Communication Ideologies and Social Interface Expertise of Public Elementary School Teachers

Abstract

This study aimed to determine if communication ideologies significantly influence the social interface expertise of public secondary school teachers in the Division of Panabo, Davao del Norte. It utilized a non-experimental quantitative research design employing the correlational method. The respondents included 130 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated high communication ideologies across dimensions such as incomparable, inspirational, consistent, ideal behaviour, good listening, and charismatic traits. Moreover, the teachers frequently manifested the social interface expertise of public secondary school teachers, including skills in edition, goal accomplishment, assimilation, and expectancy. Furthermore, the study found a significant relationship between communication ideologies and social interface expertise among public secondary school teachers. It also indicated that the domains of communication ideologies significantly influenced the social interface expertise of these teachers. The results suggest that teachers should be adept at delivering and comprehending information quickly and accurately. Effective communication is a vital life skill that should not be underestimated. It fosters respect and encourages the willingness to consider different points of view. Facilitating open and constructive exchanges among colleagues can contribute to a more positive working environment.