Revealing Convenient Learning Practices and Professional Growth of Public Elementary School Teachers

Abstract

This study described the revealing of convenient learning practices and professional growth of public elementary school teachers in Paquibato District, Division of Davao City. A non-experimental quantitative research design was used, employing a correlational method. The study involved 136 public elementary school teachers as respondents, selected through universal sampling. Data analysis included the use of mean, Pearson r, and regression analysis. The findings revealed that the degree to which teachers revealed convenient learning practices was moderate, as indicated by a mean score of 3.31, suggesting these practices were sometimes manifested. In contrast, the level of professional growth among teachers was high, with a mean score of 3.45, indicating that it was oftentimes demonstrated. Statistical analysis showed a significant relationship between the revealing of convenient learning practices and professional growth, with a p-value of 0.000. Additionally, the analysis found that the domains of convenient learning practices significantly influenced teachers' professional growth, as evidenced by an overall p-value of 0.000. Based on the findings, public school teachers may benefit from attending targeted conferences and training programs organized by the Department of Education (DepEd). These programs may focus on evidence-based teaching strategies, classroom management, and technology integration. Additionally, mentorship programs, peer collaborations, and workshops may help enhance teacher effectiveness. Regular assessments may track progress, provide feedback, and foster school-family partnerships to support student achievement.