to derive the latent variable values. This investigation was conducted at a public elementary school in Serang City, in the Banten Province of Indonesia. The Serang City region in Indonesia is home to 14 public primary schools. The study sample comprised 14 school administrators and 236 public elementary school teachers in Serang City, Banten, Indonesia. The sampling technique was random sampling. The questionnaire functions as the instrument for gathering data in this study. Results: The research uncovered four noteworthy and statistically significant discoveries. One is that a direct relationship exists between digital literacy and innovative mindsets. A direct relationship exists between innovative mindsets and teacher performance. A direct relationship exists between digital literacy and interpersonal communication. Interpersonal communication and teacher performance exhibit a positive association. Novelty: This research is intriguing due to variations in emphasis, research participants, and incorporation of research factors compared to earlier studies. Previous research only examined digital literacy, innovative attitudes, interpersonal communication, and teacher performance. This research will combine digital literacy, innovative attitudes, interpersonal communication, and teacher performance into a single research topic.

THE MEDIATING EFFECT OF INTERPERSONAL COMMUNICATION ON THE RELATIONSHIP BETWEEN THE SELF-EFFICACY AND WORK ENGAGEMENT OF PUBLIC ELEMENTARY SCHOOL TEACHERS

The purpose of this study was to determine the mediating effect of interpersonal communication on the relationship between the self-efficacy and work engagement of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Baganga North and South District, province of Davao Oriental. The researcher utilized the Raosoft software for determining the number of respondents and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of self-efficacy, work engagement, and interpersonal communication among teachers. Also, results revealed that there is a significant relationship between self-efficacy and work engagement of teachers but showed no significant relationship between self-efficacy and interpersonal communication of teachers and between interpersonal communication and work engagement of teachers. Also, interpersonal communication has no significant mediating effect on the relationship between the self-efficacy and work engagement of teachers in public elementary schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0658/a.php" alt="Hit counter" /></p>

Recruitment of Honorary Teachers in Public Elementary Schools

The teacher is one of the factors that determine the success of education. Honorary teachers are a reality in Indonesia's education sector, including in public elementary schools. This research explores the meaning related to the recruitment of honorary teachers in public elementary schools. The research adopts a qualitative approach with a phenomenological method. The data in this study are transcripts of in-depth interviews with informants. Fourteen informants in this study comprised twelve honorary elementary school teachers and two school principals. There are three stages of data analysis data reduction, data presentation, and drawing conclusions. This research found that public elementary school s employ honorary teachers to address teacher shortages. Each honorary teacher has their own reasons for registering as an honorary teacher, such as job opportunities, bringing happiness to their parents, and a sense of dedication. Public elementary schools can recruit honorary teachers even if they do not have a PGSD degree. The implications of this research are related to meeting the needs of teachers in public elementary schools, increasing the welfare of honorary teachers, and teacher recruitment that takes into account the suitability of educational qualifications.

Managing Stress among the Public Elementary School Teachers in Cagwait District

This study aimed to determine the stress factors of public elementary teachers in Cagwait District and their coping mechanisms. Universal sampling for teachers and pupils, purposive sampling for parents, and convenience sampling for community members were used. Also, fifteen (15) teachers participated in the focus group discussion. This study used quantitative and qualitative research designs. The survey questionnaires and interview questions were validated by the supervisor, principals, and district mathematics coordinator in Bayabas District. The study found that the most stressful factor for teachers, ranked as 1, is the financial aspect, with a weighted mean of 3.48, categorized as "more stressful". Also, for the effectiveness of coping strategies for the Cagwait District teachers, active vs. passive with a weighted mean of 4.01, categorized as "more effective," ranked 1. With this, as to the level of significance, it can be concluded that there is a significant relationship between the stressful factors and the coping strategies, with a p-value of .039. These significant findings led the researcher to design an intervention program to improve the stress coping strategies among public elementary school teachers of Cagwait District.