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.


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.


Download data is not yet available.


Datnow A, Castellano ME. Managing and guiding school reform: Leadership in success for all schools. Educational Administration Quarterly. 2001;37(2):219-49.

Alegado PJ. The challenges of teacher leadership in the Philippines as experienced and perceived by teachers. International Journal of Education and Research. 2018;6(6):291-302.

CARILLO B. Student-Centered Classrooms: Public Elementary school teachers’ engagement strategies for learners in the 21st century. Nexus International Journal of Science and Education. 2024;1(1).

Crawford, R. The ICT teacher's handbook: Teaching, learning and managing ICT in the secondary school. Routledge; 2013.

Tschannen-Moran. The relationship between attributional charismatic leadership and organizational citizenship behavior. Journal of Applied Social Psychology. 2013;25:1652-69.

Bloomfield J, Fisher MJ. Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association. 2019;22(2):27-30.

Pregoner JD, Baguio JB. Learning strategies and readiness towards blended learning in english subjects as predictors of students’ satisfaction during the COVID-19 pandemic. Asian Journal of Education and Social Studies. 2024;50(4): 170-84.

Ahmad S, Wasim S, Irfan S, Gogoi S, Srivastava A, Farheen Z. Qualitative v/s. quantitative research-a summarized review. Population. 2019;1(2): 2828 -32.

Ertan S. Collaborative working spaces: Project ecologies and means of interaction and collaboration (Master's thesis, Middle East Technical University); 2019.

Johnson SM. Where teachers thrive: Organizing schools for success. Harvard Education Press; 2020.

11.Hargreaves A, Fullan M. Professional capital: Transforming teaching in every school. Teachers College Press; 2015.

Folger JP, Poole MS, Stutman RK. Working through conflict: Strategies for relationships, groups, and organizations. Routledge; 2021.

Gundersen PE. How does the high school redesigned learning space influence collaboration, communication, creativity, and critical thinking.

Vygotsky LS, Cole M. Mind in society: Development of higher psychological processes. Harvard university press; 1978.

Torres R, Alipio M, Sudaria RE. Organizational, teacher, and administrative determinants of quality improvement implementation during COVID-19 pandemic: Insights from a higher education institution in Iligan City, Philippines. IMCC Journal of Science. 2021;1(Special ):1-4.

Woolfolk AE, Rosoff B, Hoy WK. Teachers' sense of efficacy and their beliefs about managing students. Teaching and teacher Education. 1990;6(2) : 137-48.

Ibrahim R, Kyando N, Kiwonde F. Strategic planning implementation practices and school performance: Evidence from public secondary schools in Tanzania. Asian Res. J. Arts Soc. Sci. 2023;21(1):19-34. [Accessed On:2024 Jun. 21]