Contemplative Pedagogy and Interpersonal Trust of Teachers in Public Elementary Schools

Abstract

This study was conducted to determine the level of contemplative pedagogy and interpersonal trust among public elementary school teachers in Manay District, Division of Davao Oriental. This employed universal sampling, using the non-experimental quantitative research design utilizing the correlational method. The respondents of the study were 131 public elementary school teachers. Data were analyzed using the mean, Pearson Product Moment Coefficient Correlation (Pearson r), and regression analysis. The interpersonal trust among public elementary school teachers in terms of respect, competence, personal regard, and integrity was oftentimes manifested. The contemplative pedagogy of public elementary school teachers in terms of academics, ability, and class was manifested oftentimes. There was a statistically significant relationship between contemplative pedagogy and interpersonal trust among public elementary school teachers. Moreover, the domains of contemplative pedagogy significantly influence interpersonal trust among public elementary school teachers in Manay District, Division of Davao Oriental. This result may serve as the basis of school heads showing good and effective school heads to enhanced by the teacher mostly on the part of lowest features which are being sure of themself in class situation and thinking of their ability is sufficient to cope with school work.