# Intellectual Inspirations and Productive School Culture of Language Teachers in Public Elementary Schools

Mary Joy C. Miflores, Josephine B. Baguio

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## To cite this version:

Mary Joy C. Miflores, Josephine B. Baguio. Intellectual Inspirations and Productive School Culture of Language Teachers in Public Elementary Schools. Asian Journal of Education and Social Studies, 2024, 50 (12), pp.227-236. 10.9734/ajess/2024/v50i121691. hal-04844654

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# Intellectual Inspirations and Productive School Culture of Language Teachers in Public Elementary Schools

Mary Joy C. Miflores a++ and Josephine B. Baguio b*

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

b Faculty, 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/2024/v50i121691

## 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://www.sdiarticle5.com/review-history/128135

Received: 07/10/2024

Accepted: 09/12/2024

Published: 12/12/2024

## Original Research Article

## ABSTRACT

This study aimed to determine the level of intellectual inspiration and the productive school culture among public elementary school teachers in the Marilog District, Division of Davao City, Philippines. The study highlights the educational context of the Marilog District, a geographically and socio-economically diverse area, addressing unique challenges such as limited resources and access to professional development opportunities while exploring avenues to enhance teacher innovation and school culture. Employing a non-experimental quantitative research design, the study utilized the correlational method and included 133 public elementary school teachers selected through universal sampling. Data analysis methods encompassed mean, Pearson r, and regression analysis. The findings revealed that intellectual inspiration, in terms of novelty, creativity, critical thinking, and problem-solving, is oftentimes demonstrated among the teachers. Similarly, productive school culture, measured through areas like interactions, social skills, role modeling,

<footnote>++ Student;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
rules, and positive reinforcement, is also oftentimes exhibited. A significant relationship was found between intellectual inspiration and productive school culture, with intellectual stimulation domains significantly influencing the latter. Practical implications include recommendations for school leaders to prioritize creating a stable and supportive environment that promotes collaboration and teacher interaction. Additionally, teachers may be encouraged to engage in continuous professional development, fostering creativity, critical thinking, and innovation to enrich the school culture and enhance student outcomes.

Keywords: Intellectual inspiration; productive school culture; social skills; role modeling.

# 1. INTRODUCTION

Intellectual Inspiration has been a dynamic force in advancing the technology space, particularly within educational institutions. This involvement spans several critical areas, including technological innovation, emerging trends, intellectual property strategies, patent portfolio evaluation, and school profiling. Its expertise extends across planning, design, licensing, verification, integration, synthesis, physical design (including layout), testing, qualification, fabrication, revisions, and student support (Bolman & Deal, 2017). Additionally, intellectual Inspiration offers litigation support services, including expert witness testimony, prior art searches, source code evaluations, schematic analysis, and reverse engineering reports. Past and current students include those from high-tech universities and institutions emphasizing intellectual property education (Wexler, 2018).

In United States of America, there is a robust focus on understanding and addressing the challenges education leaders face in fostering positive learning environments. Recognizing the diversity inherent in intellectual inspiration and school culture, researchers have identified actionable strategies to enhance school productivity. Anderson and Madigan (2015) highlight realistic and specific approaches for creating a productive school culture, offering invaluable insights for leaders aspiring to implement meaningful changes.

Kivirand et al. (2022) complements this perspective by presenting a well-organized synthesis of evidence regarding school improvement leadership. Their work underscores a balanced approach, situating the learner at the center of improvement efforts while harmonizing relationships and academic focus.

In the Philippine context, the dynamics of intellectual inspiration and school culture manifest in diverse ways. Takayama et al.

(2017) emphasize that relationships within educational settings, whether between colleagues or institutions, are grounded in essential building blocks like love, trust, and mutual respect. While mutual attraction, shared interests, or complementary personalities may initiate such relationships, their long-term success often depends on fostering common values and shared goals.

Even with mutual trust and respect, dissatisfaction may arise if dissimilar interests dominate or if intellectual engagement wanes (Layder, 2015). Addressing such issues involves reevaluating priorities and appreciating diverse forms of intelligence, including spatial, interpersonal, musical, and theoretical. Each type of intelligence brings unique strengths to relationships, highlighting the importance of complementarity rather than similarity (Liu & Jiang, 2024).

