This study aimed to determine which aspects of an inspiring academic setting significantly influence the inventive educational practices of public elementary school teachers in Maa District, Davao City. Using a non- experimental quantitative design with a descriptive-correlational approach, the researcher surveyed 152 teachers selected through stratified random sampling. Findings revealed that both inspiring academic settings and inventive teaching practices were generally rated as extensive, indicating frequent implementation. Among the inspiring academic indicators, interaction and social connections were most evident, while supervision and collective agreement were moderately extensive. Likewise, realization of teaching concepts and ideation in teaching were often manifested, but technological literacy lagged slightly. A significant positive relationship was found between the overall academic setting and teachers' inventive practices, with collective agreement and social connections showing the strongest correlation. Regression analysis identified social connections, supervision and guidance, and collective agreement process as significant predictors of inventive teaching. However, interaction did not yield a notable influence. The findings highlight the importance of a supportive, collaborative, and inclusive academic climate in promoting innovative teaching strategies.
Anna Rhea I. Paganpan (Mon,) studied this question.