Intellectual Inspirations and Productive School Culture of Language Teachers in Public Elementary Schools

Abstract

This study aimed to determine the level of intellectual inspiration and the productive school culture among public elementary school teachers in the Marilog District, Division of Davao City, Philippines. The study highlights the educational context of the Marilog District, a geographically and socio-economically diverse area, addressing unique challenges such as limited resources and access to professional development opportunities while exploring avenues to enhance teacher innovation and school culture. Employing a non-experimental quantitative research design, the study utilized the correlational method and included 133 public elementary school teachers selected through universal sampling. Data analysis methods encompassed mean, Pearson r, and regression analysis. The findings revealed that intellectual inspiration, in terms of novelty, creativity, critical thinking, and problem-solving, is oftentimes demonstrated among the teachers. Similarly, productive school culture, measured through areas like interactions, social skills, role modeling, rules, and positive reinforcement, is also oftentimes exhibited. A significant relationship was found between intellectual inspiration and productive school culture, with intellectual stimulation domains significantly influencing the latter. Practical implications include recommendations for school leaders to prioritize creating a stable and supportive environment that promotes collaboration and teacher interaction. Additionally, teachers may be encouraged to engage in continuous professional development, fostering creativity, critical thinking, and innovation to enrich the school culture and enhance student outcomes.