Psychologists and behavioral scientists increasingly emphasize the value of diverse intellectual inspirations in enriching relationships. These perspectives advocate those successful partnerships—whether in the workplace or beyond—require more than basic compatibility (Prilleltensky & Nelson, 2017; Compton & Hoffman, 2019). Moreover, Sabanal (2023) reinforces that foundational elements like mutual love and trust are critical in any professional or personal relationship, particularly in Region XI. However, sustaining these relationships requires deeper connections, shared values, and the ability to offer fresh perspectives over time.

Ultimately, achieving a productive school culture and maintaining meaningful professional relationships involve a commitment to understanding and valuing individual differences. By integrating intellectual inspiration into daily practices and fostering a culture of mutual respect and shared purpose, educational leaders and institutions can build stronger, more enduring partnerships.
<figure><img src="image_4.png" /><figcaption>Fig. 1. Conceptual Framework of the Study</figcaption></figure>

## 2. METHODOLOGY

### 2.1 Research Design

This study employed a non-experimental quantitative research design, specifically utilizing the correlational method with regression analysis. The method is particularly suitable for determining the relationship between intellectual inspiration and the productive school culture of public elementary school teachers. The method was chosen because the study emphasizes measuring the connection between the distribution of resources and the monitoring mechanisms implemented by teachers in public elementary schools (Pregoner & Baguio, 2024).

Quantitative research involves collecting and analyzing numerical data to identify patterns, test relationships, and make predictions that can apply to larger populations. It aims to generate knowledge and deepen understanding of social phenomena affecting individuals and groups. Widely used in the social sciences, it relies on methods like surveys, observations, and experiments to study psychological, social, and economic processes through numerical patterns. This approach allows researchers to perform statistical analyses, ranging from basic calculations like averages to complex evaluations of variable relationships. Unlike qualitative research, which explores experiences and perceptions through non-numeric data, quantitative methods focus on measurable data. Using this approach, the study examined the significant relationship between intellectual inspiration and productive school culture (Pregoner, 2024).

### 2.2 Research Respondents

The respondents of this study comprised public elementary school teachers from the Marilog

District, Division of Davao City. These teachers were selected based on their service tenure of at least three years, ensuring that they possessed sufficient experience and familiarity with the study's focus. Their expertise and involvement in the school system provided a reliable basis for eliciting accurate and relevant data.

The study, conducted during the 2022–2023 school year, included 133 teachers selected through universal sampling. This sampling approach ensured comprehensive data collection and representation of the target population.

### 2.3 Research Instrument

The instrument used in this study was a self-made questionnaire designed to measure the levels of intellectual inspiration and productive school culture among public elementary school teachers in Marilog District, Division of Davao City. The questionnaire consisted of two parts. The first part focused on intellectual inspiration and was developed by the researcher based on relevant studies and literature. This section was carefully crafted to capture the various dimensions of intellectual stimulation and its impact on teaching practices.

The second part of the instrument centered on creating a productive school Culture. It was designed to assess the factors contributing to a supportive and effective school environment. This section was also self-developed by the researcher, guided by theoretical frameworks and research findings related to school improvement and culture. Both parts of the questionnaire were subjected to face and content validation by a panel of three experts holding Doctor of Education degrees specializing in Educational Management. Feedback from the
validators was incorporated to refine and
enhance the instrument's clarity and reliability.

Before its administration, the questionnaire was
pilot-tested on 30 teachers from a different
school within the same district to evaluate its
reliability and validity. The pilot test results
showed that the instrument was highly reliable,
with a Cronbach's Alpha of .792. The finalized
questionnaire contained 45 items distributed
across five subscales, each with its own scoring
system. This structured approach ensured the
instrument's capacity to effectively measure both
intellectual inspiration and productive school
culture among the respondents.

