# Workplace Communication Strategies and Feedback Mechanism of Teachers in Public Elementary Schools

Rosan C Monredondo, Josephine B Baguio

► To cite this version:

Rosan C Monredondo, Josephine B Baguio. Workplace Communication Strategies and Feedback Mechanism of Teachers in Public Elementary Schools. Asian Journal of Education and Social Studies, 2025, 51 (7), pp.117-126. 10.9734/ajess/2025/v51i72107. hal-05203173

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# Workplace Communication Strategies and Feedback Mechanism of Teachers in Public Elementary Schools

Rosan C. Monredondo a++ and Josephine B. Baguio a#*

<sup>a</sup> 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/v51i72107

**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/138146

## Original Research Article

Received: 12/04/2025

Accepted: 14/06/2025

Published: 18/06/2025

## ABSTRACT

This study was described and conducted to determine the workplace communication and feedback mechanism of teachers in public elementary schools in Boston District, Division of Davao Oriental. This employed the non-experimental quantitative research design utilizing correlational method. The respondents of the study were the 163 teachers in public elementary schools in Boston District, Division of Davao Oriental, using the universal sampling. The statistical tools were the Mean, Pearson Product Moment Coefficient of Correlation (Pearson r) and Regression Analysis. The result of the workplace communication strategies of teachers in public elementary schools was high and manifested oftentimes by the teachers. The feedback mechanism in public elementary schools were high and manifested sometimes by the teachers. There is a significant relationship between workplace communication strategies and feedback mechanism of teachers of public schools. The

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
domains of workplace communication strategies were significantly influence on feedback mechanism. It is recommended in this study that there is a need to continue evaluating the workplace communication strategies and feedback mechanism of teachers particularly in their experiences to increase morale, productivity and commitment so that they may be able to navigate challenges in the communication chain in an organization.

Keywords: Workplace communication strategies; feedback mechanism; public secondary schools; education.

# 1. INTRODUCTION

Workplace communication strategies refer to intentional action plans designed to improve communication within an organization. These strategies typically involve setting clear goals and selecting appropriate tools and methods to facilitate both verbal and non-verbal communication (Hinsberg & Lamanna, 2024). Implementing effective communication strategies in the workplace enhances organizational knowledge, streamlines interdepartmental communication, and ultimately contributes to more efficient business and educational processes (Jeleel-Ojuade, 2024).

In the context of education, particularly in schools, effective workplace communication strategies help teachers build strong professional relationships, foster a positive work culture, and contribute to the overall growth and success of the institution. Teachers benefit from hiring and working with colleagues who possess strong communication skills. However, these skills can also be nurtured and developed through training programs, behavioral modeling, and hands-on activities. Improving teacher communication through professional development can significantly boost school productivity and collaboration (Hanum & Hermawan, 2024).

It has been noted that while some individuals are naturally more communicative, effective communication can be learned and practiced by anyone to improve job performance. Teaching new teachers or staff members essential communication principles—such as active listening, proper encoding of messages, and addressing digital communication challenges— can improve their effectiveness in the workplace (Hargie, 2021).

Moreover, the personality and communication style of school teachers play a crucial role in shaping the communication culture within their schools. Teachers often model the communication behaviors of their superiors,

making it vital for school heads to consistently exhibit professional, respectful, and effective communication practices (Saddique & Raja, 2022). A reflective assessment of the communication habits of school leaders can help identify and address communication challenges within the institution (Arshad & Naz, 2024).

In the Philippines, school heads often promote teachers who demonstrate effective communication skills into supervisory roles to help set a positive tone in the school environment. These leaders act as role models for professional conduct and communication. It is essential that school heads understand and commit to modeling effective communication, developing their unique communication styles as they gain experience and confidence (Capalad, et al., 2024).

Furthermore, incorporating workplace communication strategies into teacher performance appraisals has been proven effective in aligning individual efforts with institutional goals. By setting personal communication improvement goals and offering incentive-based rewards, school heads can motivate teachers to enhance their interpersonal and professional communication skills (Muthoka, 2024).

