Abstract
This study aimed to examine the domains of student accountability implications and the development of a community of teachers in public elementary schools in Boston District, Division of Davao Oriental. A non-experimental quantitative research design using the correlational method was employed. The studys respondents consisted of 134 teachers, selected through universal sampling. The statistical tools used for data analysis included the mean, Pearson Product-Moment Correlation (r), and regression analysis. The results revealed that the level of student accountability implications in public elementary schools was moderate. Moreover, the level of building a community of teachers was also high. A significant relationship was found between student accountability implications and the development of a community of teachers in public elementary schools. Furthermore, the domains of student accountability implications were found to significantly influence the building of a teacher community. In light of these findings, the researcher formulated the following recommendation: the enhancement of student accountability implications and the development of a community of teachers may be achieved by focusing on areas that need improvement, particularly in ensuring that students receive integrated and coherent learning experiences that contribute to their personal, academic, and professional growth.
Keywords
Student Accountability Implication, Building Community In The Classroom, Public Elementary School Teachers, Education, Philippines
DOI
View DOI - (https://doi.org/10.36713/epra25123)
How to Cite:
Geraldine Grana-Gaerlan, Josephine Bentayao-Baguio , STUDENT ACCOUNTABILITY IMPLICATION AND BUILDING COMMUNITY IN THE CLASSROOM OF TEACHERS IN PUBLIC ELEMENTARY SCHOOLS , Volume 11 , Issue 11, November 2025, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra25123