Workstation Collaboration and Classroom Culpability of Teachers in Public Elementary Schools

Ornido V. Mugat

Graduate School, The Rizal Memorial Colleges, Inc Davao City, Philippines.

Josephine B. Baguio *

Graduate School, The Rizal Memorial Colleges, Inc Davao City, Philippines.

*Author to whom correspondence should be addressed.


Abstract

This study was conducted to determine the relationship between workstation collaboration and classroom culpability of public elementary school teachers in Babak District, Island Garden City of Samal. The research employed a non-experimental quantitative research design utilizing the correlational method, with universal sampling. The respondents of the study were 131 public elementary school teachers who answered researchers-made questionnaires. The statistical tools used were the mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and regression analysis. The results showed that workstation collaboration among public elementary school teachers is high and is oftentimes manifested by the students. Similarly, the classroom culpability of public elementary school teachers is high and is moderately demonstrated by the teachers. A significant relationship was found between workstation collaboration and classroom culpability of public elementary school teachers. Furthermore, the domains of workstation collaboration significantly influence the classroom culpability of teachers in public elementary schools. These results may serve as a basis for teachers to refine workstation collaboration and classroom culpability practices in public elementary schools. It is recommended that school teachers consider enhancing problem-solving processes related to workstation collaboration, potentially through a separate course, distinct curriculum, or integrated daily lesson plans.

Keywords: Workstation collaboration, classroom culpability, public elementary teachers


How to Cite

Mugat, Ornido V., and Josephine B. Baguio. 2024. “Workstation Collaboration and Classroom Culpability of Teachers in Public Elementary Schools”. Asian Journal of Education and Social Studies 50 (7):589-98. https://doi.org/10.9734/ajess/2024/v50i71489.

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