Traditional Classroom Learning in Relation to Structured Attractiveness of Teachers in Public Elementary Schools

Abstract

This study determined and described traditional classroom learning in relation to the structured attractiveness of teachers in public elementary schools in Manay District, Division of Davao Oriental. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents of this study were composed of 133 teachers in public elementary school using the censussampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the traditional classroom learning of teachers in terms of relational, dialectical, adaptability, ethnicity and social status were high and manifested oftentimes by the teachers (M=3.37). Moreover, structured attractiveness of teachers in terms of welfare, individual appointment and selecting was high and manifested oftentimes (M=3.91).  It was found that there was a significant relationship between traditional classroom learning and the structured attractiveness of teachers (r-value=0.862; p-value=0.000). It revealed further that the domains traditional classroom learning have a significant influence on the structured attractiveness of teachers in public elementary schools (R=0.890; R²=0.792; F=90.12; p-value=0.000).  Based on the findings, public school teachers should participate in conferences and training programs organized by the Department of Education (DepEd) to support their professional growth. These opportunities can enhance teachers' skills and build their capacity, providing them with valuable tools to improve their instructional practices. This will benefit learners by fostering a stronger educational foundation and promoting effective academic practices.