# Self-awareness and Pedagogical Communication of Neophyte Teachers in Public Elementary Schools

Mary Ruth M. Cabrera, Josephine B Baguio

► To cite this version:

Mary Ruth M. Cabrera, Josephine B Baguio. Self-awareness and Pedagogical Communication of Neophyte Teachers in Public Elementary Schools. Asian Journal of Education and Social Studies, 2025, 51 (7), pp.190-201. 10.9734/ajess/2025/v51i72113. hal-05203241

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# Self-awareness and Pedagogical Communication of Neophyte Teachers in Public Elementary Schools

Mary Ruth M. Cabrera 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/v51i72113

## 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/138590

Received: 15/04/2025

Accepted: 17/06/2025

Published: 19/06/2025

## Original Research Article

## ABSTRACT

This study aimed to determine and describe the levels of self-awareness and pedagogical communication among neophyte public elementary school teachers in the Boston District, Division of Davao Oriental. It employed a non-experimental quantitative research design using the correlational method. The respondents consisted of 132 public elementary school teachers selected through universal sampling. Data were analyzed using the mean, Pearson r, and regression analysis. Findings revealed that the self-awareness of neophyte teachers—across the domains of ecological, interpersonal, extended, and private—was high and frequently demonstrated. Similarly, their pedagogical communication, including cognition, information exchange, organization of activities, roles, and empathy, was also high and frequently demonstrated exhibited. The study found a significant relationship between self-awareness and pedagogical communication.

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
Furthermore, it was established that the domains of self-awareness significantly influenced the pedagogical communication of neophyte teachers. Based on these findings, it is recommended that neophyte public school teachers may benefit from attending seminars and training programs provided by the Department of Education as part of the Teachers Induction Program. These initiatives may offer in-depth professional development opportunities aimed at enhancing instructional competence and providing learners with well-supported, rigorous academic experiences.

Keywords: Self-awareness; pedagogical communication; neophyte public elementary school teachers; Philippines.

# 1. INTRODUCTION

Pedagogical communication is a critical component of effective teaching, as it encompasses the ability of teachers to clearly convey instructional content, foster understanding, and build meaningful interactions with students (Xie & Derakhshan, 2021). For neophyte teachers—those who are newly introduced to the teaching profession—this aspect of professional practice presents significant challenges (Hachelef & Chami, 2020). Due to limited experience, many novice educators struggle with classroom communication strategies, often failing to establish clarity, engagement, and responsiveness in their instructional delivery. These difficulties can hinder the development of a productive learning environment, potentially affecting student motivation and comprehension (Stewart & Jansky, 2022). As pedagogical communication forms the foundation of teaching effectiveness, it is essential to examine how beginning teachers navigate this complex area of practice (Lavanya et al., 2024).

Globally, the pedagogical communication of neophyte teachers has emerged as a focus of educational inquiry. In Norway, beginning teachers are often placed in demanding classroom settings without sufficient mentorship, which impacts their ability to communicate effectively and manage learner diversity (Shanks et al., 2020). In Finland, known for its robust teacher education system, emphasizes pedagogical communication as a core competency in teacher preparation programs, though new teachers still report difficulty translating theory into classroom practice (Niemi & Lavonen, 2020). Meanwhile, in the United States, efforts to support novice teachers through structured induction programs highlight the importance of strengthening pedagogical communication early in a teacher's career. Despite different educational contexts, these

countries acknowledge the pivotal role of communication in the early stages of teaching and continue to explore ways to support neophytes in this area.

In the Philippines, neophyte teachers in public elementary schools face distinct challenges that affect their pedagogical communication. Many are assigned to overcrowded classrooms with limited resources, which constrain their ability to implement interactive and student-centered communication strategies. Additionally, new teachers often lack access to sustained mentoring or professional development opportunities that focus specifically on enhancing classroom discourse. As a result, many struggle with lesson clarity, classroom management communication, and the use of culturally responsive language. These challenges are particularly pressing in rural and disadvantaged areas, where the demands on teacher communication are heightened by linguistic diversity and socio-economic barriers (Sandigo, 2024, Asirit et al., 2022).

