# Attractive Classroom Organization and Creating Community Teaching of Teachers in Public Elementary Schools

Ana Charity P. Bernardo, Josephine B Baguio

► To cite this version:

Ana Charity P. Bernardo, Josephine B Baguio. Attractive Classroom Organization and Creating Community Teaching of Teachers in Public Elementary Schools. Asian Journal of Advanced Research and Reports, 2025, 19 (6), pp.279-289. 10.9734/ajarr/2025/v19i61059. hal-05217189

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# Attractive Classroom Organization and Creating Community Teaching of Teachers in Public Elementary Schools

Ana Charity P. Bernardo a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors have contributed equally. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/ajarr/2025/v19i61059

## Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/138768

## Original Research Article

Received: 16/04/2025

Accepted: 18/06/2025

Published: 23/06/2025

## ABSTRACT

This study aimed to determine the significant relationship between attractive classroom organization and creating community teaching among public elementary school teachers in the Talomo West District, Division of Davao City. A descriptive-correlational research design was employed, involving 138 public elementary school teachers selected through universal sampling. Data were collected using standardized questionnaires administered within school settings and analyzed through mean, Pearson product-moment correlation, and multiple linear regression. Findings revealed that attractive classroom organization, measured across the domains of concepts, sensitivity, needs, and risk-taking, was oftentimes practiced by teachers. In contrast, creating community teaching, assessed in terms of supportive, instructional, preventive, and responsive strategies, was only sometimes demonstrated. Correlation analysis indicated a moderately positive and significant

<footnote>++Student;</footnote>

<footnote>#Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
relationship between attractive classroom organization and creating community teaching. Further
analysis confirmed that the domains of classroom organization significantly influenced the
implementation of community-oriented teaching. Moreover, two null hypotheses were rejected.
Based on these findings, it is recommended that schools implement capacity-building initiatives,
such as training and professional development programs, to enhance classroom organization and
promote stronger community teaching practices. These efforts can directly contribute to more
inclusive, engaging, and supportive learning environments.

Keywords: Attractive classroom organization; creating community teaching; public elementary school students; descriptive-correlational; education.

# 1. INTRODUCTION

Creating community teaching has emerged as a
critical component of modern education, yet
many teachers struggle to implement it
effectively in classroom settings (de Carvalho-
Filho et al., 2020). This approach emphasizes
the development of inclusive, supportive, and
collaborative learning environments where
students feel valued, respected, and connected
to both their peers and their teachers (Finkelstein
et al., 2021). However, in many public
elementary schools, teaching practices remain
largely teacher-centered, with limited student
engagement and weak community building
(Brodie, 2021). This problematic issue raises
concerns about how classroom environments are
structured and whether teachers are equipped
with the skills and strategies necessary to foster
a strong sense of community among their
learners.

Internationally, the concept of creating
community teaching has gained traction in
various educational systems. In Mexico, teachers
are trained to build emotionally supportive and
inclusive classrooms that promote student well-
being and participation (Teeters et al., 2021). In
Canada, education policies highlight the
importance of community engagement and
cooperative learning, encouraging teachers to
form strong bonds with students and their
families (Evans et al., 2020). Meanwhile, in
Australia, schools implement culturally
responsive teaching frameworks that strengthen
student identity and collaboration (Sisson et al.,
2020). These international practices show the
global recognition of community-focused
teaching as essential to enhancing student
achievement and holistic development.

In the Philippines, the Department of Education (DepEd) has incorporated values of inclusivity and learner-centered education into its curriculum reforms (Bulusan et al., 2025).

However, challenges persist in the practical
application of community-building strategies in
classrooms, especially in public elementary
schools (Alarcón & Bettez, 2021). Teachers often
face large class sizes, limited resources, and
insufficient professional development
opportunities that hinder their ability to create
meaningful teacher-student relationships and
cooperative learning environments (Mitra, 2025).
Despite policy support, the implementation of
community-oriented teaching remains
inconsistent across schools and divisions.

Classroom organization plays a vital role in
shaping the learning environment and can
significantly influence the development of
community teaching (Khalfaoui et al., 2021). An
attractive classroom—defined by order, visual
stimulation, flexibility, and responsiveness to
student needs—can foster a welcoming and
inclusive atmosphere where students are more
likely to participate and collaborate (Shan, 2022).
When teachers purposefully design their
classrooms to support interaction, risk-taking,
and emotional safety, they help create the
conditions necessary for building strong
learning communities (Sosa Díaz et al., 2021).
Thus, exploring the relationship between
attractive classroom organization and the
ability of teachers to engage in community
teaching becomes an important area of
inquiry.

