Attractive Classroom Organization and Creating Community Teaching of Teachers in Public Elementary Schools

Abstract

This study aimed to determine the significant relationship between attractive classroom organization and creating community teaching among public elementary school teachers in the Talomo West District, Division of Davao City. A descriptive-correlational research design was employed, involving 138 public elementary school teachers selected through universal sampling. Data were collected using standardized questionnaires administered within school settings and analyzed through mean, Pearson product-moment correlation, and multiple linear regression. Findings revealed that attractive classroom organization, measured across the domains of concepts, sensitivity, needs, and risk-taking, was oftentimes practiced by teachers. In contrast, creating community teaching, assessed in terms of supportive, instructional, preventive, and responsive strategies, was only sometimes demonstrated. Correlation analysis indicated a moderately positive and significant relationship between attractive classroom organization and creating community teaching. Further analysis confirmed that the domains of classroom organization significantly influenced the implementation of community-oriented teaching. Moreover, two null hypotheses were rejected. Based on these findings, it is recommended that schools implement capacity-building initiatives, such as training and professional development programs, to enhance classroom organization and promote stronger community teaching practices. These efforts can directly contribute to more inclusive, engaging, and supportive learning environments.