## 2.4 Data Gathering Procedure

The data for this study were collected through
the following steps. First, the researcher sought
permission and endorsement from the Dean of
the Graduate School of Rizal Memorial Colleges
to obtain approval from the Schools Division
Superintendent. Once the Dean approved the
request, a formal letter was submitted to the
office of the Schools Division Superintendent for
approval. Upon receiving the Superintendent's
endorsement, the researcher issued an
endorsement letter to the school teachers who
participated in the study.

Subsequently, a schedule was arranged for the
distribution of the test questionnaires for pilot
testing. This initial step aimed to evaluate the
reliability and validity of the self-made
questionnaire. The test questionnaires included
an explanation of the study's purpose and
detailed instructions for completing the test.
Based on the pilot testing results, the researcher
identified necessary corrections and revisions to
refine the instrument.

Once the questionnaire was finalized, the survey
was administered to all respondents in the target
population. After collecting the completed
questionnaires, the researcher retrieved all
responses and prepared the data for statistical
analysis. The collected data were carefully
tallied, tabulated, analyzed, and interpreted in
alignment with the study's objectives. This
systematic approach ensured the accuracy and
integrity of the research process.

## 2.5 Data Analysis

This study employed three statistical tools to
analyze the data effectively. First, the mean was

used to measure the levels of Intellectual
Inspiration and Productive School Culture
among public elementary school teachers in
Marilog District, Division of Davao City. This
statistical tool provided an average score that
summarized the respondents' perceptions and
experiences regarding the variables under
investigation.

Next, the Product Moment Correlation
Coefficient (Pearson r) was utilized to determine
the relationship between Intellectual Inspiration
and Productive School Culture. This statistical
method assessed the strength and direction of
the association between the two variables,
helping to understand whether they were
positively or negatively related.

Finally, Regression Analysis was employed to
examine the influence of Intellectual Inspiration
on Productive School Culture. This tool enabled
the researcher to determine the extent to which
one variable could predict changes in the other,
offering valuable insights into their potential
causal connection.

# 3. RESULTS AND DISCUSSION

**3.1 Level of Intellectual Inspiration
among Teachers**

Table 1 shows the level of intellectual inspiration
among teachers. The overall mean score of
3.46, categorized as "high," suggests that it is
manifested oftentimes by the teachers. In detail,
"critical thinking" has the highest mean score of
4.10, categorized as "high," indicating that
teachers in the district strongly engage in critical
thinking. This reflects their ability to analyze and
assess ideas effectively. On the other hand, the
other aspects—"novelty," "creativity," and
"problem-solving" fall into the "moderate"
category, with mean scores of 3.26, 3.10, and
3.38, respectively. This suggests that while
teachers show some degree of novelty,
creativity, and problem-solving, these areas can
still be improved to enhance the overall
intellectual inspiration among teachers.

This finding supports the study of Starko (2021),
which concluded that teachers who frequently
demonstrate behaviors associated with
intellectual inspiration foster a high level of
engagement and curiosity within their
classrooms. When teachers consistently exhibit
a passion for intellectual pursuits, it encourages
a culture of continuous intellectual growth,
<table><caption>Table 1. Level of Intellectual Inspiration among Teachers</caption><thead><tr><th>No.</th><th>Statements</th><th>Mean (X̄)</th><th>Descriptive Equivalent</th></tr></thead><tbody><tr><td>1</td><td>novelty</td><td>3.26</td><td>Moderate</td></tr><tr><td>2</td><td>creativity</td><td>3.10</td><td>Moderate</td></tr><tr><td>3</td><td>critical thinking</td><td>4.10</td><td>High</td></tr><tr><td>4</td><td>problem-solving</td><td>3.38</td><td>Moderate</td></tr><tr><td colspan="2">Overall Mean</td><td>3.46</td><td>High</td></tr></tbody></table>

