Career Advancement and Classroom Adroitness of Teachers in Public Elementary Schools

Abstract

This study described the career advancement and classroom adroitness of teachers in public elementary schools in Baganga District, Division of Davao Oriental. This study used the non-experimental quantitative research design utilizing a correlational method. The respondents of this study were 131 teachers in public elementary schools using the universal sampling. The data analysis utilized the mean, Pearson's r, and regression analysis. The findings disclosed that the level of career advancement in terms of commitment to excellence, honesty and integrity, respect for others, compassion, and social responsibility was high and oftentimes manifested. Moreover, the level of classroom adroitness in terms of collaboration, decision-making, resources, and communication was moderate and sometimes manifested by the teachers. It was found out that there was a significant relationship between career advancement and classroom adroitness of public elementary school teachers.  It was revealed further that the domains of career advancement were significantly influenced by the classroom adroitness of public elementary school teachers.  Based on the findings, the public-school teachers may attend conferences and trainings from the DepEd for the professional growth program. This may provide skillful improvement for teachers with the goal of building capacity thoroughly with supported education opportunities for learners, and concurrently learn the content of better academic practices.