Collaborating Glitches of Students and Classroom Diplomatic Handling of Teachers in Public Elementary Schools

Abstract

This study aimed to determine the extent of collaborating glitches of students and classroom diplomatic handling of teachers in the classroom. Additionally, to determine the significant relationship between collaborating glitches of students and classroom diplomatic handling of teachers in the classroom in public elementary schools in Panabo District, Division of Davao del Norte. This study employed a descriptive-correlation method with 138 public elementary school teachers as respondents. Data were gathered using a self-made questionnaire directly administered to them. Universal sampling was used, making all population members part of the study. The statistical tools used were mean and product moment correlation or Pearson r. The foregoing conclusions show that the level of collaborating glitches in students was high and oftentimes manifested.  Moreover, the level of classroom diplomatic handling of teachers was high and oftentimes manifested. There was no significant relationship between the collaborating glitches of students and the classroom diplomatic handling of teachers. Also, there was a significant influence between collaborating glitches of students and the classroom diplomatic handling of teachers. It is recommended that the teachers may continue to improve the collaborating glitches of students and ensure diplomatic handling by teachers in the classroom to create an environment conducive to learning and personal growth. Collaboration among students often faces challenges such as differing opinions, varying work spaces, or misunderstandings, which can hinder group dynamics and productivity.