Controlling Practices of Teachers and Stakeholders Cooperation Amidst Pandemic Crisis in Public Elementary Schools

Abstract

This study aimed to determine if controlling practices significantly influence stakeholder cooperation among public secondary school teachers in Manay District, Division of Davao Oriental. It utilized a non-experimental quantitative research design employing the descriptive-correlational method. The respondents included 132 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 a high degree of controlling practices in terms of monocratic, collegial, custodial, and supportive behaviors. Moreover, the teachers frequently manifested stakeholders' cooperation, including adaptation, goal attainment, integration, and latency. Furthermore, the study found a significant relationship between controlling practices and stakeholders' cooperation among public secondary school teachers. It also indicated that the domains of controlling practices among teachers did not significantly influence stakeholder cooperation in public elementary schools. It is recommended that school administrators implement strategies to promote a more collaborative and empowering environment for teachers, fostering greater stakeholder cooperation.