Abstract
The study aimed to describe the lived experiences and the level of organizational communication among language teachers in a public schools within the division of Davao del Norte. This study engaged a mixed-method design. The participants of the study were language teachers in public schools within the division of Davao del Norte. There were 61 language teachers who were descriptively selected for the quantitative and 10 for the qualitative: ten (10) for in-depth interviews, which were purposefully selected. In the quantitative phase, the results revealed organizational communication among language teachers in (3) indicators; task-oriented communication, informative communication, and pedagogical Kknowledge competence was rated as very high. This implies that language teachers were highly manifested the communication happens within their organization. In the qualitative phase, the study examines language teachers' experiences and insights on organizational communication. The results emphasizing open communication, innovation, effective information management, and nurturing relationships for continuous improvement. Thematic analysis confirms quanlitative findings, providing a holistic view of language teaching dynamics. Both quantitative and qualitative data reveal the different nature of communication, with both positive and negative impacts based on attitudes and practices.
