# Communication Aptitudes and Shared Association Structure of Teachers in Public Elementary Schools

Catherine L Soria, Josephine B Baguio

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Catherine L Soria, Josephine B Baguio. Communication Aptitudes and Shared Association Structure of Teachers in Public Elementary Schools. Journal of Global Research in Education and Social Science, 2025, 19 (3), pp.180-191. 10.56557/jogress/2025/v19i39470. hal-05203202

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# Communication Aptitudes and Shared Association Structure of Teachers in Public Elementary Schools

Catherine L. Soria 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/10.56557/jogress/2025/v19i39470

## 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://prh.ikprress.org/review-history/13275

Received: 23/04/2025

Accepted: 25/06/2025

Published: 05/07/2025

## Original Research Article

## ABSTRACT

This study described the communication aptitudes and shared association structure of public elementary school teachers in Paquibato District, Davao City. This study employed the universal sampling, using the non-experimental quantitative research design utilizing correlational method, the respondents of the study were the 134 teachers in public elementary school teachers, utilizing universal sampling. The statistical tools were the mean, Pearson Product Moment Coefficient Correlation (Pearson r) and regression analysis. The communication aptitudes and shared association structure of teachers was high. There was significant relationship between the communication aptitudes and shared association structure of public elementary school teachers. Moreover, the domains of communication aptitudes are significantly influence on shared association structure of public elementary school teachers. It is recommended that school administrators

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: E-mail: josephinebbaguio@outlook.com;</footnote>
enhance teachers' communication aptitudes through targeted training programs. Strengthening these skills may further improve the shared association structure among public elementary school teachers.

Keywords: Communication aptitude; shared association structure; public elementary school; education; Philippines.

# 1. INTRODUCTION

The absence of a well-established shared association structure among teachers presents a serious concern in educational institutions. When teachers do not share mutual trust, common goals, and supportive professional relationships, it leads to a fragmented school environment where collaboration is minimal and professional isolation is common. This lack of connection limits opportunities for joint problem-solving, peer mentoring, and sharing of best practices. It becomes increasingly difficult to foster a culture of unity and collective growth, especially in schools where teachers already face significant workloads and stressors (Lin & Shin, 2021). A strong association structure is vital not only for effective teaching but also for sustaining teacher morale and creating a nurturing school climate that benefits both educators and learners (Wang'ombe, 2023).

Globally, the issue of weak shared association structures among teachers remains a significant challenge, particularly in education systems struggling with inequality and reform. In the United States, for example, competitive and high-stakes accountability frameworks often pit teachers against one another, discouraging collaboration and damaging collegial trust (Belmonte, 2020). In Australia, increasing workloads and administrative demands have reduced the time and space for meaningful professional interaction, undermining efforts to build cohesive teaching communities (Gavin et al., 2021). Meanwhile, in South Africa, systemic issues such as under-resourced schools and socio-political disparities have contributed to a disjointed teaching force with limited peer engagement (Adam, 2020). Across these countries, the lack of structured and supportive collegial networks weakens the ability of teachers to coordinate instructional strategies, provide emotional support, and innovate collectively—elements essential for sustained school improvement and educator well-being.

In the Philippine context, the shared association structure among public school teachers is

frequently weakened by systemic constraints such as resource scarcity, large class sizes, and administrative overload. These conditions are more pronounced in geographically isolated and disadvantaged areas, where teachers often face their challenges in solitude. In many schools, professional collaboration is informal and sporadic, lacking structured mechanisms that encourage consistent peer interaction, co-planning, and mutual support (Tarraya, 2023). Moreover, the hierarchical nature of school leadership in some settings may limit teacher agency and reduce open communication, further weakening collegial ties. As a result, teachers may feel disconnected from one another, affecting their motivation, productivity, and ability to implement cohesive instructional practices. Strengthening the shared association structure is therefore essential in creating resilient, collaborative, and learner-centered public schools in the Philippines (Arong, 2024).

A growing body of literature emphasizes the role of communication aptitudes in enhancing the shared association structure among teachers. Studies reveal that teachers with strong interpersonal communication skills, tend to foster more supportive and cooperative professional relationships. For instance, research by Barr (2023) found that schools with higher levels of teacher-to-teacher communication reported increased collaboration, shared decision-making, and collective efficacy. Other studies have highlighted that communication not only facilitates the exchange of ideas but also builds trust and emotional safety within teaching teams. These findings support the notion that communication aptitudes are not peripheral skills, but central competencies that shape the strength and quality of collegial networks in educational settings.

