# Workstation Culture and Professional Accountability of Public Elementary School Teachers

Malody A Binongo, Josephine B Baguio

► To cite this version:

Malody A Binongo, Josephine B Baguio. Workstation Culture and Professional Accountability of Public Elementary School Teachers. Asian Journal of Education and Social Studies, 2025, 51 (7), pp.106-116. 10.9734/ajess/2025/v51i72106. hal-05203184

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# Workstation Culture and Professional Accountability of Public Elementary School Teachers

Malody A. Binongo 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 read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/ajess/2025/v51i72106

## 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/138257

Received: 12/04/2025

Accepted: 14/06/2025

Published: 18/06/2025

## Original Research Article

## ABSTRACT

This study aimed to investigate the workstation culture and professional accountability of public elementary school teachers in Dujali Districts, Division of Davao Del Norte. This utilized the non-experimental quantitative research design employing correlational method leading to regression analysis. The respondents of this were composed of 137 teachers of public secondary school teachers using the universal sampling. The statistical tools was used were the Mean, Pearson Product Moment Coefficient Correlation or (Pearson r) and Regression Analysis. The workstation culture and professional accountability in public elementary school is high and manifested oftentimes by the teachers. There was a significant relationship of workstation culture and professional accountability of public secondary school teachers (p=0.000). The domains of workstation culture was significantly influence to professional accountability of public elementary

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
school teachers (p=0.000). The result of this study may serve as basis for the guide of the Department of Education in evaluating the school improvement to enhance the present workstation culture and professional accountability of public school teachers to protect the students from failure, removing all temptations and distractions from their environment and requiring the students to read written feedback responses.

Keywords: Workstation culture; professional accountability; public elementary school teachers; education.

# 1. INTRODUCTION

Professional accountability among teachers is a critical element of educational quality, yet it remains a persistent concern in many school systems. Teachers are expected to adhere to professional standards, fulfill instructional responsibilities, and maintain ethical conduct (Darling-Hammond, 2020). However, varying interpretations of accountability, lack of clear benchmarks, insufficient support, and inconsistent evaluations have made it challenging for educators to fully embody professional accountability. This inconsistency often leads to disparities in teaching effectiveness, reduced motivation, and limited career development, ultimately affecting the learning outcomes of students (Lillejord & Børte, 2020).

Globally, the issue of professional accountability is closely linked to the broader challenges in teacher governance and educational reform. In countries such as the United States, United Kingdom, and Australia, increased policy demands, standardized testing, and performance-based evaluations have placed pressure on educators, often resulting in stress and reduced job satisfaction (Smith et al., 2020). According to OECD reports, while accountability measures aim to improve teaching quality, they may also contribute to burnout and teacher attrition when not balanced with support systems. Moreover, cultural and systemic differences across nations make it difficult to implement a universal model of accountability that is fair, effective, and sustainable (Alberts, 2024).

In the Philippine education system, professional accountability is influenced by bureaucratic processes, overloaded responsibilities, and limited institutional support. Teachers are often burdened with both academic and administrative duties, making it difficult to focus on instructional excellence (Sulasula, J., & Moreno, 2023). DepEd policies and performance-based

assessments, while intended to improve standards, sometimes lack clear guidelines or fail to consider contextual realities in public schools. This disconnect between policy and practice results in challenges in maintaining consistent teacher accountability and professional growth, particularly in under-resourced or rural areas (Ormilla, 2021).

Within the Philippine public school context, the issue of professional accountability is compounded by challenges in workstation culture, such as unclear job expectations, lack of mentorship, limited professional development opportunities, and insufficient peer collaboration (Pantaleon, 2024). Many teachers report feeling unsupported by leadership or disconnected from decision-making processes, contributing to low morale and inconsistent adherence to professional standards (Herring, 2023). Despite the presence of frameworks like the Philippine Professional Standards for Teachers (PPST), implementation gaps persist, particularly in areas with limited training and resource access (Herrera, 2024).

While numerous studies have examined teacher performance, leadership, and instructional quality, there remains a significant gap in literature exploring the influence of workstation culture and professional accountability, particularly in the context of public secondary schools in the Philippines. Most research tends to isolate either teacher motivation or organizational structure, leaving a limited understanding of how school environment and accountability interact to shape teacher performance and behavior. This study seeks to fill that gap by providing an integrated perspective.

