Lifelong Learning Attitudes and Teacher Effectiveness of Public Elementary Schools

Abstract

This study aimed to determine the significant relationship between lifelong learning attitudes and teacher effectiveness among public elementary school teachers. A descriptive-correlational research design was utilized, involving a sample of 183 teachers from public elementary schools in Buhangin West District, Division of Davao City. Standardized questionnaires were administered through face-to-face surveys to gather the data. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were used to analyze the data collected. The findings revealed that lifelong learning attitudes and teacher effectiveness were very extensive levels among teachers. Correlation analysis indicated a significant relationship between lifelong learning attitudes and teacher effectiveness.. Moreover, the study identified that the domains of lifelong learning attitudes significantly influenced teacher effectiveness. Teachers who exhibited a strong willingness to learn, recognized the benefits of learning activities, and maintained an awareness of their personal learning skills were more effective in their teaching practices. It is recommended that school administrators foster lifelong learning attitudes among teachers through professional development programs that encourage continuous learning, self-reflection, and personal growth. By nurturing these attitudes, teachers will be better equipped to enhance their instructional planning, effectively assess student progress, and create a positive and productive learning environment. This approach can ultimately improve teacher performance and student outcomes.