Democratic Teaching Beliefs and Global Citizenship Competence of Public Elementary School Teachers

Abstract

This study aimed to examine the significant relationship between democratic teaching beliefs and global citizenship competence among public elementary school teachers in the Philippines, specifically in the Carmen District, Division of Davao del Norte. A descriptive-correlational research design was employed, involving a sample of 196 teachers from various public elementary schools. Data were gathered using standardized and previously validated questionnaires, adapted from existing literature (with the original sources cited in the full manuscript), and administered through face-to-face surveys. Descriptive and inferential statistics, including mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analyses, were used to analyze the data. The findings revealed that the level of democratic teaching beliefs among teachers was very extensive (M = 4.32), as well as the level of global citizenship competence (M = 4.29). Correlation analysis indicated a significant and moderate positive relationship between democratic teaching beliefs and global citizenship competence (r = 0.60, p = 0.000). Furthermore, regression results confirmed that democratic teaching beliefs significantly influenced global citizenship competence (R = 0.60, p = 0.000). It is recommended that school administrators implement professional development programs focused on strengthening teachers’ democratic beliefs, as these are essential for fostering global citizenship competence. Promoting these values in the classroom may lead to more inclusive, responsible, and globally aware educational practices.