Transdisciplinary Teaching and Social Responsiveness of Teachers in Public Elementary Schools

Abstract

This study explored the transdisciplinary teaching practices and social responsiveness of teachers in public elementary schools in the Bunawan District, Division of Davao City. It employed a non-experimental quantitative research design, utilizing a correlational method. The sample comprised 132 teachers from public elementary schools, selected through universal sampling. Data analysis was performed using mean, Pearson r, and regression analysis. The findings indicated that teachers exhibited high level of transdisciplinary teaching practices in areas such as project-based learning, standards of learning, instructional practices, and assessment of learning. Similarly, teachers demonstrated a high level of social responsiveness, particularly regarding students' ethnic backgrounds, their role as educators, sensitivity to language, and an inclusive curriculum. The study revealed a significant relationship between transdisciplinary teaching and social responsiveness. Additionally, it was found that various domains of transdisciplinary teaching significantly influenced the social responsiveness of teachers in these schools. Based on these findings, it is recommended that public school teachers may participate in seminars and professional development programs organized by the Department of Education (DepEd) to enhance their instructional skills. These initiatives may focus on fostering professional growth, enriching teaching practices, and promoting rigorous education opportunities that support the academic success of all learners.