Paper Contents
Abstract
AbstractA study was conducted to examine the relationship between resourceful solidarity and classroom obligation among public secondary school language teachers in the Manay District, Division of Davao Oriental. Utilizing a non-experimental quantitative research design with a correlational method, the researchers employed universal sampling, involving 131 language teachers from public secondary schools as respondents. The statistical tools used in the analysis included mean, Pearson Product-Moment Correlation (Pearson r), and regression analysis. Findings revealed that language teachers demonstrated a high level of resourceful solidarity, which was frequently reflected in student engagement and classroom practices. Likewise, the teachers sense of classroom obligation was rated as high, suggesting that responsibilities were consistently fulfilled. A significant positive relationship was identified between resourceful solidarity and classroom obligation, indicating that as teachers exhibit stronger solidarity, their commitment to classroom duties also increases. Moreover, regression analysis showed that resourceful solidarity had a substantial influence on the classroom obligation of language teachers. These findings may serve as a foundation for enhancing instructional materials and professional development programs aimed at strengthening teacher solidarity. Addressing areas of weakness could ensure that students continue to experience rich, integrated, and meaningful learning that supports their personal, academic, and professional growth.Keywords: resourceful solidarity and classroom obligation of language teachers in public secondary schools
Copyright
Copyright © 2025 JOAN P. ALMEROL. This is an open access article distributed under the Creative Commons Attribution License.
