Resourceful Solidarity and Classroom  Liability of Language Teachers  in Public Secondary Schools

Joan P. Almerol; Josephine B. Baguio

doi:10.9734/ajess/2024/v50i81549

Research Article Open access CC BY 4.0

Resourceful Solidarity and Classroom Liability of Language Teachers in Public Secondary Schools

Joan P. Almerol, Josephine B. Baguio

Asian Journal of Education and Social Studies · pp. 529–537 · Published 14 Aug 2024

10.9734/ajess/2024/v50i81549

Abstract

This study examined the relationship between resourceful solidarity and classroom obligations among public secondary school language teachers in Manay District, Davao Oriental, Philippines. Utilizing a correlational research design, data were collected from all 131 language teachers in the district. Mean, Pearson r, and regression analysis were employed to analyze the data. Results indicated high levels of resourceful solidarity and moderate levels of classroom obligations among teachers. A significant positive relationship was found between these two variables, with specific dimensions of resourceful solidarity influencing classroom obligations. Based on these findings, it is recommended that school administrators provide ongoing professional development to enhance teachers' collaborative capacity and implement supportive systems to strengthen their classroom practices.

Resourceful solidarity classroom obligation language teachers public elementary schools

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Joan P. Almerol, Josephine B. Baguio (2024). Resourceful Solidarity and Classroom Liability of Language Teachers in Public Secondary Schools. Asian Journal of Education and Social Studies , 529–537. https://doi.org/10.9734/ajess/2024/v50i81549

Affiliations

Joan P. Almerol — Graduate School, The Rizal Memorial Colleges, Inc, Davao City, Philippines.
Josephine B. Baguio — Graduate School, The Rizal Memorial Colleges, Inc, Davao City, Philippines.

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