Ingenious Solidarity and Classroom Social Control of Language Teachers in Public Secondary Schools

Abstract

This study examined the relationship between ingenious solidarity, defined as teachers’ adaptive collaboration grounded in empathy, inclusivity, and shared purpose and classroom social control among public secondary language teachers in Banay-Banay District, Davao Oriental. Using a descriptive-correlational research design, a total of 139 teachers were surveyed using standardized questionnaires. The findings revealed that teachers exhibit a high level of ingenious solidarity and classroom social control. Correlation analysis indicated a moderate and significant positive relationship between ingenious solidarity and classroom social control. Further analysis revealed that the domains of ingenious solidarity in terms of collaborative learning, empathy, and inclusivity significantly influenced classroom social control, with inclusivity having the strongest effect, while cultural connection was not a significant predictor. Based on these findings, it is recommended that school administrators foster environments that encourage collaboration, empathy, and inclusivity in order to strengthen classroom control. Professional development programs focusing on these areas can help teachers build stronger relationships with students and colleagues, ultimately improving classroom dynamics. Additionally, creating a culture of inclusivity and shared responsibility can further enhance the overall classroom environment, contributing to effective social control.