Cultural Intelligence and Meaningful Learning Practices of Public Elementary School Teachers
Joanah Angelica Marilao
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 aimed to examine the relationship between cultural intelligence and meaningful learning practices among public elementary school teachers. A descriptive-correlational research design was employed, with a sample of 200 teachers from various public elementary schools in Davao City. Data were collected through standardized questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression. The findings indicated that the extent of cultural intelligence (Mean=4.37; SD=0.60) and meaningful learning practices (Mean=4.38; SD=0.50) among teachers was at a very high level. Correlation analysis revealed a relationship between cultural intelligence and meaningful learning practices of teachers (r=0.75; p=0.000). Furthermore, the study identified that the domains of cultural intelligence—metacognitive, cognitive, motivational, and behavioral significantly influenced meaningful learning practices among teachers (r=0.75; p=0.000). Based on these findings, it is recommended that school administrators focus on promoting the development of cultural intelligence among teachers. Professional development programs may center on enhancing these key aspects of cultural intelligence to further improve the effectiveness of teachers in creating meaningful and inclusive learning environments.
Keywords: Cultural intelligence, meaningful learning practices, teachers, public elementary schools, education