Abstract
This study examined the availability of classroom resources and their influence on the ability of public elementary school teachers to implement innovative teaching methods. Specifically, it assessed the degree of availability of physical and technological resources, the level of teachers' innovative capacity in terms of attitude, skills, and implementation, and the relationship between these variables. A descriptive-correlational research design was employed, involving 125 teachers selected through stratified random sampling from various schools in the Maramag II District, Division of Bukidnon. Data were gathered using a researcher-developed, standardized survey instrument with high internal reliability (Cronbach's alpha = 0.932 for resource availability and 0.937 for innovation capacity). Data analysis employed descriptive statistics, Pearson correlation, and multiple regression analysis. Findings revealed that classroom resources were generally "usually available," with physical resources (M = 3.91) rated slightly more accessible than technological ones (M = 3.45). Teachers exhibited a "very highly competent" level of innovative capacity (M = 4.32), with the strongest scores in attitude toward innovation. A significant moderate positive correlation (r = 0.483, p < 0.01) between classroom resource availability and innovative capacity was found. Furthermore, regression analysis confirmed that physical (β = 0.279, p = 0.006) and technological resources (β = 0.263, p = 0.009) were significant predictors, explaining 23.5% of the variance in teachers' innovative capacity. These results underscore the importance of equipping teachers with adequate resources to foster innovation in classroom practice. The study recommends targeted investments in instructional tools and professional development to support innovation in public elementary education.
