Planning Lifestyle and Regenerating the Potential of Teachers in Public Elementary Schools: A Descriptive Study

Abstract

This study aimed to examine the significant relationship between planning lifestyle and regenerating the potential of public elementary school teachers. Specifically, it assessed the level of planning lifestyle and regenerating the potential. Moreover, it aimed to examined the significant relationship between planning lifestyle and regenerating the potential and identified which domains of planning lifestyle significantly influenced regenerating the potential of teachers. A descriptive-correlational research design was employed, involving 141 public elementary school teachers in Malalag District, Division of Davao Del Sur. Data were collected through a validated and pilot-tested questionnaire using face-to-face survey administration. Statistical analyses, including mean, standard deviation, Pearson product-moment correlation, and multiple linear regression, were applied to analyze the data. Results revealed that both the level of planning lifestyle and the level of regenerating teacher potential were rated very high among respondents. Correlation analysis indicated a significant positive relationship between planning lifestyle and the regeneration of teacher potential. Furthermore, multiple regression analysis revealed that the domains of influence and participation significantly influenced the regeneration of teacher potential, while accountability did not show a significant effect. These findings underscore the importance of empowering teachers to make strategic decisions and actively participate in school planning processes as key drivers of their sustained professional vitality. Focused initiatives that promote teacher agency and collaborative involvement are essential for fostering a resilient and adaptive teaching workforce. Practically, the results suggest that school leaders and policymakers should design programs that cultivate teacher leadership and encourage inclusive planning activities, as these contribute directly to enhancing motivation, morale, and long-term professional effectiveness in the classroom.