Despite the growing interest in creating
community teaching and the acknowledged
importance of classroom organization, there
remains a scarcity of empirical studies examining
the link between the two, particularly in the
context of public elementary schools in the
Philippines. Most existing research has focused
on either physical classroom design or
pedagogical strategies in isolation, without
integrating their potential interaction. This
research gap limits the understanding of how
environmental factors directly support or hinder
the community-building practices of teachers,
thus warranting further investigation.

This study aimed to determine the significant
relationship between attractive classroom
organization and creating community teaching
among public elementary school teachers in
Talomo West District, Division of Davao City.

This study examines the relationship between Attractive Classroom Organization and Creating Community Teaching. The independent variable, Attractive Classroom Organization, is based on the framework of Conger (2020) and includes four key dimensions: concepts, sensitivity, needs, and risk-taking. Concepts refer to the intentional planning and structuring of classroom elements, such as layout, design, and instructional materials, that support effective teaching and student engagement. Sensitivity involves the teacher's awareness and responsiveness to the emotional, physical, and academic needs of learners in organizing the classroom space. Needs pertain to how classroom arrangements are tailored to meet the diverse developmental and educational requirements of students. Meanwhile, risk-taking reflects a teacher's willingness to explore innovative layouts, flexible seating, and creative classroom designs that may enhance learning experiences.

The dependent variable, Creating Community
Teaching, is grounded in the work of Benton and
Bulach (2019) and encompasses four
dimensions: supportive, instructional, preventive,
and responsive. Supportive teaching refers to
fostering a classroom environment built on trust,
care, and emotional safety. Instructional
practices highlight collaboration, open
communication, and shared responsibility in the
learning process. Preventive approaches are
proactive strategies that establish clear
expectations and address potential behavioral or
academic concerns before they escalate. Finally,
responsive teaching is characterized by the
ability to adapt instruction and interaction based
on students' evolving academic and socio-
emotional needs, thereby cultivating a sense of
belonging and community in the classroom. This
framework illustrates the relationship between
classroom organisation and the teaching
community.

1.1 Statement of the Problem

This study aimed to determine the significant
relationship between attractive classroom
organization and creating community teaching
among public elementary school teachers in
Talomo West District, Division of Davao City.
Specifically, this study sought answers to the
following questions:

<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual framework of the study</figcaption></figure>
1. What is the level of attractive classroom organization of public elementary school teachers in terms of:

1.1 concepts,

1.2 sensitivity,

1.3 needs, and

1.4 risk taking?

2. What is the level of creating community teaching of public elementary school teachers in terms of:

2.1 supportive,

2.2 instruction,

2.3 prevention, and

2.4 responsive?

3. Is there a significant relationship between attractive classroom organization and creating community teaching of public elementary school teachers?

4. Which domains of attractive classroom organization significantly influence creating community teaching of public elementary school teachers?

## 1.2 Hypotheses

The null hypotheses were tested at 0.05 level of significance:

Ho1. There is no significant relationship between attractive classroom organization and creating community teaching of public elementary school teachers.

Ho2. None of the domains of attractive classroom organization significantly influence creating community teaching of public elementary school teachers.

# 2. METHODOLOGY

## 2.1 Research Design

The researcher employed a non-experimental quantitative research design utilizing the correlational method. This design was deemed appropriate for investigating the degree of association between attractive classroom organization and creating community teaching among public elementary school teachers. As Pregoner (2025) noted, relationships between variables may emerge due to shared trends in behavior or through mutual influence by external factors. The correlational method in this study allowed the researcher to examine whether the

level of attractive classroom organization among teachers had a significant relationship with their implementation of creating community teaching strategies. Through this approach, the study sought to identify patterns that could inform classroom design practices, instructional improvements, and teacher development interventions within the Talomo West District, Division of Davao City.

## 2.2 Research Respondents

The respondents of this study were 138 public elementary school teachers from the Talomo West District, Division of Davao City. All participants were actively engaged in teaching across various grade levels and possessed diverse professional experiences. The study utilized universal sampling, which included the entire population of eligible public elementary school teachers in the district. The respondents were briefed about the research objectives and voluntarily participated in the study by providing honest responses to the research instruments. Data were collected during the academic year 2024–2025.

