Classroom Manager Communication Abilities and Social Interaction Skills of Language Teachers in Public Secondary Schools

Abstract

The aim of this study was to examine the relationship between the classroom management communication abilities and social interaction skills of language teachers in public secondary schools in Arakan North District, Division of Cotabato. The study employed a descriptive correlation method. The respondents were language teachers from public elementary schools, who assessed their own communication and social interaction skills through a questionnaire administered by the researcher. Universal sampling was used to select the participants. The data collected were categorized, analyzed, and interpreted using statistical tools, including the mean and Pearson’s r correlation. The findings revealed that the level of classroom management communication abilities among the teachers is high, and these abilities are oftentimes demonstrated in their teaching practices. Similarly, social interaction skills were also rated high and oftentimes exhibited by the teachers. Additionally, a significant relationship was found between classroom management communication abilities and social interaction skills, leading to the rejection of the null hypothesis. Based on these results, it is recommended that teachers continue to enhance their communication and social interaction skills to foster a better work environment for themselves and their colleagues. The study’s findings may serve as a source of motivation for teachers to remain engaged in their professional duties and maintain dignity and effectiveness in their roles. Moreover, the results can guide teachers in adapting to the changing dynamics of the school environment. Finally, this study provides a foundation for future research, offering insights into how these variables can be further explored in broader contexts.