Self-awareness plays a crucial role in shaping the pedagogical communication of neophyte teachers. Teachers who possess a strong sense of self-awareness are more likely to engage in reflective practice, understand their communication strengths and limitations, and adjust their strategies to better meet the needs of diverse learners. It enables them to be more empathetic, responsive, and culturally sensitive in their interactions, thus enhancing their overall communicative effectiveness (Stakhova et al., 2023). When self-awareness is underdeveloped, however, teachers may struggle to recognize how their attitudes, emotions, and behaviors affect student engagement and learning. Therefore, a strong relationship is presumed between self-awareness and pedagogical communication, particularly during the formative years of a teacher's career (Regueig, 2021).
While numerous studies have explored
pedagogical communication and teacher
development independently, limited research has
specifically examined the interplay between self-
awareness and pedagogical communication
among neophyte teachers, especially within the
Philippine public school context. Existing
literature tends to focus on experienced
educators or pre-service teachers, leaving a gap
in understanding how novice public elementary
school teachers develop and utilize
communication skills in real classroom
environments. Furthermore, few empirical
studies investigate how personal competencies
like self-awareness influence instructional
practices in the early stages of teaching. This
gap calls for focused research to inform teacher
preparation programs and professional
development efforts.

This study aimed to determine the self-
awareness and pedagogical communication of
neophyte public elementary school teachers in
Boston District, Division of Davao Oriental.
Specifically, it sought to describe the levels of
self-awareness and pedagogical communication
of these teachers, explored the relationship
between the two variables, and provided insights
that may guide school leaders and policymakers
in supporting the professional growth of
beginning educators in the region.

**1.1 Statement of the Problem**

This study was conducted to determine the self-
awareness and pedagogical communication of
neophyte public elementary school teachers in
Boston District, Division of Davao Oriental .
Specifically, it sought answer to the following
sub-problems:

1. What is the degree of self-awareness of neophyte public elementary school teachers in terms of:

1.1 ecological,

1.2 interpersonal,

1.3 extended and

1.4 private?

2. What is the level of pedagogical communication of neophyte public elementary school teachers in terms of:

2.1 cognition,

2.2 information exchange,

2.3 organization of activities,

2.4 roles and

2.5 empathy?

3. Is there significant relationship on the level of self-awareness and pedagogical communication of neophyte public elementary school teachers?

4. Which domains of self-awareness significantly influence pedagogical communication of neophyte public elementary school teachers?

**1.2 Hypotheses**

The null hypotheses were tested at 0.05 level of
significance:

Ho1. There is no significant relationship on the level of self-awareness and pedagogical communication of neophyte public elementary school teachers.

Ho2. None of the domains of self-awareness significantly influence pedagogical communication of neophyte public elementary school teachers.

2. METHODOLOGY

**2.1 Research Design**

This study employed a non-experimental
quantitative research design utilizing the
correlational method. This approach was
deemed appropriate for examining the degree of
association between self-awareness and
pedagogical communication among neophyte
public elementary school teachers. As Baguio
and Baguio (2025) emphasized, variables may
be related either through shared patterns of
variation or as a result of a common influencing
factor. In this context, the correlational method
enabled the researcher to determine whether
levels of self-awareness among neophyte
teachers are linked to their effectiveness in
pedagogical communication. By investigating the
relationship between these two dimensions, the
study sought to uncover meaningful patterns that
can inform teacher preparation programs,
mentoring frameworks, and capacity-building
initiatives within the Boston District, Division of
Davao Oriental.