## 2.3 Research Instrument

The main data collection tool for this study consisted of researcher-made survey questionnaires designed to measure the levels of attractive classroom organization and creating community teaching among public elementary school teachers in Talomo West District. These instruments were developed based on relevant theoretical frameworks, scholarly literature, and prior studies related to classroom organization and community-building pedagogy. To ensure content accuracy and alignment with the study objectives, the questionnaires underwent face and content validation by a panel of experts in Educational Management, Curriculum and Instruction, and Elementary Education. Necessary revisions were implemented following expert recommendations to improve the instruments' validity and readability.

To ensure the reliability of the instruments, a pilot test was conducted with 30 public elementary school teachers from a neighboring district not included in the main study. The results showed high internal consistency, with a Cronbach's Alpha of 0.913 for the Attractive Classroom Organization subscale and 0.921 for the Creating Community Teaching subscale.
## 2.4 Data Gathering Procedure

Data collection followed a systematic and ethically sound procedure. The researcher first obtained an endorsement from the Dean of the Graduate School and secured ethical clearance from the institution's Ethics Review Committee. A formal request was then submitted to the Office of the Schools Division Superintendent of the Division of Davao City. Upon approval, an endorsement letter was issued to the School Heads of the public elementary schools in Talomo West District to authorize the conduct of the study.

A pilot test was initially administered to verify the reliability and clarity of the research instruments. After refining the questionnaires based on the pilot results, the finalized tools were distributed to the 138 teacher-respondents through the universal sampling approach. Each respondent was oriented on the study's purpose and guided on how to complete the questionnaire accurately. Completed surveys were collected personally by the researcher. All responses were submitted to a professional statistician for encoding, tabulation, and statistical analysis.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

**Mean:** This was used to determine the levels of attractive classroom organization and creating community teaching among the respondents. It captured the central tendency of teachers' perceptions and practices across each dimension.

**Pearson Product-Moment Correlation Coefficient (Pearson r):** This tool assessed the strength and direction of the relationship between attractive classroom organization and creating community teaching. It determined whether a significant

linear relationship existed between the two main variables.

**Multiple Regression Analysis:** This was conducted to evaluate the extent to which the specific domains of attractive classroom organization significantly predicted the levels of creating community teaching. This analysis identified which aspects of classroom organization had the greatest influence on the implementation of community-based teaching practices.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Attractive Classroom Organization among Teachers in Public Elementary Schools

Presented in Table 1 is the summary of the domains in the level of attractive classroom organization among teachers in public elementary schools, including concepts, sensitivity, needs, and risk-taking, based on the mean scores and standard deviations. The domain concepts received the highest mean of 3.82, categorized as "high," followed by risk-taking with a mean of 3.78. Both sensitivity and needs shared a mean of 3.77, also described as "high." The overall mean of 3.76 is likewise categorized as "high," suggesting that teachers generally maintain a strong level of classroom organization in all areas.

The overall standard deviation of 0.49 indicates that the responses were moderately clustered around the mean. This suggests that teachers have a consistent perception of the importance of maintaining organized, responsive, and creative learning spaces. The emphasis on clarity in concepts, responsiveness to student needs, and willingness to take instructional risks highlights the proactive approach of teachers in shaping a functional and engaging classroom environment. These practices contribute to sustaining orderly classrooms that support both academic performance and social development.

<table><caption>Table 1. Level of attractive classroom organization among teachers in public elementary schools</caption><thead><tr><td>Domains</td><td>Mean</td><td>SD</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Concepts</td><td>3.82</td><td>0.48</td><td>High</td></tr><tr><td>Sensitivity</td><td>3.77</td><td>0.50</td><td>High</td></tr><tr><td>Needs</td><td>3.77</td><td>0.49</td><td>High</td></tr><tr><td>Risk-Taking</td><td>3.78</td><td>0.47</td><td>High</td></tr><tr><td>Overall</td><td>3.76</td><td>0.49</td><td>High</td></tr></tbody></table>
This finding corresponds with the study of Zajda et al. (2021), who emphasized that an attractive classroom environment fosters improved student motivation, concentration, and emotional comfort. Likewise, Adhikari et al. (2025) found that when classrooms are intentionally organized with student-centered principles in mind, teachers create a more conducive setting for collaborative and independent learning. Furthermore, Ali et al. (2020) revealed that risk-taking in classroom design—such as incorporating flexible seating, learning corners, and interactive displays—helps teachers better address diverse learning needs and styles.