<table><caption>Table 2. Productive School Culture among Teachers</caption><thead><tr><th>No.</th><th>Statements</th><th>Mean (X̄)</th><th>Descriptive Equivalent</th></tr></thead><tbody><tr><td>1</td><td>Dealings</td><td>4.07</td><td>High</td></tr><tr><td>2</td><td>teach essential social skills</td><td>4.19</td><td>High</td></tr><tr><td>3</td><td>be role models</td><td>3.45</td><td>High</td></tr><tr><td>4</td><td>clarify classroom and school rules</td><td>3.71</td><td>High</td></tr><tr><td>5</td><td>praise students for good choices</td><td>3.28</td><td>Moderate</td></tr><tr><td colspan="2">Overall Mean</td><td>3.90</td><td>High</td></tr></tbody></table>

<table><caption>Table 3. Significance on the Relationship Between Intellectual Inspiration and Productive School Culture</caption><thead><tr><th>Variables</th><th>X</th><th>Y</th><th>r-value</th><th>p-value</th><th>Decision (Ho)</th></tr></thead><tbody><tr><td>Intellectual Inspiration</td><td>4.37</td><td></td><td>0.063</td><td>0.05</td><td>Rejected</td></tr><tr><td>Productive School Culture</td><td></td><td>4.13</td><td></td><td></td><td></td></tr></tbody></table>

ultimately benefiting both students and educators. Additionally, the finding aligns with the study of Torres et al. (2023), which found that teachers who actively inspire intellectual curiosity in their students help to create a dynamic and stimulating educational environment. Their study highlighted the important role that teacher-led intellectual inspiration plays in shaping a positive and productive learning culture, as it encourages students to think critically and explore new ideas.

## 3.2 Productive School Culture among Teachers

Table 2 presents the level of productive school culture among teachers. The overall mean score of 3.90, categorized as "high," indicates that teachers generally contribute to a productive school culture. This means that the level of productive school culture is manifested by the teachers oftentimes. The individual indicators reveal that the teachers strongly engage in practices that foster a positive school environment. "Teach essential social skills" has the highest mean score of 4.19, which is categorized as "high," demonstrating that

teachers place significant importance on equipping students with essential social skills. "Dealings" also received a high mean score of 4.07, reflecting strong interpersonal interactions and communication between teachers and students. "Be role models" mean of 3.45 and "Clarify classroom and school rules" mean of 3.71 both fall under the "high" category as well, showing that teachers effectively serve as role models and clarify rules in the school environment. However, "Praise students for good choices" has a mean score of 3.28, categorized as "moderate." This suggests that while teachers acknowledge students' positive behaviors, there is potential for more frequent or stronger reinforcement of good choices.

This finding is consistent with the research conducted by Hofkens and Pianta (2022), who found that a high level of productive school culture, characterized by strong teacher-student relationships and clear communication, enhances student engagement and achievement. Teachers who model positive behaviors and maintain structured classroom environments create a more conducive setting for learning. Additionally, the finding is in
agreement with Lee, and Li (2015) which showed that teachers who foster a productive school culture through their interactions and clear expectations contribute to a more collaborative and effective educational environment. Their research highlighted the importance of teachers' role in shaping a positive school climate, which directly impacts students' academic and social development.

### 3.3 Significance on the Relationship between Intellectual Inspiration and Productive School Culture

Table 3 presents the significance of the relationship between Intellectual Inspiration (X) and Productive School Culture (Y). The r-value is 0.063, which indicates a weak or negligible correlation between the two variables, suggesting that the relationship between Intellectual Inspiration and Productive School Culture is not strong. However, the p-value is 0.05, which is at the threshold for statistical significance. This p-value indicates that the observed relationship is statistically significant and unlikely to have occurred by chance. As a

result, the null hypothesis (Ho) is rejected, implying that there is a statistically significant, though weak, relationship between Intellectual Inspiration and Productive School Culture. Despite the weak correlation, the relationship is deemed significant based on the p-value.

This finding is consistent with the work of Allen et al. (2015), who observed that intellectual inspiration among teachers can significantly influence school culture, even if the strength of the relationship varies. Their study emphasized that intellectual engagement, such as fostering a love for learning and creative thinking, can create a more dynamic and supportive environment, thus improving the overall school culture. Similarly, Jackson (2015) highlighted that teachers' intellectual inspiration plays a crucial role in shaping school culture, asserting that a positive and stimulating school environment is influenced by the level of intellectual inspiration among educators. By fostering an environment where teachers feel intellectually engaged, schools can encourage a culture of collaboration, mutual respect, and continuous improvement.

