Micropolitics in Education and Credibility of Teachers in Public Elementary Schools
Josefina C. Abanto
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 domain of micropolitics in education and the credibility of teachers in public elementary schools in the San Roque District, Division of Davao City. A non-experimental quantitative research design utilizing a correlational method was employed. The respondents consisted of 130 public elementary school teachers selected through universal sampling. The statistical tools used in the analysis included the mean, Pearson Product-Moment Correlation Coefficient, and regression analysis. Based on the findings, both the levels of micropolitics and teacher credibility in public elementary schools were found to be high. Furthermore, a significant relationship was established between micropolitics and teacher credibility. The results also indicated that micropolitics significantly influences teacher credibility in the school setting. In light of these findings, the following recommendation is proposed: Teachers are encouraged to initiate projects that directly address the needs of students and contribute to the delivery of quality services to their colleagues. Such initiatives are likely to enhance trust, build professional credibility, and improve satisfaction within the school environment, ultimately strengthening both micropolitical engagement and teacher credibility.
Keywords: Micropolitics, education, credibility, teachers, public elementary schools