Author

Nequeresa Gliceria T. Gabato*
Cebu Technological University-Main Campus, Cebu City, Philippines

Abstract

The concept of wisdom in teaching has long been recognized as a critical dimension of effective classroom practice. The study examined respondents’ profiles (age, gender, education, teaching experience, and training), their classroom wisdom (knowledge management, self-regulation, moral maturity, tolerance of uncertainty, openness, sound judgment, and creativity), the challenges they encountered, and the relationship between these variables. Conducted in selected public elementary schools in Moalboal District, Cebu during SY 2025–2026, the study involved over 50 respondents using random–convenience sampling and an adapted questionnaire. A correlational method was applied, using simple percentage, weighted mean, and Pearson r for data analysis. The findings show that most respondents are middle-aged, predominantly female, and generally pursuing graduate studies, with many already experienced in teaching and moderately exposed to professional development activities. The results further reveal that teachers consistently demonstrate strong wisdom-related competencies in the classroom, including knowledge management, self-regulation, moral maturity, tolerance of uncertainty, openness, sound judgment, and creative thinking, all of which are highly evident in their professional practice. However, respondents still frequently encounter challenges, particularly in making sound instructional decisions, generating creative solutions, and maintaining fairness in managing student behavior. Finally, the study establishes a significant relationship between classroom wisdom and teaching challenges, indicating that higher levels of wisdom-related attitudes are strongly associated with better ability to manage instructional difficulties, with creative thinking, sound judgment, and openness showing the strongest links. Therefore, it is recommended that the proposed output of the study be adopted.

Keywords: Administration and supervision, wisdom in the classroom, professional development plan, correlational research design, Moalboal, Cebu, Philippines.

*Corresponding author / Email: Nequeresa.gabato@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05041641

Recommended citation:
Gabato, N. G. T. (2026). Wisdom in the classroom: Teachers’ attitudes and challenges in public elementary schools. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 972-985. http://doi.org/10.69651/PIJHSS05041641

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