Despite the growing recognition of the importance of both communication and collaboration in education, there remains a lack of empirical studies specifically examining the relationship between communication aptitudes and shared association structure among public elementary school teachers in rural or
underserved areas in the Philippines. Most existing research tends to focus on urban contexts or general organizational behavior, leaving a gap in understanding how communication influences professional bonds in geographically and economically marginalized settings. Furthermore, few studies have disaggregated communication into its specific domains to determine which aspects most significantly impact teacher relationships. This gap highlights the need for localized, data-driven research to inform targeted interventions that strengthen collegial ties in public schools operating under challenging conditions.

This study aimed to explore the relationship between communication aptitudes and the shared association structure of public elementary school teachers in the Paquibato District, Division of Davao City. Specifically, it sought to determine the level of teachers' communication competencies, the strength of their professional relationships, and how these factors interrelated. By focusing on a rural district with unique geographic and socio-economic challenges, the study intended to generate relevant insights that could guide the development of professional development programs, promote stronger teacher collaboration, and enhance overall school effectiveness in similar contexts.

The conceptual framework of this study was anchored on the relationship between teachers'

communication aptitudes (independent variable) and their perceived shared association structure (dependent variable) within public elementary schools. Communication aptitudes were examined through six key domains: connections, compelling delivery, stability, manners, listening skills, and charm. These dimensions reflected essential interpersonal competencies that influenced how teachers interacted, conveyed ideas, and fostered collaborative environments. On the other hand, the shared association structure was assessed across four indicators: revision, goal achievement, unification, and potential. These indicators represented the collective functioning, alignment of efforts, and the sense of cohesion among teachers in achieving common institutional goals. The framework posited that stronger communication aptitudes among teachers contributed to a more robust shared association structure, as effective communication was foundational to building trust, aligning goals, and fostering unity within professional learning communities. This framework was grounded in social constructivist theory, which emphasized the role of social interaction and communication in shaping shared understanding and collaboration. By examining how communication aptitude influenced collegial dynamics, the study aimed to shed light on the internal organizational health of schools, particularly in collaborative decision-making and team-based initiatives.

<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 a non-experimental quantitative research design utilizing the correlational method. This method was used to measure the degree of association between variables with varying levels of measurement. According to Baguio and Baguio (2025), two variables may become related because they are both influenced by a third variable or share a common pattern of variation. In this context, when two variables tend to vary together, the presence or level of one may indicate or predict the presence or level of the other. This approach was appropriate since the primary focus of this study was to examine the relationship between communication aptitudes and the shared association structure among teachers in public elementary schools in the Paquibato District.

## 2.2 Research Respondents

The respondents of this study were 134 teachers from public elementary schools in the Paquibato District, Division of Davao City. All participating teachers had at least three years of service in the public elementary school system. The researcher employed universal sampling in selecting the respondents, meaning the entire population of teachers from the selected schools was included in the study. The data collection was conducted during the school year 2023-2024.

## 2.3 Research Instrument

The instruments used in this study were self-made survey questionnaires specifically developed to assess the communication aptitudes and shared association structure of public elementary school teachers in the Paquibato District, Division of Davao City. These instruments were crafted by the researcher based on insights derived from relevant literature and previous studies on teacher communication and collegial relationships. To ensure content relevance and alignment with the study's objectives, the initial drafts underwent face and content validation by a panel of experts in the field of Educational Management. Their comments and suggestions guided the necessary revisions to improve clarity and accuracy.

The finalized questionnaires comprised two subscales: Communication Aptitudes and Shared Association Structure. Each item was measured

using a 5-point Likert scale with the following response options: 1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, and 5 – Strongly Agree. Higher scores indicated stronger communication skills and a more positive perception of collegial association. Mean scores were interpreted using the following descriptive equivalents: 4.21–5.00 (Very High), 3.41–4.20 (High), 2.61–3.40 (Moderate), 1.81–2.60 (Low), and 1.00–1.80 (Very Low).

To ensure the reliability of the instruments, a pilot test was conducted with 30 teachers from a public elementary school within the same division but not included in the actual study sample. The instruments demonstrated high internal consistency, with a Cronbach's Alpha of 0.907 for the Communication Aptitudes subscale and 0.921 for the Shared Association Structure subscale, indicating excellent reliability.

