Perceptions of Social Inequality and the Emphasis on Justice-Oriented Values: A Study Among Public Elementary Teachers

Abstract

This study examined the relationship between teachers’ perceptions of social inequality and their emphasis on justice-oriented values in classroom discussions among public elementary school teachers in Kibawe West District, Schools Division of Bukidnon, during the School Year 2025–2026. Anchored on Critical Pedagogy Theory, the research explored how teachers’ awareness of economic disparities, educational inequity, gender and identity bias, cultural marginalization, and structural discrimination influences their promotion of equity, critical dialogue, learner empowerment, ethical reasoning, and inclusive curriculum practices in classroom instruction. The study aimed to determine the level of both variables and the significance of their relationship.
A descriptive-correlational research design was utilized involving public elementary school teachers through complete enumeration. Data were collected using an adapted questionnaire and analyzed using means, standard deviations, and Pearson Product-Moment Correlation.
Results revealed that teachers generally held high to very high perceptions of social inequality and placed a high to very great emphasis on justice-oriented values, particularly in empowerment and critical dialogue practices. Furthermore, the findings indicated a strong, statistically significant relationship between teachers’ perceptions of social inequality and their emphasis on justice-oriented values. The results suggest that teachers with greater awareness of inequality are more likely to integrate inclusive and justice-centered approaches into classroom discussions, highlighting the importance of strengthening socio-political awareness in teacher development programs.