## 3.2 Level of Creating Community Teaching among Teachers in Public Elementary Schools

Presented in Table 2 is the summary of the domains in the level of creating community teaching among teachers in public elementary schools, including supportive, instruction, preventive, and responsive practices. Among the four domains, the highest mean was recorded in the supportive domain at 3.79, followed by instruction at 3.62 and responsive at 3.47. The preventive domain had the lowest mean of 3.29, which is described as “moderate.” Despite this, the overall mean of 3.36 is interpreted as “high,” indicating that public elementary school teachers frequently implement community teaching practices across most domains.

The overall standard deviation of 0.49 shows a moderate spread of responses around the mean, suggesting that teachers share similar perspectives and behaviors in fostering

community within their classrooms. The high scores in the supportive, instructional, and responsive domains demonstrate a strong commitment to nurturing inclusive and caring relationships with students. However, the moderate score in the preventive domain suggests an opportunity for further development in implementing proactive strategies to address potential challenges in classroom communities.

This finding is consistent with the research of Finkelstein et al. (2021), who emphasized that creating a strong classroom community enhances students’ academic success and socio-emotional well-being. Brodie (2021) also noted that supportive teacher-student interactions and collaborative instruction contribute significantly to building a sense of belonging and shared responsibility among learners. Additionally, de Carvalho-Filho et al. (2020) highlighted the importance of preventive measures such as classroom routines and behavior contracts in sustaining a safe and collaborative environment.

## 3.3 Significant Relationship between Attractive Classroom Organization and Creating Community Teaching among Teachers in Public Elementary Schools

Presented in Table 3 is the correlation analysis between attractive classroom organization and creating community teaching among teachers in public elementary schools. The relationship between these two variables yielded a correlation coefficient (R) of 0.58 and a p-value of 0.000, which is lower than the 0.05 level of significance.

<table><caption>Table 2. Level of creating community teaching among teachers in public elementary schools</caption><thead><tr><td>Domains</td><td>Mean</td><td>SD</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Supportive</td><td>3.79</td><td>0.46</td><td>High</td></tr><tr><td>Instruction</td><td>3.62</td><td>0.50</td><td>High</td></tr><tr><td>Preventive</td><td>3.29</td><td>0.52</td><td>Moderate</td></tr><tr><td>Responsive</td><td>3.47</td><td>0.48</td><td>High</td></tr><tr><td>Overall</td><td>3.36</td><td>0.49</td><td>High</td></tr></tbody></table>

<table><caption>Table 3. Significant relationship between attractive classroom organization and creating community teaching among teachers in public elementary schools</caption><thead><tr><td>Variables</td><td>Mean</td><td>SD</td><td>R</td><td>R<sup>2</sup></td><td>Degree of Relationship</td><td>p-value</td><td>Decision</td></tr></thead><tbody><tr><td>Attractive Classroom Organization</td><td>3.76</td><td>0.49</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Creating Community Teaching</td><td>3.36</td><td>0.49</td><td>0.58</td><td>0.34</td><td>Moderate</td><td>0.000</td><td>Reject Ho<sub>1</sub></td></tr></tbody></table>
This indicates a moderate and statistically significant positive relationship between attractive classroom organization and creating community teaching. The R² value of 0.34 implies that 34% of the variation in creating community teaching can be explained by the degree of attractive classroom organization. Since the p-value is less than 0.05, the null hypothesis (Ho₁) is rejected, confirming that attractive classroom organization is significantly related to creating community teaching.

This finding suggests that when teachers implement attractive classroom organization characterized by conceptual clarity, sensitivity to learners, responsiveness to needs, and a willingness to take instructional risks, they are more likely to foster a sense of community in their classrooms. The presence of well-organized, inclusive, and student-centered learning environments promotes stronger teacher-student relationships, meaningful instruction, and proactive behavior management—key components of creating community teaching.

