Teachers’ Agreement with Mitigation Strategies for Globalization Challenges in Basic Education: A Descriptive Profile with Explanatory Insights from the Catmon District

Globalization places new instructional, organizational, and relational demands on basic education, including the development of intercultural competence, digital fluency, and school–community alignment. This study presents a descriptive profile of teachers’ self‑reported agreement with mitigation strategies for globalization challenges in the Catmon District, Cebu Province. Using a descriptive‑quantitative design, stratified random sampling yielded 191 teacher respondents who completed a researcher‑developed 7‑point Likert instrument across five domains: pedagogical practices, technological integration, professional development, classroom management, and community/stakeholder engagement. Item‑level medians clustered at 6 across domains, with relatively tight dispersion, indicating generally positive perceptions of implementation. To clarify why certain strategies received stronger endorsement and how teachers reported enacting them, the study incorporated concise explanatory inputs from open‑ended survey items that were analyzed thematically. Teachers tended to endorse practices embedded in everyday routines—such as integrating critical‑thinking tasks, establishing inclusive classroom norms, and collaborating with peers—more strongly than strategies requiring greater infrastructure or coordination, including live cross‑cultural exchanges. Given the descriptive, self‑report nature of the evidence and the single‑district scope, findings are interpreted as perceptions of practice rather than verified enactment or impact. Implications emphasize consolidating high‑leverage routines, scaffolding low‑bandwidth global collaborations, and strengthening school–home–community partnerships, while recommending triangulation with observations and instructional artifacts in future research.

Globalization, Development Education, Teachers, Self‑report

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