## 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 and subsequently secured ethical clearance from the institution's Ethics Review Committee to ensure the protection of the participants' rights and the ethical conduct of the study. After obtaining both the Dean's endorsement and ethical clearance, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao City. Upon approval, an endorsement letter was issued to the respective School Heads of the public elementary schools in the Paquibato District, along with a letter requesting permission to conduct the study within their schools.

Following these approvals, a survey schedule was prepared for the pilot testing of the instrument to establish its reliability and validity. The pilot test included an explanation of the study's purpose and clear instructions for completing the questionnaire. After finalizing the instrument based on the pilot results, the validated survey questionnaires were distributed to all identified respondents under the universal sampling method. Once the participants completed the questionnaires, the researcher personally retrieved them for processing. The collected data were then submitted to the statistician to be tallied, tabulated, analyzed, and interpreted in alignment with the objectives of the study.
## 2.5 Data Analysis

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

Mean. This was used to measure the level of communication aptitudes and the shared association structure of public elementary school teachers. It provided an overall assessment of the respondents' tendencies across each item and subscale.

Pearson Product Moment Correlation Coefficient (Pearson r). This was used to determine the degree of relationship between communication aptitudes and the shared association structure of teachers. It identified whether a significant linear correlation existed between the two variables.

Multiple Regression Analysis. This was used to examine the extent to which the domains of communication aptitudes significantly influenced the shared association structure among teachers. It helped identify which specific communication skills were predictors of stronger collegial associations.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Communication Aptitudes of Teachers

Presented in Table 1 is the level of communication aptitudes of teachers across six domains—connections, compelling, stable, manners, listener, and charming, based on the computed mean scores, standard deviations, and their corresponding descriptive levels. The domain with the highest mean score was connections at 3.62 with a standard deviation of 0.88, categorized as high. This was followed by charming, which had a mean score of 3.56 and a standard deviation of 0.68, also rated high. The stable and listener domains both registered a mean of 3.55, with standard deviations of 0.67 and 0.66, respectively, indicating a high level as well. Meanwhile, compelling had a mean score of 3.54 and a standard deviation of 0.72, and manners had a mean of 3.51 with a standard deviation of 0.85, both likewise falling under the high category. The overall mean score of 3.56 and a standard deviation of 0.64 suggest that, collectively, the teachers demonstrated a high level of communication aptitude across all domains.

These results suggest that public elementary school teachers consistently exhibit strong communication aptitudes, especially in forming connections and maintaining an engaging presence. The high ratings across all domains indicate that teachers are generally effective in establishing rapport, conveying messages persuasively, and demonstrating courteous behavior. The high score in listening also reflects teachers' attentiveness and responsiveness during interactions. Overall, the data imply that teachers possess well-rounded communication skills, which are crucial for fostering positive relationships with colleagues, students, and the school community.

This finding supports the work of Saddique and Raja (2022), who emphasized that a high level of communication aptitude among teachers is crucial for fostering collaboration, minimizing misunderstandings, and enhancing overall school effectiveness. They highlights that teachers with strong communication skills are more capable of coordinating lesson plans, sharing instructional strategies, and resolving conflicts in a constructive manner. Likewise, Khuman (2024) found that high communication aptitude, including verbal and non-verbal skills, strengthens professional relationships and cultivates trust and collegiality within educational settings. Furthermore, Mull (2021) reported that schools where teachers possess advanced communication aptitudes tend to exhibit greater teacher satisfaction, engagement, and productivity.

## 3.2 Level of Shared Association Structure of Teachers

Presented in Table 2 is the level of shared association structure of teachers across four indicators: revision, goal achievement, unification, and potential, based on the computed mean scores, standard deviations, and their corresponding descriptive levels. The indicator with the highest mean score was potential, with a mean of 3.64 and a standard deviation of 0.83, categorized as high. Both goal achievement and unification followed, each with a mean score of 3.56 and standard deviations of 0.85 and 0.78, respectively, also classified as high. The revision indicator received the lowest mean score of 3.39, with a standard deviation of 0.98, but still fell within the high descriptive level. The overall mean score of 3.54 and a standard deviation of 0.80 indicate a generally high level of shared association structure among the teachers.
<table><caption>Table 1. Level of Communication Aptitudes of Teachers</caption><thead><tr><td>No</td><td>Domains</td><td>Mean (x)</td><td>SD</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1.</td><td>connections</td><td>3.62</td><td>0.88</td><td>High</td></tr><tr><td>2.</td><td>compelling</td><td>3.54</td><td>0.72</td><td>High</td></tr><tr><td>3.</td><td>stable</td><td>3.55</td><td>0.67</td><td>High</td></tr><tr><td>4</td><td>manners</td><td>3.51</td><td>0.85</td><td>High</td></tr><tr><td>5</td><td>listener</td><td>3.55</td><td>0.66</td><td>High</td></tr><tr><td>6</td><td>Charming</td><td>3.56</td><td>0.68</td><td>High</td></tr><tr><td colspan="2">Overall</td><td>3.56</td><td>0.64</td><td>High</td></tr></tbody></table>