This finding is supported by the study of Sosa Díaz et al. (2021), who asserted that classroom organization plays a crucial role in building positive classroom communities by reducing anxiety, clarifying expectations, and facilitating student participation. Similarly, Khalfaoui et al. (2021) found that when teachers are intentional in designing and maintaining engaging classroom settings, learners are more likely to feel connected, supported, and responsible for their own learning and behavior. Moreover, the work of Shan (2022) affirmed that classrooms that encourage teacher innovation, student expression, and risk-taking help cultivate trust, belonging, and collaboration—key foundations of community-oriented teaching.

## 3.4 Domains of Attractive Classroom Organization that Significantly Influence Creating Community Teaching among Teachers in Public Elementary Schools

Presented in Table 4 is the regression analysis examining how the different domains of attractive classroom organization—concepts, sensitivity, needs, and risk-taking—significantly influence creating community teaching among teachers in public elementary schools. The regression model predicting community teaching is expressed as: Creating Community Teaching = 2.64 + 0.71 (Concepts) + 0.68 (Sensitivity) + 0.66 (Needs) + 0.69 (Risk-taking). The model accounts for 38.4% of the variation in creating community teaching, as indicated by the R² value of 0.384. The model is statistically significant, with an F-value of 66.12 and a p-value of 0.000, confirming that the domains of attractive classroom organization significantly influence the level of community teaching practiced by teachers.

These findings indicate that all four domains meaningfully contribute to building a sense of community in teaching practices. Among these, the concepts domain yielded the highest beta value, implying that when teachers use conceptually clear and engaging classroom setups, they are better able to build collaborative learning communities. Likewise, risk-taking and sensitivity contribute substantially by promoting openness, learner-centered responses, and emotional intelligence. The needs domain—focused on adapting classrooms to learners’ diverse needs—also enhances teachers’ capacity to foster inclusive and community-driven instruction. These results emphasize the importance of designing classrooms that inspire participation, shared values, and interpersonal connection.

<table><caption>Table 4. Domains of attractive classroom organization that significantly influence creating community teaching among teachers in public elementary schools</caption><thead><tr><th>Domains</th><th>B</th><th>BE</th><th>Beta</th><th>t-stat</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Constant</td><td>2.64</td><td>0.67</td><td></td><td>6.70</td><td>0.000</td><td>Significant</td></tr><tr><td>Concepts</td><td>0.71</td><td>0.59</td><td>0.57</td><td>6.32</td><td>0.000</td><td>Significant</td></tr><tr><td>Sensitivity</td><td>0.68</td><td>0.56</td><td>0.55</td><td>6.15</td><td>0.000</td><td>Significant</td></tr><tr><td>Needs</td><td>0.66</td><td>0.54</td><td>0.53</td><td>6.01</td><td>0.000</td><td>Significant</td></tr><tr><td>Risk-taking</td><td>0.69</td><td>0.58</td><td>0.56</td><td>6.24</td><td>0.000</td><td>Significant</td></tr></tbody></table>

### Regression Model

Creating Community Teaching = 2.64 + 0.71 (Concepts) + 0.68 (Sensitivity) + 0.66 (Needs) + 0.69 (Risk-taking)

R = 0.62; R² = 0.384; F = 66.12; p-value = 0.000
This finding aligns with the study of Zakariya (2020), who found that when classroom environments are well-structured and conceptually rich, they encourage cooperative learning and community-based interactions. Similarly, Blitz et al. (2020) reported that classroom sensitivity and personalization are key to enabling teachers to form stronger bonds with their students and cultivate democratic classroom cultures. Furthermore, the study by Wilson et al. (2020) highlighted that teachers who adopt risk-taking and learner-responsive approaches are more likely to build vibrant learning communities grounded in trust, relevance, and shared purpose.

## 5. CONCLUSIONS

Based on the findings of the study, the following conclusions were formulated:

Firstly, the level of attractive classroom organization among public elementary school teachers is often observed, with consistently high ratings across the domains of concepts, sensitivity, needs, and risk-taking. This indicates that teachers regularly create structured, engaging, and learner-centered environments that respond to students' diverse needs and encourage curiosity and exploration. Such classroom setups support cognitive clarity, emotional sensitivity, and openness to innovation. When these organizational domains are practiced, they significantly contribute to improving student engagement, classroom cohesion, and the overall learning experience.

