Social Collaboration System and Structural Demeanor of Public Elementary School Teachers

Abstract

This study determined and described the social collaboration system and structural demeanor of public elementary school teachers in Mati City Division, Davao Oriental. The research employed a non-experimental quantitative research design utilizing the correlational method. The respondents consisted of 139 teachers from public elementary schools selected through universal sampling. Data analysis involved mean calculations, Pearson correlation coefficient (r), and regression analysis. The findings revealed that the social collaboration system among public elementary school teachers, particularly in terms of teamwork, partnership, and networking, was frequently manifested. Additionally, the structural demeanor of these teachers, including performance, communication, motivation, and leadership, was often demonstrated. Importantly, the study found a significant relationship between the social collaboration system and the structural demeanor of public elementary school teachers. Specifically, it was found that the domains of the social collaboration system significantly influence the structural demeanor of teachers in Mati City Division, Davao Oriental. Based on these findings, it is recommended that public school teachers participate in symposia and training programs organized by the Department of Education (DepEd) for professional development. This approach aims to enhance teachers' skills and capacities, thereby improving educational opportunities for students and promoting the adoption of effective educational practices.