<table><caption>Table 2. Level of Shared Association Structure of Teachers</caption><thead><tr><td>No</td><td>Indicators</td><td>Mean (x)</td><td>SD</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>1</td><td>Revision</td><td>3.39</td><td>0.98</td><td>High</td></tr><tr><td>2</td><td>goal achievement</td><td>3.56</td><td>0.85</td><td>High</td></tr><tr><td>3</td><td>Unification</td><td>3.56</td><td>0.78</td><td>High</td></tr><tr><td>4</td><td>Potential</td><td>3.64</td><td>0.83</td><td>High</td></tr><tr><td colspan="2">Overall</td><td>3.54</td><td>0.80</td><td>High</td></tr></tbody></table>

These findings reveal that public elementary school teachers demonstrate a strong shared association structure, particularly in recognizing their collective potential and focusing on achieving common goals. The high scores in unification suggest that teachers work cohesively and maintain a sense of solidarity in their professional relationships. Although revision scored slightly lower, it still reflects a positive willingness among teachers to engage in reflective practices and continuous improvement. Overall, the high rating in shared association structure indicates a collaborative environment that supports teamwork and mutual support among teachers, which is essential for enhancing school effectiveness and student achievement.

This finding aligns with García-Martínez's et al. (2021) study, which highlights that a high shared association structure among teachers plays a crucial role in promoting collaboration, trust, and a strong sense of community within schools. Robust professional networks characterized by mutual support and shared goals lead to significant improvements in both school performance and teacher morale. Supporting this, Patrick (2022) found that well-established association structures enhance communication flow, facilitate resource sharing, and encourage collective problem-solving among educators. Additionally, Nguyen et al. (2025) observed that schools with strong shared association structures report higher levels of teacher engagement, job satisfaction, and sustained collaboration, all of which contribute positively to student learning outcomes.

### 3.3 Significant Relationship Between Communication Aptitude and shared association structure of Teachers

Presented in Table 3 is the correlation analysis between communication aptitude and the shared association structure of public elementary school teachers. The relationship between these two variables shows a correlation coefficient (r) of 0.802 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 communication aptitude and the shared association structure of teachers. Since the p-value is below 0.05, the null hypothesis (Ho) is rejected, supporting the conclusion that communication aptitude is significantly related to the shared association structure of teachers.

This finding suggests that teachers who possess strong communication aptitudes are more likely to develop and maintain effective professional relationships characterized by trust, collaboration, and shared goals. Effective communication skills serve as a foundation for building a cohesive and supportive teaching community. The strong positive correlation highlights the important role that communication plays in strengthening the collective association among teachers, which can enhance teamwork, improve morale, and contribute to a more productive educational environment. Therefore, fostering communication aptitudes among teachers may directly influence the quality of their professional associations and collaboration within schools.
<table><caption>Table 3. Significant Relationship Between Communication Aptitude and Shared Association Structure 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>Communication Aptitude</td><td></td><td>3.56</td><td></td><td></td><td></td><td></td></tr><tr><td>Shared Association Structure</td><td></td><td></td><td>0.802</td><td>High Correlation</td><td>0.000</td><td>Rejected</td></tr><tr><td></td><td></td><td></td><td>3.54</td><td></td><td></td><td></td></tr></tbody></table>

