Dialogic communication and critical thinking influence how teachers manage classroom demands, yet their link to collaborative problem-solving (CPS) lacks local empirical evidence. This study investigated these relationships among 131 public elementary teachers in Paquibato District, Davao City, using a quantitative correlational design. Survey data measured dialogic communication (speaking, disclosing, testing, probing), critical thinking (understanding, interpretation, analysis, inference, evaluation), and CPS (social, emotional, behavioral challenges). Results showed moderate dialogic communication but high level of critical thinking and very high level of CPS. Significant positive correlations were found between both independent variables and CPS. Multiple regression indicated that social challenges contributed most significantly to CPS scores. These findings support professional development focused on strengthening teacher dialogue and reasoning to improve collective problem resolution.
Llano et al. (Thu,) studied this question.