Classroom Leadership Communication Capabilities and Communal Interface of Teachers in Public Elementary Schools

Abstract

This study aimed to determine the relationship between classroom leadership communication capabilities and the communal interface of teachers in public elementary schools. This study used the descriptive correlation method. The respondents of this study were the 132 teachers of elementary public schools. The researcher used the universal sampling process to select the respondents. The gathered data were classified, analyzed, and interpreted using statistical tools such as mean and person r.  Results revealed that the level of communication capabilities and the communal interface of teachers were described as high and oftentimes manifested. Meanwhile, there was no significant relationship between the level of communication capabilities and the communal interface of teachers.  Furthermore, the school administrator may continue to improve in building a better work-related environment for themselves and their teachers. This study's results may motivate the teachers to continue participating and working on their daily tasks. It may inform teachers regarding how they would act with dignity and work effectively in school at all times. It may help the teachers cope with the changes in the school atmosphere. The findings of this study may provide future researchers a starting point on how to expand the research's coverage in terms of the variables covered in the study.