Team-building activities also play a pivotal role in strengthening intra-school communication. High-performing teams develop cohesion and efficiency over time as they gain experience working together. Engaging teachers in collaborative and goal-oriented activities encourages them to learn and practice effective communication in real-time, thereby accelerating the team-building process (Nudin et al., 2024).

Specifically, this research draws on prevailing theoretical frameworks to explore the relationship between workplace communication strategies and feedback mechanisms in public elementary schools. It proposes a testable model that
captures the complexity of communication within
academic institutions and suggests alternative
approaches rooted in existing literature. The
primary aim of this study is both substantive and
methodological: to move beyond theory and
provide practical assessment tools that can
enhance workplace communication and
feedback practices among teachers in public
elementary schools.

<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual Framework of the Study</figcaption></figure>

## 2. METHODOLOGY

### 2.1 Research Design

This study employed the non-experimental
quantitative research design utilizing correlational
method. This method measure the association of
variables with varying level of measurement. In
certain cases, two variables become related
because they are correlated to another variable
(Baguio & Baguio, 2025). Hence, two variables
generally tend to vary together have the
presence of one also indicates the presence of
other; or even one can be predicted from the
presence of other. This method used since the
focal point of this variable research study to
measure the relationship between workplace
communication and feedback mechanism in the
academe of teachers in public elementary
school.

### 2.2 Research Respondents

The respondents of the study were 163 public
elementary school teachers in the Boston
District. Division of Davao Oriental. Universal
sampling was used, meaning all 163 teachers
were included as respondents to ensure
comprehensive and reliable data. This study was
conducted during the school year 2022–2023.

## 2.3 Research Instrument

The instruments used in this study were self-
made survey questionnaires designed to assess
workplace communication strategies and
feedback mechanisms among public elementary
school teachers in the Boston District, Division of
Davao Oriental. These instruments were
developed by the researcher based on insights
drawn from relevant literature and previous
studies. Before the actual administration, the
draft questionnaires were subjected to face and
content validation by a panel of experts in the
field of Doctor of Educational Management.
Based on their feedback and suggestions,
appropriate revisions were made.

To ensure the reliability and validity of the
instruments, a pilot test was conducted with 30
teachers from Osmeña Elementary School, a
separate school within the same district. The
self-made instrument was found to be highly
reliable, with a Cronbach's Alpha of 0.925 for the
Workplace Communication Strategies subscale
and 0.934 for the Feedback Mechanism
subscale. The final version of the questionnaire
comprised 40 items distributed across five
subscales.

## 2.4 Data Gathering Procedure

The data were gathered through the following
procedures:

The researcher first sought an endorsement from
the Dean of the Graduate School of Rizal
Memorial Colleges to secure approval from the
Schools Division Superintendent. After obtaining
the Dean's approval, a request letter was
submitted to the office of the Schools Division
Superintendent. Once approved, an
endorsement letter was then forwarded to the
School Heads, along with a letter requesting
permission to conduct the study.

Following these approvals, a survey schedule
was prepared for the distribution of the test
questionnaires for pilot testing to determine the
reliability and validity of the instrument. An
explanation of the study and instructions for
answering the questionnaire were included in the
instrument.

After the pilot testing, the finalized survey
questionnaires were distributed to all selected
respondents. Once completed, the researcher
retrieved all the questionnaires for statistical
processing. The collected data were then submitted to the statistician to be tallied, tabulated, analyzed, and interpreted in accordance with the objectives of the study.

## 2.5 Data Analysis

**Mean:** This was used to measure the extent of workplace communication strategies and feedback mechanism of teachers.

**Pearson Product Moment Correlation Coefficient (Pearson r):** This was used to determine the relationships between the workplace communication strategies and feedback mechanism of teachers.

