2026 IJRSE – Volume 15 Issue 2
Available Online: 12 February 2026
Author/s:
Soriano, Mary Janice P.*
Nueva Vizcaya State University, Philippines (maryjanice.soriano@deped.gov.ph)
Ocampo, Imelda S.
Nueva Vizcaya State University, Philippines (imeldasocampo@gmail.com)
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study employed a quantitative descriptive–correlational design to examine the classroom decision-making styles and human relations skills of 94 public elementary school teachers in Aritao I District during the 2025–2026 academic year. The study aimed to describe teachers’ perceptions of their decision-making approaches—autocratic, consultative, and group—and assess their human relations skills, including self-esteem, self-motivation, goal setting, self-confidence, co-worker relations, client relations, supervisor relations, and creative resiliency. Furthermore, it investigated the relationships between decision-making styles and human relations competencies. Data were collected using validated, researcher-adapted questionnaires and analyzed through weighted mean and Spearman Rank Correlation at a 0.05 significance level. Results revealed that teachers’ overall classroom decision-making styles were rated as Good (grand mean = 3.29), with group decision-making ranked highest (M = 3.56), indicating a collaborative and inclusive approach. Consultative decision-making followed (M = 3.46), while autocratic decision-making was lowest (M = 2.86), suggesting limited situational use. Teachers’ human relations skills were rated Excellent overall (grand mean = 4.57), with client relations and creative resiliency as the highest-rated dimensions. A high positive and significant correlation was found between decision-making styles and human relations skills (ρ = 0.593, p = 0.001), with consultative decision-making showing the strongest association. Based on these findings, a targeted teacher training design was developed to enhance both classroom decision-making practices and human relations competencies. The study underscores the importance of integrating interpersonal skill development into professional growth initiatives to improve instructional effectiveness, collaborative decision-making, and overall school performance.
Keywords: educational management intervention, classroom decision-making styles, human relations skills
DOI: https://doi.org/10.5861/ijrse.2026.26046
Cite this article:
Soriano, M. J. P., Ocampo, I. S., & Agustin, A. A. (2026). Classroom decision-making styles and human relations skills of public elementary school teachers in Aritao I District. International Journal of Research Studies in Education, 15(2), 137-151. https://doi.org/10.5861/ijrse.2026.26046
* Corresponding Author