This study aimed to investigate the relationship between workstation culture and the professional accountability of teachers in public secondary schools. It seeks to understand how school environment, administrative support, peer relationships, and organizational policies
<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual Framework of the Study</figcaption></figure>

influence teachers' sense of responsibility and
performance. By exploring these factors, the
study aspires to offer insights that can inform
policies and practices aimed at enhancing
teacher effectiveness, job satisfaction, and
overall school performance.

## 2. METHODOLOGY

### 2.1 Research Design

This study employed a descriptive-correlational
research design, which is used to describe
existing conditions and examine the relationship
between two or more variables without
manipulating them. This method allows
researchers to observe and analyze patterns as
they naturally occur within a specific population
(Baguio & Baguio, 2025). In the context of this
research, the descriptive aspect was used to
outline the current state of workstation culture
and professional accountability among public
elementary school teachers. The correlational
component, on the other hand, aimed to
determine whether a significant relationship
exists between these two variables. This design
was appropriate since the study aimed to
examine the significant relationship between

workstation culture and professional
accountability of public elementary school
teachers, providing both a comprehensive
description and analytical insight into their
connection.

### 2.2 Research Respondents

The respondents of this study were composed of 137 public elementary school teachers from the Dujali District, Division of Davao del Norte. They were selected because they were considered knowledgeable and capable of providing accurate responses to the survey questionnaire based on the objectives of the study. Furthermore, all respondents had been connected to public schools for at least three years, ensuring relevant experience and familiarity with the variables under investigation. The researcher employed universal sampling, meaning the entire population was considered as potential respondents. However, due to feasibility considerations, Slovin's formula was utilized to determine the appropriate sample size. From a total population of 208 public elementary school teachers, a sample of 137 was drawn for the school year 2022-2023.
## 2.3 Research Instrument

The instrument used to gather data was adapted from various authors within the local setting and was subjected to content validation by three experts in the field of Doctor of Educational Management. Following the validation process, the researcher conducted a pilot test involving 30 public elementary school teachers from the Dujali District, Division of Davao del Norte. The results of the pilot test yielded a Cronbach's Alpha of 0.850 for the workstation culture scale and 0.902 for the professional accountability scale, indicating high reliability.

This part of the research involved the construction and validation of the questionnaire, which was composed of two parts. Part I focused on the workstation culture of public elementary school teachers in terms of human relations, decision-making, control domain, and conflict indicators. Part II assessed the professional accountability of public elementary school teachers in terms of commitment to excellence, honesty and integrity, respect for others, and compassion and social responsibility. The finalized questionnaire consisted of 45 items, which were initially drafted and modified by the researcher, then submitted to the research adviser for comments and suggestions. After incorporating the adviser's feedback, the revised instrument was submitted to the panel members for further validation. All comments and recommendations provided by the experts were carefully considered and integrated into the final version of the questionnaire. A five-point Likert scale was used to measure the responses related to workstation culture and professional accountability of public elementary school teachers

## 2.4 Data Gathering Procedure

The data were gathered through the following procedures. First, the researcher sought and obtained approval and an endorsement letter from the Dean of the Graduate School. Following this, an ethical clearance was secured to ensure that the study adhered to the ethical standards required for conducting research involving human participants. A formal letter of permission was then prepared and submitted to the Schools Division Superintendent and to the school principals, requesting approval to conduct the study on the level of workstation culture and professional accountability of public elementary school teachers in Dujali District, Division of Davao del Norte.

After obtaining the necessary approvals, the researcher modified the questionnaire for each variable. The initial version of the questionnaire was reviewed by the research adviser prior to producing copies for validation. The final version, incorporating the suggestions and revisions from the adviser, was then approved for reproduction. Upon receiving the adviser's go-signal, adequate and clear copies of the questionnaire were printed to ensure smooth administration.

The researcher personally distributed the questionnaires to the respondents and requested them to answer honestly and accurately to ensure valid and reliable data. All questionnaires were successfully retrieved, resulting in a 100% response rate. The gathered responses were then carefully collated and tabulated for statistical treatment. Finally, the results were analyzed and interpreted in alignment with the objectives of the study.