<table><caption>Table 4. The Domains of Communication Aptitude Significantly Influence Shared Association Structure 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>1.967</td><td>0.056</td><td>0.503</td><td>2.054</td><td>0.000</td><td>Significant</td></tr><tr><td>connections</td><td>0.018</td><td>0.012</td><td>0.125</td><td>3.080</td><td>0.000</td><td>Significant</td></tr><tr><td>compelling</td><td>0.345</td><td>0.205</td><td>0.807</td><td>2.550</td><td>0.000</td><td>Significant</td></tr><tr><td>stable</td><td>0.070</td><td>0.057</td><td>0.502</td><td>3.080</td><td>0.000</td><td>Significant</td></tr><tr><td>manners</td><td>0.024</td><td>0.202</td><td>0.514</td><td>2.340</td><td>0.000</td><td>Significant</td></tr><tr><td>listener</td><td>0.290</td><td>0.189</td><td>0.202</td><td>3.022</td><td>0.000</td><td>Significant</td></tr><tr><td>charming</td><td>0.301</td><td>0.302</td><td>0.254</td><td>2.935</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=1.9672.067+ 0.018 (connections) + 0.345 (compelling) + 0.070 (stable) + 0.024 (manners) + 0.290 (listener) + 0.301 (charming)</td></tr><tr><td colspan="7">R=0.825; R²=0.680; F=72.250; p-value=0.000</td></tr></tbody></table>
This finding aligns with the study of Cojorn (2024), who identified a significant relationship between communication aptitude and the shared association structure of teachers. Their research demonstrated that teachers with higher communication aptitude are more likely to develop and sustain strong professional associations, which enhance collaboration and collective problem-solving. Similarly, Manoharan and Ashtikar (2022) emphasized that effective communication aptitude fosters trust and openness, essential components in building a cohesive shared association structure among educators. They concluded that the quality of communication aptitude directly influences the strength and supportiveness of teacher networks. Additionally, Aldrup et al. (2022) noted that robust shared association structures depend largely on teachers' abilities to communicate clearly and empathetically, reinforcing the critical link between communication aptitude and the formation of cooperative professional relationships that promote growth and improve educational outcomes.

### 3.4 The Domains of Communication Aptitude Significantly Influence Shared Association Structure of Teachers

Presented in Table 4 is the regression analysis examining the significant influence of the domains of communication aptitude—connections, compelling, stable, manners, listener, and charming—on the shared association structure of public elementary school teachers. The regression model reveals that all six domains positively and significantly contribute to the shared association structure, as indicated by their respective coefficients, t-statistics, and p-values. Among these domains, compelling has the strongest influence (B = 0.345, Beta = 0.807), suggesting that the ability to persuasively engage and motivate others plays a vital role in shaping the professional relationships and collaborative culture among teachers. This is followed by listener (B = 0.290, Beta = 0.202), charming (B = 0.301, Beta = 0.254), stable (B = 0.070, Beta = 0.502), manners (B = 0.024, Beta = 0.514), and connections (B = 0.018, Beta = 0.125). All domains have statistically significant t-values (ranging from 2.340 to 3.080) and p-values of 0.000, confirming their substantial contribution to the dependent variable. The regression model accounts for 68.0% of the variance in the shared association structure (R² = 0.680), indicating a

strong explanatory power. Furthermore, the F-value of 72.250 and the associated p-value of 0.000 demonstrate that the overall model is highly significant.

These findings carry important implications for school communities and educational leadership. The dominant influence of the compelling domain highlights the critical need for teachers to develop persuasive communication skills that inspire and motivate colleagues, which can strengthen collaborative efforts and promote shared goals. Similarly, the significant contributions of listening and charming suggest that empathy, active engagement, and interpersonal warmth are essential in fostering trust and mutual respect among educators. The roles of stability, manners, and connections emphasize the importance of consistent, courteous, and meaningful interactions in sustaining long-term professional relationships.

This finding supports the research of Saddique and Raja (2022), who emphasized the significant influence of specific communication domains on professional interactions within educational settings. Their study highlighted that communication skills related to connection, clarity, stability, manners, listening, and charisma enable teachers to build stronger collaborative networks and foster trust among colleagues. Similarly, Zhao et al. (2024) found that when teachers demonstrate competencies in these areas, it enhances the quality and strength of their shared association structures, promoting a more unified and supportive school environment. Furthermore, Mordovtseva et al. (2023) noted that such communication aptitudes encourage openness, mutual respect, and sustained cooperation, which are critical for the development of effective professional relationships. This finding affirms that strengthening these key domains of communication aptitude can significantly enhance the shared association structure of public elementary school teachers, ultimately supporting improved teamwork and educational outcomes (Janson et al. 2020).

