Responsiveness of Teachers in Public Elementary School

Multidisciplinary instruction connects subject areas, which in diverse classrooms requires leveraging learners' cultural resources.This correlational quantitative study examined the relationship between multidisciplinary teaching strategies and cultural responsiveness among 132 public elementary teachers in Manay South District, Davao Oriental, Philippines.Findings revealed that teachers reported high levels of both strategies and responsiveness.Statistical analysis revealed a strong positive relationship, with multidisciplinary teaching significantly predicting cultural responsiveness.The findings suggest that efforts to strengthen teachers' capacity for integrated instruction can align with and reinforce culturally responsive practices in multilingual and diverse elementary settings.