Teachers’ Classroom Advisory Attitude in Relation to Satisfaction Among Students in Secondary Public Schools in Davao City

Abstract

This study aimed to determine the relationship between teachers’ classroom advisory attitude and students’ satisfaction. In this study, the researcher selected 200 junior high school students in Cluster 3 public secondary schools in Davao City as the study's respondents. A stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and multiple linear regression analysis. Findings revealed that teachers’ classroom advisory attitude was described as extensive, while students’ satisfaction in Cluster 3 public secondary schools in Davao City was moderately extensive. Further, correlation analysis demonstrated a significant relationship between teachers’ classroom advisory attitude and students’ satisfaction in Cluster 3 public secondary schools in Davao City. Evidently, regression analysis proved that teachers’ classroom advisory attitude in terms of counseling services and handling disciplinary were significant predictors of students’ satisfaction in Cluster 3 public secondary schools in Davao City. Hence, it was recommended that the Department of Education (DepEd) invest in ongoing training and development programs for teachers focusing on classroom management, interpersonal skills, and emotional intelligence.