### 4. CONCLUSION

On the basis of the foregoing findings, the following conclusions were drawn:

It is concluded in this study that the communication aptitude of public elementary
school teachers in Paquibato District is high and is frequently demonstrated by the teachers in their daily interactions. This suggests that teachers are generally skilled in conveying information clearly, engaging in active listening, and expressing ideas in ways that facilitate understanding and collaboration. Such strong communication skills enable teachers to effectively share knowledge, provide feedback, and resolve conflicts, which are vital components for creating a supportive and productive teaching environment.

It is determined in this study that the shared association structure among public elementary school teachers is also high and consistently manifested in their professional relationships. This indicates that teachers in the district tend to develop strong collegial ties characterized by trust, mutual respect, and a willingness to work together towards common goals. The presence of such a well-established association structure fosters an atmosphere of cooperation and collective responsibility, which can lead to improved teaching practices, enhanced morale, and a more cohesive school community.

It is clinched in this study that there is a significant positive relationship between communication aptitude and the shared association structure of public elementary school teachers. This finding underscores the critical role that effective communication plays in strengthening professional relationships and building a collaborative culture within schools. Teachers who communicate well are more likely to engage in meaningful exchanges, share resources, and support one another, thereby enhancing their collective ability to address challenges and improve student learning outcomes.

It is concluded in this study that the specific domains of communication aptitude—such as connections, compelling, stable, manners, listener and charming—significantly influence the shared association structure of public elementary school teachers. This implies that these particular communication skills are key drivers in forming and sustaining professional networks and cooperative partnerships among teachers. By honing these communication competencies, educators can better nurture trust, openness, and collaboration, ultimately leading to a more dynamic and effective teaching workforce.

## 5. RECOMMENDATION

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

Teachers are encouraged to continuously develop and refine their communication aptitudes, particularly in the domains of connection, clarity, stability, manners, active listening, and approachability. By enhancing these skills, teachers can strengthen their professional relationships and foster a more collaborative and supportive work environment. Engaging in regular peer discussions, participating in communication workshops, and practicing reflective listening may help sustain a healthy shared association structure, ultimately benefiting both teacher well-being and student learning.

School leaders may prioritize creating opportunities and structures that promote effective communication and collegiality among teachers. This can be achieved through the organization of regular team meetings, collaborative planning sessions, and professional learning communities where teachers can share experiences and best practices. School heads may also provide training and resources focused on communication skills development to empower teachers to build stronger professional networks. Cultivating a school culture that values openness, mutual respect, and collective responsibility may enhance both teacher morale and instructional quality.

The Department of Education (DepEd) may design and implement comprehensive professional development programs that emphasize communication skills as a foundational competency for teachers. Such programs may be tailored to address the specific communication domains identified as influential, with a focus on fostering strong collegial bonds in various school contexts, especially in rural districts like Paquibato. Furthermore, DepEd may encourage policies that support collaborative teaching environments, including time allocation for teacher interaction and team-building activities, as well as providing technical and material support to schools to sustain these initiatives.

Future studies may explore in greater depth the specific communication domains that most significantly affect the shared association structure among teachers in diverse educational
settings. Researchers may consider using mixed
methods approaches to capture both quantitative
relationships and qualitative insights into how
communication influences teacher collaboration.
Additionally, longitudinal studies may examine
how improvements in communication aptitudes
impact school culture and student outcomes over
time. Investigating similar relationships in
secondary schools or other regions may also
contribute to a broader understanding of this
important dynamic.

CONSENT AND ETHICAL APPROVAL

Throughout this study, strict ethical standards
were maintained to protect the rights and welfare
of all participants. Before collecting data, the
researcher obtained all necessary approvals
from institutional authorities, including an
endorsement from the Dean of the Graduate
School and ethical clearance from the relevant
institutional body. The study's ethical
procedures followed the guidelines established
by Pregoner et al. (2025), ensuring compliance
with current ethical principles for research
involving human participants within today's
educational and social contexts. Participation
was entirely voluntary, with all respondents fully
informed about the study's objectives,
procedures, and their right to withdraw at any
time without consequences. Each
participant provided informed consent, confirming
their understanding and willingness to
participate. Confidentiality and anonymity were
rigorously maintained by excluding any
personally identifiable information in both data
collection and reporting. The information
gathered was strictly used for academic
purposes and handled with the highest regard for
the participants' privacy and dignity. This ethical
framework ensured the study was carried out
responsibly, transparently, and in accordance
with established academic and professional
standards.

DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI
technologies have been used during the writing
and editing of this manuscript. The details of the
AI usage are as follows:

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

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

COMPETING INTERESTS

Authors have declared that no competing
interests exist.

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