<table><caption>Table 4. The domains of Intellectual Inspiration Significantly Influence Productive School Culture</caption><thead><tr><th>Model</th><th>Sum of Squares</th><th>Degrees of Freedom</th><th>Mean Square</th><th>F</th><th>Sig</th></tr></thead><tbody><tr><td>Regression</td><td>56.3797</td><td>1</td><td>56.009</td><td>.598</td><td>0.00</td></tr><tr><td>Residual Total</td><td>513.311</td><td>132</td><td>11.5847</td><td></td><td></td></tr><tr><td></td><td>545.111</td><td>133</td><td></td><td></td><td></td></tr></tbody></table><table><thead><tr><th rowspan="2">Productive School Culture</th><th rowspan="2">(Indicators)</th><th colspan="4">Intellectual Inspiration</th></tr><tr><th>B</th><th>B</th><th>t</th><th>Sig.</th></tr></thead><tbody><tr><td>Dealings</td><td>novelty, creativity, critical thinking and problem-solving</td><td>-.078</td><td>-.059</td><td>-.506</td><td>.614</td></tr><tr><td>social skills</td><td>novelty, creativity, critical thinking and problem-solving</td><td>.017</td><td>.015</td><td>.128</td><td>.898</td></tr><tr><td>be role models</td><td>novelty, creativity, critical thinking and problem-solving</td><td>-.219</td><td>-.207</td><td>-1.810</td><td>.074</td></tr><tr><td>Rules</td><td>novelty, creativity, critical thinking and problem-solving</td><td>.165</td><td>.188</td><td>1.573</td><td>.120</td></tr><tr><td>Praising</td><td>novelty, creativity, critical thinking and problem-solving</td><td>.017</td><td>.015</td><td>.128</td><td>.898</td></tr><tr><td>R</td><td>.272</td><td></td><td></td><td></td><td></td></tr><tr><td>R<sup>2</sup></td><td>.074</td><td></td><td></td><td></td><td></td></tr><tr><td>F</td><td>.598</td><td></td><td></td><td></td><td></td></tr><tr><td>P</td><td>.000</td><td></td><td></td><td></td><td></td></tr></tbody></table>
## 3.4 Domains of Intellectual Inspiration Significantly Influence Productive School Culture

Table 4 presents the results of the regression analysis examining the influence of the domains of Intellectual Inspiration on Productive School Culture. The analysis reveals that the domains of Intellectual Inspiration significantly influence Productive School Culture, as indicated by the p-value of 0.00, which is less than the 0.05 significance level. This suggests that Intellectual Inspiration has a meaningful influence on the creation of a productive school culture among public elementary school teachers.

The finding in this study, which reveals that intellectual inspiration significantly influences productive school culture, validates the theory of transformational leadership (Bass, 1995). Transformational leadership emphasizes the importance of leaders in inspiring and motivating individuals to exceed expectations and engage in innovative thinking. In the context of this study, school leaders who provide intellectual inspiration encourage teachers to think creatively, problem-solve, and continually improve their teaching practices. As teachers feel intellectually stimulated, they contribute to creating a more productive school culture. This aligns with the study's findings that intellectual inspiration fosters an environment of collaboration and growth among teachers, leading to a positive and productive school culture.

Moreover, the findings conform to Bandura's Social Learning Theory (1977), which suggests that individuals learn and adopt behaviors by observing and interacting with others. In a school environment, teachers who are intellectually inspired not only benefit from these experiences themselves but also share them with colleagues, leading to a collective improvement in teaching practices. As teachers model behaviors and attitudes derived from intellectual inspiration, it encourages others to engage in similar practices. This process of mutual learning strengthens the overall culture of the school, creating an environment where teachers continuously grow and develop together, contributing to a productive and dynamic school culture.