**Multiple Regression Analysis:** This was used to determine the significant influence of workplace communication strategies and feedback mechanism of teachers.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Workplace Communication of Teachers

<table><caption>Table 1. Level of workplace communication of teachers</caption><thead><tr><td>No</td><td>Indicators</td><td>Mean (x)</td><td>Descriptive level</td></tr></thead><tbody><tr><td>1.</td><td>verbal communication</td><td>3.57</td><td>High</td></tr><tr><td>2.</td><td>non-verbal communication</td><td>3.80</td><td>High</td></tr><tr><td>3.</td><td>Productivity</td><td>2.98</td><td>Moderate</td></tr><tr><td>4</td><td>Efficiency</td><td>3.83</td><td>High</td></tr><tr><td></td><td><strong>Overall</strong></td><td><strong>3.55</strong></td><td><strong>High</strong></td></tr></tbody></table>

Presented in Table 1 is the level of workplace communication of teachers across four indicators: verbal communication, non-verbal communication, productivity, and efficiency, based on the computed mean scores and their corresponding descriptive levels. The indicator that received the highest mean score was efficiency at 3.83, categorized as high, followed closely by non-verbal communication with a mean of 3.80, also rated high. Verbal communication had a mean score of 3.57, likewise categorized as high. On the other hand, productivity received the lowest mean score of 2.98, which falls under the moderate level. The overall mean of 3.55 is interpreted as high, indicating that the workplace communication strategies of teachers are generally practiced at a high level.

This finding indicates that teachers in public elementary schools consistently demonstrate strong communication practices, particularly in terms of efficiency and non-verbal communication. The high scores suggest that teachers are able to convey messages effectively through gestures, tone, and facial expressions, and that they carry out communication tasks with minimal waste of time and resources. Verbal communication is also practiced well, although there is room for further development to enhance clarity and directness in exchanges. However, the moderate rating in productivity may reflect occasional challenges in translating communication into tangible work outputs or performance outcomes. Despite this, the overall high mean suggests that teachers possess competent workplace communication skills that foster collaboration, improve coordination, and support effective teaching and learning in the school setting.

This finding aligns with the study of Kim (2024), who emphasized that high levels of workplace communication among teachers are essential for promoting collaboration, reducing misunderstandings, and improving overall school performance. Their research highlights that teachers who communicate effectively are better equipped to coordinate instructional strategies, share best practices, and resolve conflicts constructively. Similarly, Khuman (2024) found that consistent verbal and non-verbal communication strengthens professional relationships and fosters a sense of trust and collegiality within school communities. Moreover, Nguyen and Ha (2023) observed that schools with strong internal communication systems experience higher levels of teacher satisfaction, engagement, and productivity. These findings support the conclusion that effective workplace communication is a vital component of a supportive and efficient teaching environment, ultimately contributing to both teacher well-being and student success.

## 3.2 Level of Feedback Mechanism of Teachers

Presented in Table 2 is the level of relational domains of teachers in public schools, assessed across four indicators: control, information, response, and change, based on their mean scores and corresponding descriptive levels. The indicator with the highest mean score was response at 3.71, categorized as high, followed by control with a mean of 3.40, and change with
a mean of 3.22, both also rated high. Information received the lowest mean score of 2.90, which falls under the moderate level. The overall mean score of 3.31 is described as high, indicating that teachers generally demonstrate a high level of effectiveness in relational domains.

<table><caption>**Table 2. Level of feedback mechanism of teachers**</caption><thead><tr><th>No</th><th>Indicators</th><th>Mean (x)</th><th>Descriptive level</th></tr></thead><tbody><tr><td>1</td><td>Control</td><td>3.40</td><td>High</td></tr><tr><td>2</td><td>Information</td><td>2.90</td><td>Moderate</td></tr><tr><td>3</td><td>response</td><td>3.71</td><td>High</td></tr><tr><td>4</td><td>Change</td><td>3.22</td><td>High</td></tr><tr><td></td><td><strong>Overall</strong></td><td><strong>3.31</strong></td><td><strong>High</strong></td></tr></tbody></table>

This finding suggests that teachers in public schools actively engage in relational dynamics characterized by responsiveness, control, and adaptability to change. The high score in response indicates that teachers are proactive and timely in reacting to interpersonal and professional situations, fostering positive interactions. Similarly, the high levels of control and change imply that teachers effectively manage relational aspects and adapt to evolving conditions in their work environment. However, the moderate rating in information suggests some limitations in the flow or sharing of information, indicating a potential area for improvement to enhance communication transparency and knowledge exchange among teachers. Overall, the results reflect that teachers maintain strong relational skills that support collaboration and contribute positively to the school community.