## 2.5 Data Analysis

The following statistical tools with their corresponding justifications was used in the conduct of the study:

**Mean:** This was utilized to determine the level of workstation culture and professional accountability of teachers.

**Pearson Product Moment Coefficient Correlation or (Pearson r):** This was used to determine the significant relationship between the workstation culture and professional accountability of teachers.

**Regression Analysis:** This was used to determine the significant influence between the workstation culture and professional accountability of teachers.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Workstation Culture of Teachers

Presented in Table 1 is the level of workstation culture of teachers in public elementary schools across four domains: human relations, decision-making, control domain, and conflict, based on the computed mean scores. Among these, decision-making received the highest mean score of 3.71, categorized as high, followed by conflict with a mean of 3.38, human relations with 3.30, and control domain with 3.28, all also rated as high. The overall mean of 3.42 indicates a high level of workstation culture among teachers.
<table><caption>Table 1. Level of Workstation Culture of Teachers</caption><thead><tr><th>No.</th><th>Domains</th><th>Mean (x̄)</th><th>Descriptive Equivalent</th></tr></thead><tbody><tr><td>1</td><td>human relations</td><td>3.30</td><td>High</td></tr><tr><td>2</td><td>decision-making</td><td>3.71</td><td>High</td></tr><tr><td>3</td><td>control domain</td><td>3.28</td><td>High</td></tr><tr><td>4</td><td>Conflict</td><td>3.38</td><td>High</td></tr><tr><td colspan="2"><strong>Overall Mean</strong></td><td>3.42</td><td>High</td></tr></tbody></table>

This finding suggests that public elementary school teachers demonstrate a high level of overall workstation culture. The consistently high scores across all domains indicate that the teachers operate within a supportive and well-structured work environment. Such a positive workstation culture is characterized by strong interpersonal relationships, clear communication channels, inclusive decision-making, effective organizational controls, and constructive approaches to managing conflicts. These elements collectively contribute to fostering a collaborative and motivating atmosphere where teachers feel valued and empowered. A robust workstation culture not only enhances teachers' job satisfaction and professional commitment but also positively impacts their performance and, ultimately, the quality of education delivered to students. By maintaining and further strengthening this culture, schools can create an environment that supports continuous growth, teamwork, and a shared dedication to educational excellence.

This result is supported by the findings of Tinapay et al., (2024), who highlighted that high levels of professional accountability among teachers are closely linked to their dedication to upholding ethical standards, continuous improvement, and student-centered practices. In the same way, Kumar (2024) asserted that when teachers demonstrate strong personal responsibility and professional ethics, such as

honesty, compassion, and social responsibility, it positively impacts school culture and student outcomes. Furthermore, the finding aligns with the conclusion of Okechukwu (2025), who emphasized that schools fostering a sense of moral obligation and shared responsibility among educators create environments where trust, respect, and high expectations flourish. The high level of professional accountability in this study suggests that teachers not only value their roles as educators but also actively uphold principles that support the well-being of their learners and the integrity of the profession.

## 3.2 Level of Professional Accountability of Teachers

Presented in Table 2 is the level of professional accountability of teachers in public elementary schools across five domains: commitment to excellence, honesty and integrity, respect for others, compassion, and social responsibility, based on the computed mean scores. Among these, social responsibility received the highest mean score of 3.80, categorized as high, followed by compassion with a mean of 3.53, respect for others with 3.45, both also rated as high. Commitment to excellence and honesty and integrity scored 3.36 and 3.22 respectively, both described as moderate. The overall mean of 3.47 indicates a high level of professional accountability among teachers.