Furthermore, the finding corroborates with Deci and Ryan's Self-Determination Theory (2012),

which posits that individuals are more motivated and productive when they experience autonomy, competence, and relatedness in their environment. Intellectual inspiration fosters these three elements: teachers are given the freedom to explore creative solutions, develop their skills through intellectual challenges, and engage with colleagues in a supportive, collaborative environment. As a result, teachers' intrinsic motivation is enhanced, leading to greater job satisfaction and improved performance. This creates a productive school culture where teachers feel empowered to innovate and contribute to the overall success of the school.

## 4. CONCLUSION

Based on the findings of this study, several key conclusions can be drawn. First, it is concluded that intellectual inspiration among public elementary school teachers, particularly in terms of novelty, creativity, critical thinking, and problem-solving, is high. Second, the study reveals that productive school culture among these teachers is also high, specifically in areas such as dealings, teaching essential social skills, serving as role models, clarifying classroom rules, and praising students for good choices. Third, it is established that intellectual inspiration significantly relates productive school culture, leading to the rejection of the null hypothesis. Finally, the study concludes that the various domains of intellectual inspiration have a significant impact on fostering a productive school culture in public elementary schools, further supporting the rejection of the null hypothesis.

## 5. RECOMMENDATIONS

Based on the findings and conclusions of this study, the following recommendations are made for consideration. First, it is recommended that intellectual inspiration among public elementary school teachers, particularly in the areas of novelty, creativity, critical thinking, and problem-solving, be enhanced. Teachers can improve in these areas by providing flexible time for employees, which fosters a sense of ownership in their work and leads to better outcomes. Additionally, teachers should continue to explore creative methods to engage students, inspiring them through innovative thinking and learning strategies in the classroom.
Second, it is suggested that the productive school culture among teachers be further strengthened, particularly in aspects such as building positive relationships with students, teaching essential social skills, serving as role models, clarifying classroom and school rules, and praising students for good choices. Teachers can improve in these areas by focusing on the quality of relationships they cultivate with students, as well as teaching values such as honesty, respect, reliability, and sensitivity. Creating an atmosphere of trust and mutual respect can foster a better-managed classroom environment and contribute to overall school culture.

Third, it is recommended that intellectual stimulation and productive school culture be further developed by addressing the low-scoring areas of the study. This includes encouraging teachers to help students develop pride in their accomplishments, even in the face of challenges or ridicule, and fostering a predictable, stable environment conducive to healthy student-teacher interactions. Additionally, teachers should focus on attributes that build community, such as understanding diverse perspectives and assisting students in developing essential skills for success. By addressing these areas of improvement, the intellectual inspiration and productive school culture within public elementary schools can be significantly upgraded, creating a more effective and positive educational environment.

Furthermore, the findings of this study provide valuable insights for school leaders and policymakers. School leaders may focus on creating professional development programs that enhance teachers' creativity, critical thinking, and problem-solving skills to sustain high levels of intellectual inspiration. Establishing a supportive and collaborative environment can also strengthen productive school culture by encouraging positive teacher interactions and role modeling. Moreover, implementing mentorship programs and structured opportunities for teacher innovation can further promote a culture of continuous improvement. For policymakers, allocating resources to address challenges in educational settings, particularly in socio-economically diverse areas, may amplify the impact of intellectual inspiration on school culture, ultimately benefiting student outcomes.

## ETHICAL APPROVAL

The data for this study were collected through the following steps. First, the researcher sought permission and endorsement from the Dean of the Graduate School of Rizal Memorial Colleges to obtain approval from the Schools Division Superintendent. Once the Dean approved the request, a formal letter was submitted to the office of the Schools Division Superintendent for approval.

## CONSENT

This quantitative study followed rigorous ethical protocols to protect the privacy and rights of all participants. Prior to data collection, informed consent was obtained from every respondent, and they were fully informed about the study's purpose and the steps taken to maintain confidentiality. To ensure anonymity, no personal identifying details were collected, and each participant was assigned a unique code for analysis. All data were stored securely on encrypted servers, with access restricted to the research team. The results were reported in aggregate, preventing any individual responses from being linked to specific participants. Additionally, statistical analyses were performed in a way that further ensured the respondents' anonymity and privacy throughout the research process.

## 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 spell-checking, 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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