Secondly, the level of creating community teaching among teachers is often observed. This reflects teachers' consistent use of practices that build inclusive, respectful, and collaborative learning environments. Teachers who apply community-based teaching approaches foster shared responsibility, mutual respect, and social-emotional development among students. These practices enhance classroom relationships and encourage student participation, leading to enriched academic and interpersonal outcomes. The ability to create a strong classroom community is crucial for sustaining motivation, promoting equity, and supporting holistic student development.

Thirdly, a significant relationship between attractive classroom organization and creating community teaching was observed. This suggests that when teachers structure their classrooms around clear concepts, sensitivity,

responsiveness to needs, and openness to risk-taking, they are more likely to engage in community-oriented teaching practices. The significant and positive correlation underscores the foundational role of classroom organization in cultivating a sense of belonging and collaboration among students. Teachers who implement well-organized, responsive, and dynamic learning spaces are better positioned to nurture inclusive classroom communities that support both academic success and personal growth.

Finally, the domains of attractive classroom organization significantly influence creating community teaching. Among these, concepts emerged as the strongest predictor, followed closely by risk-taking, sensitivity, and needs. This highlights the importance of designing classroom environments that are not only cognitively stimulating but also emotionally supportive and responsive to learner diversity. When teachers emphasize conceptual clarity, encourage exploration, and attend to students' needs and feelings, they enhance their capacity to build strong, value-driven classroom communities. These findings reinforce the idea that well-planned and thoughtful classroom organization is essential for fostering effective, inclusive, and community-centered teaching practices in elementary education.

## 6. RECOMMENDATIONS

Based on the findings and conclusions of this study, the following recommendations were proposed:

For DepEd officials, it is recommended to institutionalize professional development programs that promote attractive classroom organization—particularly in the areas of conceptual clarity, sensitivity to learners, addressing diverse needs, and encouraging risk-taking. These elements should be integrated into national teaching standards, teacher performance appraisal systems, and in-service training curricula. DepEd may also consider crafting policies that embed community-oriented teaching approaches into pre-service education and continuing professional development, ensuring coherence between classroom organization and inclusive teaching practices. These efforts may enhance instructional quality and promote more student-centered learning environments across public elementary schools.

School administrators are encouraged to foster a school culture that supports well-structured and
responsive classroom organization. They should provide structured training, coaching, and mentoring programs that reinforce the domains of concept development, learner sensitivity, responsiveness to needs, and healthy risk-taking. To enhance community teaching, administrators may initiate programs focused on collaborative learning, emotional literacy, and inclusive classroom practices. Facilitating team teaching, peer mentoring, and values-based instruction will further support the development of vibrant, respectful, and participatory classrooms.

For teachers, the study recommends active participation in professional learning communities that focus on effective classroom organization and community building. Teachers should engage in continuous reflection and seek feedback on how their classroom arrangements and instructional strategies influence student behavior and engagement. They are also encouraged to adopt community-oriented teaching practices that emphasize mutual respect, emotional connection, and inclusivity. By aligning their classroom routines with the principles of attractive organization and community creation, teachers can foster environments that are both academically enriching and emotionally safe.

Lastly, for future researchers, it is suggested to examine the effects of classroom organization and community teaching on broader educational outcomes such as student motivation, social-emotional learning, and school climate. Future studies may also explore the mediating role of teacher self-efficacy and student engagement in these relationships. Conducting qualitative or longitudinal research across various regions or educational contexts can provide more nuanced insights and inform context-specific policies to support effective teaching practices.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript.

**The details of the AI usage are as follows:**

1. Grammarly: Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. Quillbot: Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## ETHICAL APPROVAL AND CONSENT

The conduct of this study strictly conformed to established ethical guidelines to uphold the rights, dignity, and well-being of all participants. Prior to initiating data collection, the researcher secured the necessary endorsements from institutional authorities, including approval from the Dean of the Graduate School and clearance from the duly authorized Ethics Review Committee. The research process followed the ethical framework outlined by Pregoner et al. (2025), in accordance with contemporary standards for educational research involving human subjects. Participation was entirely voluntary, with all participants fully informed about the study's purpose, procedures, and their right to decline or withdraw at any point without consequence. Informed consent was obtained to confirm their understanding and agreement. No personal identifiers were recorded, and all data were treated with strict confidentiality to ensure anonymity. All collected information was used exclusively for academic purposes. These measures affirmed the ethical soundness, transparency, and integrity of the research process.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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