Informative Expedient Learning Practices and Professional Ontogeny of Teachers in Public Elementary Schools

Abstract

This study aimed to determine the significant relationship between informative expedient learning practices and professional ontogeny among public elementary school teachers in Manay District, Division of Davao Oriental. A descriptive-correlational research design was employed, involving 136 public elementary school teachers in Manay District. Data were collected using standardized questionnaires and analyzed through mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analyses. The results indicated that both informative expedient learning practices and professional ontogeny were rated at a very high level. Correlation analysis revealed a significant positive relationship between the two variables (r=0.60; p-value=0.000). Moreover, multiple regression analysis showed that all domains of informative expedient learning practices significantly influenced professional ontogeny, with image having the strongest impact (r=0.62; r²=0.384; f=52.19; p-value=0.000). Based on these findings, it is recommended that school administrators continue reinforcing professional development programs, mentorship initiatives, and institutional support to sustain and enhance teachers' professional growth. Strengthening these areas may further ensure that teachers remain adaptable, innovative, and committed to continuous learning, fostering a more dynamic and progressive educational environment. It is also noted that the study is localized within a single district, and this limitation may affect the generalizability of the findings, warranting further studies across broader contexts.