Classroom Intendance Comportment and Teacher Adeptness in Public Elementary Schools
Jermel Vidal, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 19 February 2026
DOI: https://doi.org/10.66074/Z1X2C3V4B
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 conflict-oriented 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.
Keywords: classroom intendance comportment, correlational study, elementary teachers, professionalism, public schools
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]