International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 3
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Teachers’ Cultural Practices and Social Development

Author(s) Leah Grace P. Vargas
Country Philippines
Abstract This study examined the relationship between teachers’ cultural practices and learners’ social development among 85 respondents in the Schools Division of Antique–District of Patnongon for the year 2025. The study utilized a descriptive-correlational research design to determine how teachers’ cultural practices influence learners’ social development within the educational environment. Data were gathered using a researcher-made questionnaire and analyzed using descriptive and inferential statistical tools such as mean, standard deviation, t-test, ANOVA, and Pearson product-moment correlation.

The findings revealed that teachers demonstrated a high level of cultural practices, while learners exhibited a very high level of social development. The study also found a significant positive relationship between teachers’ cultural practices and learners’ social development, indicating that culturally responsive teaching positively contributes to learners’ social skills, behavior, and interpersonal relationships.

Based on the findings, the study concluded that teachers’ cultural practices play a vital role in enhancing learners’ social development. Strengthening culturally responsive teaching strategies can further improve learners’ cooperation, communication skills, interpersonal relationships, and social interaction within the school environment.
Keywords Teachers’ cultural practices, social development, culturally responsive teaching, learners, interpersonal skills, inclusivity, classroom behavior, multicultural education, Schools Division of Antique, District of Patnongon
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79119
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