This finding aligns with the study of Pollard, et al. (2023), who emphasized that a strong feedback mechanism among teachers fosters continuous professional growth and instructional improvement. Their study revealed that when teachers regularly engage in giving and receiving

feedback, it creates a reflective teaching culture where practices are consistently refined based on constructive input. Similarly, Darling-Hammond (2020) found that effective feedback mechanisms not only support individual teacher development but also enhance collaboration and mutual accountability within teaching teams. Furthermore, Meng (2023) noted that timely and specific feedback improves teaching effectiveness by helping educators identify gaps, adjust strategies, and align their methods with student learning needs. These findings support the conclusion that a high level of feedback mechanism contributes significantly to professional dialogue, instructional quality, and overall school improvement.

### 3.3 Significance of the Relationship Between Workplace Communication Strategies and Feedback Mechanism of Teachers

Presented in Table 3 is the correlation analysis between workplace communication strategies and the feedback mechanism of teachers in public elementary schools. The relationship between these two variables shows a correlation coefficient (r) of 0.782 with a p-value of 0.000, which is less than the 0.05 significance level. This indicates a high and statistically significant positive correlation between workplace communication strategies and the feedback mechanism of teachers. Since the p-value is below 0.05, the null hypothesis (Ho) is rejected, supporting the conclusion that workplace communication strategies are significantly related to the feedback mechanism of teachers.

This finding suggests that teachers who demonstrate strong communication strategies in the workplace are more likely to engage in effective feedback practices. Effective communication fosters an environment of trust and openness, making feedback exchanges

<table><caption>**Table 3. Significance of the Relationship Between Workplace Communication Strategies and Feedback Mechanism 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>Workplace Communication Strategies</td><td></td><td>3.55</td><td></td><td></td><td></td><td></td></tr><tr><td></td><td></td><td></td><td>0.782</td><td>High Correlation</td><td>0.000</td><td>Rejected</td></tr><tr><td>Feedback Mechanism</td><td></td><td>3.31</td><td></td><td></td><td></td><td></td></tr></tbody></table>
more meaningful and impactful. The strong positive correlation highlights the crucial role that workplace communication plays not only in facilitating daily interactions but also in enhancing professional development through continuous feedback. Therefore, improving communication skills among teachers can directly contribute to more effective feedback mechanisms, ultimately benefiting teaching quality and student learning outcomes.

This finding aligns with the study of Ezeaku and Okoye (2025), who found a significant relationship between workplace communication strategies and the effectiveness of feedback practices among educators. Their research indicated that teachers who demonstrate strong communication skills are more likely to deliver and respond to feedback constructively, fostering a culture of continuous improvement. Similarly, Saddique and Raja (2022) emphasized that open and respectful communication in the workplace enhances the receptivity and quality of feedback exchanged among teaching staff. They concluded that effective communication builds trust, clarity, and mutual understanding—critical conditions for meaningful feedback. Additionally, Hutchins (2024) noted that the success of any feedback system depends heavily on how well teachers communicate expectations, observations, and reflections, reinforcing the idea that communication and feedback are inherently interconnected processes that drive professional growth and instructional quality.

