Collective Diversity Management Assistance in Relation to Structural Willingness of Teachers in Public Elementary Schools

Abstract

This study aimed to determine if cultural diversity management skills significantly predict organizational competitiveness among teachers. A descriptive-correlational research design was employed, involving a total of 132 public elementary school teachers in Baganga South District during the school year 2022–2023. Standardized questionnaires were used for data collection. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple regression. The results revealed that the cultural diversity management skills of teachers, particularly in terms of interpersonal skills, dialectical understanding, versatility, ethnicity, and social status, were described as high. Similarly, the structural willingness of teachers, as reflected in factors such as welfare, individual engagement, and selection processes, was also rated as high. Correlation analysis showed a significant relationship between cultural diversity management skills and structural willingness.  It is recommended that schools further enhance teachers' interpersonal skills, conflict resolution abilities, and cultural awareness to improve both cultural diversity management and organizational competitiveness. Additionally, school administrators may focus on refining recruitment, selection, and promotion processes to ensure that new hires align with the school’s values and culture, which will strengthen overall competitiveness and contribute to a positive and inclusive school environment.