Dialogic Communication, Critical Thinking and Collaborative Problem-Solving of Public Elementary School Teachers
Lynette Llano, Josephine Baguio
Received: 01 November 2025; Revised: 30 January 2026; Accepted: 03 February 2026; Published: 04 February 2026
DOI: https://doi.org/10.66074/FR87DE65
Abstract
Dialogic communication and critical thinking influence how teachers manage classroom demands, yet their link to collaborative problem-solving (CPS) lacks local empirical evidence. This study investigated these relationships among 131 public elementary teachers in Paquibato District, Davao City, using a quantitative correlational design. Survey data measured dialogic communication (speaking, disclosing, testing, probing), critical thinking (understanding, interpretation, analysis, inference, evaluation), and CPS (social, emotional, behavioral challenges). Results showed moderate dialogic communication but high level of critical thinking and very high level of CPS. Significant positive correlations were found between both independent variables and CPS. Multiple regression indicated that social challenges contributed most significantly to CPS scores. These findings support professional development focused on strengthening teacher dialogue and reasoning to improve collective problem resolution.
Keywords: collaboration, communication, critical thinking, elementary teachers, problem solving
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]
Volume 2, Issue 2, June 2026