### 3.4. The Domains of Workplace Communication Strategies Significantly Influence Feedback Mechanism of Teachers

Presented in Table 4 is the regression analysis examining the significant influence of the domains of workplace communication strategies—control, information, response, and change—on the feedback mechanism of teachers in public elementary schools. The regression model reveals that all four domains positively and significantly contribute to the feedback mechanism, as indicated by their respective coefficients and significance levels. Among these domains, information has the strongest influence (B = 0.217, Beta = 0.807),

suggesting that clear and accurate communication of information plays a vital role in shaping how teachers give and receive feedback. This is followed by change (B = 0.022, Beta = 0.514), response (B = 0.074, Beta = 0.502), and control (B = 0.014, Beta = 0.125). All domains have statistically significant t-values (ranging from 3.55 to 4.34) and p-values of 0.000, confirming their substantial contribution to the dependent variable. The regression model accounts for 63.2% of the variance in the feedback mechanism (R² = 0.632), indicating a moderately strong explanatory power. Furthermore, the F-value of 88.480 and the associated p-value of 0.000 demonstrate that the overall model is highly significant.

These findings suggest that enhancing workplace communication, particularly in the area of information sharing, can lead to more effective and robust feedback practices among teachers. By focusing on strengthening these communication domains, schools can create a more responsive, adaptive, and collaborative professional environment that supports continuous improvement in teaching quality and educational outcomes.

This finding supports the research of Xie and Derakhshan (2021), who emphasized the significant influence of workplace communication domains, such as control, information, response, and change, on the effectiveness of teacher feedback mechanisms. Their study highlighted that teachers who exhibit strong communication behaviors across these domains are more capable of delivering timely, relevant, and constructive feedback, which is essential for both student learning and peer collaboration. Similarly, Palmer (2021) found that clear information exchange and responsive communication in schools greatly enhance how feedback is received and acted upon, creating a culture of openness and trust. Furthermore, Bejtic (2024) noted that communication strategies that emphasize clarity, adaptability, and mutual respect empower teachers to engage in feedback practices that are more reflective, growth-oriented, and impactful. This finding affirms that improving specific domains of workplace communication can lead to more effective and meaningful feedback processes, ultimately contributing to better instructional practices and educational outcomes.
<table><caption>Table 4. The domains of workplace communication strategies significantly influence feedback mechanism of teachers</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>2.067</td><td>0.056</td><td>0.503</td><td>3.05</td><td>0.000</td><td>Significant</td></tr><tr><td>Control</td><td>0.014</td><td>0.012</td><td>0.125</td><td>4.08</td><td>0.000</td><td>Significant</td></tr><tr><td>Information</td><td>0.217</td><td>0.205</td><td>0.807</td><td>3.55</td><td>0.000</td><td>Significant</td></tr><tr><td>Response</td><td>0.074</td><td>0.057</td><td>0.502</td><td>4.08</td><td>0.000</td><td>Significant</td></tr><tr><td>Change</td><td>0.022</td><td>0.202</td><td>0.514</td><td>4.34</td><td>0.000</td><td>Significant</td></tr><tr><td colspan="7"><strong>Regression Model</strong></td></tr><tr><td colspan="7">Feedback Mechanism=2.067+ 0.014 (Control) + 0.217 (Information) + 0.074 (Response) + 0.022 (Change)<br>R=0.795; R²=0.632; F=88.480; p-value=0.000</td></tr></tbody></table>

## 4. CONCLUSIONS

Based on the results obtained in this study, the following conclusions were drawn:

The level of workplace communication strategies among teachers was high. This indicates that teachers consistently demonstrate effective communication practices such as clear articulation of ideas, active listening, and respectful dialogue in the workplace. These strategies likely foster a supportive and collaborative teaching environment. The high level of communication suggests that teachers are able to convey instructions, exchange ideas, resolve conflicts, and build professional relationships effectively, all of which are vital in promoting student learning and maintaining a positive school climate.

The level of feedback mechanism employed by teachers was also found to be high. This signifies that while teachers are aware of the importance of feedback in the teaching and learning process, the consistency and regularity of providing or receiving feedback may be lacking. Occasional use of feedback mechanisms suggests that opportunities for reflection, improvement, and professional dialogue are present but not fully optimized. This could be due to time constraints, lack of training, or limited institutional support. Strengthening these mechanisms could enhance professional development, instructional quality, and student outcomes.