**2.2 Research Respondents**

The respondents of this study were 132
neophyte teachers from public elementary
<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual framework of the study</figcaption></figure>

schools in the Boston District, Division of Davao Oriental. All participating teachers were in their early years of service in the public elementary school system. The researcher employed universal sampling in selecting the respondents, meaning the entire population of qualified neophyte teachers from the selected schools was included in the study. The participants were considered well-informed about the purpose of the study, and the data collected reflected their valid and informed responses. The 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 the self-awareness and pedagogical communication of neophyte public elementary school teachers in the Boston District, Division of Davao Oriental. These instruments were developed by the researcher based on insights gathered from relevant literature and previous studies on teacher self-awareness and effective classroom communication. Before the actual data collection, the draft questionnaires underwent face and content validation by a panel of experts in the fields of Educational Management, Psychology, and Curriculum Development. Based on the panel's feedback and recommendations, necessary revisions were made to improve clarity, ensure content

relevance, and align the instruments with the study's objectives.

To ensure the reliability and validity of the instruments, a pilot test was conducted with 30 neophyte public elementary school teachers from a neighboring district within the same division who were not part of the main study. The results of the pilot test showed high reliability, with a Cronbach's Alpha of 0.920 for the Self-Awareness subscale and 0.905 for the Pedagogical Communication subscale.

## 2.4 Data Gathering Procedure

The data for this study were collected through a series of carefully planned procedures. Initially, the researcher obtained an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and secured ethical clearance from the institution's Ethics Review Committee to ensure strict adherence to ethical standards and the protection of participants' rights. With these approvals in place, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of the public elementary schools in the Boston District, along with a request to permit the conduct of the study in their respective schools.
After receiving the necessary approvals, the researcher conducted a pilot test of the survey instrument to establish its reliability and validity. During the pilot phase, the purpose of the study was clearly explained to the participants, including detailed instructions on how to accurately accomplish the questionnaire. Based on the results and feedback from the pilot test, final revisions were made to the instrument. The validated questionnaires were then distributed to the 132 respondents selected through the universal sampling method. Upon completion, the researcher personally retrieved all accomplished questionnaires. The collected data were then submitted to a statistician for tallying, tabulation, analysis, and interpretation in accordance with the study's objectives.

## 2.5 Data Analysis

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

**Mean:** This was employed to determine the levels of self-awareness and pedagogical communication among neophyte public elementary school teachers. It provided an overall assessment of the respondents' answers across each item and subscale, indicating general trends in the teachers' personal awareness and communicative practices.

Pearson Product Moment Correlation Coefficient (Pearson r). This statistical tool was used to assess the degree of relationship between self-awareness and pedagogical communication. It helped determine whether a significant linear correlation existed between the two variables.

**Multiple Regression Analysis:** This was applied to identify the extent to which specific dimensions of self-awareness significantly influenced pedagogical communication. It enabled the researcher to determine which aspects of self-awareness served as significant predictors of more effective classroom communication among neophyte teachers.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Self-Awareness of Neophyte Teachers

Presented in Table 1 is the level of self-awareness among neophyte teachers in public elementary schools, categorized across four

domains: ecological, interpersonal, extended, and private. The results are based on the computed mean scores and their corresponding descriptive levels. The domain with the highest mean score was private, with a mean of 3.83, interpreted as high. This was closely followed by interpersonal with a mean of 3.80, and ecological with 3.57—both also rated as high. The extended domain received the lowest mean score of 2.98, which falls under the moderate descriptive level. The overall mean score across all domains was 3.55, indicating a high level of self-awareness among the respondents.

