Classroom Provision Practices of Teachers in Relation to Stakeholders’ Collaboration: A Descriptive Inquiry

Abstract

Classroom provision practices, which encompass the acquisition and management of instructional materials, learning environments, and basic facilities, are closely linked to the degree of collaboration teachers maintain with stakeholders. This study aimed to determine the significant relationship between classroom provision practices and stakeholders' collaboration among public elementary school teachers in Lupon District, Division of Davao Oriental. This study followed a descriptive-correlational research design and 132 teachers were selected through universal sampling. Data were gathered via standardized questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that both classroom provision practices and stakeholders’ collaboration were rated at a high level. Correlation analysis showed a significant positive relationship between the two variables. Furthermore, multiple regression analysis indicated that all domains of classroom provision practices significantly influenced stakeholders’ collaboration, with efficiency emerging as the strongest predictor. The study is limited to Lupon District, which may affect the generalizability of the results. Nonetheless, the findings suggest that strengthening professional development, promoting inclusive teaching strategies, and enhancing community partnerships can improve classroom provision practices and stakeholder collaboration, ultimately supporting a more effective and inclusive educational environment. Future researchers may explore additional factors influencing classroom provision practices and stakeholder collaboration, such as school leadership, institutional policies, and technological innovations, to provide deeper insights into fostering stronger teacher-stakeholder relationships and more effective classroom management strategies.