Article Dans Une Revue Journal of Basic and Applied Research International Année : 2025

Cultural Intelligence and Meaningful Learning Practices of Public Elementary School Teachers

Résumé

This study aimed to examine the relationship between cultural intelligence and meaningful learning practices among public elementary school teachers. A descriptive-correlational research design was employed, with a sample of 200 teachers from various public elementary schools in Davao City. Data were collected through standardized questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression. The findings indicated that the extent of cultural intelligence (Mean=4.37; SD=0.60) and meaningful learning practices (Mean=4.38; SD=0.50) among teachers was at a very high level. Correlation analysis revealed a relationship between cultural intelligence and meaningful learning practices of teachers (r=0.75; p=0.000). Furthermore, the study identified that the domains of cultural intelligence—metacognitive, cognitive, motivational, and behavioral significantly influenced meaningful learning practices among teachers (r=0.75; p=0.000). Based on these findings, it is recommended that school administrators focus on promoting the development of cultural intelligence among teachers. Professional development programs may center on enhancing these key aspects of cultural intelligence to further improve the effectiveness of teachers in creating meaningful and inclusive learning environments.

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Dates et versions

hal-05134204 , version 1 (28-06-2025)

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  • HAL Id : hal-05134204 , version 1

Citer

Joanah Angelica Marilao, Josephine B Baguio. Cultural Intelligence and Meaningful Learning Practices of Public Elementary School Teachers. Journal of Basic and Applied Research International , 2025, 31 (4), pp.63-75. ⟨hal-05134204⟩
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