Physical Classroom Resources and Teachers’ Work Productivity in Public Elementary Schools

Abstract

In resource-constrained educational settings like the Boston District of Davao Oriental, understanding the link between physical classroom resources and teacher productivity is vital for improving teaching outcomes. This study aimed to examine the significant relationship between physical classroom resources and teacher work productivity in public elementary schools within the district. A descriptive-correlational research design was utilized, involving 105 public school teachers as participants. Data were collected through standardized face-to-face surveys and analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Results revealed that while physical classroom resources were moderately extensive, teacher work productivity was rated as very extensive. A moderate, significant relationship was identified between the two variables, with findings indicating that physical resources significantly influence teacher productivity. These insights can inform school leaders and policymakers in implementing data-driven improvements in resource allocation, advancing educational reform efforts, and enhancing the overall quality of teaching and learning environments.