<table><caption>Table 1. Level of self-awareness of neophyte teachers</caption><thead><tr><td>No</td><td>Domains</td><td>Mean (x)</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1.</td><td>Ecological</td><td>3.57</td><td>High</td></tr><tr><td>2.</td><td>Interpersonal</td><td>3.80</td><td>High</td></tr><tr><td>3.</td><td>Extended</td><td>2.98</td><td>Moderate</td></tr><tr><td>4</td><td>Private</td><td>3.83</td><td>High</td></tr><tr><td colspan="2">Overall</td><td>3.55</td><td>High</td></tr></tbody></table>

These findings suggest that neophyte teachers possess a strong sense of personal and social awareness, particularly in private and interpersonal dimensions. The high mean score in the private domain implies that these teachers are introspective and capable of recognizing their own thoughts, feelings, and internal experiences. Similarly, the high rating in the interpersonal domain reflects their awareness of how they relate with others, including their sensitivity to social cues and relationships in the school environment. The ecological domain, though slightly lower, still indicates a good understanding of their role in a broader educational and environmental context. The moderate score in the extended domain suggests that some neophyte teachers may still be developing awareness in broader or more abstract social perspectives, which could improve with experience and professional exposure.

This finding supports the work of Nilson and Zimmerman (2023), who emphasized that self-awareness is a foundational trait in effective teaching, particularly among novice educators. Teachers who possess high self-awareness are more likely to regulate their emotions, reflect on their practices, and make intentional decisions that benefit both their professional growth and student outcomes. By being attuned to their internal states, neophyte teachers can better
manage classroom dynamics and adapt their instructional approaches to suit varying situations.

In line with the insights of Hachelef and Chami (2020), the high ratings across the private and interpersonal domains suggest that these neophyte teachers are not only aware of their own thoughts and feelings but are also considerate of how they interact and build relationships with students, colleagues, and stakeholders. Such awareness enhances communication, empathy, and responsiveness—key elements in fostering a supportive and inclusive learning environment. The ability to navigate social relationships with sensitivity is especially crucial in the early years of teaching, when confidence and classroom management skills are still being developed.

Moreover, the findings echo the perspectives of Vadivel et al. (2021), who argued that self-aware teachers are more likely to engage in reflective practice and continuous improvement. While the extended domain received only a moderate rating, this suggests an area for further growth as these teachers expand their awareness beyond the immediate classroom to include broader educational and societal contexts. Overall, the high level of self-awareness observed in this study indicates that these neophyte teachers possess the emotional and cognitive readiness to grow professionally and positively impact their learners.

## 3.2 Level of Pedagogical Communication of Teachers

Presented in Table 2 is the level of pedagogical communication among neophyte teachers, categorized across five domains: cognition, information exchange, organization of activities, roles, and empathy, based on the computed mean scores and their corresponding descriptive levels. The highest mean scores were observed in the domains of organization of activities and empathy, both with a mean of 3.71, interpreted as high. These were followed by cognition with a mean of 3.40, roles with 3.22, and information exchange with 2.90, all of which were categorized as moderate. The overall mean score of 3.31 indicates a moderate level of pedagogical communication among the neophyte teacher respondents.

These findings suggest that while neophyte teachers demonstrate strengths in organizing

instructional activities and showing empathy, there is still room for development in other key areas of communication. The high score in organization of activities indicates that beginning teachers are generally capable of planning and facilitating classroom tasks in a structured and purposeful manner. Similarly, the high rating in empathy reflects their ability to understand and respond to students' emotional and learning needs—an essential trait for fostering a supportive classroom environment.

<table><caption>**Table 2. Level of Pedagogical Communication of Teachers**</caption><thead><tr><td>No</td><td>Domains</td><td>Mean (x)</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1</td><td>cognition</td><td>3.40</td><td>Moderate</td></tr><tr><td>2</td><td>information exchange</td><td>2.90</td><td>Moderate</td></tr><tr><td>3</td><td>organization of activities</td><td>3.71</td><td>High</td></tr><tr><td>4</td><td>roles</td><td>3.22</td><td>Moderate</td></tr><tr><td>5</td><td>empathy</td><td>3.71</td><td>High</td></tr><tr><td colspan="2">Overall</td><td>3.31</td><td>Moderate</td></tr></tbody></table>

However, the moderate scores in cognition, roles, and particularly information exchange imply that many neophyte teachers are still developing their abilities to communicate content effectively, clarify responsibilities, and engage in meaningful academic dialogue. These domains are critical for promoting student comprehension, teacher collaboration, and classroom clarity. As these teachers gain more experience and receive continued professional development, improvements in these areas are expected to enhance their overall pedagogical communication skills.

