Multidisciplinary Teaching Strategies and Cultural Responsiveness of Teachers in Public Elementary School
Chester Argene Mamparo, Josephine Baguio
Received: 15 November 2025; Revised: 29 January 2026; Accepted: 03 February 2026; Published: 04 February 2026
DOI: https://doi.org/10.66074/GY09TF87
Abstract
Multidisciplinary instruction connects subject areas, which in diverse classrooms requires leveraging learners’ cultural resources. This correlational quantitative study examined the relationship between multidisciplinary teaching strategies and cultural responsiveness among 132 public elementary teachers in Manay South District, Davao Oriental, Philippines. Findings revealed that teachers reported high levels of both strategies and responsiveness. Statistical analysis revealed a strong positive relationship, with multidisciplinary teaching significantly predicting cultural responsiveness. The findings suggest that efforts to strengthen teachers’ capacity for integrated instruction can align with and reinforce culturally responsive practices in multilingual and diverse elementary settings.
Keywords: cultural responsiveness, correlational analysis, elementary teachers, multidisciplinary teaching, Philippines
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]
Volume 2, Issue 2, June 2026