<table><caption>Table 2. Level of Professional Accountability of Teachers</caption><thead><tr><th>No.</th><th>Domains</th><th>Mean (x̄)</th><th>Descriptive Equivalent</th></tr></thead><tbody><tr><td>1</td><td>commitment to excellence</td><td>3.36</td><td>Moderate</td></tr><tr><td>2</td><td>honesty and integrity</td><td>3.22</td><td>Moderate</td></tr><tr><td>3</td><td>respect for others</td><td>3.45</td><td>High</td></tr><tr><td>4</td><td>compassion</td><td>3.53</td><td>High</td></tr><tr><td>5</td><td>social responsibility</td><td>3.80</td><td>High</td></tr><tr><td colspan="2"><strong>Overall Mean</strong></td><td>3.47</td><td>High</td></tr></tbody></table>
This finding suggests that public elementary school teachers generally exhibit a high level of professional accountability. The strong performance in domains such as social responsibility, compassion, and respect for others reflects teachers' dedication to ethical behavior, empathy, and positive social interactions within the school community. Although commitment to excellence and honesty and integrity received moderate ratings, these areas still demonstrate a considerable level of responsibility and professionalism. Overall, this high level of accountability among teachers contributes significantly to fostering trust, reliability, and a positive educational environment that supports student growth and academic success. Encouraging further development in all areas will help sustain and enhance the quality of teaching and learning in schools.

This result aligns with the study of Chinwe and Chukwuemeka (2024), who emphasized that professional accountability is anchored in a teacher's commitment to ethical standards, dedication to student learning, and continuous personal and professional growth. Similarly, Bashir and McTaggart (2022) pointed out that teachers with high professional accountability consistently demonstrate responsibility, integrity, and a deep sense of purpose in their instructional roles. Additionally, Lægreid and Rykkja (2022) asserted that professional accountability is shaped not only by internal values but also by institutional support, collaborative work environments, and clear expectations. These findings affirm that high levels of professional accountability among teachers contribute to a culture of excellence, where educators are motivated to uphold quality standards, foster trust, and ensure student success.

### 3.3 Significance of the Relationship Between Workstation Culture and Professional Accountability of Teachers

Presented in Table 3 is the correlation analysis between workstation culture and professional accountability of teachers in public elementary schools. The relationship between these two variables has a correlation coefficient (r) of 0.678 with a p-value of 0.000, which is less than the 0.05 significance level. This indicates a high and statistically significant positive relationship between workstation culture and professional accountability. The p-value of 0.000 suggests that the null hypothesis (Ho) is rejected, supporting the claim that workstation culture is significantly related to the professional accountability of teachers.

This finding suggests that a stronger workstation culture—characterized by effective human relations, decision-making, control domain, and conflict management—is associated with higher professional accountability among teachers. A positive workstation culture fosters an environment where teachers feel supported and motivated to uphold their commitments to excellence, integrity, respect, compassion, and social responsibility. This relationship underscores the importance of cultivating a healthy and collaborative workplace culture to enhance teachers' professional behaviors and ultimately improve educational outcomes.

This result aligns with the study of Brigue and Orlu (2023), who emphasized that a positive workstation culture plays a vital role in fostering professional accountability among teachers. When educators operate in an environment that promotes collaboration, shared leadership, and mutual respect, they are more likely to uphold high standards of commitment, integrity, and

<table><caption>Table 3. Significance of the Relationship Between Workstation Culture and Professional Accountability of Teachers</caption><thead><tr><th>Variables</th><th>X</th><th>Y</th><th>r-value</th><th>Degree of Correlation</th><th>p-value</th><th>Decision (Ho)</th></tr></thead><tbody><tr><td>Workstation Culture</td><td></td><td>3.42</td><td></td><td></td><td></td><td></td></tr><tr><td></td><td></td><td></td><td>0.678</td><td>High Correlation</td><td>0.000</td><td>Rejected</td></tr><tr><td>Professional Accountability</td><td></td><td>3.47</td><td></td><td></td><td></td><td></td></tr></tbody></table>
responsibility. Similarly, Katel (2023) highlighted that a well-structured workstation culture enhances teachers' motivation and ethical behavior, reinforcing their sense of accountability to both students and the institution. Additionally, Fajinmi and Oloyede (2025) found that effective workplace dynamics, such as open communication, inclusive decision-making, and proactive conflict management, significantly shape teachers' professional behavior and commitment. These findings affirm that a strong relationship exists between workstation culture and professional accountability, and strengthening this culture can lead to improved educational outcomes and teacher effectiveness.