This finding aligns with the insights of Bsharat and Barahmeh (2020), who asserted that many beginning teachers exhibit only a moderate level of pedagogical communication. as they are still in the process of acquiring the confidence and competence necessary for effective classroom discourse. Their study emphasized that early-career educators often face difficulties in articulating instructional goals, managing learning interactions, and facilitating meaningful student engagement, particularly when their communication skills have not yet fully matured.

Similarly, Asirit et al. (2020) noted that moderate communication levels, especially in domains such as information exchange and role clarity, reflect a common struggle among neophyte
teachers. These areas often require not only technical understanding but also practical experience in managing classroom talk, clarifying expectations, and sustaining interactive learning. The low mean in information exchange observed in this study supports their findings, suggesting a gap in the ability of teachers to communicate instructional content clearly and responsively.

In addition, Xie and Derakhshan (2021) emphasized that when pedagogical communication remains at a moderate level, it may limit the effectiveness of teaching and hinder classroom relationships. They highlighted that while organizational and empathetic skills may be developing, the lack of strong, confident communication can result in missed opportunities for deeper student understanding and collaboration.

## 3.3 Significant Relationship Between Self-Awareness and Pedagogical Communication of Teachers

Presented in Table 3 is the correlation analysis between self-awareness and pedagogical communication of neophyte teachers in public elementary schools. The results reveal a correlation coefficient of 0.782 with a p-value of p < .001, which is less than the 0.05 level of significance. This indicates a high and statistically significant positive correlation between the two variables. Since the p-value is below the 0.05 threshold, the null hypothesis is rejected, confirming that there is a significant relationship between the self-awareness of neophyte teachers and their pedagogical communication.

These findings suggest that teachers who possess a higher level of self-awareness are more likely to demonstrate effective pedagogical communication in their classrooms. Self-awareness allows teachers to reflect on their own strengths, limitations, emotions, and interactions, which directly influences how they organize lessons, engage with students, and communicate instructional content. The high correlation implies that developing personal insight and emotional regulation can significantly enhance a teacher's ability to express ideas clearly, respond empathetically, and manage classroom dynamics more effectively.

This result is consistent with the book of Hughes (2024), who emphasized that self-aware teachers tend to be more mindful of how they

communicate, leading to improved instructional delivery and relational clarity in the classroom. Similarly, Antonopoulou (2024) asserted that self-awareness is foundational to emotional intelligence, which in turn supports clear, responsive, and respectful communication—key elements of effective pedagogy. Furthermore, Wandhe (2024) found that self-aware educators are better equipped to regulate their behavior, adapt their communication to student needs, and foster a learning environment built on trust and mutual understanding.

## 3.4 Domains of Self-Awareness that Significantly Influenced Pedagogical Communication of Teachers

Presented in Table 4 is the regression analysis showing the significant influence of the domains of self-awareness—ecological, interpersonal, extended, and private—on the pedagogical communication of neophyte public elementary school teachers. The findings reveal that all four self-awareness domains are statistically significant predictors of pedagogical communication, as supported by their respective B coefficients, standardized Beta values, t-statistics, and p-values. Among these, the ecological domain showed the strongest influence with a B coefficient of 0.435 and a Beta of 0.704, indicating that teachers who are highly conscious of their external environment and classroom context tend to communicate more effectively in pedagogical settings. This suggests that situational awareness plays a critical role in how teachers adapt their instructional communication strategies.

The extended domain followed closely, with a B of 0.426 and a Beta of 0.415, implying that teachers who are mindful of how others perceive them are more likely to fine-tune their communication behaviors for clarity and responsiveness. Likewise, the interpersonal domain (B = 0.288, Beta = 0.407) emphasized the importance of relational awareness in enhancing instructional interaction and understanding between teachers and learners. Finally, the private domain also made a significant contribution (B = 0.349, Beta = 0.300), highlighting the role of inner reflection and self-concept in promoting thoughtful and intentional pedagogical discourse.

