Vibrant Learning Setting in the Classroom and Driven Leadership Attributes of Teachers in Public Elementary Schools

Abstract

This study aimed to examine the significant relationship between vibrant learning settings in the classroom and the driven leadership attributes of public elementary school teachers in Tarragona District, Division of Davao Oriental. A descriptive-correlational research design was utilized, involving 143 public elementary school teachers as respondents. Data were collected using a validated and pilot-tested survey questionnaire. Statistical tools such as mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analyses were used to analyze the data. Findings revealed that the levels of vibrant learning settings and driven leadership attributes among the respondents were both rated as very high. Correlation analysis showed a significant and high positive relationship between vibrant learning settings and driven leadership attributes. Further, regression analysis identified engaging and interactive teaching methods, stimulating physical environment, and encouragement of creativity and critical thinking as the strongest predictors of driven leadership. Conversely, positive and supportive classroom culture and use of technology and multimedia resources were found to be non-significant predictors. These results emphasize the importance of dynamic instructional practices and creative learning environments in fostering teacher leadership, while also highlighting the need to reassess the effectiveness of technology use and classroom culture initiatives in current educational contexts.