Strategies for Emerging Instructional Materials and Relational Domains of Teachers in Public Elementary Schools

Abstract

This study was conducted to determine the strategies for emerging instructional materials and the relational domains of teachers in public elementary schools in the Braulio E. Dujali District, Division of Davao del Norte, Philippines. Utilizing a non-experimental quantitative research design with a correlational method, the study involved 131 teachers selected through universal sampling. Statistical tools employed included the Mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and Regression Analysis. Findings revealed that the level of strategies for emerging instructional materials was high (M = 3.19), as was the level of relational domains of teachers (M = 3.85). A significant relationship was found between strategies for emerging instructional materials and the relational domains of teachers (p = 0.000). Furthermore, regression analysis confirmed that domains of strategies for emerging instructional materials significantly influenced the relational domains of teachers (p = 0.000). In light of these findings, the study recommends that improvements be made in specific gray areas, particularly in developing stronger interpersonal relationships, enhancing collaborative practices, and fostering empathy and effective communication, which are crucial to teachers’ success in the workplace.