The regression model explains 65.6% of the variance in pedagogical communication (R² = 0.656), indicating substantial explanatory power.
<table><caption>Table 3. Significant relationship between self-awareness and pedagogical communication 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>Self-Awareness</td><td>3.55</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Pedagogical Communication</td><td></td><td></td><td>0.782</td><td>High Correlation</td><td>p &lt; .001</td><td>Rejected</td></tr><tr><td></td><td></td><td></td><td>3.31</td><td></td><td></td><td></td></tr></tbody></table>

<table><caption>Table 4. Domains of self-awareness that significantly influenced pedagogical communication 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>2.792</td><td>0.186</td><td>0.400</td><td>3.254</td><td>p &lt; .001</td><td>Significant</td></tr><tr><td>ecological</td><td>0.435</td><td>0.185</td><td>0.704</td><td>3.550</td><td>p &lt; .001</td><td>Significant</td></tr><tr><td>interpersonal</td><td>0.288</td><td>0.257</td><td>0.407</td><td>3.680</td><td>p &lt; .001</td><td>Significant</td></tr><tr><td>extended</td><td>0.426</td><td>0.002</td><td>0.415</td><td>3.840</td><td>p &lt; .001</td><td>Significant</td></tr><tr><td>private</td><td>0.349</td><td>0.089</td><td>0.300</td><td>3.022</td><td>p &lt; .001</td><td>Significant</td></tr></tbody><tfoot><tr><td colspan="7"><strong>Regression Model</strong></td></tr><tr><td colspan="7">Pedagogical Communication = 2.792 + 0.435 (ecological) + 0.288 (interpersonal) + 0.426 (extended) + 0.349 (private)</td></tr><tr><td colspan="7">R=0.810; R²=0.656; F=88.640; p-value= p &lt; .001</td></tr></tfoot></table>

The model also yielded an F-value of 88.640 with a p-value of p < .001, confirming the statistical significance of the overall model. These results demonstrate that a teacher's self-awareness, across all domains, significantly shapes their ability to communicate effectively in the classroom. This underscores the value of fostering self-awareness in teacher development programs to enhance pedagogical effectiveness.

This finding supports the research of Traikou (2024), who emphasized that self-awareness plays a critical role in shaping how teachers communicate instructional content, manage student interactions, and reflect on their teaching practices. Their study found that teachers who are aware of their internal and external environments are better positioned to engage students through clear, empathetic, and responsive communication.

Similarly, Osterman (2023) concluded that ecological and extended self-awareness significantly contribute to pedagogical clarity and student understanding. When teachers recognize how they are perceived by others and remain attuned to their instructional surroundings, they are more likely to adjust their communication strategies in ways that meet diverse learner needs.

Furthermore, Regueig (2021) highlighted that interpersonal and private domains of self-awareness enhance a teacher's ability to build rapport, convey instructional intentions, and reflect critically on their methods. Teachers who understand their emotions, motivations, and thought patterns can more effectively manage classroom dialogue, anticipate misunderstandings, and provide feedback that fosters learner growth.

## 4. CONCLUSION

It is concluded in this study that the level of self-awareness among neophyte public elementary school teachers in the Boston District, Division of Davao Oriental is high, particularly in the ecological, interpersonal, and private domains, while the extended domain was rated as moderate. This indicates that beginning teachers demonstrate strong awareness of their environment, their interactions with others, and their inner reflections, which are essential for adapting to the demands of the teaching profession. However, the moderate rating in the extended domain suggests a need to further develop their understanding of how their behavior is perceived by others.

It is determined in this study that the pedagogical communication of neophyte teachers is at a
moderate level. This means that while they possess some ability to communicate instructional content and engage in professional dialogue, there are areas where their communication practices can be further enhanced—particularly in expressing ideas clearly, facilitating student understanding, and maintaining effective teacher-learner interactions.

