Structural Configuration and Restoring Power of Public Elementary School Teachers
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study aimed to determine the significant influence of the domains of structural configuration and restoring power of public elementary school teachers in Talomo District, Division of Davao City. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents of this study were the 131 teachers of public elementary schools in Talomo District, Division of Davao City, using universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the degree of structural configuration of public elementary school teachers in terms of narrow-mindedness, accountability and participation were high and manifested oftentimes. Moreover, the level of restoring power of public elementary school teachers in terms of dignity, carefulness, optimistic, practical, and compassion were high and manifested oftentimes. It was found that there was a significant relationship between structural configuration and restoring power of public elementary school teachers. It revealed further that the domains of structural configuration significantly influence the restoring power of teachers. Based on the findings, it is recommended that school heads enhance the structural configuration and restoring power of public school teachers, particularly in identified gray areas. These include improving teachers' visibility and collaboration with co-teachers, encouraging openness to seeking help when needed, and promoting thoughtful decision-making practices. Strengthening these aspects may contribute to professional growth and increased effectiveness, ultimately supporting the goal of improving educational outcomes for learners.
Authors: Sarah M. Pili, Josephine B. Baguio
Institution: Rizal Memorial Colleges
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411094273