A significant relationship was found between workplace communication strategies and the feedback mechanisms of teachers. This implies that the more effectively teachers communicate, the more likely they are to engage in meaningful feedback practices. Effective communication creates a foundation of trust and openness, which is essential for giving and receiving

constructive feedback. When communication flows freely, feedback becomes more actionable and impactful. Thus, improving communication skills can directly lead to more robust feedback exchanges, promoting a culture of continuous improvement in schools.

The different domains of workplace communication strategies were found to significantly influence the feedback mechanisms of teachers. This implies that specific components of communication, play vital roles in how feedback is structured and received. For example, a teacher who actively listens and communicates with empathy is more likely to provide feedback that is both supportive and constructive. Similarly, teachers who clearly communicate expectations are more likely to elicit relevant feedback from peers and learners. Therefore, training programs that strengthen these specific communication domains could lead to more effective and meaningful feedback processes in educational settings.

## 5. RECOMMENDATIONS

Based on the findings and conclusions of this study, several recommendations are proposed to enhance workplace communication and feedback mechanisms among teachers in public elementary schools.

For teachers, it is recommended that they continue to enhance their communication skills by participating in professional development activities focused on active listening, clarity in message delivery, empathy, and assertiveness. These skills are essential for building effective professional relationships and for facilitating a collaborative working environment. Additionally, teachers are encouraged to integrate feedback mechanisms more consistently into their teaching practice. This can be achieved by setting aside
regular time for peer reviews, student feedback, and self-reflection. By doing so, they can identify areas for improvement and promote continuous professional growth.

For school heads, it is recommended to support and facilitate training programs that focus on improving communication and feedback practices among their teaching staff. They should establish clear protocols and structured opportunities for both formal and informal feedback exchanges within the school. School heads must also take the lead in fostering a culture of openness and mutual respect by modeling effective communication practices and recognizing teachers who exemplify these behaviors. Regular monitoring and evaluation of communication and feedback systems should also be conducted to identify strengths and address any gaps.

At the Department of Education (DepEd) level, it is recommended to incorporate workplace communication and feedback training into the regular in-service training and teacher induction programs. The development of national or regional guidelines on effective communication and feedback practices will also help standardize implementation across different schools and divisions. Moreover, DepEd should provide tools and resources, such as templates and digital platforms, that can support teachers and school leaders in implementing efficient and meaningful feedback processes. Emphasizing research-based practices in policy development is also encouraged to ensure that strategies are grounded in actual needs and proven effectiveness.

For future researchers, it is recommended to explore additional variables that may influence feedback mechanisms, such as school leadership styles, organizational culture, and teacher motivation. Conducting qualitative research may also provide deeper insights into how teachers experience and apply communication strategies in their daily work. Expanding the scope of future studies to include qualitative approaches, secondary schools, or different geographic areas would allow for comparative analysis and broader generalizations. Furthermore, evaluating the impact of targeted interventions, such as communication and feedback training programs, can offer practical solutions and evidence-based recommendations for educational improvement.

# 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.

# CONSENT AND ETHICAL APPROVAL

Participation in the study was voluntary, and all respondents were fully informed about the purpose of the research, the procedures involved, and their right to withdraw at any point without penalty. Informed consent was obtained from each participant, affirming their understanding and agreement to take part in the study. Confidentiality and anonymity were upheld by ensuring that no personally identifiable information was included in the data collection or reporting processes. The data gathered were used solely for academic purposes and were treated with the utmost integrity and respect for the participants. This ethical approach ensured that the research was conducted responsibly, transparently, and in alignment with academic and professional standards.

Ethical considerations were strictly observed throughout the conduct of this study to ensure the protection of the rights and well-being of all participants. Prior to data collection, the researcher secured the necessary approvals from institutional authorities, including an endorsement from the Dean of the Graduate School and an ethical clearance from the institution. The ethical conduct of the study was further guided by the framework outlined by Pregoner, et al. (2025) in conducting research using human participants, ensuring that the research adhered to contemporary ethical standards relevant to the current educational and social landscape.

# COMPETING INTERESTS

Authors have declared that no competing interests exist.
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