Classroom Vulnerability and Delivery of Learning Activities of Teachers in Public Elementary Schools

Abstract

This study aimed to examine the classroom vulnerability and the delivery of learning activities by teachers in public elementary schools within the Carmen District, Division of Davao del Norte. The research employed a non-experimental quantitative design, utilizing a correlational method. A total of 138 public elementary school teachers were selected as respondents using universal sampling. Data analysis involved calculating the mean, Pearson r, and regression analysis. The findings revealed that the level of classroom vulnerability in terms of learning activities was high and was oftentimes manifested. Conversely, the delivery of learning activities by teachers was moderate, with occurrences described as sometimes manifested. Furthermore, the study found a significant relationship between classroom vulnerability and the delivery of learning activities, indicating that the two variables were interconnected. The study also concluded that the domains of classroom vulnerability significantly influenced the delivery of learning activities. Based on these findings, it is recommended that efforts be made to mitigate classroom vulnerability while enhancing the delivery of learning activities. A proactive and holistic approach may be essential, emphasizing teacher training and professional development. Educators may benefit from continuous access to learning opportunities to improve their skills in managing diverse classrooms, integrating technology, and utilizing innovative teaching methods. These measures may help ensure more effective and adaptable learning environments for students.