### 3.4 The Domains of Workstation Culture that Significantly Influence Professional Accountability of Teachers

Presented in Table 4 is the regression analysis examining how different domains of workstation culture—human relations, decision-making, control domain, and conflict—significantly influence the professional accountability of teachers in public elementary schools. The regression model shows that all four domains positively contribute to professional accountability. Among these, the control domain (B = 0.230, Beta = 0.205) has the strongest influence, followed by human relations (B = 0.092, Beta = 0.056), conflict (B = 0.092, Beta = 0.057), and decision-making (B = 0.019, Beta = 0.012). The t-values for each domain, ranging from 0.125 to 1.927, with corresponding significance values of 0.000, indicate that these influences are statistically significant.

The regression model explains 54.7% of the variance in professional accountability (R² = 0.547). Furthermore, the model's F-value of 90.05 and p-value of 0.000 confirm that the model is statistically significant. These findings suggest that the domains of workstation culture, particularly the control domain, play a crucial role in shaping the professional accountability of teachers. Enhancing these aspects of workstation culture is likely to strengthen teachers' commitment to ethical standards, responsibility, and overall professional behavior, contributing positively to the school environment and educational outcomes.

This result aligns with the findings of Slim and Reuter-Yuill (2021), who emphasized that distinct domains of a supportive workstation culture, such as collaborative decision-making, effective communication, and organizational control, significantly contribute to strengthening professional accountability among educators. These domains enable teachers to engage meaningfully in their roles, reinforcing their sense of responsibility and ethical conduct. Similarly, Fudge et al. (2022) underscored that environments fostering mutual respect, transparency in decision-making, and consistent conflict management provide a foundation for high levels of accountability. When teachers feel heard, supported, and guided by clear organizational structures, they are more likely to commit to professional standards and uphold educational values. Thus, the domains of workstation culture not only shape daily work interactions but also serve as key predictors of professional behavior, integrity, and overall commitment to teaching excellence.

<table><caption>Table 4. The Domains of Workstation Culture that Significantly Influence Professional Accountability of Teachers</caption><thead><tr><th>Workstation Culture</th><th>B</th><th>B</th><th>t</th><th>Sig.</th></tr></thead><tbody><tr><td>Constant</td><td>1.948</td><td>0.452</td><td>0.560</td><td>0.000</td></tr><tr><td>human relations</td><td>0.092</td><td>0.056</td><td>0.403</td><td>0.000</td></tr><tr><td>decision-making</td><td>0.019</td><td>0.012</td><td>0.125</td><td>0.000</td></tr><tr><td>control domain</td><td>0.230</td><td>0.205</td><td>1.927</td><td>0.000</td></tr><tr><td>conflict</td><td>0.092</td><td>0.057</td><td>0.502</td><td>0.000</td></tr><tr><td>R</td><td>0.740</td><td></td><td></td><td></td></tr><tr><td>R<sup>2</sup></td><td>0.547</td><td></td><td></td><td></td></tr><tr><td>F</td><td>90.050</td><td></td><td></td><td></td></tr><tr><td>P</td><td>0.000</td><td></td><td></td><td></td></tr></tbody></table>
## 4. CONCLUSIONS

**Based on the findings obtained in this study, the following conclusions were drawn:** It is concluded that the level of workstation culture among public elementary school teachers—in terms of human relations, decision-making, control domain, and conflict management—is high. This suggests that teachers in these schools generally experience a positive working environment where interpersonal relationships are supportive and respectful. Decision-making processes are inclusive, allowing teachers to participate and have a voice in matters affecting their work. The presence of clear policies and structures within the control domain provides stability and guidance, while conflicts are managed constructively, preventing negative impacts on morale and productivity. Such an environment likely contributes to teachers feeling valued and motivated in their professional roles.

It is determined that the level of professional accountability among public elementary school teachers, measured through commitment to excellence, honesty and integrity, respect for others, as well as compassion and social responsibility is high. This reflects that teachers are dedicated to maintaining high professional standards and ethical behavior in their daily duties. They demonstrate a strong commitment to delivering quality education, uphold honesty in their interactions, and treat colleagues and students with respect and care. This high level of accountability indicates that teachers take their roles seriously and recognize their responsibilities not only to their students but also to the wider school community and society.

