Journal of Global Research in Education and Social Science

Structural social coordination among teachers has long been a pressing concern in the field of education.  This study was conducted to examine the conservative learning practices and structural social coordination among public elementary school teachers in the Sarangani District, Division of Sarangani Province, Philippines. It employed a non-experimental quantitative research design using a correlational method and utilised universal sampling. The respondents were 190 public elementary school teachers. Statistical tools used in the study included the mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and regression analysis. The results revealed that both the conservative learning practices and the structural social coordination of public elementary school teachers were at a high level. Furthermore, a significant relationship was found between conservative learning practices and structural social coordination. The study also showed that specific domains of conservative learning practices, namely economic, setting, racial, and spiritual, significantly influence the level of structural social coordination among teachers. It is recommended that school administrators and educational leaders continue to support and integrate conservative learning strategies that foster collaboration, shared values, and coordinated teaching efforts. Professional development programs should be designed to strengthen these practices, particularly in areas that encourage consistency, mutual support, and collective decision-making. Additionally, fostering strong structural social coordination can lead to more cohesive school environments, improved instructional quality, and a more unified teaching workforce. Future research may explore other mediating factors, such as leadership styles, institutional culture, or policy frameworks, that further affect the relationship between conservative learning practices and social coordination in schools.