Authors

Ruaisa A. Saik*
DepEd Teacher
Jolo, Sulu, Philippines
Email: ruaisasaik@gmail.com

Nuryanina S. Suhaili
Sulu State College
Patikul, Sulu, Philippines
Email: nuryaninasuhaili@gmail.com

Shermalyn D. Hashim
Sulu State College
Patikul, Sulu, Philippines
Email: hashimshermalyn@gmail.com

Nurwinda S. Jaiyari
Sulu State College
Patikul, Sulu, Philippines
Email: jaiyarinurwinda@gmail.com

Farhaina H. Ayyub
Sulu State College
Patikul, Sulu, Philippines
Email: ayyubfarhaina@gmail.com

Abstract

This study examined the extent of the school environment in Patikul District, Ministry of Basic, Higher, and Technical Education (MBHTE)–Sulu, from the teachers’ perspective during School Year 2022–2023. Using a quantitative descriptive–correlational research design, data were gathered from 100 elementary school teachers selected through purposive sampling from ten public schools in Patikul East and West Districts. A structured questionnaire adapted from Kate’s (2005) instrument was employed to assess three dimensions of the school environment: school facilities, comfortability, and school leadership. Descriptive statistics, t-test, one-way ANOVA, and Pearson Product–Moment Correlation were utilized for data analysis. Findings revealed that teachers generally perceived the school environment as favorable across all three dimensions, with notable strengths in comfortability and school leadership, despite identified limitations in specific facilities such as library resources, internet connectivity, and laboratory equipment. Results further indicated no significant differences in teachers’ perceptions of the school environment when grouped according to age, gender, civil status, educational attainment, and length of service. However, significant high to moderate correlations were found among school facilities, comfortability, and school leadership, suggesting that these dimensions are interrelated and collectively contribute to a conducive teaching–learning environment. The study concludes that a positive school environment in Patikul District supports teachers’ professional engagement and underscores the need for sustained improvements in physical resources to further enhance educational quality.

Keywords: school environment, teachers’ perspective, school facilities, school leadership, comfortability, elementary education

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404667

Recommended citation:

Saik, R. A., Suhaili, N. S., Hashim, S. D., Jaiyari, N. S., & Ayyub, F. H. (2025). The school environment of Patikul District, Ministry of Basic, Higher, and Technical Education in Sulu: Teachers’ perspective. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7302-7311. http://doi.org/10.69651/PIJHSS0404667

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