It is confirmed in this study that there is a significant positive relationship between workstation culture and professional accountability among public elementary school teachers. This finding means that the nature of the working environment, including the quality of relationships, decision-making practices, control mechanisms, and conflict management, directly influences how accountable teachers feel and act in their professional roles. When teachers perceive their workstation culture as supportive and well-managed, they are more likely to exhibit higher levels of responsibility, ethical behavior, and commitment to their work.

Furthermore, it is concluded that the specific domains of workstation culture significantly influence the professional accountability of public

elementary school teachers. This implies that each element—positive human relations, participative decision-making, clear control structures, and effective conflict resolution—plays a crucial role in shaping teachers' attitudes and behaviors towards their professional duties. Schools that foster strong interpersonal connections, involve teachers in decisions, provide clear guidelines and support, and handle conflicts fairly create an environment that nurtures and reinforces teachers' professional accountability. This highlights the importance of school leaders and administrators in creating and maintaining a positive workstation culture to enhance teacher performance and commitment.

## 5. RECOMMENDATIONS

Based on the findings and conclusions of this study, several recommendations are put forward to enhance workstation culture and professional accountability among public elementary school teachers.

Teachers are encouraged to actively foster positive relationships within their schools by promoting collaboration, open communication, and mutual respect with colleagues and administrators. They should take an active role in decision-making processes to share their insights and advocate for their professional needs. Continuing to uphold high standards of commitment, honesty, integrity, and social responsibility is essential. Additionally, teachers are advised to seek professional development opportunities that improve their skills in conflict management and leadership, thereby strengthening both their work environment and sense of accountability.

School heads have a vital role in creating a supportive and inclusive working environment. They should implement transparent decision-making practices that involve teachers and staff, ensuring their perspectives are valued. Establishing clear policies and control mechanisms to guide professional conduct while providing consistent support is important. Addressing conflicts promptly and fairly will help maintain a positive school climate. Furthermore, school leaders should facilitate ongoing professional development programs focused on ethics, accountability, and interpersonal skills to empower teachers effectively.

The Department of Education is encouraged to strengthen policies that promote a healthy workstation culture and professional
accountability. This could involve providing
frameworks that encourage participative
leadership, clear governance, and effective
conflict resolution at the school level. Supporting
professional development programs that
emphasize ethics, integrity, and social
responsibility is also essential. Moreover,
introducing regular monitoring systems to assess
workstation culture and accountability will help
ensure these factors contribute to better teacher
performance and student outcomes.

Future researchers may build upon this study by
examining the relationship between workstation
culture and professional accountability in
different educational settings, such as secondary
or private schools, to see if similar trends
emerge. Conducting longitudinal studies to
observe changes over time and the effects of
interventions aimed at improving these variables
would be valuable. Qualitative research could
also offer deeper insights into teachers' and
school leaders' personal experiences related to
workstation culture and accountability.
Additionally, exploring other influencing factors
like organizational culture or community
involvement would further enrich understanding
in this area.

ETHICAL APPROVAL AND CONSENT

Throughout the entire study, ethical standards
were diligently observed to protect the rights,
privacy, and well-being of all participants. Prior
to data collection, the researcher secured the
necessary approvals from relevant authorities,
including an endorsement from the Dean of the
Graduate School and ethical clearance from the
institution. The research process was conducted
in accordance with the ethical guidelines set
forth by Pregoner et al. (2025), ensuring full
adherence to established norms for research
involving human subjects, particularly in
educational and social settings. Participation
was entirely voluntary, with all participants
receiving comprehensive information about the
study's purpose, procedures, and their right to
withdraw at any time without penalty. Informed
consent was obtained from every respondent,
confirming their comprehension and agreement
to participate. Confidentiality and anonymity
were rigorously maintained throughout, with no
personal identifiers included in the data or final
reports. The information collected was used
exclusively for academic purposes and treated
with the utmost respect and integrity. This ethical
approach guaranteed that the study was

conducted responsibly, transparently, and in full
compliance with both academic and professional
ethical standards.

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.

COMPETING INTERESTS

Authors have declared that no competing
interests exist.

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