📄 Abstract
This study examined the relationship between change responsiveness and didactic competence among public elementary school teachers in Laak North District during school year 2025–2026. Using a descriptive-correlational design, the researcher gathered survey data from 80 teachers. Change responsiveness covered awareness, desire, knowledge, ability, and reinforcement; didactic competence covered student engagement, instructional strategies, classroom management, instructional competence, and socio-personal competence. Means, standard deviations, Pearson correlation, and multiple regression were used to analyze the data. Both change responsiveness (M = 3.65, SD = 0.55) and didactic competence (M = 3.63, SD = 0.49) were rated high. The variables were positively related, r = .66, p < .001. The five-domain regression model was significant, F(5, 74) = 11.71, p < .001, with R² = .44 and adjusted R² = .40. The source manuscript did not report coefficients for the individual domains, so their separate contributions could not be established. The findings support further attention to both instructional development and teachers’ responses to change, while the correlational design does not establish causation.
🏷️ Keywords
📚 How to Cite:
Mary Grace M. Abot , CHANGE RESPONSIVENESS AND DIDACTIC COMPETENCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS IN LAAK NORTH DISTRICT , Volume 13 , Issue 10, October 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 105 - 108 ,