Imparting Capabilities and Collective Relationship Scheme of Teachers in Public Elementary Schools

This study aimed to examine the significant relationship between imparting capabilities and the collective relationship scheme among public elementary school teachers. Employing a descriptive-correlational research design, data were gathered from 134 teachers using adapted standardized questionnaires. Statistical analyses included mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Findings revealed that both imparting capabilities and collective relationship scheme were rated at a high level. Correlation results showed a very strong positive relationship between imparting capabilities and collective relationship scheme. Regression analysis indicated that all domains of imparting capabilities—connections, compelling, stable, manners, listener, and charming, significantly influenced collective relationship scheme, with compelling having the strongest contribution. Based on these results, it is recommended that school administrators focus on enhancing teachers’ leadership and communication skills to strengthen collaborative relationships within schools, thereby improving overall organizational effectiveness. Keywords: Imparting Capabilities, Collective Relationship Scheme, Public Elementary School Teachers, Descriptive-Correlation, Education