Innovative Cooperation and Classroom Responsibility Practices of Teachers in Public Elementary Schools

Abstract

This study described the innovative cooperation and classroom responsibility practices of teachers in public elementary schools in the Boston District, Division of Davao Oriental, Philippines. It employed a descriptive quantitative correlational design to examine the relationship between the two variables. The respondents in this study were 131 teachers, selected through universal sampling. Data were analyzed using the mean, Pearson r, and regression analysis. Findings revealed that innovative cooperation, in terms of process, mediation, peace, and values (M = 3.56, interpreted as high), was frequently observed by the teachers. Classroom responsibility practices, which included humanity, carefulness, courtesy, and quality (M = 3.31, interpreted as moderate), were occasionally observed. A significant positive relationship was found between innovative cooperation and classroom responsibility practices (r = 0.58, p < 0.001). Furthermore, the domains of innovative cooperation were found to significantly influence classroom responsibility practices (R² = 0.37, p < 0.001). Based on these findings, it is recommended that public school teachers participate in symposia and training programs organized by the Department of Education to support continuous professional growth. These results underscore the practical significance of fostering innovative cooperation as a strategy to improve teachers’ classroom responsibility and enhance overall educational outcomes.