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Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 1 (2026)

Classroom Intendance Comportment and Teacher Adeptness in Public Elementary Schools

Jermel Vidal | Josephine B. Baguio

Discipline: Education

 

Abstract:

This study examined the relationship between classroom intendance comportment and teacher adeptness among public elementary school teachers. Using a quantitative correlational design, researchers gathered data through a validated questionnaire. Results indicated that teachers demonstrated high levels of classroom intendance comportment, particularly in decision-making, conflict resolution, and relationship building, alongside very high levels of teacher adeptness, specifically regarding integrity and compassion. The analysis revealed a strong positive correlation, demonstrating that classroom intendance comportment significantly influenced teacher adeptness. Ultimately, the findings suggest that a teacher's ability to manage relational, instructional, and conflictoriented tasks is closely linked to their professional commitment and responsibility. The study highlights the necessity of school-based professional support to simultaneously enhance both classroom practices and overall professional conduct.



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