It is clinched in this study that there is a significant and high positive relationship between self-awareness and pedagogical communication among neophyte public elementary school teachers. This finding emphasizes that those with higher levels of self-awareness are more capable of effectively communicating in pedagogical settings. Self-aware teachers are better positioned to reflect on their teaching, respond to feedback, and adapt their communication style to meet diverse learning needs.

It is concluded in this study that the specific domains of self-awareness—ecological, interpersonal, extended, and private—significantly influence the pedagogical communication of teachers. This suggests that comprehensive self-awareness enhances teachers' ability to deliver content meaningfully, foster student engagement, and collaborate with peers. Thus, investing in the development of self-awareness through mentoring, reflective practice, and targeted professional development can lead to stronger pedagogical communication among neophyte teachers in the Boston District, Division of Davao Oriental, ultimately improving teaching effectiveness and learner outcomes.

## 5. RECOMMENDATION

Neophyte public elementary school teachers may be encouraged to further develop their self-awareness, particularly in the extended and private domains, as these areas directly influence their pedagogical communication. Engaging in reflective teaching practices, seeking feedback from peers and mentors, and participating in self-assessment activities may enhance their understanding of themselves and how they are perceived in professional settings. Improved self-awareness may enable them to adapt their communication styles, foster more effective teacher-student interactions, and support instructional clarity.

Teachers may also be provided with opportunities to strengthen their pedagogical communication skills through structured

professional development. Training workshops focused on effective instructional dialogue, questioning techniques, classroom communication strategies, and clarity in content delivery may help neophyte teachers express ideas more confidently and facilitate student understanding. Emphasis may be placed on bridging self-awareness with communicative competence in order to foster deeper engagement and meaningful learning experiences.

School leaders in the Boston District may consider implementing support mechanisms that promote the development of both self-awareness and pedagogical communication among beginning teachers. Mentoring programs, peer coaching, and regular reflective teaching sessions may serve as platforms for growth in both areas. Principals may be encouraged to foster an open and supportive school environment that nurtures psychological safety, collaborative feedback, and continuous professional improvement.

The Department of Education (DepEd) may design and implement targeted programs aimed at developing the emotional intelligence, self-reflective capacity, and pedagogical communication skills of early-career teachers. These programs may include modules on self-awareness, teacher identity formation, and professional communication in the classroom. In addition, DepEd may integrate these competencies into induction programs for newly hired teachers, ensuring they are well-equipped to navigate instructional and relational challenges from the outset.

Future researchers are encouraged to explore the longitudinal effects of self-awareness on pedagogical effectiveness, particularly among teachers in the early stages of their careers. Further studies may investigate how interventions focused on reflective practice and communication training impact teacher retention, student engagement, and overall classroom performance. Comparative research between novice and experienced teachers, or across different geographic locations, may also provide valuable insights into the development of professional competencies over time.

## CONSENT AND ETHICAL APPROVAL

Throughout the implementation of this study, strict ethical standards were upheld to protect the
rights and well-being of all participants. Before
any data collection began, the researcher
obtained the necessary approvals from relevant
institutional bodies, including an endorsement
from the Dean of the Graduate School and
ethical clearance from the designated review
board. The study followed the ethical guidelines
established by Pregoner et al. (2025), ensuring
compliance with current standards for research
involving human participants in educational and
social contexts. Participation was completely
voluntary, with all respondents fully informed
about the study's purpose, procedures, and their
right to withdraw at any time without penalty.
Informed consent was obtained from each
participant, confirming their willingness and
understanding to be involved in the research. To
maintain confidentiality and anonymity, no
personally identifiable information was gathered
or revealed. All data collected were handled with
strict confidentiality and used solely for academic
purposes, with full regard for the privacy and
dignity of the participants. These steps ensured
that the research was conducted
ethically, responsibly, and with professional
integrity.

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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