2026 IJRSE – Volume 15 Issue 2
Available Online: 12 February 2026
Author/s:
Abarcar, Cherelyn G.*
Nueva Vizcaya State University, Philippines (cherelyn.abarcar001@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 examined the e-learning practices and teaching styles of public elementary school teachers in Aritao I District during the first semester of the Academic Year 2025–2026. E-learning practices were analyzed across seven dimensions—independent, social, visual-auditory, active, verbal, logical, and intuitive learning—while teaching styles were examined using five dimensions: expert, formal authority, personal model, facilitator, and delegator. Employing a quantitative descriptive–correlational research design, the study investigated the levels of these variables and the relationship between them. Data were gathered using validated and reliable research instruments and analyzed through descriptive statistics and the Pearson Product–Moment Correlation Coefficient at a 0.05 level of significance. Results revealed that teachers demonstrated a very good level of e-learning practices, with verbal, active, and visual-auditory learning ranked highest, while independent and social learning showed comparatively lower engagement. Teaching styles were consistently and frequently utilized, with facilitator and delegator styles emerging as the most dominant, reflecting a strong inclination toward learner-centered instruction alongside structured teacher-centered approaches. Findings further indicated a weak but statistically significant positive relationship between e-learning practices and teaching styles (r = 0.291), suggesting that increased engagement in digital learning practices is associated with more varied instructional approaches. Independent and intuitive learning showed the strongest associations with teaching styles, while logical learning was not significantly related. Based on identified areas with lower mean scores, a targeted educational management intervention was developed to enhance teachers’ e-learning competencies and instructional flexibility. The intervention aims to strengthen digital pedagogy, promote learner autonomy, and support continuous professional growth, ultimately contributing to improved teaching effectiveness and student learning outcomes in the district.
Keywords: educational management intervention, e-learning practices, teaching styles
DOI: https://doi.org/10.5861/ijrse.2026.26045
Cite this article:
Abarcar, C. G., Ocampo, I. S., & Agustin, A. A. (2026). E-learning practices of elementary school teachers of Aritao I District in online environment: Its relationship with their teaching styles. International Journal of Research Studies in Education, 15(2), 123-136. https://doi.org/10.5861/ijrse.2026.26045
* Corresponding Author